Interview old generation people (could be anyone) and discuss of Assignment

Interview old generation people (could be anyone) and discuss of cultural normality about how age based norms change over generation - Assignment Example This is the essence of cultural normality. This paper will present a discussion of how age-based norms change over generations. The paper will be based on the results of an interview conducted with an elderly person. The body of the paper will consist of two paragraphs, one talking about the life history of the interviewee and the other analysing the responses obtained from the interview. The subject of the interview is a 70-year-old retiree who, for 38 years, worked as a communications officer at General Electric. Although she currently resides in Chicago, she was born and raised in Brooklyn, New York. Her father was an Anglican minister while her mother was a high school teacher. Her parents were disciplinarians who attached a lot of value to education, good upbringing, morals, and religion. Her parents were socially conscious individuals who were active in community engagement, sensitisation, and political movements. This instilled in her a well-rounded view of life and the world and prepared her for the rigors of the corporate world, especially in an age where very few women worked in the corporate world. She understands the challenges involved in raising children through generational changes and has witnessed the world evolve to become fast-paced and highly dynamic. She attended public schools and then joined New York University to study marketing and public rel ations. After graduating in 1967, she was recruited by General Electric to work in their expanding marketing division. The interviewee got married to her childhood sweetheart in 1969, and they have four children. She is a practicing Anglican, who has maintained her parents’ respect for and inclination to religion. She is also socially active in her community, where she is respected for her career, activities, and age. She runs her charitable organisation that provides support for the

Thinking and Decision Making Essay Example for Free

Thinking and Decision Making Essay The following are the three different styles of thinking that would be discussed in this paper a) Pragmatists, b) Synthesists and c) Realists. Pragmatists: People possessing this thinking style are practical thinkers. They do not believe in making long-term plans or setting long term goals. Rather they set small goals to be accomplished in a short phase of time. So their penchant for quick results means they divide the long-term goals in different parts and accomplish them one by one, which gives them a sense of achievement from time to time. They are very quick at acknowledging others’ ideas and possess a good sense of humor. They consider conflicts as a means of understanding other people’s viewpoint and make maximum use of it by brainstorming and experimenting its impact. Since they try to make use of every situation, good or bad they are very creative in nature. They easily adopt any strategy that suits the situation or has the potential for success or further growth. They are innovative and pay attention to minute details as they think that every minute step or detail play a significant part in the larger picture. They have the zeal and stamina of accomplishing their goals, come what may and also have the potential to make others believe that what they are doing is right. This style of thinking is what makes one a leader. They convince everyone about their vision by moulding the same idea in different ways so that it looks convincing enough to everyone. They plan the risks beforehand so there is little chance of them not being able to handle a crisis situation. Synthesists: The people belonging to this style of thinking love arguments and conflicts. They do not have the patience to wait for the conflict to get fully blown up. So they try to trigger up the trouble so that the problem gets solved as soon as possible rather than waiting for it to gradually come in full force. Even when there is not much conflict or commotion in a particular situation, they find one point or the other to be satirically amused or skeptical. In conflict situation they observe both the sides of the argument and come up with a new angle or idea. Hence this style of thinking helps in building good observation skills and fuelling creativity. Synthesists want to grasp all that is going in a person’s mind. They are smart enough to understand but still in order to let the person open up, they start a debate then quietly observe his feelings. They love to ruffle up hidden reactions. People possessing this style of thinking don’t set aside others’ ideas. Rather analyze different viewpoints to understand a situation well. Synthesists style of thinking makes a person good at speculation. They have the ability to brainstorm and come to different solutions or reactions of a situation, which can be termed a creative activity. So nothing surprises them much, because their minds are engaged in so much of speculation that nothing is unexpected for them. Realists: The people possessing this type of thinking style are ‘no-nonsense’ kind of people. They are frank, forceful and direct. Instead of relying on others’ point of view, they rely on themselves the most to discover things. They are always engaged in empirical discoveries and love concrete facts. In order to handle a crisis or conflict situation they ask straight questions. They always know where they are heading because they have a set objective, know what resources they have at hand and have the capability of analyzing how those resources could be used in the best possible way. They very well know their strong and weak points and do not hesitate to take outside help in areas where they are not capable enough. They break a problem into several logical parts and then solve them one by one. They calmly handle situations but can get aggressive if someone or something is very ambiguous or unrealistic. If the three styles of thinking are compared and contrasted then it is quite evident that the three of them overlap in certain areas while are poles apart in others. Both pragmatists and synthesist’s believe in quick solutions. Both these styles of thinking facilitate creativity. Goodbrand had described pragmatists in the following way: â€Å"they dont shy away from conflict but neither do they relish it like the synthesist.† (para.24) This aptly brings out the contrast between the two.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Like realists, pragmatists have a definite goal and they too break the task into small targets and try to accomplish them systematically. Both the styles of thinking believe in acknowledging any outside idea that has been used in the process of thinking.   Both these styles of thinking oozes confidence and strong will power. While people of pragmatist style of thinking are good tacticians and find one or the other way to get a task done, the realistic styles of thinkers are very frank and straightforward. It is difficult for them to use any tactics rather; they propagate the ‘matter of fact’ aspect of getting a task done.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The following qualities are common in both realist and synthesist style of thinking: â€Å"Understanding that people see situations from their own perspective and that all perspectives have their own viewpoints and that as much can be learned from looking at a situation from another viewpoint as can be learned from looking at it through your own eyes.† (Goodbrand, para15) However, where synthesists believe in speculation, realists believe in matter of fact and empirical evidence. Also, in order to get other’s point of view or a hidden fact synthesists might ask ambiguous or dumb-smart questions. The realists abhor ambiguity.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Since critical thinking means dividing information into categories and sub categories, realist and pragmatist style of thinking affect critical thinking because both these styles of thinking focus on this format of problem solving or target achievement. Since one of the steps of critical thinking is synthesis, synthesist style of thinking naturally has an affect on it too.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the workplace scenario the process of decision-making involves the following three steps: a) intelligence, b) design and c) choice. According To Rue and Byars (1992, p.52) â€Å"The intelligence stage involves searching the environment for conditions requiring a decision. The design stage entails inventing, developing and analyzing possible courses of action. Choice, the final stage, refers to the actual selection of a course of action.† The different stages of critical thinking overlap with the decision making process. In workplace conflict the motive of both decision-making and critical thinking is to bring an end to the problem.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The three styles of thinking discussed in this paper can be explained in the context of critical thinking and decision making by the help of the following workplace example: An organization’s, departmental head is under pressure by the conflict between his two colleagues. He wants to bring this conflict to an end because it affects the work of the whole department. Now we assume that he has the pragmatist style of thinking, he would use tactics to end the problem. He would try to speak to both the subordinates separately and try to mould them to come to a common viewpoint and settle their conflicts. He would find out who of the two is less rigid and try to convince him that if he behaves more rationally then the whole department would benefit. He will not try to jump in the problem but wait for the right time to confront both of them together. On the other hand if he has the synthesist style of thinking he would not wait for the problem to aggravate further. Rather he would try to coax them to speak up their mind and let them argue. He would consider this argument as an opportunity to observe both the sides of the story. Then he would critically analyze the whole situation and decide their further course of action. If the departmental head thinks from a realistic angle he would ask both the parties to have a meeting with him and would fire straight questions to them to get the entire reason of the conflict. Then on the basis of the concrete fact he would try to come to a decision in the best possible way and calmly sort out the problem between the subordinates by dealing with each aspect of their problem one at a time. References Rue, L.W., Byars, L.L. (6 Ed.). (1992). Management Skills And Application. USA: IRWIN. Goodbrand, A.D. (1997) The Art of Thinking. Retrieved Jun. 28, 2007 from http://sern.ucalgary.ca/courses   Ã‚  Ã‚  Ã‚  Ã‚   /seng/698/alang/minor.html Wikipedia. (2007) Critical thinking. Retrieved Jun. 28, 2007 from http://en.wikipedia.org/wiki/Critical_   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thinking

Effect of Semecarpus Anacardium on Plasma Nitrates

Effect of Semecarpus Anacardium on Plasma Nitrates OBSERVATION AND RESULT 7. Observation and Result 7.1 Behavioral Parameters Values are expressed MEAN ±SEM, n = 6, ** = P Fig. 7.1 Effect of Semecarpus Anacardium on Behavioral Parameters on Stress Induced Anxiety in Mice. 7.2 Biochemical Estimation Values are expressed MEAN ±SEM, n = 6, ** = P Fig. 7.2 Effect of Semecarpus Anacardium on different Biochemical Parameters in Stress Induced Anxiety in Mice. Fig. 7.3 Effect of Semecarpus Anacardium on glutathione reductase activity in Stress Induced Anxiety in Mice. 8. Discussion Behavioral parameters are the primary evidence to confirm anxiety as well as anti-anxiety effect of treatments. All the parameters are based on pathophysiology of anxiety because anxiety or fear is evaluated through stress or immobilization of animal like mice and rats. Elevated Plus Maze (EPM) After immobilization of animals for 3hr, the drug treatment was started for all groups except negative control. Time spent in open arm and closed arm were observed. Time spent in open arm were significantly increased (P>0.001) after administration of Semecarpus anacardium at dose of 200 mg/kg 175 ±2.2046 sec. as compared with negative control (258 ±3.2018 sec.). In fear, animal is more favorable to dark area which was shows in negative control. Force Swim Test (FST) Time cycle in seconds was count in all groups. Time cycle per five minute were significantly increased (P>0.001) in Semecarpus anacardium at dose of 200 mg/kg (20 ±4.2044) compared with negative control (25 ±2.5421). Light and Dark Test After immobilization of animals for 3 hr, the drug treatment was started for all groups except negative control. Time spent in light and dark area was observed. Time spent in light area were significantly increased (P>0.001) after administration of Semecarpus anacardium at dose of 200mg/kg (178 ±3.5041 sec.) as compared with negative control (58 ±2.1245 sec.). In fear, animal is more favorable to dark area which was shows in negative control. Open Field Test (OFT) OFT is the test to evaluate anti- anxiety effect as well as to compare the statistics with actophotometer because each squire in OFT is 10 Ãâ€"10 cm and each electrode’s difference in actophotometer is 6 cm so the reading should be double in OFT. Animal in control group were shows significant walk fullness in OFT (45 ±2.2405 sec.). After administration of Semecarpus anacardium at dose of 200mg/kg, the animal was shows significant effect (P>0.001). Rearing is the parameter in OFT which shows alertness of animals. After administration of Semecarpus anacardium at dose of 200mg/kg the animal was shows significant effect (P>0.001) in 38 ±4.0510 sec. compared with negative control (18 ±2.5402 sec.). The gaseous messenger molecule nitric oxide (NO) is synthesized from its precursor L-arginine by a family of three NO Synthases (NOS), designated as â€Å"neuronal† NOS-I, â€Å"inducible† NOS-II and â€Å"endothelial† NOS-III. In the adult brain, the inducible iso form NOS-II is present only at very low levels in microglia and immune cells, while â€Å"endothelial† NOS-III is expressed predominantly in the vasculature. Whether or not this isoform is also expressed in neural cells, is still a matter of debate but data arguing for this are only sparse. The quantitatively major source for NO in the CNS thus is the â€Å"neuronal† isoform NOS-I present in approximately 1% of all neurons. Nitrinergic transmission is especially important in limbic structures, in the basal ganglia where NO regulates striatal output and in the cerebellum. NO exerts multiple action in the CNS and from animal studies, it has been suggested that it is involved in behavioral p rocesses such as learning and memory formation. Pathologies of the NO pathway have been implicated in almost every major neuropsychiatric disorder including Schizophrenia, affective disorders, Alcoholism, Alzheimer’s dementia, Parkinson and Huntington’s disease. For some of these disorders, NOS-I has also been identified as a risk gene in human case-control association studies. The role of NO in the regulation of normal human brain functioning however is still unclear, although first genetic studies argue for a function of NOS-I in the regulation of impulsive behaviors. In a second series of experiments, we investigated whether NOS-I knockdown animals have cognitive deficits. Plasma nitrates level was significantly decreased (P>0.001) after administration of Semecarpus anacardium at dose of 200 mg/kg (52.23 ±2.1401sec.) as compared with negative control (74.24 ±2.2406). In fear or anxiety, animal were showed increased level of plasma nitrates which was shows in negative control. iNOS level was significantly increased (P>0.001) after administration of Semecarpus anacardium at dose of 200mg/kg (78.37 ±3.2131sec.) as compared with negative control (26.23 ±2.5470 sec.). In addition to its role in cholinergic transmission, substantial evidence has accumulated over the last two decades which suggests a non- cholinergic neuromodulatory function for AChE. Few studies have demonstrated that the expression of AChE during early development correlate closely with the major phase of neurite outgrowth. Layer et al. have showed that AChE inhibitors have been shown to retard neuritic outgrowth in a dose dependent manner in retinal ganglion cells, dorsal root ganglion and sympathetic ganglion neurons. There is a growing body of evidence supporting the morphogenic effects of AChE in both in vivo and in vitro systems. AChE is known to regulate the neuritic outgrowth and survival of cultured neurons and also has morphogenic and axogenic role in the developing nervous system. In addition, AChE has a role in cell growth and survival. These functions are considered to be the non-classical roles of this classical enzyme. Furthermore, ACh is also known to enhance the ne uritic outgrowth and in turning of the nerve growth cones. These studies, together with the present demonstration of increased dendritic arborization in the hippocampus, suggest that chronic drug administration induces AChE activity which in turn might modulate dendritic branching pattern in specific brain regions. Ach level was significantly decreased (P>0.001) after administration of Semecarpus anacardium at dose of 200mg/kg (53.26 ±2.0987 sec.) as compared with negative control (81.23 ±3.0245 sec.). The efficacy of this plant extract toward the transmitters was significant. MAO regulates metabolic degradation of catecholamine, serotonin and other endogenous amines in CNS. Inhibition of this enzyme causes reduction of metabolism of these transmitters and subsequent increase of these biogenic amines. MAO-A level was significantly decreased (P>0.001) after administration of Semecarpus anacardium at dose of 200mg/kg (56.6 ±3.3245 sec.) as compared with negative control (86.1 ±2.3024 sec.). MAO-B level was significantly decreased (P>0.001) after administration of Semecarpus anacardium at dose of 200 mg/kg (44.8 ±3.2431 sec.) as compared with negative control (73.4 ±2.2061 sec.). Glutathione reductase level was significantly decreased (P>0.001) after administration of Semecarpus anacardium at dose of 200mg/kg (1478.5 ±3.2436 sec.) as compared with negative control (1634 ±2.2102 sec.). All values are expressed in U/I. Glutathione reductase level was decreased after administration of extract of Semecarpus anacardium at dose 200 mg/kg in mice. Glutathione reductase is the enzyme which increases in anxiety and depression. This enzyme secretes from hippocampus region of brain. The level of this enzyme was significantly reduced in mice compared with vehicle treated control group. On the bases of behavioral as well as biochemical estimation, study concludes that Semecarpus anacardium shows significant effect in plasma nitrates and other chemical messenger in anxiety at dose of 200mg/kg compared with negative control. 9. SUMMARY AND CONCLUSION The present study is designed to evaluate â€Å"Effect of Semecarpus anacardium on plasma nitrates on stress induced anxiety in mice†. Behavioral parameters show following result: After administration of Semecarpus anacardium Time spent in open arm in Elevated Plus Maze, Time cycle per five minute in Force Swim Test, Time spent in light area in Light and Dark Test, No. of Squire Cross in Open Field Test was significantly increased after administration of Semecarpus anacardium at dose of 200 mg/kg as compared with negative control. Biochemical Estimations show following result: Plasma nitrates level, Ach level, MAO-A level, MAO-B level, Glutathione reductase level was significantly decreased after administration of Semecarpus anacardium at dose of 200 mg/kg as compared with negative control. iNOS level was significantly increased after administration of Semecarpus anacardium at dose of 200mg/kg as compared with negative control. On the bases of behavioral as well as biochemical estimation, study concludes that Semecarpus anacardium shows significant effect in plasma nitrates and other chemical messenger in anxiety at dose of 200mg/kg compared with negative control. 6. Materials Methods 6.1 Materials Collection Authentication The plant Semecarpus anacardium has been taken from local market authenticated from Department of Botany Dr. H.S. Gour University, Sagar M.P. Herbarium No. Bot./her/A/1124. Extraction procedure 6.3.1 Petroleum ether extract: The whole plant nuts was cleaned and shaded dried for 10-15 days. The dried nuts were pulverized by an electrical blender and nut paste obtained. About 30-40 g of the nut paste was subject for extraction with 400 ml of Petroleum ether solvent by Soxhlet apparatus for 24 hrs. Constant heats of 50 60 0C provided by Mantox heater of Soxhlet for recycling the solvent. The extract was concentrate using Rotary evaporator at 60 0C for 20 min at a speed of 5m/s. The concentrated extract kept in refrigerator at 4 0C for further use. (50) 6.3.2 Ethanol extract: The nuts were shed dried for about 20 days and then subsequent to reduce coarse drug particle into fine powder using pestle and mortar. The extraction was carrying out by ethanol solvent Soxhlet extraction techniques. Solvent used consecutively with gradient polarity. The extract evaporated to complete dryness by using vacuum distillation and kept in refrigerator for further use. (51) Phytochemical screening 6.4.1 Tests for Alkaloids Mayer’s Test: Extract treated with Mayer’s reagent (Potassium Mercuric Iodide). Formation of a yellow coloured precipitate indicated the presence of alkaloids. Wagner’s Test: Extract treated with Wagner’s reagent (Iodine in Potassium Iodide). Formation of brown/reddish precipitate indicated the presence of alkaloids. Dragendroff’s Test: Extract treated with Dragendroff’s reagent (solution of Potassium Bismuth Iodide). Formation of red precipitate indicated the presence of alkaloids. Hager’s Test: Extract treated with Hager’s reagent (saturated picric acid solution). Presence of alkaloids confirm by the formation of yellow coloured precipitate. Tannic acid test: Extract treated with 10% Tannic acid solution. Alkaloids gave buff colour precipitate. (52) 6.4.2 Detection of Phenols Bromine water test: Test solution treated with few milliliters of bromine water. Formation of yellow precipitate indicated presence of Phenols. Ferric chloride test: Test solution gave blue green colour with ferric chloride. (53) 6.4.3 Detection of Saponins Emulsion test: 1 ml of the extract filtrate added to few drops of olive oil. The mixture added to another two drops of olive. The mixture shakes and observed for the formation of emulsion. Frothing test: 1 ml of the extract filtrate diluted with 4 ml of distilled water. The mixture was shake vigorously and then observed on standing for a stable froth. 6.4.4 Detection Steroids and Triterepenoids Libermann- Buchard test: Extract treated with few drops of acetic anhydride, boil and cool, conc. Sulphuric acid added from the sides of the test tube. Formation of a brown ring at the junction of two layers and the upper layer turns green which shows the presence of Steroids and formation of deep red colour indicated the presence of Triterepenoids. Salkowski test: Treated extract in Chloroform with few drops of cone. Sulphuric acid, shaked well and allowed standing for some time, red colour appeared at the lower layer indicates the presence of Steroids and formation of yellow coloured lower layer indicated the presence of Triterepenoids. 6.4.5 Detection of Tannins Lead sub-acetate test: 1 ml of the filtrate added to 3 drops of the lead sub-acetate solution. A cream gelatinous precipitate indicated the presence of tannins. Ferric chloride test: 1 ml of the filtrate diluted with distilled water and added with 2 drops of ferric chloride. A transient greenish to black colour indicated the presence of tannins. 6.4.6 Detection of Flavonoids Shinoda test (Magnesium Hydrochloride reduction test): To the test Solution, added few fragments of Magnesium ribbon and added concentrate Hydrochloric acid drop wise, pink scarlet, crimson red or occasionally green to blue colour appeared after few minutes. Alkaline reagent test: To the test solution added few drops of sodium hydroxide solution; formation of an intense yellow colour, which turned to Colourless on addition of few drops of dil. acid, indicated presence of Flavonoids. Ammonium test: A quantity (4 ml) each of the filtrates was shaking with 1 ml of dilute ammonia solution (1%). The layers allowed to separating. A yellow coloration at the ammonia layer indicates the presence of Flavonoids. Aluminium chloride test: A quantity (4 ml) each of the filtrates was shake with 1 ml of 1% aluminium chloride solution and observed for light yellow coloration. A yellow precipitate indicated the presence of Flavonoids. 6.4.7 Detection of Anthraquinones 1. Dilute sulphuric acid (5 ml) added to 0.1 g of the test extract in a test tube and boil for 15 min in a water bath. It was then cool and neutralize with 20% potassium hydroxide solution. A mixture, 10 ml of equal parts of Fehling’s solution A and B will add and boil for 5 min. A more dense red precipitate indicated the presence of glycoside. 2. About 0.5 ml of extract taken and subject to the following tests.1 ml of glacial acetic acid containing traces of ferric chloride and 1ml of concentrate sulphuric acid added to the extract and observed for the formation of the reddish brown colouration at the junction of two layers and the upper layer turned bluish green showed presence of Glycosides. Pharmacological Screening 6.5.1 Animal: Mice required as Animal model Body weight: 25 gms. Floor area per animal: 15 in2. Cage height: 5 inch. Temperature: 64 ° to 79 °F (18 ° to 26 °C). Relative Humidity: 40% to 70%. Number of air changes per hour: 10 – 15. Light levels: 30 foot-candles. Duration of Light: 12 -14 hours. Duration of Darkness: 10 12 hours. 6.5.3 Biochemical Estimation 6.5.3.1 Plasma Nitrate estimation: Plasma nitrate were measured by spectrophotomeric assay based on Griess reaction. Blood were withdrawn from tail vein of mice and plasma were using cooling centrifuge at 2500 rpm for 10 min. Plasma were mixed with equal volumes of Griess reagent (1% Sulphanilamide+ 0.1% naphthylelediamine dihydrochloride+ 2.5 % phosphoric acid) and incubated at room temp for 10 min. to yield a chromophore. Absorbance was read at 543 nm spectophotometrically.(59) 6.5.3.2 i NOS estimation: Sample collection After the behavioral tests, three mice from each group was deeply anesthetized and perfuse with 4% paraformaldehyde for subsequent Nissl staining. The other animals were anesthetized and kill; blood was collected and brains were removed. Blood, anticoagulated with 1.5% EDTA centrifuged at 12,000 rpm for 10 minutes, and then the supernatant was collected. All these samples stored at −80 °C for further analysis. RNA extraction and reverse transcription Total RNA extracted from the brain tissue using Trizol reagent. Total mRNA (1 ÃŽ ¼g) was transcribed using Quant script cDNA RT Kits according to the manufacturer’s manual. Briefly, RNA (1 ÃŽ ¼g) pretreated with DNA-free DNase treatment and removal reagents. RNA samples incubated with a mixture consisting of containing dNTPs, random primers, 10Ãâ€" RT mix, Quant Reverse Transcriptase, a reverse transcriptase and RNase-free water to a final volume of 10 ÃŽ ¼l at 37 °C for 1 h. Real-time RT-PCR cDNA l used for quantification of mRNA by real-time RT-PCR. Real-time RT-PCR will perform on an Applied Rotor-Gene 3000 under the following conditions: iNOS and GAPDH for 40 cycles at 94 °C for 30 s, 63 °C for 60 s, and 72 °C for 90 s. Relative quantitative measurements of target gene levels was performed using the ΔCt method, where Ct is the threshold concentration. GAPDH used as endogenous control to normalize gene expression data, and an RQ value calculated for each sample. RQ values was presented as fold change in gene expression relative to the control group, which normalized to 1. (60) The activity was expressed as m moles hydrolyzed per min per gram of tissue. AChE activity was statistically analyzed by Student’s Statistical analysis The statistical analysis carried out as per standard method. All result expressed as MEAN ±SEM. Groups of data were compared with the analysis of variance (ANOVA) followed by dunnett’s t-test values for statistical significance. Sagar Institute of Pharmaceutical Sciences, Sagar M.P. Page 1

The Power of Stretching :: Sports Running Stretch Exercise Essays

The Power of Stretching "The money and the fame are irrelevant really. I'm just a hamstring away from oblivion; you've got to look at it like that." ---- Steve Jones Running is the oldest and most popular sports in the world. Most runners feel that running is fairly simple, when in reality it is very complex. Running is one of the only sports that gives the whole body a work out. Leg strength and cardiovascular endurance play huge roles in the success of a runner, but they are not the only things that measure ones running ability. Upper body strength and back support are also important in running. Since athlete's's bodies are made up entirely of muscle, they must exercise often in order to take care of themselves and prevent injuries. Muscles are like any other thing in the world, the more you use them the stronger they get. Running long distances is strenuous on the muscles and if they are over worked and under cared for they can be damaged. Running causes the muscles that are active to become strong and less flexible, whereas the opposing muscles that are relatively under used become weaker. When muscles are being used they expand and contract often. If the muscles were not used in a while they usually get sore from the work out. Since muscles are the most important part of being athletic, proper care should go into maintaining them. Stretching before and after runs is a perfect way to care for your muscles. WHAT IS STRETCHING? The three main reason why stretching is so beneficial to a runners body is: it reduces the risk of injury, prevents muscle soreness after exercise, and it improves athletic performance. What is actually happening to the body during a stretch is very complex. Each muscle contains stretch receptors which attach themselves to the working part of the muscle called, muscle fibers. The stretch receptors measure the degree of the stretch, sending a message through the spinal cord to the nerves that control the contraction of the muscle where the receptors are. As the runner stretches more intensely the receptors begin to send out pulses harder and more rapidly. These pulses exceed a certain frequency, and the stretched muscle contracts and shortens, preventing overstretching. STRETCHING INJURIES Unfortunately, stretching is not done willingly by runners. Even though it would only take an extra five to ten minutes on top of the one or two hour run, most runners choose to skip stretching.

Protecting your patients from harm Essay

1: Protecting your patients from harm and abuse Knowledge and Skills Framework core dimension Performance criteria (adapted from the Skills for Health database1) Recognising signs of risk 1. Look for factors that may lead to patients, staff and others, including yourself, being in danger of harm and abuse. 2. Look for signs that patients, staff and others, including yourself, may be in danger of harm or abuse or have been harmed or abused. This would include recognising and dealing with early signs of violent or aggressive behaviour. Health, safety and security 3. Find out what your employer says you should do if you suspect that someone is in danger or has been harmed or abused. 4. Make sure you know what to do when you suspect, or have been told, that a patient or member of staff is in danger of harm or abuse. 5. Identify the factors which allow abusive behaviour to happen and discuss these with colleagues and managers. 6. Consider your own behaviour and actions to make sure that they do not contribute to situations, actions and behaviour that can be dangerous, harmful or abusive. 7. Watch people’s behaviour, actions and situations to make sure that everyone in your workplace (including  any child and young person) is safe from danger, harm and abuse. 8. Identify possible sources and signs of danger, harm and abuse. 9. Recognise and deal  with early signs of violent or aggressive behaviour. Knowing what action to take 10. Work with patients, staff and others to identify and raise concerns about practices that: may lead to danger, harm or abuse of patients, staff and others, including yourself and are dangerous, harmful and abusive. 11. Report suspected or known danger, harm and abuse to the appropriate people. †¢ Avoid actions and statements that could affect how evidence can be used in future investigations and court proceedings. Keep to confidentiality agreements. Keep to your organisation’s policies. 12. Develop relationships with patients and family carers so that they feel able to raise concerns about possible and actual danger, harm and abuse to themselves and others. 13. Work with patients in a way that respects their dignity, privacy and rights. 14. Make sure you are honest with patients about your responsibility to pass on information about potential and actual danger, harm and abuse. 15. Take appropriate action when you see behaviour, actions and situations that might lead to danger, harm and abuse to people (including any children and young people) in your workplace. 16. Object to and raise concerns with appropriate people and organisations about practice or policies which may lead to danger, harm and abuse. 17. Work sensitively with patients and family carers, telling them who to report incidents of danger, harm and abuse to and how to report it. 18. Make sure patients and their carers know that you will listen to their reports and deal with them seriously. 19. Take immediate action if patients have been harmed or abused or are at risk of this. Protecting and recording evidence of harm and abuse 20. Report sources and signs of danger, harm and abuse to the appropriate person.  Avoid actions and statements that could affect how evidence can be used in future investigations and court proceedings. Keep to confidentiality agreements. Keep to your organisation’s policies. 21. Report any unusual or major changes in your patient’s health, cleanliness, physical care, actions and behaviour. 22. Use all available information to assess the concerns raised. 23. Avoid acting in a way or making statements that could affect how evidence can be used in future investigations and court. Support others to do the same. 24. Discuss any concerns with the appropriate people within the confidentiality agreements and your organisation’s policies. 25. Contribute to your organisation’s procedures and work within them for dealing with suspected harm and  abuse. 26. Accurately record and report suspected danger, harm and abuse. Include times, dates and explanations of incidents Avoid acting in a way or making statements that could affect how evidence can be used in future investigations and court proceedings. Keep to confidentiality agreements. Keep to your organisation’s policies.

St.Domingue Revolution

First Examination (Response #1) When the Europeans arrived in the Caribbean, they were looking to invade and inhabit the land. Little did they know,the islands were already occupied by other groups of people at the time. One of those groups were the Ciboneys, or the Guanahuateby(Lucayans) who were inhabiting the Watlings Islands. The Ciboneys were believed to be the first group of people to inhabit the island. They migrated from the Orinico region, probably through Florida and the Bahamas. Although they are said to migrate from these areas, there origins are unknown.The Ciboneys were hunters, who collected the islands most useful resources. The Ciboneys were inhabitants of the islands before the birth of Christ, which was around 2000 years later. The Lucayans were also crafty people, who worked with shells, bones, stones, and different woods. Outside of their crafty work, it is believed that they were not producers of pottery. From the months of April to October, the Ciboneys migrate d from the coast of Venuzeula to the Caribbean when the currents and winds were favorable. From November to March, they were effected by the winds and winter.Another group of people that were inhabitants of the Caribbean before the arrival of the Eurpeans were the Arawaks. The Arawaks were migrants from Central and South America, who expanded their homelands to the Northern and Southern regions of Cuba and Trinidad. They occupied larger areas, such as Cuba, Hispaniola, Jamaica, Puerto Rico and were believed to share Cuba and Hispaniola with the Ciboney. They traveled in large canoes, which were man-made from tree trunks and held fairly significant amounts of people. It is said they traveled down the Orinoco and arrived to Trinidad, where they called Lere.They inhabited the southern region of Trinidad amd became known as the Igneri. From there, they set for the Bahamas, where they were known as the Lueayans. Island Arawaks are said to be non- militaristic people with a hierachy struc tured society of manioc producing agriculturalists. Through their agriculture experience, they became advanced in producing and taming wide varieties of plants and animals. From their experience in marine culture, they made their own boats and used them for their own voyages to other areas. They also grew crops, such as peanuts, yams, maize, and cotton.