Malevolence of Cancer

Table of Contents Introduction Background Information on Cancer Common Causes and Symptoms of Cancer Research and Investigation on Cancer Recent Advances in Treatment or Cure of Cancer Conclusion Works Cited Introduction Cancer can be defined as a set of diseases which are caused by uncontrolled growth of cells in the body. The abnormal cells in the body usually segregate uncontrollably and affect other body tissues as they are spread very fast through body fluids for instance the blood and the lymph. It is a condition that is very severe and accounts for a great percentage of deaths world wide.Advertising We will write a custom research paper sample on Malevolence of Cancer specifically for you for only $16.05 $11/page Learn More It is the most frightening cause of death in the world due to its effects and symptoms and the fact that it can be suffered by every person irrespective of age. It is the second major cause of deaths after the heart disease . There are various types of cancer (more than a hundred) which can be categorized as sarcoma which entails the cancer that begins in connective tissues for instance the bone and blood vessels, leukemia which originates in tissues that deal with blood formation like the bone marrow, lymphoma which affects the immune system cells, cancer of the central nervous system that starts from the spinal cord and brain tissues, and carcinoma that originate from skin tissues (Anonymous 1). Background Information on Cancer All kinds of cancer conditions start in body cells which are the most fundamental units of life. Cancer occurs when normal body cells change and become cancer cells. There are various kinds of cell that make up an individual’s body. The cells usually grow and segregate uncontrollably producing more cells that are necessary for maintaining good health in the body. As the cells grow, they get old or / and damaged and the formation of new cells is essential for their repla cement. Cancers however occurs when the process of the growth of a cell is disrupted or when it occurs abnormally for instance when the body cells fail to die at the required time or when new cells are made when they are not needed in the body. The excess cells may lead to development of tumor which in most cases is cancerous for instance the malignant. However, not all kinds of cancer cause tumor. Cancer is not a new disease and has existed for many years. The word cancer traces its origin from Hippocrates who was a general practitioner from Greece. The very first recognized and documented cancer case was in Egypt and it was on breast cancer.Advertising Looking for research paper on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More The treatment that was readily available was cauterization which utilized the principle of burning the affected tissues. There was very little information about cancer as opposed to what is known t oday and the little that was believed about it was actually false for instance, the people believed that it was a disease caused by the gods. Hippocrates also thought that cancer was caused by the existence of excess black bile in a particular place in the body. However, there has been a lot of developments and understanding on the aspect of cancer as discussed later in this paper (Fayed 1). Common Causes and Symptoms of Cancer Different kinds of cancers share some common characteristics in terms of causes and symptoms for instance; the common causes are; radiation, consumption of tobacco, viruses, consumption of poisonous mushrooms and chemicals like benzene. The common symptoms on the other hand include; sweating at night, weight loss, and loss of appetite, fever, fatigue and chills (Grady 1). Research and Investigation on Cancer The cancer condition has attracted a lot of debate and concerns and various individuals, groups and institutions have undertaken some research and invest igations on the issue so as to help answer questions related to it and give a clear understanding to all those involved such as the medical practitioners, patients and even those involved with taking care of the victims for example relatives and those in institutions that deal with the affected like the hospice or homes for the terminally ill. There have been various beliefs on the aspect of cancer including the origin, causes and even ways of treatment. It is for example less likely for people to believe or understand that cancer can be caused by yeast or even fungal infections. It is however true that even though cancer is believed to have its origin in genetic cell mutations it can also be caused by other infections for instance from bacteria, molds, fungi, viruses and even yeast as asserted by Dr. Andrew Dannenberg who is a director at the New York- Presbyterian hospital’s cancer center (Rudel 1).Advertising We will write a custom research paper sample on Malevolence of Cancer specifically for you for only $16.05 $11/page Learn More Some of the findings from the research and investigations are as follows; Leading cancer organizations in the United States of America for instance the U.S. National Institute of Health and the National Cancer Institute assert that recently there has been a decline in the rates of both diagnoses and death from all the various types of cancer in men, women and children and also on almost all the races and ethnic groups that constitute the United States of America’s population (Anonymous 2). The new cases of diagnoses as per the year 2010 were 1,529,560 exclusive of skin related cancers while the deaths were 569,490 which are much lower than the rates in the previous years for instance the World Health Organization estimated that there was a total of 6.2 million children, women and men who succumbed death in the year 2000 (Delfino and Day 2). Most researchers have found out that medicin es that are prescribed for the prevention or treatment of diseases caused by fungal and bacterial infections are responsible for killing cancer cells. These medicines are believed to offset tumors hence killing the cancer cells. There has also been evidence that doctors and other medical practitioners usually use some wrong forms of medication in treatment of cancer and most patients die due to improper treatment. A good example is the use of chemotherapy in treatment of different kinds of cancer whereas it has been proven that it can not cure most cancer types like breast and lung cancer (Rudel 1). Research has also shown that nutrients or dietary aspects are of concern in our ability to fight the cancer ordeal. Poor measures in our nutrition for instance low levels of intake of some nutrients like vitamins, calories, minerals and proteins can make our bodies to be less effective in detecting and fighting germs and infections. People who lack some nutrients, that is, they donâ€⠄¢t consume a balanced diet are more likely to have some infections including cancer as opposed to those people who eat healthy and balanced meals. The consumption of processed foods should be avoided since indispensable nutrients are usually absent in them and therefore not healthy due to their inadequacy. The existence of damaged cells is also a factor that researchers have deemed to exacerbate the occurrence of cancer as the cells become prone to toxins and other harmful substances making them to develop into cancerous conditions. This condition is very dangerous as it exhibits all the aspects associated with cancer as the cells do not function well and are prone to infections making a person weaker day by day.Advertising Looking for research paper on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More The environment can also act as a element that affects the cancer condition for example when the patient is exposed to a polluted and contaminated environment, he or she is more likely to suffer adverse effects of the cancer condition as opposed to a patient whose environmental conditions are not polluted. Recent Advances in Treatment or Cure of Cancer Due to the dangerous effects of cancer and the fact that it claims a lot of lives in different parts of the world, both the developed and the developing countries, there has been the need to come up with ways of dealing with the situation. The treatment of cancer has proved to be a very difficult task especially due to the fact that the patients seem to lack hope of getting better as they usually have the mentality of dying. There has however been a change in perception and people have started taking it as any other disease as much information about it has been disseminated and people can take it positively knowing that there are ways of treating or reducing its effects. The belief that cancer is an obscene and shameful disease is also long gone (Shapin 1). The treatment varies on the basis of the kind of cancer and the extent to which the cancer has infected an individual, that is, the stage of the disease. For instance, if the cancer affects a specific part of the body and has not spread, surgery works best through removal of the affected area such as the breast. Radiation and chemotherapy are the other forms that can be applied in treatment of cancer especially where the cancer has spread to other parts of the body apart from the place of origin and surgery cannot work. Some cases may be very complicated and may require the combination radiation and chemotherapy or even surgery, radiation and chemotherapy (Grady 1). The mistake comes in when the doctors adore some forms of treatment and use them improperly with the aim of getting the expected results for instance the application of chemotherapy in treatment o f cancer have been seen to be emphasized by many doctors even when it does not seem to work and other options could be considered. There has along been a need to improve the therapies and means used in treatment of various kinds of cancer with an aim of enhancing the outcome on the patients. One of the considerations is the adoption of engineered delivery systems that are deemed to promote efficiency in administering the drugs used in the chemotherapy process. Novel technology is also a development in the treatment of cancer. This is a technology that enhances the identification of the antibodies that could be in the body or blood. It usually work on the principle of detection of abnormal glycoprotein that are usually produced by cancerous cells hence making it possible to detect cancer and therefore take necessary measures to avoid its adverse effects. Another major advanced treatment for cancer is the bone-marrow also known as stem-cell transplant therapy. This therapy entails the extraction of the bone marrow prior to the provision of the drugs used in chemotherapy. It is after the inducement of the chemotherapeutical medicines that the bone marrow is re-implanted back into the body and some medication given to enhance the recovery process and hence boost the immune system of the victim. This method has proved to be efficient and effective as compared to the traditional means in which chemotherapy is administered as the cancer cells usually dies off completely and the cancer do not come back a circumstance that is very common when traditional chemotherapy is applied for treatment of cancer. Administration of new and advanced drugs that are effective in killing cancer cells is also a step towards improving the treatment of cancer. It also allows the patient to undergo more sessions of chemotherapy which increases the chances of survival. Other drugs are also used to combat the side effects of chemotherapy. The application of gamma knife in brain tumor surger y is another improvement that has enhanced treatment of cancer as it avoids the risk of causing damages to the brain. It utilizes direct radiation to the affected area and takes a very short time. This and other developments in the various kinds of cancer that have brought a lot of hopes to all the people involved including the patients and their relatives (Mae 1). Conclusion It is evident that cancer is a very serious condition in the world and in as much as various oncologists are making it look simple through their genetic theories and explanations; it is still a complicated aspect. The research that has been carried out by various researchers has however helped in the understanding of the general ideologies surrounding the cancer condition for instance the aspects related to environment, nutrition, cells growth and emotions and their effects in causing cancer or affecting its condition. Works Cited Anonymous. â€Å"Cancer.† Medicine, 2010. Web. Delfino, Michelangelo and D ay E. Mary. Cancer: We Live and Die by Radiation. New York: MoBeta Publishing, 2006. Fayed, L. â€Å"The History of Cancer.† About.com Guide, 2009.  Web. Grady, D. â€Å"Cancer Patients, Lost in a Maze of Uneven Care.† The New York Times, 2011. Web. Mae, W. â€Å"New Lifesaving Advances in Cancer Treatment – Preventing Cancer: What We Know Today.† Findarticles, 1995. Web. Rudel, C. V. â€Å"Understanding the Condition of Cancer.† Winning the War on Cancer, 1994. Web. Shapin, S. â€Å"Cancer World: The Making of a Modern Disease.† New Yorker, 2010. Web. This research paper on Malevolence of Cancer was written and submitted by user Kellen A. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Theory of Scaffolding Essays

Theory of Scaffolding Essays Theory of Scaffolding Essay Theory of Scaffolding Essay Theory of Scaffolding Literature around Scaffolding: There have been several discussions around scaffolding, in an attempt to define what it means for education. At the early stages of the theory of scaffolding, Wood, Bruner, and Ross (1976) explain the importance of the interactive, instructional relationship that tutors/teachershave in a learners development, supporting that the attendance of others is significant for scaffolding skills acquisition and problem solving. They also emphasize on the importance for realizing the value of a solution to generate the equence of steps that will lead to the solution of the problem, without scaffolding by an adult. As argued, this realization will result in effective feedback, as the learner will be able to value every step towards the solution, and therefore, in order for scaffolding to be effective the learner needs to generate solutions to the problem that are identifiable to them (Wood, Bruner, and Ross, 1976). However, in this scaffolding process, the tutor does not necessarily need to be a human; it can be a virtual, non- player character (NPC) as well. In this project, the scaffolding process takes place in the virtual environment of Quest Atlantis, where learners embark on a mission to resolve a problem, part of which requires the decryption of Mayan signs, and interpretation of them in English. The facilitators in this case are the NPCs that learners/players come across during their mission. A rich experience is what a leaner needs to develop to a knowledgeable individual, and the impact of the surrounding environment and the scaffolds in it are important for learning. Wgotsky (1978) has proposed that the learner needs to be scaffolded in rder to acquire all the skills that would have been difficult to acquire independently. The Wgotskian theoretical perspective holds that learners, and especially children can perform more challenging tasks when assisted, and that they can reach a high level of development (Zone of Proximal Development). According to Wgotsky, there are two aspects of learning development; the actual development and the potential development (Ugotsky, 1978). The Zone of Proximal Development (ZPD) is the distance between the actual development level, as determined by independent roblem solving and the level of potential development, as determined through problem solving under adult guidance, or in collaboration with more capable peers (Ugotsky, 1978, p. 86). Further, based on Wgotskys theory, the ZPD can also be defined as the area between what the learners can achieve by themselves, and what they can attain with the help of more knowledgeable individuals (Video 1). Therefore, meaningful learning is being enhanced in the learners ZPD, with the use of all the available scaffolds afforded by the surrounding environment. Scaffolds in the case of he virtual geocaching project are considered to be the mission page, NPCs, boxes with information, scrolls with information, translation tool, etc. Zone of Proximal Development and Scaffolding Video 1: A video about the Zone of Proximal Development and Scaffolding, describing Pea, in his commentary paper (2004, p. 31) discussed the role of fading in the scaffolding process, characterizing it as intrinsic to the scaffolding process. A scaffold used for the learner must be gradually removed during the learning process, until it is completely gone, and when the learner has reached the learning goal Collins, Brown, Newman, 1989). It is argued that, if the learning help is not being gradually removed, then the process is not called scaffolding anymore, but distributed intelligence, namely, intelligence that is a collective product, and where the individual does not internalize learning (Pea, 2004). Over time, there have been numerous software tools created to scaffold meaningful learning experiences, in and out of schools. Scaffolding is an inherent characteristic of games, either in virtual or in physical life. In the case of computer games, the scaffolds for performing a task are rovided to the player/learner in the virtual context, enhancing active participation. This project aims at exploring the potentials of scaffolding such rich experiences with the use of virtual tools. According to the sociocultural theoretical perspective, children must have time to practice roles and behaviors through play. Therefore, it treats the several gaming tasks and virtual tools as scaffolds for learning development. In a similar vein, Wgotsky argued that game play in general can offer scaffolding-rich experiences, as well as opportunities for a player to act a head above himself (Ugotsky, 1978, p. 4) extending their abilities in ways that would not be possible without play (Video 2). Fantasy play and learning- A Wgotskian approach Video 2: A Wgotskian approach to fantasy play and learning. The video provides a definition of scaffolding, describes the Zone of Proximal Development, as well as some practical perspectives on game play. Videogames, expertly craft ways of scaffolding support through what Gee (2003, p. 138) calls the explicit information on-demand and Just-in-time principle. Computer games host contexts that frame problems, or aspects of problems and learners ecome engaged in those situations, to form their understanding and contribute to a solution. In this case, learners use scaffolds in the frames of a situation, in a context (whether it is real or virtual) to make meaning of a situation, transfer learning across multiple gaming situations as well as real-life situations, participate actively to make a change in the context, and ultimately enhance learning effectively (Lave, 1988). In such gaming environments, transformational play unfolds around the notion of reflexive action (Barab et al. , 2009) where player must take the consequences of their ctions and choices in consideration. However, this consideration takes place in a context where the outcomes of choices do not affect players/learners in any way apart for their game play. Scaffolding Definition as given in a class about Designing Learning in Context: explicit and/or implicit knowledge that enables the learner to be able to successfully engage the activity with acceptable results while maintaining the learners substantive involvement. (Learner+Scafold+Task=Success). Implicit in the definition is that once the learner acquires the explicit and/or implicit knowledge the scaffold is o longer scaffolding. If the learner only acquires part of the knowledge associated with the scaffold, but still needs the scaffold in some different form or level, the process of changing the scaffold to the changing learner knowledge level is called fading. Implicit in the definition is that something is scaffolding only when engaged during the activity, not only before or only after. Scaffolding also promotes learning of required and unknown explicit and/or implicit knowledge of some aspect of the activity, but not necessarily learning of all aspects of knowledge related to every caffold at any give time. If scaffolding is not promoting any learning and still compensating for learners lack of explicit and/or implicit knowledge, then it is not scaffolding rather it is a permanent knowledge crutch. A permanent crutch undermines all activity related learning because there is no need to learn because the learner can successfully engage the activity with the permanent crutch. Individual scaffolds can completely compensate for learners lack of explicit and/or implicit knowledge, without promoting learning if the explicit and/or implicit nowledge related to other scaffolds are being learned. This is called a temporary knowledge crutch. A temporary crutch allows the learner the opportunity to learn in other areas of the activity. My approach to scaffolding: In this section I am providing my personal definition of scaffolding, as I perceive it, after intense thinking, and after a lot influence by several theorists that talked about scaffolding. This definition has derived from and matured thr ough my constant online and in-class discussions in the frames of a class on Designing Learning in Context: Scaffolding is a process through which an individual/learner moves from the supported to the independent level of learning. In this process there is an expert source that provides help/support to the learner, while engaging in the process of completing an activity. Throughout the scaffolding process there is also a plan/ strategy followed (scaffolding is intentional, and not a random process) by the expert source, as well as a plan/strategy for gradually removing the scaffold (fading), when the situation affords it. [1] A scaffold is one in the set of scaffolding and compensates for one aspect of a earners lack of explicit and/or implicit knowledge that enables the learner to successfully engage the activity with acceptable results. f required and unknown explicit and/or implicit knowledge of some aspect o e TeamView activity, but not necessarily learning of all aspects of knowledge related to ev compensating for learners lack of explicit and/or implicit knowledge, then it undermines all activity related learning because there is no need to learn be Individual scaffolds can completely compensate for learn ers lack of explicit a knowledge related to other scaffolds are being learned. This is called a tem knowledge crutch. A temporary crutch allows the learner the opportunity to In this section I am providing my personal definition of scaffolding, as I percei after intense thinking, and after a lot influence by several theorists that talk scaffolding. This definition has derived from and matured through my consta online and in-class discussions in the frames of a class on Designing Learni supported to the independent level of learning. In this process there is an ex source that provides help/support to the learner, while engaging in the proc completing an activity. Throughout the scaffolding process there is also a pla strategy followed (scaffolding is intentional, and not a random process) by th noAK_noqep Pa3pe naponb HeKOH- @ 3any npVlE ngu Ox 1Aap substantive involvement. (Learner+Scafold+Tasesuccess). Implicit in the definition is during the activity, not only before or only after. Scaffolding also promotes lea of required and unknown explicit and/or implicit knowledge of some aspect e TeamViev activity, but not necessarily learning of all aspects of knowledge related to e compensating for learners lack of explicit and/or implicit knowledge, then it i ndermines all activity related learning because there is no need to learn b Individual scaffolds can completely compensate for learners lack of explicit implicit knowledge, without promoting learning if the explicit and/or implici knowledge related to other scaffolds are being learned. This is called a te knowledge crutch. A temporary crutch allows the learner the opportunity t In this section I am providing my personal definition of scaffolding, as I per after intense thinking, and after a lot influence by several theorists that tal scaffolding. This definition has derived from and matured through my cons nline and in-class discussions in the frames of a class on Designing Learn Scaffolding is a process through which an individual/learner moves from th supported to the independent level of learning. In this process there is an e source that provides help/support to the learner, while engaging in the pro completing an activity. Throughout the scaffolding process there is also a pl Scenario Figure 1. Barn and Silos Third grade students in Mrs. Maddoxs class have been studying about different types of communities for the past two weeks. Throughout this study, students have ocused on distinguishing between rural, urban and suburban communities. Living in a rural community, students are familiar with large expanses of land, farms, considerable distances between houses, and lack of malls, skyscrapers and entertainment venues. In contrast with that, the students took a field trip to downtown Atlanta to experience tall buildings, public transportation, commuters, super highways, extensive shopping, sports arenas and fine arts venues. Through this trip, they came to have a better understanding of an urban community. Between the school and downtown Atlanta, students were exposed to suburban communities s the bus took them through a neighborhood and a community outside the perimeter. Students experienced rows of houses, commuters, strip malls, eating establishments, churches and parks. The students were better able to apply the knowledge of their classroom activities to the field trip and could easily determine the differences between each type of community. Figure 2. City and Tall Buildings As a culminating activity for this study on types of communities, the students are going to prepare some type of individually selected project demonstrating their knowledge of urban, suburban and rural communities. Mrs. Maddox makes suggestions as to the types of projects students might consider. Some choose to write and illustrate a book, others write and perform a play, and still others film a video each community. Patrick, the computer whiz of the class, decides to prepare a PowerPoint presentation which will incorporate digital pictures taken on the field trip and of the rural areas surrounding the school community. He has successfully written the text for his slides but has been unable to insert the digital pictures from his disk. Mrs. Maddox notices that Patrick is experiencing frustration with his inability o insert the pictures. She approaches to offer help, not to complete the task for Patrick, but rather to provide support and to help him achieve his objective on his Figure 3. Computer Mrs. Maddox thinks aloud as she offers help: Lets see. I want to insert a picture into the slide from the disk. I need to go to the toolbar at the top and select insert since thats what I want to do. And since its a picture that I want to insert, Ill select picture. Now I have to tell the computer where to find the picture I want. Since the picture is on a disk, Ill select from file. Then Ill click insert and viola My picture is there. Now all I have to do is save it. As Mrs. Maddox talks through the steps, Patrick carefully follows her prompts and completes each step. He beams as he sees the selected picture on his slide. Mrs. Maddox then teaches Patrick a chant she has composed that will assist him with the steps: In-sert a picture from a file; locate the file and se-lect the pic; click to in-sert and save it, quick! She watches as Patrick goes through the steps, questioning him with leading questions when he hesitates, and listens while he quietly says the chant to himself to perform the task. Again, he beams with excitement as the slide displays the selected picture. Mrs. Maddox moves away from the computer and allows Patrick to insert the next picture on his own. Seeing that he is successful, she moves on to assist another student. Later, when another student, Melissa, needs assistance with inserting a picture to a PowerPoint slide, Mrs. Maddox asks Patrick to be a peer tutor to her. He further expands his learning by explaining the steps to Melissa and by teaching her the same chant he used to complete the steps to insert a picture in the PowerPoint slide. Through her support and facilitation, Mrs. Maddox helped Patrick master a skill and achieve independence through carefully designed instruction called scaffolding. This process of scaffolding is much like the traditional definition of scaffolding as a temporary support system used until the task is complete and the building stands without support. Such is the concept of scaffolding. Immediate support is given to students in order to help them achieve skill or task independence. This assistance is a temporary framework provided by the teacher or a more knowledgeable person to ssist students in performing a task they otherwise cannot accomplish without assistance. Support is provided to the learner and then gradually removed so that the student can become a self-regulated, independent learner. Although the teacher assumes much of the control during scaffolded instruction, the ultimate goal of instruction is covert, independent self-regulatory learning (Ellis et al. 1994). Caption: In this animation, each box represents scaffolding provided by the teacher, and with each activity the level of learning goes up. The first box represents verbalizing

How to break news to employees, Training Journal - Emphasis

How to break news to employees, Training Journal How to break news to employees, Training Journal Whether the message is good, bad or indifferent; now is no time for silence, says Rob Ashton. During the ancient wars, if you wanted to deliver a message you hired a messenger to hand over the scroll personally. But approaching enemy lines to pass on bad news was a high-risk job. The bearer of bad tidings is never popular and it wasnt unusual for the messenger to be killed out of rage. Delivering any news can be fraught with difficulties because you never know how the receivers will interpret it. But imparting news of recession-prompted change can place you right in the firing line. With the credit crunch still in full swing, workers have got used to a daily, media-delivered diet of layoffs, profit freefalls and horror stories of homeless executives living out of their briefcases. A climate of fear has spread throughout the business world. And many people have adopted the mantra that change is, quite literally, the enemy. But failing to update your team is a costly strategy. Employees are likely to become demotivated if they feel theyre out of the corporate loop. If a team cant turn to management when times get tough, they quickly begin to wonder if anyone is at the helm. The uncertainty may cause the best employees to submit their CVs to rival firms while others ride out the storm, vowing to jump ship once the outlook improves. The Association of Communicators in Business (CiB) have echoed this sentiment. They warned that organisations should redouble their internal communications efforts during uncertain economic times rather than putting them on the backburner. Broaching sensitive topics is never easy. But understanding your colleagues is to key to communicating effectively with them. Never be afraid to address the real issues, but communicate them in a style and manner that they will positively respond to. Whether the news is good, bad or indifferent, its got to be shared. Creating a culture of open communication, free of management speak, can make all the difference to company morale. Studies have shown that companies with high employee engagement levels have better financial performance. So, having an effective strategy for breaking news makes it more likely that youll emerge from the recession without nursing a lengthy corporate hangover. Communicating change Whatever industry you work in, the model for communicating change is the same. As soon as you know information, pass it on. Dont wait until you have every detail or your silence may breed distrust. And never communicate any information externally before youve told staff. Follow the six steps below to ensure that you are communicating strategically. 1) Explain the new direction In changing economic times, business goals have to be revised. Explain the direct impact of the recession on your industry and organisation and say what the firm will need to do to weather the storm. 2) Be honest and open Tell people about job or budget cuts as soon as possible, along with reasons and timescales. Having this open communication means that you need never worry about what youre telling people. 3) Create a vision Dont sugar-coat your message but paint a positive picture of the changes you are proposing. Be crystal clear about your message and its implications. 4) Keep communicating Keep up the information flow and make sure its two-way. Move quickly to correct any inaccurate information and make sure staff members fully understand the direction, vision and benefits of the news you are delivering. 5) Love the word change Energise the management team to make the word change the most positive word in the company. Explain to them the benefits of any changes and always associate positive emotional words with any changes. Constantly remind employees that change is not a one-off exercise. 6) Repeat the steps Changes will keep happening so repeat the steps as soon as any new information becomes available. Once people expect change, its a lot easier for them to deal with. The write way With up to 70 per cent of workplace communication taking place through writing, honing your writing skills can help you to break news with far more ease. By choosing your words wisely, you can help to calm your readers and energise them to embrace change. The first rule is to put people first. Remember that people act and react according to their own self-interest. So communicate news in terms of what employees want or what would benefit them, rather than focusing on the benefits to the organisation. Win over your readers by giving them information in the way they like to read it. For instance, you can still use your internal newsletter to explain the ins and outs of your corporate restructure, but make sure its format and style is appropriate to its readership. For example, if you know that the favourite magazines that your staff read are glossy celebrity weeklies such as Heat and Hello, you might want to create a question and answer type article or one that presents the information in bite size chunks. Information is much easier to swallow when its broken up. Just make sure that it still provides staff with the whole picture. Think of creative, interactive ways to communicate your news. The BBC internal communications team, for instance, uses Wikis. These two-way websites mean that as well as reading the content, employees can edit it and attach their own files. In addition, blogs and internet forums are a great way to share information. But if you feel a good old-fashioned report will say it best, make sure you include all of your recommendations or most important information at the beginning. No-one wants to wade through the corporate equivalent of War and Peace to get to the important stuff. Make sure that you translate information so that it is free from corporate speak. Leave phrases such as blue sky thinking and picking the low-hanging fruit well alone. Create rapport with your readers by using no-nonsense words and phrases that do exactly what they say on the tin. Simple is best. And dont be afraid to show your personality or inject life into your written communication. Your readers will thank you for it. Three steps to effective writing Before you put pen to paper, use the checklist below: Keep it short You may think that open, flowing communication needs to be wordy, but the opposite is true. Avoid flowery phrases and practise writing your sentences in the shortest, snappiest way. Aim for an average length of 15-20 words and stick to the rule of one sentence, one idea. Use active language Write We invested 130,000 in staff development last year, rather than last year an investment of 130,000 was made in staff development. The second version is livelier and easier to read because it says who before what. It also makes sure the company gets credit for the good things. Use verbs instead of nouns Make sentences shorter and easier to understand by choosing verbs over nouns We will consider proposals submitted by the end of July has more punch to it than proposals submitted by the end of July will be given consideration to. Email etiquette Email is best reserved for following up on face-to-face communication. If what you say affects peoples lives and jobs, allow a two-way dialogue to take place. Its also all too easy to send an email to the wrong person or dash off an abrupt angry message. If you wouldnt write it on a postcard, dont send it via email. Your email could end up being circulated far and wide with negative consequences. If youre just expanding on an already open dialogue, by all means send emails. But think carefully about what you put in the email subject box. Take inspiration from newspaper and magazine headlines and choose your words carefully. For instance, Now is no time for silence is much more effective than This months communication update. You can monitor who opens the emails, but its more difficult to measure how engaged people are with the contents. By honing your writing skills, you stand a better chance of connecting with your staff. 2009 Emphasis Training Limited, first British serial rights offered

THE MEANING AND LEGACY OF THE KENNEDY ELECTION Assignment

THE MEANING AND LEGACY OF THE KENNEDY ELECTION - Assignment Example icals of the previous era is in their peaceful way of gaining the power, not revolutionary one, for their major doctrine is rights and freedoms of man as key value and legal platform of social order. One of the major events in the late 1950s that awakened the nation is the struggle for the rights of blacks headed by prophet Martin Luther King, which has gradually begun to gain popularity in the society of whites.   1960 appears to be the year of John F. Kennedy becoming the President of America due to several reasons, namely: support of the great number of registered Democrats (for economic recession of Republicans), as well as one of Catholics; focusing of his efforts on densely populated States of the North-East; benefit of well-financed campaign, and television translation. Kennedy’s campaign platform has contained the program of socio-economic reforms, forward to new frontier, including reduction of taxation, adoption of a series of legislative measures to ensure the civil rights of colored people, health insurance for the elderly, raising the minimum wage, monopoly control, and acceleration of the pace of economic development. The major events determined the elections are participation of voters from two new states of America, that is, Hawaii and Alaska, as well as public advocacy of electoral campaign by both presidential candidates. â€Å"An unprecedented series of four television  debates  between the two nominees constituted the highlight of the campaign† (Levy).   As for the major political and economic policies of Eisenhower administration, they are characterized by the concept of creating of favorable state framework for individual economic activities, the end of the practice of persecution for leftist persuasion, and putting a stake on achieving nuclear superiority over the USSR (the Eisenhower’s administration General line of foreign policy of the

Conversation analysis Assignment Example | Topics and Well Written Essays - 1500 words

Conversation analysis - Assignment Example Line (16A) is an expressive. A apologizes for not being in a position to place the order, and gives an explanation. Thus, he performs a face-threatening act. Moves Line (6A) directs an effective move. B is compelled to work out the price immediately, the way it is stated. However, an interception sequence follows unexpectedly. Adjacency pairs Line (4B) is a question but it is not followed by an answer till the end. The question in line (6A) is answered in line (9B). The tag question in line (10A) is immediately followed by an affirmative in (11B). Another tag question in line (13A) is followed by an answer in line (14B). (11A) is an apology followed by minimizing through the word ‘Okay’, by the shopkeeper and rounding off the conversation. Politeness Principle The conversation begins with a note of politeness on the part of the customer in line (1A) B offers to work out the price in line (7B) and A thanks him for it in line (8A). Both have followed the politeness princip le. Very politely, A apologizes and expresses his regret for not being in a position to place the order immediately. His polite refusal ‘sorry’ in line (16A) is accepted with equal politeness by the shopkeeper with the single, simple word ’okay’ in line (17B). ... Maxims of relevance and quality are observed by both speakers. The situation made the customer rather hesitant, and he used some ‘er’s, ‘eh’ and ‘uhm’ during the discourse, just enough to get time to think (fillers) yet he maintained the continuous flow. Pauses There is a long pause in line (8A), about 10 seconds. This is a planned pause to allow the shopkeeper enough time to work out the price. Another small pause in line (12A) is filler, where the customer is indecisive and gives himself time to think before he makes a commitment. Slight pauses and repetitions and fillers are characteristic in the lines of the customer, (lines 5A, 6A, 12A, 15A and 16A ) which reveal that he was not prepared for the price, and is compelled to cancel his original intention of placing the order. Turn taking The initial part of the discourse proceeds smoothly, the speakers signaling end of speech and taking turns alternatively at appropriate places. After the reve lation of the price however, the customer fails to make an apt signal, and the shopkeeper is too quick in his response (line 11B). Here is an overlap but the shopkeeper quickly adjusts to it in line (14B). once again, taking his turn at the right place. Conclusion On the whole, this is a very trite, compact and brief conversation, where both participants stick to the point, and make it a

An Investigation Into The Causes Of Migraine Headache Nursing Essay

An Investigation Into The Causes Of Migraine Headache Nursing Essay Migraine is a neurological disorder which affects almost 10% of the worlds population (Woeber et al., 2007). In 2003, the World Health Organization (WHO) estimated the number of migraineurs worldwide at 303 million people. A similar study in 2004 found that approximately 20 million migraine attacks occur every day (Forshaw, 2003). Individuals who suffer from migraine headaches carry the burden of pain and suffering that can lead to an impaired quality of life. At a community level, migraine headaches can also be problematic because of absences from work or decreased productivity from migraine sufferers (NINDS Migraine Information Page). As a result of the problems associated with migraine headaches, there is significant interest in discovering the triggers for migraines. A migraine is a specific type of headache characterized by altered bodily perceptions, pulsing pain in the cranial region, and nausea (Forshaw, 2003). Most migraines are unilateral, meaning they affect only one side of the head, and the pain is usually localized to a very specific area (Forshaw, 2003). A typical migraine can last anywhere from 4 to 72 hours. The most frequent symptoms of a migraine include nausea, vomiting, and increased sensitivity to sensory input (Gallagher et al., 2002). Most commonly, individuals affected by migraine headaches have increased sensitivity to light (photophobia) and sound (phonophobia) (Gallagher et al., 2002). A smaller percentage of migraine sufferers report an aura which accompanies their migraine. An aura usually consists of unusual visual, olfactory, or other sensory experiences that give the individual some forewarning that a migraine will soon occur (Gallagher et al., 2002). The diagnosis of migraine can be difficult, especially because this specific type of headache mimics several other types. Migraines are also habitually written off by those who experience them infrequently as a result of the cold or flu (Gallagher et al., 2002). Because of these difficulties, migraines are often underdiagnosed or misdiagnosed (Lyons, 2007). The International Headache Society (IHS) has laid the foundation for the diagnosis and classification of migraine headaches. According to the IHS, there are seven different classes of migraines (Headache Classification Subcommittee, 2004). These include migraine without aura, or common migraine, migraine with aura, hemiplegic migraine, childhood periodic syndromes which are precursors of migraine, retinal migraine, complications of migraine, and probably migraine. Although there are many classifications of migraine headaches, there are really only two methods of diagnosis, which correlate with the two main types of migraine: migraine without aura and migraine with aura. Migraine without aura can be diagnosed using the 5, 4, 3, 2, 1 criteria: 5 or more attacks, 4 hours to 3 days in duration, 2 or more of unilateral location, pulsating quality, moderate to severe pain, aggravation by or avoidance of routine physical activity, and 1 or more accompanying symptoms which could include nausea and/or vomiting, photophobia, or phonophobia (Headache Classification Subcommittee, 2004). In the method of diagnosing migraine with aura, only two attacks are necessary to make the diagnosis. Although migraine headaches are experienced by individuals from many different lifestyles and backgrounds, there are some demographics in which migraine is more commonly seen. Although migraine headaches are equally prevalent in male and female prepubescent patients, 75% of adult patients are women (Lay et al., 2009). Migraines become more common with age, though 98% of patients experience their first migraine before the age of 50 (Forshaw, 2003). Migraines are also thought to be genetically linked, as 70% of migraine patients have some other, first-degree relative (e.g. brother) who has experienced migraine headaches (Forshaw, 2003). Perhaps the most intriguing question pertaining to migraines is that no one knows what causes them. To date, research has not been able to definitively discern which of the suspected triggers of migraine may actually cause the headaches, nor has anyone determined which of the suspected triggers might play the largest role in producing migraines (Woeber et al., 2007). The list of suspected triggers for migraines is extensive, including, but not limited to: weather, missing a meal, stress, alcohol, various types of food and changes in sleeping patterns (Forshaw, 2003). Women have also reported menses as a trigger, and studies of both men and women have also shown that environmental factors and even certain activities, such as using a computer for too long, can bring on a migraine (Woeber et al., 2007). Because it would be impossible to investigate each and every one of these suspected triggers, the comparison of this studied has been narrowed to include sleep-related, hormonal and food triggers. Sleep Disorders (Amelia Van Handel) The role of sleep in migraine has not been fully explained (Kelman, 2005). Studies have determined that disturbed sleep patterns may trigger a migraine attack, and it is also widely accepted that sleep can alleviate and even terminate a migraine (Blau, 1982). Although the exact relationship between changes in sleep patterns and migraine is unclear, many researchers believe there is a correlation (Woeber et al., 2007; Kelman, 2005). Much of the argument for the relationship between migraine and sleep disorders stems from the preponderance of migraine in the morning hours (Fox, 1998). Patients with sleep disorders are far more prone to have morning headaches, and chronic migraine sufferers often experience morning migraines after interruptions in their sleep cycle. This has led researchers to speculate that the circadian clock plays a role in migraine pathophysiology, though no one has yet determined why changes in sleep pattern are a trigger for migraine headache (Cohen, 2005). Several sleep disorders are speculated to be triggers for migraine. Insomnia, which involves difficulty getting to sleep or staying asleep, is one of the most researched causes for sleep-related migraine (Pallesen, 2001). Excessive daytime sleepiness (EDS) is also commonly associated with migraine. EDS is defined as difficulty maintaining a desired level of wakefulness, and patients diagnosed with the disorder often experience migraine headaches after dosing off during the day (Young, 2004). EDS is relatively prevalent in the general population, ranging from 10% to 20% and increasing in the very young and very old (Hasler, 2005). EDS is usually caused by poor sleep quality at night, which can sometimes be associated with insomnia (Carskadon, 1993). To a lesser extent, narcolepsy (symptoms similar to EDS) and sleep apnea (pauses in breathing during sleep which cause an individual to wake up sporadically) have been studied to determine whether or not they might be associated with migra ine (Bixler, 2005). For more than 100 years, medical personnel and researchers alike have noticed an association between sleep problems and headaches (Sahota, 1990). One of the main causes of confusion, however, is whether the headaches are the cause or the result of disrupted sleep. While interruptions in sleep patterns can cause migraine headaches to become more prevalent, migraines can have the same affect on the sleeping disorders themselves (Paiva, 1997). The determination of which comes first, the sleep disruption or the migraine, is the subject of much current research (Woeber, 2007; Lee, 2009). Hormones (Kelly Pritzl) Previous research indicates that headaches are three times more common in adult females than adult males. (Evans et al, 2000) The reason for this staggering statistic could be due in part to differences in male and female hormones and levels of hormones. (Evans et al, 2000) The major male and female hormones are estrogens and androgens. Men produce significantly more testosterone, a type of androgen, per day than women (7 mg vs. .5 mg), while women produce more estrogen per day than men. A woman experiences more fluctuations in hormone levels during her life than a male does. During these times of fluctuation, many women will have an increased incidence of migraine, suggesting that fluctuations in hormone levels play a role in the onset of migraine. (Lee, 2009) Some of the hormones that may be involved in the onset of migraine are estrogen, progestin, androgens, testosterone, and serotonin. (Glass, 2009) The mechanisms by which these hormones are involved are not clear, but there is strong evidence for the role of hormones in precipitating migraine attack. (Glass, 2009) There is particular evidence for the role of hormones in causing migraine attacks in women. Before puberty, males and females tend to experience migraines at the same rate, there is a sharp increase in the number of girls over boys who experience migraine at the mean age that girls begin menstruating. (Dzoljic et al, 2002) Pregnancy also seems to have an effect on the occurrence of migraines. During pregnancy, there is an increased level of estrogen in the body. Many women either experience an absense of headache when they otherwise suffered from migraine on a regular basis, or they experienced an increase in frequency of headache when they typically did not have migraines. (Robbins, 2002) Another instance of the role of hormone involvement in migraine attack in women is the increase in incidence of migraine as women near menopause, a time of decreased estrogen production. (Robbins, 2002) While there are many different hormones that may have an effect on incidence of migraine, the main focus of this research will primarily be on the mechanisms by which estrogen may induce migraine, with respect to different times in a womans life estrogen levels fluctuate, such as during menstruation, pregnancy, and menopause. Estrogen is a type of steroid hormone and is considered the primary female sex hormone responsible for regulating the normal sexual and reproductive development in women. (Robbins, 2002) Organ systems such as the musculoskeletal system, the cardiovascular system, and the brain are affected by estrogen. (Robbins, 2002) There are two approaches to the current understanding of the role of estrogen in migraines. One type is estrogen withdrawal headache. This happens after a severe drop in estrogen levels in the body, such as during menstruation, during menopause, or post-partum. The second type is exogenous hormone induced headache. This occurs during or after the u se of oral contraceptives or hormone replacement therapy. (Kibler et al, 2005) A comparison of studies that examines the correlation between levels of estrogen during certain periods of a womans life and the incidence of migraine will allow better understanding of the function of this hormone as a cause of migraine. Very little is known about the way in which estrogen actually precipitates migraine, but with an enhanced understanding of the current research that has been done, future research will be promoted on a topic that affects such a considerable proportion of migraineurs. Food (Brandon Pellerin) Various foods have been suspected of triggering migraines for decades (Grant, 1979; Peatfield, 1984). In susceptible people, certain foods and particular compounds contained in these foods are believed to induce trigeminovascular (warning system to protect the brain from tissue injury and toxins) neurons to release neurotransmitters such as calcitonin, gene-related peptide and substance P. The release of these neurotransmitters leads to vasodilation (widening of blood vessels), mast cell degranulation (release of molecules from secretory vesicles called granules), increased vascular permeability (capacity of a blood vessel wall to allow the flow of small molecules), and meningeal edema (accumulation of fluid within the meninges) resulting in neurogenic inflammation (release of inflammatory mediators from neurons) (Sun-Edelstein, 2009). Many common foods such as wheat, eggs, beef, and corn are documented migraine triggers (Grant, 1979). However, the most prevalent food precipitants of migraine are alcohol, chocolate, coffee, fatty foods and artificial sweeteners (Peatfield, 1984). Various compounds present in common foods are suspected to play important roles in the triggering of migraines. Certain amines such as tyramine and phenylethylamine are thought to be precipitators of migraines and are present in alcohol and chocolate (Sun-Edelstein, 2009, Marcus, 1997). Caffeine, also present in chocolate, is believed to be the culprit of coffees capacity of being a trigger (Sun-Edelstein, 2009). Artificial sweeteners themselves such as aspartame and more recently sucralose, have been subjects of research as to their ability to precipitate migraines (Sun-Edelstein, 2009; Bigal, 2006). However, not all migraineurs exhibit sensitivity to food and those that do are not equally affected by each trigger. The food that affects one person may not be the same food that triggers migraine in another, while at the same time a third person may be affected by both. The inconsistency of results keeps food as a continued subject of debate and study in migraine precipitation. The purpose of this research was to determine the role, if any, that sleep disorders, hormones, and food play in the triggering of migraine headaches. The goal of this study was to determine if there is any validity to the conjectures that these are triggers for migraine and if so, which trigger plays the largest role in determining whether or not migraine will occur. To answer these questions, data was gathered from primary sources by searching PubMed and Biological Abstracts. From these studies, each researcher conducted his or her own analysis of the data found within a particular subtopic to determine what correlation that specific cause might have with migraine headache. The information collected in this portion of the research was then combined to determine the relative relationship between the triggers and migraine, using correlation data and p-values to determine which was the overriding cause of migraine headaches. METHODS Sleep Disorders (Amelia Van Handel) In order to find articles relating sleep disorders to migraine, the database Biological Abstracts was used. This database was chosen because Biological Abstracts includes articles from all science-based subject areas and includes many reviews and other literature forms, which proved helpful for background or supplemental information. This database was also chosen because it was a good resource for primary research sources relating to the specific subject matter. Having chosen this database, the search was initiated using keywords relating to the topic. Initially, the subtopic for this section of the research was sensory stimuli, so the search began with the keywords migraine headache* and light. The word headache was truncated so as to provide a larger base of results. This returned 31 articles, but after looking through them, it was determined that most of them were reviews. The lack of primary research led to a search other types of stimuli, common food triggers, and even specific symptoms of migraine associated with the senses. When none of these provided the intended results, it was determined that this subtopic should be changed. Leaving the idea of sensory stimuli behind completely, a search was performed using the words migraine and sleep, which yielded 38 articles. The number of articles and the quality of the source material fit the needs of the research, and thus the search was completed. With a manageable number of articles, those which were most pertinent to the subtopic of sleep disorders were chosen for further analysis. The initial 38 were narrowed by removing those articles which were not primary research. Although the reviews and other literature forms would be helpful for background information, they would not be useful in making comparisons and finding correlation. The article selection was further narrowed by looking for those articles which contained the metrics the research would focus on. With these parameters in place, only 12 articles remained, a number which was determined to be appropriate for drawing conclusions about the correlation between certain triggers and migraine. The metrics of focus chosen for this research pertained to the quality of patients sleep and the correlation this had to the number of migraines they experienced. Epworth Sleepiness Scale scores and Pittsburgh Sleep Quality Index made it possible to measure the quality of patients sleep. The association between migraine and sleep disorders was reported in the chosen articles, which aided in the determination of the relationship between sleep quality and the number of migraines experienced. Hormones (Kelly Pritzl) All of the primary research articles relating to hormones as a cause of migraines were found online through the search engines Biological Abstracts and PubMed. The same process for finding citations was used with both engines. The search strategy consisted of first examining the results when migraines was entered into the search box. This yielded far too many results; the goal was to restrict the number of articles relevant to hormones as precursors of migraines to 40 or less. In order to refine the search, the entities migraines AND hormones were entered into the search box. To further refine the search, migraines AND estrogen was entered in and results were limited to only clinical trials and articles in English only. After gathering 40 relevant research articles, five articles within these were found containing specific criteria in order to properly conduct the meta-analysis within the topic of hormones and across the three topics of sleep-induced migraines, nutrition and migraines, and hormones and migraines. The criteria for selecting the five best articles included: relevant and useful primary data, p-values, similar subjects and number of subjects, similar methods of data collection, and recentness of publication. Food (Brandon Pellerin) To find relevant articles on the subject of food triggered migraines, the electronic databases Biological Abstracts and PubMed were used. Biological Abstracts was used using a title search for the word migraine* with a secondary title search of food* or diet*. This search turned up 30 records. The asterisk is used to search for any result which contains the root word. More specific searches were done by a title search of migraine* with topic searches of chocolate*, alcohol*, caffeine*, aspartame*, or sucralose*. Similar methods were used using the PubMed database with the exception of the use of the asterisk and the differentiating of topic searches and title searches. General searches were done using migraine and diet and migraine and food. More specific searches were done using the same keywords used in biological abstracts, joined by the and limiter. The articles searched for were published in relevant scientific journals and pertained to the topic of food and its potential to precipitate migraines. Articles that were chosen contained two types of data. One set of data included the results of general surveys that were done to ascertain details of migraineurs attacks, such as various triggers. The second type of data obtained were results from studies of specific foods documented as triggers for migraine. When an article seemed to contain useful information and was able to be accessed online, it was saved as a PDF file for future reference. The data collected from the general surveys consisted of questionnaires asking for details of subjects migraines. A vast amount of information was collected in these surveys such as the type of migraine (with or without aura), associated symptoms of migraine (photophobia, nausea, etc.), frequency, duration, and so on. The information important to this study was that concerning precipitants of migraines. Each survey documented the reported triggers of each subject if a trigger existed. This information is used to ascertain the prevalence of foods as triggers within the population that suffer from migraines. The second data set used results from studies that sought to test whether suspected foods did indeed trigger migraines. The studies relied on correlating migraine occurrences with the consumption of particular foods. The studies analyzed diet and migraine diaries kept by the subjects. The diet records often required subjects to record all food consumption and the time at which it was consumed. Likewise, the migraine diaries required subjects to document the occurrence of migraines and details regarding them such as severity, duration, type, associated symptoms, etc. The studies analyzed the results by comparing the onset of migraine with the consumption of a particular food. If there was a significant increase in the amount of migraines after consumption of a particular food, it was reasonable to conclude it played a role in the triggering of the migraine. RESULTS Sleep Disorders (Amelia Van Handel) As preliminary research, the results of five studies were analyzed. These studies were interested in finding the correlation, if one existed, between sleep disorders and migraine. Four of the five articles documented research conducted by asking patients to record the quality of their sleep and the number of migraine headaches they experienced, either in diary format or by answering questions in a comprehensive questionnaire (Woeber et al., 2007; Alstadhaug et al., 2007; Barbanti et al., 2007; Peres et al., 2005). The fifth article focused on removing the stimulus i.e. sleep problems by providing targeted behavioral sleep invention (Calhoun et al., 2007). The researchers then analyzed whether or not there was an improvement in headache frequency to determine if sleeping disorders were correlated with migraine. In order to conduct research on the relationship between sleeping disorders and migraine, only patients who suffered from both conditions could be included in the studies. To determine the level of sleep disruption, two studies measured excessive daytime sleepiness (EDS) as a function of a score on the Epworth Sleepiness Scale (Barbanti et al., 2007; Peres et al., 2005). A score of 10 or higher on the Epworth Sleepiness Scale indicated EDS. The first study (Barbanti et al., 2007) found that EDS was more common in migraineurs than in controls (14% vs. 5%), and the second study (Peres et al., 2005) found EDS occurred in 85% of chronic migraine sufferers. In the same study, dozing off was a headache trigger in 30% of all patients and 70% of patients with EDS. In both studies, patients who presented with EDS had more frequent migraines (Barbanti et al., 2007; Peres et al., 2005). In the same two studies, the quality of sleep was measured using the Pittsburgh Sleep Quality Index (Barbanti et al., 2007; Peres et al., 2005). An overall score of greater than 5 separated poor sleepers from good sleepers on this scale. In both studies, about 90 percent of patients diagnosed with EDS were also categorized as poor sleepers using the Pittsburgh Sleep Quality Index (Barbanti et al., 2007; Peres et al., 2005). This provided further evidence that poor or inadequate sleep and migraine headaches often occurred in the same patients. On the subject of correlation, all of the articles chosen for analysis found a correlation between sleep disorders and migraine, though most were hesitant to state definitively that the sleeping disorders were the direct cause of the migraine. Two studies found that patients with excessive daytime sleepiness and/or insomnia experienced more migraines after a night of restless or inadequate sleep (Alstadhaug et al., 2007; Barbanti et al., 2007). These migraines were more likely to occur during the morning hours (Alstadhaug et al., 2007). Conversely, another study which focused on EDS noticed a correlation between fatigue and migraine, but they did not believe the results to be conclusive enough to state whether migraines lead to EDS or if EDS is the primary condition leading to migraine (Peres et al., 2005). One study was tracking several different sleep disorders, but found their results to be inconclusive in determining which sleep disorder was most correlated with migraine (Woeber et al., 2007). The researchers did, however, come to the conclusion that tiredness increased the risk of headache and migraine (headache ratio increased from 0.689 to 1.184 in cases where patients were tired) (Woeber et al., 2007). The final study, which attempted to remove the sleep disruptions by using behavioral sleep intervention, found a significant decrease in headache frequency and intensity after successful sleep modification (Calhoun et al., 2007). They were also able to revert chronic migraineurs to episodic migraineurs after improving the quality of sleep in their patients. By the final visit, 48.5% of those who had received behavioral sleep modification instructions had reverted to episodic migraine (Calhoun et al., 2007). Hormones (Kelly Pritzl) The purpose of the individual meta-analysis was to determine when hormones were most involved in the precipitation of migraine. Two of the studies used only females as subjects. (Dezoljic, 2002 and Kibler, 2005) The subjects in two other studies consisted of males and females with medically diagnosed cases of migraine. (Kelman, 2007 and Rasmussen, 1993) The subjects in the remaining study were self-reported male and female migraineurs (Russel, 1996) All of the studies were researching adults. The mean age of subjects for all the studies was the mid-thirties. (Dezoljic, 2002; Kelman, 2007; Kibler, 2005; Rasmussen, 1993; Russell, 1996) The methods used in all of the articles were very similar. Four of the studies conducted a clinical examination to confirm a diagnosis of migraine and were followed by a questionnaire or an interview to collect data on lifestyle of the subjects and possible causes of their migraines. One of the studies involved self report of migraine status and if the subject indicated positively, they were issued a questionnaire. (Russell, 1996) In all of the studies, incidence of migraine caused by fluctuations in hormones was overwhelmingly more prevalent in females than by males. This indicates that female sex hormones, such as estrogen, play a significant role in the onset of migraine. Food (Brandon Pellerin) Four articles were used that studied triggers of migraine in various populations (Kelman, 2007; Spierings, 2001; Takeshima, 2004; Chabriat, 1999). The studies used surveys to gather information about a population. The individuals chosen for the surveys were either random people or known migraine sufferers. In the case of the random surveying, individuals that reported having migraines were instructed to complete a detailed migraine questionnaire. Three of these studies (Kelman, 2007; Spierings, 2001; Chabriat, 1999) show evidence of food as a precipitant for migraine. Of these three studies, at least 26% of individuals documented food as being a trigger. The fourth study (Takeshima, 2004) shows little evidence of this as it reports less then 1% of surveyors listing food as a trigger. Of these four studies, two (Kelman, 2007; Spierings, 2001) listed alcohol as a separate category and reported about 40% of individuals claiming alcohol as a trigger for migraine. Alcohol, chocolate, caffeine, and artificial sweeteners are among the most often cited food triggers for migraine (Sun-Edelstein, 2009; Peatfield, 1984). The high frequency of these claims makes these subjects of particular interest. Articles were obtained that studied these particular triggers in order to ascertain whether they did indeed trigger migraine. Two case studies were found that documented the artificial sweetener sucralose as a probable precipitant of migraine (Bigal, 2006; Rajendrakumar, 2006). In the two studies, migraine attacks were documented at least 90% of the time after the individuals consumed a beverage containing the sweetener. In one study this was ascertained through correlating a food diary with the occurrences of migraine (Bigal, 2006). The other study (Rajendrakumar, 2006) relied on administering different sodas that contained and did not contain sucralose. It was found that only the sodas containing the sweetener triggered migraines.

Analyse the effects of education on the developing countries Essay

Analyse the effects of education on the developing countries Development is one of the themes of modern society and there are a variety of elements influencing the development. Many countries experience declares that education gradually play a more and more vital role in development. Education policies which depend on the specific national conditions can lead to a different result. Overall, primary education may be a key to promote the influence including population, health and economic growth. Secondary education not only provides some skilled workers to society, but also is the foundation of higher education. When the country tries to develop the high-tech economy and to transform the social structure, the tertiary education will make a necessary and positive effect on its development. In the education system, basic education is the foundation of secondary and tertiary education. But primary education is not only a part of the education system. It is a very important element which impact on the level of mass culture, Social stability, economic development, population growth and public health. These parts and primary education are interrelated and interact on each other. It is an efficient way to develop these together and lead to a steady and rapid development of society by improving basic education. To make it clear we can put it into a chart(see appendix 1). There are 800 million illiterate adults who are very hard to find a high-income job in the earth, although the world develops rapidly. To solve this problem, universal basic education is a prime way. For example through popularize basic education farmers are able to read the instruction of fertilizer and some agriculture machine, which has an obvious effect in increase of agricultural productivity (Brown, 2008). The situation in industry is similar because of the higher efficiency. There is no doubt that mass culture level and economic growth would also get ahead because of this. In this respect, both Bangladesh and Iran can serve as models which have successful adult literacy programs (Brown, 2008). Widening gap between rich and poor is a source of instability of society (Brown, 2008), while primary education is an important way to narrow it. In most instances, especially for those countries whose rich-poor gap is it is enormous, it is a key to improve the living standard of the poor by universal basic education. Education could also decrease the crime rate (Stephen, Linda, 2003). Therefore, the narrower Rich-poor gap can provide a steady social surrounding in order to a better foundation for economic growth. Economic growth also has feedback in education. When government has enough money to invest to the education, the better education surrounding and higher teacher level would surely improve education, and finally reach a benign circulation. It is justification for public spending on education, because it is based on the high social rate of return. The study shows that investment of primary education can bring the highest social rate of return, followed by secondary and tertiary education (Gupta et al,2004) For developing countries, overpopulation is usually regarded as a basic and important problem. The increase of population would Significant bring the decrease of per capita resource, which also brings huge stress on environment and government. To solve this problem, it is a basic way to spread basic education especially for women. If girls accept more education, they would marry later, and have fewer children, which is a win-win-win situation (Plan 2008). Furthermore, they will have a higher expect and more requirements on their children. Meanwhile, they would focus more on their children’s quality instead of quantity. No doubt that this situation has a positive effect on Population quality Education also has a great effect on public health. First point, Use female education as an example, data shows that there is obvious relationship between educational attainment of mothers and mortality rates of under-5 children (Unicef, 2005). They are also more likely to have healthier children (World Bank, 2008). For the adult, once they receive more medical knowledge, the chances of infection by various diseases get significantly lower. For example, the best way to cure disease like AIDS is teach people how to prevent it. Health also has effect on education. In this aspect, Health and poverty usually work together. In poor areas, children usually hungry or ill, so it is hard for them to have a good state to study. Secondary education, linking primary and tertiary, is the easiest to be undervalued. Occasionally people purely regard lower-secondary as the continuance of basic education and upper-secondary as the preparation of higher education, and the effect of secondary education itself is ignored. However, data given by the International Institute for Applied Systems Analysis (IIASA) and the Vienna Institute of Demography (VID) of Austrian Academy of Sciences shows that secondary education provides a big boost to economic growth in low-income countries. The annual GDP growth  rates in a country with half population in secondary and universal primary (13%) is twice as much as that in one with merely universal primary (6. 5%) (Lutz et al, 2008). Another research suggests the return of secondary education is 18. 2% for men and 17. 0% for woman (Goh & Gopinathan, 2008). Education begins to differentiate at secondary level, upper-secondary especially. Usually secondary education is classified into academic secondary and vocational secondary. Academic secondary education is mainly pre-tertiary education and sometimes pre-vocational education. Graduates from academic secondary school are easier to find a ‘white-collar’ job, which is believed to be safe, comfortable and well-paid in Asia (Goh & Gopinathan, 2008; Holsinger & Cowell, 2000). Students in Asian are fond of academic secondary schooling due to the preference for ‘white-collar’ jobs, but all students are not suitable for academic secondary education. Vocational secondary schooling, which is specifically aimed at job skills, may be more beneficial to other students. Despite of low matriculate quality, many Asian countries seems still successful in vocational secondary education, Singapore for example. Since 1964, Singapore offered vocational secondary education to students who fail in entering academic secondary school. Because of vocational schooling, many of them master some basic skills, become skilled workers and find a job. When Singapore developed labor-intensive industries and were in huge demand for labor in the late 1960s and the early 1970s, vocational secondary schooling provided large quantities of workers for nation. Simultaneously, as the low mark students are matriculated in schools instead of coming into society too early, they are protected from unhealthy practices in society (Holsinger & Cowell, 2000). As vocational secondary education help people to find a work, it also decreases unemployment rate. In Africa, a good illustration of success in training programs is Zambia. Most training graduates can be employed in half a year. Unfortunately, in most of Africa where vocational training remains in low quality, graduates from training school still have difficulty in obtaining employment. Namibian for example, five years after graduation, the unemployment rate of graduates is as high as one fourth. That means vocational secondary education is ineffective when it is in poor quality (Kingombe, 2008). Like academic secondary education, vocational secondary education can also be provision for post-secondary education. In Singapore, after four years of vocational secondary education in the Normal Technical (NT) streams, most NT students enter the Institute of Technical Education to receive ‘high-tech’ education since 1992 (Goh & Gopinathan, 2008). secondary education provides high return at low cost. Academic secondary education sometimes seems still expensive and indirect to occupation, while vocational secondary education significantly increases the quality of workforce and the employment rate. Many poor countries with a scarcity of educational resource cannot afford to invest higher education. Therefore, secondary education may be the most cost-effective choice (Lutz et al, 2008; Goh & Gopinathan, 2008; Holsinger & Cowell, 2000). Tertiary education can play a vital role in the country’s development. However, only the appropriate policy of tertiary education can make great positive effect on the development. South Korea is a good case in point. The very important prerequisites whether the policy of the tertiary education is efficient and suitable is basis: average education level; economic level and so on. Before the Korea War (1950-1953), Korea’s industrialism had just started? (Sacad and Shaw, 1990). The military force not only interrupted the industrialism, but also damaged national economic seriously, remaining the fact that Korea’s per capita gross national product (GNP) was even less than that of the poorest countries, such as Sudan. At this circumstance, South Korean government decided to encourage the massive industries and to recover the nation economic (Encyclopedia of the Nations, 2008). To achieve the goal, in the early 1960s, South Korea needed a large number of generally skilled labour? to take part in the industrialism reforming, which was the main reason why the government focused on the development of primary and secondary education in this period of time, which are talked clearly in the last paragraph. Without a solid economic and education foundation, tertiary education can never make an obvious effect on the development. Almost meanwhile, the tertiary education started to grow although the enrolment was far less than that of primary and secondary education. There two reasons why the government didn’t pay too much attention to the tertiary education. First one was the nation’s GDP per was still too low to invest the tertiary education. Second one is that people at that time didn’t receive the universal basic education. Later in the early 1970s the export which focused on light manufacturing and electronic goods accelerated (Kim, 2005), which needed the certain skilled labour. However, the labour who had general education couldn’t match the reality, leading to the result that the government turned to emphasise on the vocational education (Kim, 2005). Developing the tertiary education to produce the adapted labour was urgent. However, because the production didn’t refer to much high-tech, the development of university remained slow while the vocational education greatly expanded. The labour who had received the vocational education helped relieve the talents shortage to support Economic sustainable development effectively. During 1960s-1970s, the nation economic grew rapidly. In mid-1970s-1980s, Korea’s major industry had become heavy and chemical industry and its main export had transformed kinds of like iron industry, shipyard, precision manufacture and so on (Kim, 2005). In this case, the problem of lacking of high-tech talents to support economic was becoming more serious, especially in the engineering and scientific areas. At this circumstance, when the vocational education can not meet the practical needs, the boom of university was inevitable. Hence, the government’s attention and investment in university education increased in the next decade. In addition, the private investment on university education also increased. With the encouraged policy, the universities developed rapidly during 1980s. A study shows, ‘ in the mid-1970s, there were more than 7% of high school graduate who enrolled into the university. Compared to other developed countied, Japan gained the goal in the 1950s, Taiwan in mid-1960s, and the U. S. in the 1930s ‘(Phelps et. Al, 2003; Hayhoe, 1995). It shows that developing the university education is the necessary way for every country which is determined to develop high-tech economic. Some studies point out the technology change which can improve the productivity will make obvious progress or facilitate some new product when the long-term growth is keeping more than 50%. With rapid development of information technology, the economic and social structure is changing day by day. Trade made a active effect in South Korea’s export-oriented economy and during 20th century it occurred many problems such as the freedom of the market. When the government noticed the various problems, they realized Korea should become a knowledge-based society and its economic should be the knowledge-based economic. Therefore, university concentrated on the informational technology, such as semiconductor, Information and communication technology, which made a huge progress during this period of time (Kim, 2005). Moreover, computer, cellular phone and memory chip were the major export product, which also showed the transformation of the economic segments. University education plays a more and more important role in the social transformation. The case of South Korea claims that when the general education is already comprehensively done, the appropriate investment and policy on tertiary education will show the effects on the development in an obvious way. The case of South Korea claims that when the general education is already comprehensively done, the appropriate investment and policy on tertiary education will show the effects on the development in an obvious way. In conclusion, primary education fully promotes economy and society in the poorest countries. In slight wealthier countries, secondary education leads to a leap of economy, and paves the way to further promotion. On a solid foundation of primary and secondary education, the developing countries will achieve considerable development with the help of tertiary education. When education is adapted to national conditions, it helps maximum of economic and social development. 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