Wednesday, July 31, 2019

Footnote to Youth

Dennise Soriano BSTM 1Y2-3 INTRODUCTION Footnote to Youth By Jose Garcia Villa Dodong is seventeen years old when he wanted to marry Teang and asked for his dad’s permission. Even thought Dodong thinked twice of marrying Teang, they still got married. After nine months, Teang gave birth to their eldest son Blas. Teang really regretted getting married in an early age. Her husband doesn’t know about this. She even wondered if ever she got married to Lucio who was nine years older than Dodong. When their son, Blas turned 18, he told his father, Dodong that he would marry Tona. Dodong didn’t rejected or complain he just talk to his son that he should not be rushing to marriage and Dodong doesn’t want his son to experience and be like him at the end. BODY AND CONTENT Dodong is the main character. Teang is the wife of Dodong who regretted marrying at an early age. Lucio is Teang’s other suitor who got married after she did and who is childless now. Blas is Dodong and Teang’s eldest son who followed their footsteps in the end. Blas also contemplated to marry Tona at the age of 18. Tona is the woman whom Blass wants to marry. EXERCISE 1. Who is the protagonist in the story? 2. What is the climax in the story? 3. Does Teang really wanted to get married in an early age? 4. What kind of character does Blas portray? 5. How old did Dodong got married? 6. Who is the other suitor of Teang? 7. How old did Blas got married? 8. Who is the eldest son of Dodong and Teang? 9. What is the falling action in the story? 10. Is the narratos reliable or unreliable? Why? REFERENCE Philippine Short Story (1925-1940) Introduced by Leopoldo Y. Yabes Page108 http://wiki. answers. com/Q/What_is_'Footnote_to_Youth'_the_Whole_Story_and_Characters Footnote to Youth Short story of how my brother leon brought home a wife? An Award Winning Publisher Looking for New Writers www. RaiderPublishing. com How my brother Leon brought home a wife is a short story by author Manuel E. Arguilla. Manuel E. Arguilla was well known for his short stories such as this story and many of his works were published throughout the 1940s especially. Arguilla lived between 1911 and 1944, at which point he was captured, tortured and killed by the Japanese army. The story ‘How my brother Leon brought home a wife' is perhaps the most successful and popular of Arguilla's short stories. The story is written from the point of view of a young boy called Baldo and his recollections of the night that he met his brother's wife, Maria, for the first time. The story is descriptive and eloquently written and makes you feel as though you were there yourself. The story starts with Baldo meeting Leon and Maria and how he took them on a ride home through the fields near their home on a cart pulled by their family bull. The story describes the smell, look and feel of the fields and the surrounding areas and speaks well of Maria, describing her as gentle and full of laughter. It becomes apparent that Leon is taking Maria to meet his family for the first time, and she is nervous about meeting them, his father especially. As the story continues Baldo, Leon (who is called Noel in the story as this is Maria's nickname for him, Baldo presumes that this is because Noel is Leon backwards) and Maria all arrive at the family home. The story ends with the three of them entering the father's room upstairs and they begin talking to him. If you would like to read the story yourself you can follow this link to read the story yourself. Analysis Footnote To Youth Footnote to Youth By Jose Garcia Villa 1. Explain the title. In what way is it suitable to the story? Footnote to youth is the title of the story. It is said that it is a footnote to youth because it is abrief reminder for the Filipinos especially the youth of what a real life could be today. It also indicatesthe sources or the causes why youth act this way. It furthermore adds comment, whether it is apositive or negative, on today’s generation. Yes it is suitable to the story because it gives a warningfor those apathetic youth that ones committed mistake because of their stubbornness. . What is the predominant element in the story- plot, theme, character, and setting? Explain. The predominant element on this story is the character and the setting. The setting has a greatimpact because the story definitely empathizes the situations of a Filipino person and it is appealingfor us because we are at the poverty line. The setting is most likely the same setting as today. Alsothe ch aracters, because characters had their own definite description, their conversation is differentfrom one another, and they act as unique as their personality it enhances the story even more. Theact of the characters seems to bring up the whole story. 3. Who is the single main character about whom the story centers? Explain. The story centers at the character of Dodong. Dodong is the one who represents the typicalyouth that experiencing a lot of uncertainties in life that make him realize that he sacrifice his youthjust for the sake of proving himself that he can manage his own life because he is matured enough toface this life’s challenges. 4. What sort of conflict confronts the leading character or characters? Explain. Internal conflict confronts the leading character. Internal character in a way that he wasstruggling if he can managed himself to have a family because he knows that he is in the legal agethat he can be independent and can definitely choose the right from wrong. But†¦ â€Å"Footnote to Youth† was written by Jose Garcia Villa. Story: The sun was salmon and hazy in the west. Dodong thought to himself he would tell his father about Teang when he got home, after he had unhitched the carabao from the plow, and let it to its shed and fed it. He was hesitant about saying it, but he wanted his father to know. What he had to say was of serious import as it would mark a climacteric in his life. Dodong finally decided to tell it, at a thought came to him his father might refuse to consider it. His father was silent hard-working farmer who chewed areca nut, which he had learned to do from his mother, Dodong's grandmother. I will tell it to him. I will tell it to him. The ground was broken up into many fresh wounds and fragrant with a sweetish earthy smell. Many slender soft worms emerged from the furrows and then burrowed again deeper into the soil. A short colorless worm marched blindly to Dodong's foot and crawled calmly over it. Dodong go tickled and jerked his foot, flinging the worm into the air. Dodong did not bother to look where it fell, but thought of his age, seventeen, and he said to himself he was not young any more. Dodong unhitched the carabao leisurely and gave it a healthy tap on the hip. The beast turned its head to look at him with dumb faithful eyes. Dodong gave it a slight push and the animal walked alongside him to its shed. He placed bundles of grass before it land the carabao began to eat. Dodong looked at it without interests. Dodong started homeward, thinking how he would break his news to his father. He wanted to marry, Dodong did. He was seventeen, he had pimples on his face, the down on his upper lip already was dark-these meant he was no longer a boy. He was growing into a man–he was a man. Dodong felt insolent and big at the thought of it although he was by nature low in statue. Thinking himself a man grown Dodong felt he could do anything. He walked faster, prodded by the thought of his virility. A small angled stone bled his foot, but he dismissed it cursorily. He lifted his leg and looked at the hurt toe and then went on walking. In the cool sundown he thought wild you dreams of himself and Teang. Teang, his girl. She had a small brown face and small black eyes and straightglossy hair. How desirable she was to him. She made him dream even during the day. Dodong tensed with desire and looked at the muscles of his arms. Dirty. This field work was healthy, invigorating but it begrimed you, smudged you terribly. He turned back the way he had come, then marched obliquely to a creek. Dodong stripped himself and laid his clothes, a gray undershirt and red kundiman shorts, on the grass. The he went into the water, wet his body over, and rubbed at it vigorously. He was not long in bathing, then he marched homeward again. The bath made him feel cool. It was dusk when he reached home. The petroleum lamp on the ceiling already was lighted and the low unvarnished square table was set for supper. His parents and he sat down on the floor around the table to eat. They had fried fresh-water fish, rice, bananas, and caked sugar. Dodong ate fish and rice, but didnot partake of the fruit. The bananas were overripe and when one held them they felt more fluid than solid. Dodong broke off a piece of the cakes sugar, dipped it in his glass of water and ate it. He got another piece and wanted some more, but he thought of leaving the remainder for his parents. Dodong's mother removed the dishes when they were through and went out to the batalan to wash them. She walked with slow careful steps and Dodong wanted to help her carry the dishes out, but he was tired and now felt lazy. He wished as he looked at her that he had a sister who could help his mother in the housework. He pitied her, doing all the housework alone. His father remained in the room, sucking a diseased tooth. It was paining him again, Dodong knew. Dodong had told him often and again to let the town dentist pull it out, but he was afraid, his father was. He did not tell that to Dodong, but Dodong guessed it. Afterward Dodong himself thought that if he had a decayed tooth he would be afraid to go to the dentist; he would not be any bolder than his father. Dodong said while his mother was out that he was going to marry Teang. There it was out, what he had to say, and over which he had done so much thinking. He had said it without any effort at all and without self-consciousness. Dodong felt relieved and looked at his father expectantly. A decrescent moon outside shed its feeble light into the window, graying the still black temples of his father. His father looked old now. â€Å"I am going to marry Teang,† Dodong said. His father looked at him silently and stopped sucking the broken tooth. The silence became intense and cruel, and Dodong wished his father would suck that troublous tooth again. Dodong was uncomfortable and then became angry because his father kept looking at him without uttering anything. â€Å"I will marry Teang,† Dodong repeated. â€Å"I will marry Teang. † His father kept gazing at him in inflexible silence and Dodong fidgeted on his seat. â€Å"I asked her last night to marry me and she said†¦ yes. I want your permission. I†¦ want†¦ it†¦. † There was impatient clamor in his voice, an exacting protest at this coldness, this indifference. Dodong looked at his father sourly. He cracked his knuckles one by one, and the little sounds it made broke dully the night stillness. â€Å"Must you marry, Dodong? † Dodong resented his father's questions; his father himself had married. Dodong made a quick impassioned easy in his mind about selfishness, but later he got confused. â€Å"You are very young, Dodong. † â€Å"I'm†¦ seventeen. † â€Å"That's very young to get married at. † â€Å"I†¦ I want to marry†¦ Teang's good girl. † â€Å"Tell your mother,† his father said. â€Å"You tell her, tatay. † â€Å"Dodong, you tell your inay. † â€Å"You tell her. † â€Å"All right, Dodong. † â€Å"You will let me marry Teang? â€Å"Son, if that is your wish†¦ of course†¦ † There was a strange helpless light in his father's eyes. Dodong did not read it, too absorbed was he in himself. Dodong was immensely glad he had asserted himself. He lost his resentment for his father. For a while he even felt sorry for him about the diseased tooth. Then he confined his mind to dreaming of Teang and himself. Sweet young dream†¦. Dodong stood in the sweltering noon heat, sweating profusely, so that his camiseta was damp. He was still like a tree and his thoughts were confused. His mother had told him not to leave the house, but he had left. He had wanted to get out of it without clear reason at all. He was afraid, he felt. Afraid of the house. It had seemed to cage him, to compares his thoughts with severe tyranny. Afraid also of Teang. Teang was giving birth in the house; she gave screams that chilled his blood. He did not want her to scream like that, he seemed to be rebuking him. He began to wonder madly if the process of childbirth was really painful. Some women, when they gave birth, did not cry. In a few moments he would be a father. â€Å"Father, father,† he whispered the word with awe, with strangeness. He was young, he realized now, contradicting himself of nine months comfortable†¦ â€Å"Your son,† people would soon be telling him. â€Å"Your son, Dodong. † Dodong felt tired standing. He sat down on a saw horse with his feet close together. He looked at his callused toes. Suppose he had ten children†¦ What made him think that? What was the matter with him? God! He heard his mother's voice from the house: â€Å"Come up, Dodong. It is over. † Of a sudden he felt terribly embarrassed as he looked at her. Somehow he was ashamed to his mother of his youthful paternity. It made him feel guilty, as if he had taken something no properly his. He dropped his eyes and pretended to dust dirt off his kundiman shorts. â€Å"Dodong,† his mother called again. â€Å"Dodong. † He turned to look again and this time saw his father beside his mother. â€Å"It is a boy,† his father said. He beckoned Dodong to come up. Dodong felt more embarrassed and did not move. What a moment for him. His parents' eyes seemed to pierce him through and he felt limp. He wanted to hide from them, to run away. â€Å"Dodong, you come up. You come up,† he mother said. Dodong did not want to come up and stayed in the sun. â€Å"Dodong. Dodong. † â€Å"I'll†¦ come up. † Dodong traced tremulous steps on the dry parched yard. He ascended the bamboo steps slowly. His heart pounded mercilessly in him. Within, he avoided his parents eyes. He walked ahead of them so that they should not see his face. He felt guilty and untrue. He felt like crying. His eyes smarted and his chest wanted to burst. He wanted to turn back, to go back to the yard. He wanted somebody to punish him. His father thrust his hand in his and gripped it gently. â€Å"Son,† his father said. And his mother: â€Å"Dodong†¦ † How kind were their voices. They flowed into him, making him strong. â€Å"Teang? † Dodong said. â€Å"She's sleeping. But you go in†¦ His father led him into the small sawali room. Dodong saw Teang, his girl wife, asleep on the papag with her black hair soft around her face. He did not want her to look that pale†¦ Dodong wanted to touch her, to push away that stray wisp of hair that touched her lips, but again that feeling of embarrassment came over him and before his parents he did n ot want to be demonstrative. The hilot was wrapping the child, Dodong heart it cry. The thin voice pierced him queerly. He could not control the swelling of happiness in him. You give him to me. You give him to me,† Dodong said. * * * Blas was not Dodong's child. Many more children came. For six successive years a new child came along. Dodong did not want any more children, but they came. It seemed the coming of children could not be helped. Dodong got angry with himself sometimes. Teang did not complain, but the bearing of children told on her. She was shapeless and thin now, even if she was young. There was interminable work to be done. Cooking. Laundering. The house. The children. She cried sometimes, wishing she had not married. She did not tell Dodong this, not wishing him to dislike her. Yet she wished she had not married. Not even Dodong, whom she loved. There has been another suitor, Lucio, older than Dodong by nine years, and that was why she had chosen Dodong. Young Dodong. Seventeen. Lucio had married another after her marriage to Dodong, but he was childless until now. She wondered if she had married Lucio, would she have borne him children. Maybe not either. That was a better lot. But she loved Dodong†¦ Dodong whom life had made ugly. One night, as he lay beside his wife, he roe and went out of the house. He stood in the moonlight, tired and querulous. He wanted to ask questions and somebody to answer him. He w anted to be wise about many things. One of them was why life did not fulfill all of Youth's dreams. Why it must be so. Why one was forsaken†¦ after Love. Dodong would not find the answer. Maybe the question was not to be answered. It must be so to make Youth. Youth. Youth must be dreamfully sweet. Dreamfully sweet. Dodong returned to the house humiliated by himself. He had wanted to know a little wisdom but was denied it. * * * When Blas was eighteen he came home one night very flustered and happy. It was late at night and Teang and the other children were asleep. Dodong heard Blas's steps, for he could not sleep well of nights. He watched Blas undress in the dark and lie down softly. Blas was restless on his mat and could not sleep. Dodong called him name and asked why he did not sleep. Blas said he could not sleep. â€Å"You better go to sleep. It is late,† Dodong said. Blas raised himself on his elbow and muttered something in a low fluttering voice. Dodong did not answer and tried to sleep. â€Å"Itay †¦ ,† Blas called softly. Dodong stirred and asked him what was it. â€Å"I am going to marry Tena. She accepted me tonight. † Dodong lay on the red pillow without moving. â€Å"Itay, you think it over. † Dodong lay silent. â€Å"I love Tena and†¦ I want her. † Dodong rose f ROM his mat and told Blas to follow him. They descended to the yard, where everything was still and quiet. The moonlight was cold and white. â€Å"You want to marry Tena,† Dodong said. He did not want Blas to marry yet. Blas was very young. The life that would follow marriage would be heard†¦ â€Å"Yes. † â€Å"Must you marry? † Blas's voice stilled with resentment. â€Å"I will marry Tena. † Dodong kept silent, hurt. â€Å"You have objections, Itay? † Blas asked acridly. â€Å"Son†¦ n-none†¦ † (But truly, God, I don't want Blas to marry yet†¦ not yet. I don't want Blas to marry yet†¦. But he was helpless. He could not do anything. Youth must triumph†¦ now. Love must triumph†¦ now. Afterwards†¦ it will be life. As long ago Youth and Love did triumph for Dodong†¦ and then Life. Dodong looked wistfully at his young son in the moonlight. He felt extremely sad and sorr y for him. Characters: 1. Dodong – main character of the story who got married at the age of 17 2. Teang – regretted marrying at an early age 3. Lucio – Teang's other suitor who got married after she did and who's childless until now 4. Blas – Dodong and Teang's oldest son who followed their footsteps in the end. Blas contemplated to marry Tona when he was 18 5. Tona – woman whom Blas wants to marry. Summary: Dodong wanted to marry Teang and asked his father's permission. Thinking that since they are young, their love would be short, he allowed them to get married. After nine months, Teang gave birth to a child named Blas. For six consecutive years, a new child came along. Teang did not complain even thought she secretly regretted being married at an early age. Sometimes she even wondered if she would have the same life if Lucio, her other suitor who was nine years older than Dodong, was the one she married. Lucio has had no children since the time he married. When Teang and Dodong were twenty they looked like they were fifty. When Blas was 18, he told his father that he would marry Tona. Dodong did not object, but tried to make Blas think twice before rushing to marriage – because Dodong doesn't want Blas to end up like him. *** It simply tells the story of an older person who made a mistake in the past who ended up with a not so pleasurable life. Then he had a son who is like him when he was young. His son is hasty in making the decision to get married, just like he was when he was 17. Despite this, Dodong did not – and

Investigating the Factors Affecting Tensile Strength of Human Hair Essay

Hypothesis There will be a difference in tensile strength in blonde hair and black hair of similar thickness. Blonde hair will have a higher tensile strength than black hair when at similar thickness. Blonde hair has more sulphur-sulphur covalent bonds than black hair. Hair contains the protein keratin, which contains a large proportion of cysteine with S-S bonds. The disulphide bond is one of the strongest bonds known anywhere in nature. The cross-linking by disulphide linkages between the keratin chains accounts for much of the strength of hair. Blonde hair has more of these bonds therefore blonde hair will have a higher tensile strength and elasticity levels. Null Hypothesis There will be no difference in tensile strength between black hair and blonde hair of similar thickness. Blonde hair having more sulphide bridges will not mean that blonde hair has a higher tensile strength than black hair. Background Knowledge Hair has a very high tensile strength. It can hold up 60kg of weight before breaking. This high strength is due to its structure. Hair is made of the fibrous protein keratin. Figure 1 shows keratin molecules are made up of three helices. They are held together by strong covalent bonds called sulphur bonds. Eleven of these molecules group together to form a micro fibril. Then, hundreds of micro fibrils join together to form a single hair. Hair is made of cells called epithelial cells which are arranged in three layers. The inner most layer is the medulla, the middle layer is the cortex and the out layer is the cuticle. The medulla is mainly soft keratin and the cortex and cuticle are mainly hard keratin. This structure has great strength. The cuticle, the outermost layer, is where you find a lot of the protein keratin. The cortex is the thickest middle layer, providing strength and defining colour of hair. The cortex also gives the hair its elasticity and flexibility. The medulla, central core, gives hair its strength and breadth. The structure of keratin is maintained by numerous sulphur to sulphur covalent bonds. Keratin contains high concentrations of the amino acid cysteine. Every Cystine unit contains two cysteine amino acids in different chains which have come to lie near to each other and are linked together by two Sulphur atoms, forming a very strong chemical bond known as a disulphide bridge. Many disulphide bonds form down the length of the keratin chains, joining them together like the rungs of a ladder. The disulphide bond is one of the strongest bonds known anywhere in nature. This cross-linking by disulphide linkages between the keratin chains accounts for much of the strength of hair. A suitable amount of Sulphur Bridge is important in enhancing the elasticity of hair due to the strength of the disulphide bond. Within each hair bonds of a different kind, called hydrogen bonds also link the keratin chains. There are far more hydrogen bonds than disulphide linkages. The hydrogen bonds are much weaker than the disulphide linkages and more easily broken, and give hair its flexibility. Hydrogen bonds are broken apart when the hair is wetted, and form again when the hair dries. Hair used for the investigation must not be ‘damaged’ in any way, i.e; should not be dyed/coloured, permed, straightened, etc. The hair also must not be curly. I will be only looking at naturally straight hair for this investigation. Permed and dyed hair cause severe damage to hair by reducing and breaking disulphide bonds between protein amino acids (which keep the hair strong) and they change the chemistry of hair by altering the protein rich internal structure of the fibre. In perming, a mild reducing agent is used to break the sulphur bonds. The helices are unwound and the hair is styled. A gentle oxidising agent (usually hydrogen peroxide) is treated to the hair to make the sulphur bonds reform. This results in a ‘permanent wave’. (Figure 3 shows the breaking and reforming of sulphur-sulphur bridges can produce permanent changes in the shape of protein molecules). Permed hair has only 90% of the original disulphide bonds, which leaves hair weaker than before it was permed. Heat (like from hair straighteners) disrupts the structural bonds (particularly weak Hydrogen bonds) enough to give hairs wounded around a roller some temporary curly aspect. However, this effect can be easily abolished by an increase in humidity or contact with water. Longer lasting permanents use chemicals such as thioglycolic acid to disrupt the disulphide bonds. Hairs to be tested with should not have their disulphide bonds damaged/broken or our hypothesis will become invalid even before the investigation takes place. Variables To Control†¦(keep the same) To investigate†¦(measuring/changing) Hair MUST NOT be: Tensile Strength (masses applied on hair) co loured/dyed Thickness of hair/colour of hair straightened (by applying heat) permed (by applying heat) curly (naturally) from the same person Hair MUST be: black or blonde straight (naturally) from the same age group Equipment 2 X Clamp stand – to hold everything upright 2 X Clamp – to hold paperclip/hair and ruler 100cm ruler – to measure how far hair stretches before it breaks (tensile strength) 2 X paperclip – to hold hair and mass 10kg masses with holder – to put tension on hair Selotape – to hold loop of hair in paperclip 15 pieces of black hair – to compare 15 pieces of blonde hair – to compare Micrometer – to measure hair thickness Method 1. I will first take five pieces of hair randomly from six different people. Three of these people should have black hair and three should have blonde hair. My total numbers of hair should be fifteen black and fifteen blonde. Hair samples should be taken from six different people to make sure that a fair and accurate test takes place. For example if all fifteen black hairs were taken from the same person, it could just mean that that person had thicker hair than normal thickness of black hair. This would make my results invalid. I will take all hairs from the same age group (my age group, 17-18), to erase the ‘age of hair follicle’ variable when comparing its tensile strength. 2. I will set up the micrometer to measure each hair thickness by placing hair under lens and measuring its thickness using a shown scale. I will record each thickness in an appropriate table. 3. I will place a black hair and a blonde hair of similar thickness side by side. This will be done to compare tensile strength of hairs of similar thickness. 4. Equipment will be set up as shown in Figure 5, (below) to start investigation. The hair will be carefully put in. The meter rule should be touching the bottom of the clamp stand with 0cm at the top and 100cm at the bottom. I need to make sure the hair can not slip out of the paperclip from the bottom or the top. Everything must be secure. The length of the loop of hair formed should be similar as with all hairs being tested. The weight should not be added until the rest of the equipment has been set up accurately. 5. Once the hair is set up in with the equipment, I will measure how far down the hair is on the meter rule. (Look at Figure 4, for assistance). I will record this reading in a table similar to Table 1. 6. A mass of 10kg will be placed on the paperclip at the bottom only after first measurements have been taken. 7. I will add the masses slowly so when the hair breaks I have a better view of the length of the hair. 8. When I see the hair break I will record its maximum length in my table and the weight in kg applied on hair at that point, when it reached its maximum elasticity. 9. I will repeat this whole process for all the blonde hairs and the black hairs. I will do the hairs of similar thickness after one another. For example; a blonde hair of thickness x would be measured first than a black hair of thickness x would be measured. There will be six people in my group including me. Each person will test five hairs each. Hair B1 B1 B2 B2 B B B B no. length bfr W app length bfr breaking length stretched bfr breaking max W app bfr breaking (cm) (cm) (cm) 2 minus 1 (kg) 1 2 Statistical Test I will use the t-test because I am looking for a difference of tensile strength in black and blonde hair. I will be using actual measurements (e.g. weights), and will have a large data set (30 pairs of data). I am comparing two sets of data. Investigating the factors affecting tensile strength of human hair Implementing: (Skill B) Modifications * Four different colours of hair need to be used; to increase range of results and to make my conclusion more reliable. Ginger, Blonde, Black and Brown hairs will be used. * 30 strands of hair will be used for each colour. 5 hairs from 6 people for each colour will be taken. * An eyepiece graticule will be used to measure hair thickness. Similar thickness of hairs will be compared. * Girls’ hair will be used. There are two reasons for this: a) Girls have longer hair b) Hormones may affect hair strength. Girls and boys may have different hormones. * There should be a 10cm (100 mm) gap between each paperclip. (Figure 5). * A 10g weight must be used each time. * I will need to modify my Hypothesis and Null Hypothesis because instead of comparing just two colours of hair I am now comparing four different colours of hair. Hypothesis There will be a difference in tensile strength between brown, blond, ginger and black hairs of similar thickness. Blonde hair (lighter coloured hairs) has more sulphur-sulphur covalent bonds than black hair (dark coloured hairs). Hair contains the protein keratin, which contains a large proportion of cysteine with S-S bonds. The disulphide bond is one of the strongest bonds known anywhere in nature. The cross-linking by disulphide linkages between the keratin chains accounts for much of the strength of hair. Lighter coloured hair has more of these bonds therefore lighter coloured hair will have a higher tensile strength and elasticity levels. Null Hypothesis There will be no difference in tensile strength between brown, blonde, ginger and black hair of similar thickness. Lighter coloured hairs having more sulphide bridges will not mean that lighter coloured hairs have a higher tensile strength then dark coloured hair. * Now that I am not comparing just two sets of data I can no longer do the T-Test. I am comparing four sets of data. My data will be categorical. There is a simple statistical test which looks at the difference between observed and expected values and relates them to a probability level, thus making it possible to identify how likely it is that the values are significantly different. This test is called the Chi squared test. Precautions to ensure reliability * We are assuming ethnic background does not affect our results. It will not cause a massive variation in our conclusion. * All hair samples must be taken from 16-18 year old females. * 6 different samples must be taken for each colour of hair. * Make sure all equipment is set up; ensuring the strand of hair is fastened to the shown equipment correctly. (Figure 5). * Each hair is tested five times, so I am repeating the experiment, to make my results reliable and more accurate. Results (My own (raw data) results will be highlighted in dark red on tables 2, 3, 4 & 5). (The letter ‘B’ is used in my results to show where the hair broke). Investigating the factors affecting tensile strength of human hair Analysing: (Skill C) Calculations Strength is determined by the amount of stress a hair can withstand without breaking. To work out the strength of each hair I calculated the stress applied to each when breaking. To do all the calculations I used the following formulas: 1. Force (N) = Mass (g) X 0.001 X 9.8 E.g. 10 x 0.001 x 9.8 = Force (N) Force = 0.098N 2. Cross Sectional Area (à ¯Ã‚ ¿Ã‚ ½m2) = ?r2 E.g. 3.14 x 26 x 26 = Cross Sectional Area (à ¯Ã‚ ¿Ã‚ ½m2) Cross Sectional Area = 2122.64à ¯Ã‚ ¿Ã‚ ½m2 3. Stress (Nm-2) = Force (N) / (Cross Sectional Area (à ¯Ã‚ ¿Ã‚ ½m2)/1000000) E.g. 0.098 / (2122.64/1000000) = Stress Stress = 46.16892172 (Nm-2) 4. Strain = Extension (mm) / Original Length (mm) E.g. 32 / 100 = Strain Strain = 0.32 The tables on pages 14 to 36 show how I calculated my values to do the statistical test. Discussion Melanin molecules are proteins, which are produced at the root of each hair. The more melanin in your hair, the darker it will get. An amino acid called tyrosine is converted into melanin so the hair will have colour. First, the body’s blood vessels carry tyrosine to the bottom of each hair follicle. Then, in this ‘melanin factory’ tyrosine is used as the raw material for the production of the natural melanin that is the colour in hair. In short, natural hair colour depends upon the presence, amount and distribution of melanin, a natural pigment found in the cortex. All natural hair colours are created from two types of melanin. Eumelanin = black pigment Pheomelanin = red/yellow pigment Mixed melanin’s = when both eumelanin and pheomelanin mix together inside one melanin granule. The natural colour of the hair is decided by: a) What type of melanin is in the hair b) How much melanin is in the hair c) How closely packed or scattered the melanin is within the cortex. The type of melanin and the size of the granules determine whether hair will be brown, blonde, ginger or black. The amount of melanin and its distribution determine how dark or light the hair colour will be. Black hair is created from granules full of eumelanin densely packed in the hair’s cortex. Brown hair, depending on its cool or warm tones and its darkness or lightness, is created either from granules filled with eumelanin and more sparsely distributed along the cortex than those of black hair, or granules filled with a blend of mixed melanin’s. The red/yellow pheomelanin is believed to cause the warm, golden, or auburn tones found in most brown hair. Blonde hair has a very low melanin content. And while scientists have not yet determined which is dominant, it is believed that eumelanin creates blonde hair. Melanin in blonde hair is so sparse that what we actually see is the colour of the hair fibre itself, keratin, which is a pale yellow, off-white shade. Granules filled with pheomelanin create Ginger hair. The pheomelanin in ginger hair is less densely packed in its granules. Its shape is somewhat more irregular than its black counterpart, eumelanin. It is slightly rounder and more spread out. From my results I found out that brown hair needed the greatest amount of force to break. Blonde hair needed the least amount of force to break. Black hair was second strongest and ginger hair was third strongest. The order of strength (from my results) of hair is as follows: Brown, Black, Ginger, and then Blonde. Brown hair stretched the most before breaking. Blonde hair stretched the least before breaking. Black hair stretched the second furthest and ginger hair stretched the third furthest. The order of length of hair stretched (from my results) before breaking is as follows: Brown, Black, Ginger, and then Blonde. Brown hair experienced the highest strain before breaking and blonde hair experienced the lowest strain before breaking. The order of strain experienced by hair (from my results) before breaking is as follows: Brown, Black, Ginger, and then Blonde. Brown hair experienced the highest tensile stress value before breaking and blonde experienced the lowest tensile stress value before breaking. The order of tensile stress experienced by hair (from my results) before breaking is as follows: Brown, Ginger, Black, and then Blonde. Graph 1 shows the average force required to break the four colours of hair. From this graph I can see that brown hair required the greatest force to break. Black hair also required a large amount of force to break and so did ginger hair. Black hair only required a small amount of more force to break then ginger hair. The breaking force required for brown, black and ginger hair was quite similar. Blonde hair required much less force to break compared to the other colours of hair. This proves that the disulphide bonds in the blonde hair are not a big advantage for strength of the hair. The darker the hair the stronger the force required for the bonds in the hair to break. The darker the hair the more resistant it is to breaking when forces are applied. The darker the hair the higher concentrations of melanin present along the hair cortex. The same sort of pattern is seen in graphs 2, 3, 4 and 5. Graphs 2, 3, 4 and 5 show the extension of hair when masses are added. Blonde hair breaks the earliest and brown hair breaks the latest. Graph 2 shows brown hair. Brown hair requires about 120g to extend up to about 70mm before breaking. The graph follows a basic trend and there are no anomalous results. All results fit the line of best fit. Graph 3 shows blonde hair. Blonde hair requires about 80g to extend up to about 35mm before breaking. The graph follows the basic trend and most results fit the line of best fit. There is one anomaly, though. The extension should not increase and then decrease. It should keep on decreasing. There must have been an error in recording this result. The results in graphs 2, 3, 4 and 5 are all averages. To work out the blonde values in table 32, the results in tables 12, 13, 14, 15, 16 and 17 were used. There was only one value for the extension at 80g, in table 15. This value was smaller than the average of all the extensions in all six tables. This sample of hair should have broken at 80g not 90g. This did not happen. This may have been an error in not measuring correctly. Graph 4 shows ginger hair. Ginger hair requires about 100g to extend up to about 60mm before breaking. The graph follows the basic trend until it gets to 55g point. From this point onwards the hair length increases and decreases dramatically. This should not happen. The reason why this happens is described above with the blonde hair. It is an error in measuring. Graph 5 shows black hair. Black hair requires about 140g to extend up to about 65mm before breaking. This graph is perfect. There are no anomalies. All points meet the line of best fit accurately. Graph 6 shows the average stresses and strains experienced by each hair colour. All four hair colours are plotted on the same graph so they can be easily compared against each other. Brown, blonde and ginger hairs do not follow the normal trend. The stresses and strains for these three should continue to increase. Tables 57, 58, 59 and 60 show where the stress and strain values came form. The results are like this because when the stress and strain values were calculated the average extensions were used, which had a few faults, as describe above. Graphs 7, 8, 9 and 10 show clearly what is happening to the stress-strain curves. Graph 7 shows one anomalous result. It has a high stress and strain value. Graph 8 also shows only one anomalous result. These two graphs show the basic trend. Graph 9 shows the normal trend until the stress value gets to 150Nm-2. Then it decreases and goes back on itself. This should not happen. The reason for this is explained above. There is an error in the extension averages. Graph 10 shows no anomalies. Graphs 11, 12, 13 and 14 show modified values for stress and strain in all colours of hair. Graph 11 shows the modified stresses and strains for brown hair. This graph does not bend backwards and the stress and strain values do not decrease. Graph 12 shows the modified stresses and strains for blonde hair. This graph does not show values of stress and strain decreasing. Graph 13 shows the modified stresses and strains for ginger hair. This graph has changed a lot. It reads much clearer. Stress and strain increases throughout. This is exactly what the graph should look like. Graph 14 is the same as graph 10. It did not need any modifications. The toughness of a hair is measured of its resistance to break. A lot of energy is required to break a tough material. Finally, the strength of a material (or ‘tensile strength’) is the greatest tensile stress it can undergo before breaking. Hair is an elastic material; it can stretch to a certain maximum point (elastic point) before breaking. The largest tensile stress that can be applied to a material before it breaks is known as its ultimate tensile stress (UTS). This value is sometimes referred to as the materials breaking stress. Graph 7 shows the stress-strain points for brown hair. Graph 11 shows a modified version of this. The UTS for brown hair is 359.03. Graph 8 shows stress-strain points for blonde hair. Graph 12 shows a modified version of this. The UTS for blonde hair is 125.48. Graph 9 shows the stress-strain for ginger hair. Graph 13 shows a modified version of this. The UTS for ginger hair is 286.58. Graph 10 shows the stress-strain points for black hair. Graph 14 shows a modified version of this. The UTS for black hair is 158.31. Overall I can see that brown hair was the strongest. This was not expected. I expected black hair to have the highest tensile strength, as it had a higher density of melanin along the cortex. Blonde hair turned out to be the one with the lowest tensile stress. Ginger haired people have a high density of the pheomelanin pigments in their hair fibre. Those who produce virtually no eumelanin have a red to orange colour depending on the density of the pigment in the hair fibre. Red haired people who have a greater relative proportion of eumelanin production have a deeper red to red brown colour. Ginger hair also should have a high tensile strength. This is what I saw in my results. Black hair should also have a high tensile strength. My results showed black hair to have high tensile strength but not the highest. There are other ways in which hair tensile strength could have been measured. Hair products like shampoos have an effect on hair tensile strength. They are now designed to change hair strengths. Different makes of hair shampoos could be used. Strength could be measured in a similar way to how I measured it. A control will be also be needed, with hair with no products added. These modifications in Graphs 11, 12, 13 and 14 show what the stress strain graphs should look like. In Graphs 7, 8, 9 and 10 the lines should not bend backwards. Statistical Test I will be using the (Chi squared test) X2. The formula for the Chi squared test is as follows: X2 = ? [(O – E) 2 /E] O = Observed value E = Expected value The ((O – E) 2) part of the formula considers the size of the difference between the observed and expected values. This difference could be either positive or negative. To avoid the mathematical problems associated with negative values, the difference is squared. The (E) part of the formula relates the size of the difference to the magnitude of the numbers involved. The sigma (?) ‘sum’ symbol is required because there is not just one pair of observed and expected values, but several (in this case four). By taking all the observed values of stress from tables 57, 58, 59 and 60, I can work out the expected value for each hair colour. I can then place these values in a table and work out the value for X2, using the chi squared formula. E = ( OBrown + OBlonde + OGinger + OBlack ) / 4 E = ( 297.3 + 121.5 + 246.7 + 158.3 ) / 4 E = 205.95 Brown Blonde Ginger Black O 297.3 121.5 246.7 158.3 E 205.95 205.95 205.95 205.95 ( O – E ) 91.35 -84.45 40.75 -47.65 ( O – E ) 2 8345 7132 1661 2271 (( O – E ) 2) / E 40.519 34.629 8.063 11.025 X2 = 40.519 + 34.629 + 8.063 + 11.025 X2 = 94.235 To calculate the degrees of freedom to be used can be found as follows: * Number of categories minus 1. In this case: 4 – 1 = 3 The critical value (taken from critical values for the Chi squared test) at 3 degrees of freedom is 7.81 (at the 5% level). The test statistic (X2 = 94.235) is greater than the critical value (C.V = 7.81, at the 5% significance level). We therefore can reject the null hypothesis and state there is a significant difference between the observed a Investigating the factors affecting tensile strength of human hair Evaluating: (Skill D) Limitations * The selotape holding hairs in the paperclip at the top and at the bottom could have interfered with the tertiary structure of the protein, keratin. This could have increased or decreased the bond attractions in the hair to cause the hair to have a high or low tensile stress. This would make my results unreliable. The hairs showing higher tensile stress may just be showing how sticky the selotape is and how strongly it is holding the hair structure together. This though, would affect all my results, as all hair samples had selotape on them to hold them together at the top and at the bottom. So, this limitation would affect all hairs making it a very weak limitation. My conclusion will not be affected as this limitation affects all hairs. * The time in between weights were added is another limitation. When each weight was added the hair stretched. But when there were a lot of weights on hair, the hair stretched quickly and then the length was measured. After I finished measuring the hair had slowly stretched a little bit more. So the measurement was wrong. When the next weight was added extra extension was added onto the new extension. My results were affected by this because some extensions were false making some data imprecise. Therefore, my conclusion will be invalid, because some hair samples could have broken at lower weights if I had waited for the hair to stretch, very slowly until it broke. There needed to be a time limit in which I had to record the extension of the hair, before adding the next weight to the hair. * The eye piece graticule can be a limiting factor. Different people measured hair thickness and recorded it to what they felt the thickness ought to be according to the scale. It was not very clear to see how thick the hair was, as the hair was faded under the microscope at all magnifications and the outline was difficult to see. This could affect my results as the thickness of hairs was used to calculate the cross sectional area of the hairs, which was then used to calculate the tensile stress experienced by the hair. This could make my tensile stress values incorrect. My conclusion therefore could be affected; by making out that a certain coloured hair had a higher tensile stress than another coloured hair, when really it shouldn’t have. This would make my conclusion unreliable. * There were different shades of hair colour, for example, there were light brown hair colours and dark brown hair colours. It was sometimes hard to distinguish between brown and blonde. This was the same for blonde hair. This would have an affect on the reliability and precision of my results making the accuracy of the strengths of different colours of colours of hair inaccurate. There should have been a certain shade of colour of hair (same amount of melanin in each brown hair) used for each colour sample. My conclusion will be imprecise because brown or blonde hair shades could cause incorrect results and make my conclusion incorrect. * The 10g mass is a limitation as the hair could break at lower masses than they actually did, for example a hair that broke at 50g could have broken at 41g, but I wouldn’t know that as I only used 10g masses. So, I got false readings implying the hair is stronger than it actually is. If smaller masses were used my results would be much more accurate to make my conclusion reliable. This limitation could cause my conclusion to be invalid, causing the hairs strength and point on breaking higher or lower than it actually is. Conclusion After doing my statistical test I can reject my null hypothesis and accept my hypothesis and say that brown, blonde, ginger and black hairs differ in tensile strength. I have proved this difference in my calculations, mainly in graphs 1 and 6. From my results I can see that darker coloured has a higher tensile stress compared to lighter coloured hairs. In my hypothesis I said that lighter coloured hair would have a higher tensile strength than darker coloured hair, due to lighter coloured hair having sulphur-sulphide bonds, which are very strong. I have disproved this. Through testing all four colours of hair I can see that these strong sulphur bonds do not reflect any tensile strength qualities. Lighter coloured hair does not have an advantage over dark coloured hair when it comes to tensile strength. It mainly depends on the type of melanin the hair contains. The denser the melanin quantity is the stronger the hair.

Tuesday, July 30, 2019

Creativity or Conformity? Building Cultures of Creativity in Higher Education Essay

Permission is granted to reproduce copies of these works for purposes relevant to the above conference, provided that the author(s), source and copyright notice are included on each copy. For other uses, including extended quotation, please contact the author(s). Abstract Whatever else it may be, creativity is intriguing; this view appears to be shared by the literature on the subject and by popular culture. While there is little agreement about the exact nature, processes and products of creativity, there seems to be a fascination both with its complexity and the sheer impossibility of providing clear explanations for it. This paper does not attempt to generate yet another explanation, but instead offers a framework for exploring creativity in the context of teaching and teacher education. The nature of creativity in teaching is usually evidenced by its products: innovative curriculum design or original students’ work. The focus of this paper, however, is on developing opportunities for teachers to understand, explore and express their identities as creative practitioners. These opportunities are offered in the form of â€Å"creative reflection†, a framework of creative methodologies for engaging teachers individually and collectively in identifying and expanding their creativity practices. The notion of creative reflection challenges the action-reflection dichotomy of reflective practice and extends reflection beyond cognitive, retrospective models to encompass the exploration of possibility through play, image-making, writing, action methods and storytelling. The paper offers examples of and reflections on these methods from the author’s use of creative methodologies in a teacher education programme at Queen’s University Belfast. Creative Reflection, Creative Practice: Expressing the Inexpressible The concept and practices of creative reflection have been developed in a teacher education programme at Queen’s University Belfast to enhance the model of reflective practice on which the programme is based. Creative reflection is a framework of creative methodologies whereby teachers explore their practice and the liminal spaces between action and reflection. This work is a response to the need in teacher education for â€Å"the development of more complex models of reflection, related to purpose, which take greater cognisance of existing knowledge from other disciplines, particularly those aspects of psychology concerned with cognitive processes including problem-finding, insight, wisdom, creativity† Leitch and Day (2000: 186-187). Creativity itself is an elusive concept; the literature on the subject incorporates a range of perspectives and dichotomies, raising a number of questions. Those pertinent to this paper include: – is creativity a cognitive process, or is it socially constructed? – is creativity to do with outcomes, or with processes and qualities such as fluency, imagination and originality? – what are the conditions which support the development of creativity? – what is the nature of creativity in education, and does it have a place in teacher education? One of the assumptions on which this paper is based is that teachers are creative; by extension, teacher education should therefore provide them with opportunities to identify themselves as creative and to enhance their creativity. Craft (2001: 48) suggests that teachers are highly creative: Certainly some of the characteristics of high creators (childlike qualities, feeling under siege, being on the edge, high energy and productivity) which Gardner identifies in Creating Minds (1993), also emerged as a characteristic of ‘ordinary’ educators in one of my research projects (Craft, 1996a; Craft and Lyons, 1996). Craft’s allusion to productivity is complemented by Eisner’s exploration of the processes, the â€Å"artistry† and the â€Å"craft† involved in teaching (2002). Both facets of creativity, product and process, are incorporated into the framework for creative reflection. Details follow as to how participants engage in process activities as well as in deliberation on the outcomes of these processes. The process of creativity, mysterious as it is, has long been a source of fascination and speculation. Helmholtz’s classical model, developed in 1826, includes the stages of saturation, exploration and incubation; Poincare added to these the aspect of verification (Balzac, 2006). The four-phase model developed for this study incorporates and elaborates on these stages: Model for Creative Reflection Phase 1: Preparation This aspect of creative reflection recognises that the creative process involves uncertainty and possibility and that participants need preparation to access that state of receptivity, or Keatsian Negative Capability, which Keats defines as â€Å"when a man is capable of being in uncertainties, mysteries, doubts, without any irritable reaching after fact and reason† (Buxton Foreman, 1895). In this phase of creative reflection, threshold activities are offered to enhance possibility and to free the imagination. One of the most successful of these threshold activities has been the invitation to participants to select images and quotations on a relevant theme: teaching, learning or creativity itself. This activity is based on the notion of â€Å"stepping stones† into a liminal world of exploration, as in Progoff’s system for entering the â€Å"twilight world† of process meditation (Progoff, 1980). While participants are in the process of choosing images and quotations which engage them, music is played in the background to enhance relaxation and stimulate intuitive rather than rational decision-making. The activity is conducted without discussion to encourage focus and a connection with the unconscious. Another threshold activity is that of visualisation: for example, individuals are asked to imagine their learning about their practice as a journey and to articulate this in the form of images or writing. The sharing of the results is part of the process of synthesis described in the final phase of this model. Threshold activities are directed at the group as a whole as well as at individuals: for example, participants are asked to imagine an ideal space for teaching and learning and to suggest in turn something which they might like to include in this space. Offerings range from comfortable chairs to the location of this space at the seaside and the presence of flowers and music centres. This activity generates ideas about inclusiveness and introduces into the discussion metaphors and symbols which enhance the learning process. The idea of bringing an ideal situation or world into the realms of possibility through group visualisation is based on the process of reflective meditation in psychosynthesis (Ferrucci, 1982; Assagioli, 1999). Phase 2: Play This phase is based on the assumptions that a good deal of learning happens through play, that play is an essential aspect of cultural development (Huizinga, 1970), and that a group can create meaning, possibility and new insights through the processes of play. Play is also important because it has the potential to free participants from external concerns so that they may enter the state of â€Å"flow†. According to Csikszentmihalyi (1991, 1997) this is an optimum state in which the person is fully focused and immersed in what he or she is doing, usually with a successful outcome. The activities in this phase are conducted quickly; their purpose is to generate energy, enjoyment of the group process and a range of new ideas. The processes involved provide opportunities for divergent thinking; they include mind mapping, creative thinking and brainstorming. The brainstorming methods in this model of the creative reflection are informed by Kelley and Littmann’s (2002) methods for enhancing fluency of ideas and innovation within the context of team-building. Phase 3: Exploration This aspect of creative reflection is active, with the purpose of creating a product. The processes involved may include creative writing, storytelling, or the use of art materials, or action methods based on psychodrama to concretize the experience (Moreno, 1994). The exploration phase may be individual or collective: it may take place in pairs or small groups. In one particular activity, an individual selects one of his or her identities as a teacher from a list; this list includes the more obvious identities such as mentor, helper and instructor, as well as more metaphorical ones as foot soldier, sower or bridge. The individual then elaborates this identity through writing and art, imagining in detail, for example, what this identity might look like, its voice, its tools and how it engages in relationship. The image below depicts the process of exploration on both individual and group levels. Participants, given the task of expressing their understandings of themselves as reflective practitioners, arranged together the quotations, images and artefacts which they had chosen as individuals to express this notion. The circle of people made from tissue paper was created as a collective piece for the final image; this suggests that the group product extended beyond that of a loose arrangement of individual ideas to a creative collaboration of knowledge and understanding. [pic] Phase 4 Synthesis In the final phase of creative reflection, which is akin to the verification tage of the Helmholtz/Poincare model, participants present and reflect on their ideas, stories and collective images. In this phase, which is adapted from McNiff’s process of â€Å"dialoguing with the image†, participants engage with and reflect on the artefact engendered by the creative process (McNiff, 1992). Through this process, the experience and learning are synthesised into new understandin gs, or the identification of new questions which might be raised about professional practice. The image below represents the world of reflective practice as created by a group of practitioners through the use of props. pic] Discussion about this image revealed that each of the scarves, which are circumscribing and containing the world of reflective practice, represents a strength owned by one of the practitioners, while the Russian dolls and the teddy bear on the edge of the circle symbolise those learners who exclude themselves from learning. The act of dialoguing with the image engendered ideas amongst the participants for engaging those who are currently on the outside and who have not yet found a satisfactory means of expression. In many ways, the process of writing this paper has been a struggle to express that which is inexpressible; it is challenging to articulate the complexity of the spaces between reflection and practice, as well as the complexity of creativity itself. It is hoped that further research will indicate whether the processes of creative reflection can take sufficient cognisance of these complexities to support teachers in recognising and expressing their creativity. References Assagioli, R. (1999) The Act of Will: A Guide to Self-Actualization and Self-Realization, Knaphill, David Platts Publishing Company Balzac, F. (2006) ‘Exploring the Brain’s Role in Creativity’,Neuropsychiatry Reviews, Vol. 7, no. 5, May 2006. http://www. neuropsychiatryreviews. com/may06/einstein. html Accessed 14/11/2006 Buxton Foreman, H. (1895, Complete revised edition) The Letters of John Keats, London : Reeves & Turner Craft, A. (2001)’ â€Å"Little c Creativity†Ã¢â‚¬â„¢, Craft, A. Jeffrey, B, and Leibling, M. (eds. ), Creativity in Education, London and New York, Continuum, pp 45-61 Craft, A. (1996a) ‘Nourishing educator creativity: a holistic approach to CPD’, British Journal of In-Service Education, 22 (3), 309-322. Craft, A. and Lyons, T. (1996) Nourishing the Educator, Milton Keynes: The Open University Seminar Network Occasional Paper Series Csikszentmihalyi, M. (1997) Creativity. Flow and the Psychology of Discovery and Invention. New York, HarperPerennial. Csikszentmihalyi, M. (1991) Flow: the psychology of optimal experience. New York : HarperPerennial Eisner (2002) ’From episteme to phronesis to artistry in the study and improvement of teaching’, Teaching and Teacher Education, Volume 18,  Number 4, May 2002, pp. 375-385 Ferrucci, P. 1982) What we may be: techniques for psychological and spiritual growth. New York: Jeremy P. Tarcher/Putnam Gardner, H. (1997) Extraordinary minds: portraits of exceptional individuals and an examination of our extraordinariness New York : BasicBooks Huizinga, J. (1970) Homo Ludens: a study of the play element in culture, London : Maurice Temple Smith Kelley, T and Littman, J. (2002) The Ten Faces of Innovation: Ideo’s Strategies for Be ating the Devil’s Advocate & Driving Creativity Throughout Your Organization London: Profile Leitch, R. and Day, C. (2000) ‘Action research and reflective practice: towards a holistic view’, Educational Action Research, Vol 8, 1 pp179-193. McNiff, S. (1992) Art as medicine: creating a therapy of the imagination Boston, MA. : London: Shambhala Moreno, J. L. (1994, Fourth Edition) Psychodrama and Group Psychotherapy, Mental Health Resources. Progoff, I (1980) The Practice of Process Meditation: The Intensive Journal Way to Spiritual Experience, New York: Dialogue House Library.

Monday, July 29, 2019

SLP for the Coca Cola Company Assignment Example | Topics and Well Written Essays - 500 words

SLP for the Coca Cola Company - Assignment Example In order to perform appropriate SLPs for a particular organization, these kinds of information are highly necessary. They include the rate and mode of pricing although very few of these companies will admit the kind of strategy that they use in their pricing. Because of this, it is vital to conduct necessary research to ensure that all the proper details are collected during SLP. From the information that is provided by the Coca cola Company, they believe that among all its competitors, they are the ones that provide the lowest prices to their customers. However, in real sense, the pricing strategy for this company is such that they depend on the cost of production and thus the overall quality of their products. This is mainly because, the major competitors of this company offer lower prices as their pricing.   This is in the effort to gain entry into a market that is already dominated by the company. In relation to the pricing of companies that offer similar products, which in thi s case are soft drinks and beverages, they all seem to set their prices depending on the quantity of the product. There appears to be no diversity in pricing when it comes to the flavor used for similar goods. This is opposed to other beverage companies that tend to set their prices depending on the type of flavoring that is used in the product. In this sense, the cost of an orange, passion, blackcurrant or cola drink is the same as long as they are all of the same quantity. There is an increase in process as the quantity of the beverage increases.

Sunday, July 28, 2019

The traditional model of public administration Essay

The traditional model of public administration - Essay Example The characteristics of this bureaucratic state were set out most clearly by the German sociologist Max Weber in 1920, with strong echoes of earlier writings by the American Woodrow Wilson (Hughes, 1998): Further refinement of the traditional model of public administration came through the application of private sector based ideas of 'scientific management', which introduced efficient operational methods based on standardization of tasks, 'one best way' of fitting workers to tasks, and systematic control of tasks, processes, and workers (Hughes, 1998,33-34). These principles were easily adapted to bureaucratic structures. A final addition to the traditional model was the application of the insights of social psychology, in a 'human relations' approach which is often contrasted with the scientific management approach, but in practice sought to achieve greater efficiency of performance too, though by paying attention to the need to motivate workers rather than merely control and direct them (Hughes, 1998, 35-6). Unfortunately,Unfortunately, the ideal bureaucracy model had never happened in the real life. The critique of the traditional model is based in a comparison of the 'ideal' model of bureaucracy with what happens in real systems of public administration. The following differences can be identified: i. In many systems there is no clear separation between policy and administration, either in terms of decision-making processes or the respective roles of administrators and politicians, which are often fused together. ii. Decision-making processes do not, in any case, conform to the rules of technical and economic rationality, but are affected and shaped by processes of conflict, negotiation and exchange between interests both internal and external to the state bureaucracy iii. Hierarchy and centralization combine with a formal, sometimes slavish adherence to rules and procedures to produce defects (or bureaucratic

Saturday, July 27, 2019

Case 2 Essay Example | Topics and Well Written Essays - 1000 words

Case 2 - Essay Example Once the development team understands it needs teams instead of groups, it can proceed to form them. It would be waste of time for the organization to come to the realization, when much progress has been made, that it has workgroups instead of work teams. That would be a waste of financial and human resources and time. Good group members are likely to be people who share a group’s mentality and objectives. Group effectiveness is determined in large part by commonality of goals among its members. A group in which members have the same mission and vision is, more often than not, free of differences in actions. Members think and act as one. A good group member actively participates in group affairs; he is not an observant in the activities of the group. Whenever there is something to be done or discussed, good group members avail themselves to make efforts worthwhile. Finally, potentially good group members have the skill set required to contribute to the group’s success and activities. For example, it would be pointless to have a human resource expert in a group formed to develop better engineering techniques in an organization. This is not to say that a human resource professional has no role to play in such a group, but that his role would be so limited that it would cease to make sense. In such a scenario, the HR expert would be better suited to a group formed to explore better recruitment and retention strategies. Individual skill sets in a group should complement each other if any progress is to be made. The principles of diversity and personality are very important in managing conflict in groups. The development team must understand that its members must be different. There will never be an instance in which all members of a team agree on everything. There will also never be an instance in which all team members share the same background, experiences, culture, religion, or race (Robbins and Judge 263). The team should use

Friday, July 26, 2019

SOCIAL MEDIA CAMPAIGN Essay Example | Topics and Well Written Essays - 500 words

SOCIAL MEDIA CAMPAIGN - Essay Example Before creating an effective campaign, you need to understand people or the customers that you are trying to reach. This Understanding needs to go beyond the common demographic information, and that is in terms of education age and gender. For instance, by implementing thoughtful an effective social media campaign, try to adopt the latest media site so as to reach a lot of people. Always the desire to promote a one on one talk should be there (creative, retrieved on March 3, 2015). Social media is all about engaging and participating, monitoring and listening and then pushing forward to achieve your goal. Having a plan, the next thing is to create the content. Social media competition is all about the content of the product or service given. Great content is achieved through understanding your space on the social media and uncovering trends. Finally, be clear in order to offer a fresh perspective too. This will promote the business and intern raise your ranking on the site. With the content at hand, there will be a need to determine where the content will be on the site. Position of the content on the site helps customer know where to find what they need. URL, title tag, the writers of content are just but the example of what customer will find there. With the three steps above; you will need to spread or have an advertisement of it. Creating optimal is achieved by making sure that the information is shared quickly with a click of a button. A repacked message being at the fingertips, it will be easy for someone to share the information with a friend but only if the information is relevant, interesting and exciting. It is time for the content you have to get the promotion in this section. The main goal here is to build links that will promote directly the new content rather than linking directly to the sites homepage. It can be achieved by announcing the content on the social sites and promoting the it via social media and finally posting a

Thursday, July 25, 2019

Classic Galactosemia disease Essay Example | Topics and Well Written Essays - 750 words - 1

Classic Galactosemia disease - Essay Example The total or nearly total deficiency of the GALT enzyme threatens life, and if not treated, a patient may develop complications such as sepsis, liver failure, mental retardation, or even death. Several mutations that cause this disease are common in people with G/G genotype of the classic galactosemia (Williams & Wilkins 563). The real name of this gene is galactokinase 1. The GALKI gene gives instructions for making galctokinase 1 enzyme. This enzyme is responsible for enabling the body to process galactose, a simple sugar present in almost all dairy products and numerous baby formulas (Leonard 101). Over 20 mutations in the GALKI gene are present in patients with galactosemia. Most of the mutations alter the amino acids in galctokinase or delete some genetic material from the GALKI gene leading to an unsteady or inactive form of this enzyme. Classic galactosemia is a genetic disorder resulting from mutations in the GALT gene. Persons must inherit two harmful copies of this gene, at least one from each parent. Whereas over 170 mutations that cause diseases have been identified to cause classical galactosemia of the genotype GG, only a few have been commonly reported. They include: This mutation accounts to approximately 54 to 70% of the alleles in the classic galactosemia. S135L is the pathogenic mutation that is most reported in African Americans, making about 50% of the distorted alleles of the total population. In Eastern Europe, K285N mutation is accounts for only 8% of the classic galacttosemia in the general population in Europe (Leonard 102). The D mutation is reportedly present in the United States with only 5% of the whole population. Enzyme activity is almost 50%of usual DD homozygote and is adequate such that these people do not have biochemical or clinical characteristics of glactosemia. Duarte galactosemia or sometimes called DG compound heterozygote express noticeably limited enzyme activity of close to 25%

The Rwanda Genocide Essay Example | Topics and Well Written Essays - 2000 words

The Rwanda Genocide - Essay Example Racial superiority has caused much violence and many deaths for those who have been labeled by the ‘superior’ as ‘inferior.’ This violence has been spawned mostly by an extreme hatred for those viewed as different or inferior. Furthermore, such feelings of hatred have been translated into outright acts of violence against those viewed as inferior, and this at times often prompted retaliation against their oppressors, such as the case in Rwanda. With these premises, the world has been witness to various acts of violence, including the massacre of a significant number of people, all in the name of racial superiority. The concerned countries of the world have often refused to act in time to stop these events even though ample signs of trouble were apparent. Racial superiority has traditionally been an issue for various countries at one point or another in their history, but none worse than that displayed by the Nazis over the Jews and by the Tutsis over the Hut us in Rwanda. Similarities can be seen between the events of the Holocaust and the Rwandan genocide. â€Å"Rwandan genocide took place between April and June 1994. During this tragic period of 3 months some 800,000 Rwandans died, the majority were ethnically Tutsis murdered by their rival countrymen the Hutus† (BBC News). ... The blame was placed firmly on the shoulders of Tutsi leader Paul Kagame (who is now the current Rwandan President, but then leader of the Rwandan Patriotic Front (BBC News). This was denied by Kagame who blamed the attack on Hutu extremists. Nevertheless, within a few hours of the attack, violence broke out all over the country; and such violence would not wane until three months after the assassination of Habyarimana (BBC News). By then nearly a million Rwandans would lose their lives. The persecution of the Jews began in the early 1930’s. Adolf Hitler became chancellor of Germany in 1933. The persecution continued and built up into and through World War II, finally ceasing in 1945 when war in Europe finally ended. It is believed that some 6 million Jews died, as well as members of other minorities such as Gypsies. During this time, six million Jews in Europe were murdered, the rest were persecuted and tortured, and 5000 Jewish communities were destroyed (Perry 67). The deat hs did not begin as soon as the Fascists came into power. Time was spent first in spreading propaganda across Germany against those seen by the government as the enemies of the Aryan race; at the same time, life for the minorities was made very difficult. The aim was to encourage Jews to leave the country. To some extent, this succeeded; however, Hitler could not wait and in 1938 came Kristallnacht – these were the state sanctioned riots aimed at the Jewish population (Gellately 45). It seems then that xenophobia can be about more than feeling other people are different, or even inferior, but can also be about poor self image and the resentment of other people’s success. Rwandan genocide and Holocaust showed

Wednesday, July 24, 2019

Economics - Entrepreneur Case study Essay Example | Topics and Well Written Essays - 1750 words

Economics - Entrepreneur Case study - Essay Example This position has further been corroborated by the fact that Peter Druker described innovation as the specific function of entrepreneurship thus the first sign of the fact that Sid is an entrepreneur is the fact that he is an innovator- a person who invented something to enhance the flexibility of working within roofing industry. The so called Rail is typical example of the fact that entrepreneurs are always technically savvy persons. Creating capital is often considered as the most important activity performed by the entrepreneur (Thompson, 1999) and the fact that the assumptions made by Sid to capture 1% of the market is indicating towards the fact that he is going to start the creation of capital which would further increase his business as well as employing other persons to create further employment opportunities. However, what is most important to note here is the fact that just innovation may not be sufficient until and unless it is not backed up by the certain characteristics as well as motivations of the entrepreneur. Creativity is considered as one of the biggest motivators for the entrepreneurs to continue to carry on activities which are not only creative in nature but also have the potential to be economically successful. (Mosakowski, 1998). The so called ladder rail of Mr. Sid is an example of how creativity has been the chief source behind the fact that he continued to work on his creative ideas despite a negative response from his company. Thus from this perspective, it is also clear and evident that Mr. Sid is an entrepreneur. Finally, perseverance is the key in entrepreneurship. It helps entrepreneurs to keep going even in the fact of difficulties. This allows them to have the necessary motivational drive to keep pursuing their dreams as once an entrepreneur decide taking a chance than it become difficult to retract from the position and that is what Mr. Sid showed. Despite reduction in the sales prices offered by the major buyers, the

Tuesday, July 23, 2019

Strategic Plan For Your Organization Statistics Project

Strategic Plan For Your Organization - Statistics Project Example This paper will explore the strategic plan for GetWell, a pharmaceutical company that sells prescription medicine (Cravens & Piercy, 2008). GetWell possesses sufficient information about the target market. The demand for pharmaceutical products is high and keeps increasing every day (Callahan, 2006). The firm will use this information to serve consumers better. The customer base includes medical doctors, trainers, physical therapists and chiropractors. Most customers buy the medications for pain management and relief. The medical industry is under pressure to reduce costs for medical purchases. Insurance companies are exerting pressure on various medical institutions to buy low-priced but quality medicine. The number of people with drug plans is high especially for elderly people who have no medical coverage. The market for prescription medicine is expected to grow by 6% annually. Many pharmacies sell prescription drugs in cities that GetWell operates in but few offer low prices like GetWell. Competitors rarely advertise in print or digital media. The increase in the number of athletes and sports trainers ordering pain management medicine is encouraging (Brukner & Khan, 2008). GetWell aims at increasing its market share by targeting new customers and becoming the market leader for pharmaceutical sales in the region. The firm plans to reduce the market share of competitors by taking most of their walk-in customers and making more deliveries. GetWell plans to achieve financial growth of 15% for every year. GetWell is aiming at providing customers with the best medicine at discounted prices. GetWell aims at increasing the number of repeat customers by 9% in each quarter. The firm aims at increasing customer awareness about the various stores in the two states. GetWell plans to reduce client acquisition costs by 10% every year. Another objective is taking a majority share in supply of medicine to

Monday, July 22, 2019

Interpersonal Relationship Essay Example for Free

Interpersonal Relationship Essay Introduction Nursing is the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, communities, and populations. American Nurses Association (ANA) An interpersonal relationship is an association between two or more people that may range from fleeting to enduring. (http://en.wikipedia.org/wiki/Interpersonal_relationship). Seemingly to Hildegard Peplau, nursing is an interpersonal process because it involves interaction between two or more individuals with a common goal. Peplau, emphasized the nurse-client relationship as the foundation of nursing practice. A therapeutic nurse-patient relationship is defined as a helping relationship thats based on mutual trust and respect, the nurturing of faith and hope, being sensitive to self and others, and assisting with the gratification of your patients physical, emotional, and spiritual needs through your knowledge and skill. This caring relationship develops when you and your patient come together in the moment, which results in harmony and healing. Effective verbal and nonverbal communication is an important part of the nurse-patient interaction, as well as providing care in a manner that enables your patient to be an equal partner in achieving wellness. (Pullen Mathias 2010) Patient-centered communication is a basic component of nursing which facilitates the development of a positive nurse-patient relationship and along with other organizational factors, results in the delivery of quality nursing care. In most instances, a nurse plays an essential role in the life of a patient. The concerns and cares they give to their patients is a big factor that uplifts each one’s spirit, therefore the goal of the nurses of Olivarez College BSN IV is to create a harmonious relationship between their patients through a well organize and meaningful interactions. The study of the relationship between patient and nurse is important to see how efficient a patient recovers, to understand his illness fully; whether there’s a chance of recovery or nothing to expect at all. Moreover, the role of the nurse is to lessen the emotional and physical pain of every patient. In dealing with these, a need for better communication strategies and methods should be applied. There may be some existing practices exercised by hospitals for their nurses and patients, but a thorough study to improve it better is an advantage. (Cruz, JA 2010) One good way of communicating with a patient is by merely listening to them. Letting them express their thoughts and anxieties may help them feel better. Furthermore, an understanding smile, a good sense of humor, a compassionate outlook and friendly gestures can alleviate their pain and anxiety. The focus of this research is the patient’s perception of an effective nurse-patient relationship. The most common method of interaction is communication. Communication is the sending of ones information to another and may be done verbally or non-verbally. Background of the Study An internal problem of nurses is common. There are so many things to adjust especially working with people that they knew for the 1st time. An interpersonal problem not only occurs with co-workers, it can also be applied with nurse-patient relationship. Everyday different types of patient are being encountered by the nurses. This study gives interest to the researchers to develop and enhanced interpersonal skills and confidence during nurse-patient interaction in the area. Mostly, nurses do not practice good communication skills because of low-self esteem to deal with the patient, resulting to the insufficient gathering of important details and information on the patient’s data. Nursing students should practice well on developing nurse-patient relationship to be an effective and a qualified nurse. Nurse has important role enhancing communication skills. Nurses play an important role in health communication. They are the ones who are always in close contact with the patients. Having effective communication skills and being able to employ them in communicating to the patients is very essential for every nurse. A nurse must be able to communicate effectively to the patient, its family and their co-workers, as well. It is important for health care personnel to understand the doubts, fears and the anxieties of the patients who come to them for treatment. It is equally important to talk in an understanding tone to those who have not voiced their fears but are obviously scared. Patience is also essential in dealing with hard headed and unbeliever patients especially when the patient is suffering and in pain during medication and they tend to refuse taking medicines anymore. Nurses feel a sense of accomplishment when they give a positive influence on their client’s health status. Learning experiences with simulation offer the nursing student an opportunity to further develop knowledge, skills and critical thinking abilities prior to practicing in the clinical setting. Role play, as well as manikin use, can enhance the nursing student’s ability to respond to a variety of patient care scenarios before actually encountering them in the clinical setting (Billings Halstead, 2005). Active learning with immediate feedback reinforces the nursing student’s performance and confidence in relating to patients and other professionals in the healthcare setting (Billings Halstead, 2005). A student nurse can easily relate to the situation of their patients in terms of their know-how and further sturdy of their illnesses. This study aims to know how patients can perceive and cooperate for the fulfilment of their rehabilitation. Cutcliffe and McKenna (2005) reported that during treatment, hospital and community patients interact more with nurses than with any other health professional in the multidisciplinary team. These authors also highlighted that nurses are continuing to expand their role into medical and even surgical practice. Nursing proves as difficult to define as ‘care’, which means that the role of the nurse and how it is differentiated from other health professions is often misunderstood. Perhaps nurses provide care and doctors provide trea tment, but (McMahon 2007) argues that neither addresses the skills and knowledge needed in modern nursing to provide good-quality care, nor explains why students take three years to train before they become qualified nurses. Since Florence Nightingale’s time, nursing could be seen as having moved from a task-oriented practice towards a therapeutic process that encompasses a wide range of nursing roles, focused on the individual patient and his or her health and well-being. (McMahon 2007) attempts to define therapeutic nursing abilities as being characterized by six skills: developing the nurse-patient relationship; caring and comforting; using evidence-based physical interventions; teaching; manipulating the environment; adopting complementary health practices. These are all the skills developed by nurses during their pre-registration education; all of them demand good communication skills for effectiveness. It appears that this argument supports the notion that ‘nursing’, in addition to the applied knowledge and attitude, is underpinned essentially by communication skills. Review of Related Literature and Studies FOREIGN The relationship between the nurse and the patient is often seen as a therapeutic relationship in itself that is based on partnership, intimacy, and reciprocity (McMahon, 2007). Its purpose is different from a social relationship in that it has a focus on the patient’s well-being as a priority, and the nurse and the patient do not need to have anything in common or even like each other (Arnold and Boggs, 2006). This relationship can last only five minutes in an accident and emergency department or primary care practice, or can continue and develop for months or years during chronic illness management. It can be intensely personal when breaking bad news, or quite superficial such as when directing a patient to the appropriate clinic room. However, all of these scenarios are nurse-patient encounters that impart to the patient something of the support and meaningfulness of their engagement with health care. They tell the patient whether they are viewed as important and valued, and whether they will be listed to or discriminated against. Since Florence Nightingale’s time, nursing could be seen as having moved from a task-oriented practice towards a therapeutic process that encompasses a wide range of nursing roles, focused on the individual patient and his or her health and well-being. (McManhon 2007) attempts to define therapeutic nursing abilities as being characterized by six skills: developing the nurse-patient relationship; caring and comforting; using evidence-based physical interventions; teaching; manipulating the environment; adopting complementary health practices. These skills are developed by nurses during their pre-registration education; all of them demand good communication skills for effectiveness. It appears that this argument supports the notion that ‘nursing’, in addition to the applied knowledge and attitude, is underpinned essentially by communication skills. For instance, reticence from the others may prompt encouraging remarks of prompt questioning timing of social responses: This requires the communicator to know when to speak, when to listen, when to interrupt or prompt, or when to take the lead or be led. Self-presentation: A good communicator has self-awareness and is able to use this self-knowledge to present themselves to the other. This gives the other feedback about who the communicator is and therefore how to interpret and respond to them. For instance, sitting in a forward-leaning position assures the other that they are being listened to. Rewardingness: This is the ability to engage the other in the communication and know how to reward communication behaviour. For instance, using nods, smiles, and eye contact encourages someone to talk about themselves. For instance, if they realize that being dressed formally is off putting to a young teenager, they can respond by removing a tie or rolling up their sleeves. Argyle breaks communication skills down into behavioural skills rather than skills of insight, understanding, and cognition. Another definition of good communication comes from (Becker et al.) who suggest that skilful communicator ‘must be able to identify the emotions or intent expressed by the other person and make sophisticated judgements about the form and timing of the appropriate response ‘. In this definition, the skilled communicator uses accurate perception and good judgement to understand the interactions and know how to make appropriate judgements. It may be that all of these factors are part of the skills of a good communicatorthat skills are made up of a good sense of reality, awareness of self and others, accurate reading of situations, good timing, and ability to use the self to facilitate meaningful and positive communication. Many of these skills can be learnt and developed through the practice and through personal development by improving self-awareness, and awareness and understanding of other people and heir cognitive and emotional states. Related Studies Patients’ Perceptions of Interpersonal Continuity of Care by Nancy Pandhi, MD and John W. Saultz, MD (2005) this is the qualitative and quantitative study of Interpersonal continuity of care is important to a majority of patients, particularly those from vulnerable groups. Patients value the relationship with their physician, their physician’s knowledge about them, and the ability to communicate their concerns. Over time, contact with a physician seems to lead to the development of trust and confidence. However, continuity of care is not valued by all patients or across all settings. Nurse-patient relationship: analysis of problems Encountered by the nursing students of Olivarez College (2010). In this study the purpose of descriptive studies is to observe, describe and document aspects of a situation as it naturally occurs and sometimes to observe as a starting point for the hypothesis be it as general or theory development. The survey analyzed the data of the faculty needs of the nursing college department, the degree on which these needs were met. Synthesis Patients’ Perceptions of Interpersonal Continuity of Care by Nancy Pandhi, MD and John W. Saultz, MD (2005) this is the qualitative and quantitative study of Interpersonal continuity of care is important to a majority of patients, particularly those from vulnerable groups. Patients value the relationship with their physician, their physician’s knowledge about them, and the ability to communicate their concerns. Over time, contact with a physician seems to lead to the development of trust and confidence. However, continuity of care is not valued by all patients or across all settings. The studies utilized results quantitative (19/36), qualitative (16/36), or mixed methods (1/36). The largest number of the studies (15/36) took place in the United States. Several took place in the United Kingdom (8/36), The Netherlands (4/36), and Canada (4/36). The remainder took place in other European countries (2/36), Australia (2/36) or both the United States and England (1/36). All recruited patients from ambulatory settings. A summary of results from these studies regarding our contextual questions is reported below. Nurse-patient relationship: analysis of problems Encountered by the nursing students of Olivarez College (2010). In this study the purpose of descriptive studies is to observe, describe and document aspects of a situation as it naturally occurs and sometimes to observe as a starting point for the hypothesis be it as general or theory development. The survey analyzed the data of the faculty needs of the nursing college department, the degree on which these needs were met. According to researchers, this study is a qualitative phenomological research to a patient-centered communication is a basic component of nursing which facilitates the development of a positive nurse-patient relationship and along with other organizational factors, results in the delivery of quality nursing care. In most instances, a nurse plays an essential role in the life of a patient. The concerns and cares they give to their patients is a big factor that uplifts each one’s spirit, therefore the goal of nurses of Olivarez College BSN IV is to create a harmonious relationship between their patients through a well-organized and meaningful interactions. Theoretical Framework This study is based on Hildegard Peplau’s Theory of Interpersonal Relations. The Theory of Interpersonal Relations is a middle-range descriptive classification theory. It was influenced by Henry Stack Sullivan, Percival Symonds, Abraham Maslow, and Neal Elger Miller. The four components of the theory are: person, which is a developing organism that tries to reduce anxiety caused by needs; environment, which consists of existing forces outside of the person, and put in the context of culture; health, which is a word symbol that implies forward movement of personality and other human processes toward creative, constructive, productive, personal, and community living. The nursing model identifies four sequential phases in the interpersonal relationship: orientation, identification, exploitation, and resolution. The orientation phase defines the problem. It starts when the nurse meets the patient, and the two are strangers. After defining the problem, the orientation phase identifies the type of service needed by the patient. The patient seeks assistance, tells the nurse what he or she needs, asks questions, and shares preconceptions and expectations based on past experiences. Essentially, the orientation phase is the nurses assessment of the patients health and situation. The identification phase includes the selection of the appropriate assistance by a professional. In this phase, the patient begins to feel as if he or she belongs, and feels capable of dealing with the problem which decreases the feeling of helplessness and hopelessness. The identification phase is the development of a nursing care plan based on the patients situation and goals. The exploitation phase uses professional assistance for problem-solving alternatives. The advantages of the professional services used are based on the needs and interests of the patients. In the exploitation phase, the patient feels like an integral part of the helping environment, and may make minor requests or use attention-getting techniques. When communicating with the patient, the nurse should use interview techniques to explore, understand, and adequately deal with the underlying problem. The nurse must also be aware of the various phases of communication since the patients independence is likely to fluctuate. The nurse should help the patient exploit all avenues of help as progress is made toward the final phase. This phase is the implementation of the nursing plan, taking actions toward meeting the goals set in the identification phase. The final phase is the resolution phase. It is the termination of the professional relationship since the patients needs have been met through the collaboration of patient and nurse. They must sever their relationship and dissolve any ties between them. This can be difficult for both if psychological dependence still exists. The patient drifts away from the nurse and breaks the bond between them. A healthier emotional balance is achieved and both become mature individuals. This is the evaluation of the nursing process. The nurse and patient evaluate the situation based on the goals set and whether or not they were met. The goal of psychodynamic nursing is to help understand ones own behavior, help others identify felt difficulties, and apply principles of human relations to the problems that come up at all experience levels. Peplau explains that nursing is therapeutic because it is a healing art, assisting a patient who is sick or in need of health care. It is also an interpersonal process because of the interaction between two or more individuals who have a common goal. The nurse and patient work together so both become mature and knowledgeable in the care process.

Sunday, July 21, 2019

Neurological Effects of MSG

Neurological Effects of MSG Abstract Due to evolving since in fields such as food science pharmacology, pediatrics, medical psychology, and toxicology, various food additives have come under a sharp review. In the medical field, a controversy has been ranging as to whether MSG should be used at all since diverse research case studies have not only shown its negative effects on health in general but also its neurological effects. Monosodium Glutamate (MSG) has been used as a flavorant in the food industry for close to one hundred years in foods consumed by the masses daily. Although the Food and Drug Administration (FDA) classifies MSG as a food ingredient that is considered generally safe for use by the public, a number of researches such as by Schwartz have shown that it is harmful to the users health and should therefore be banned. Glutamate is naturally found in foods such as milk, poultry, meat and vegetables. Further, the body naturally produces glutamate which is essential for the nervous system. However, syntheti c manufacture has been proven to be harmful. This study purposefully outlines such effects on the nervous sytem and serves to support other recent findings against the use of MSG. Introduction MSG is a food additive that is found in most of the commercial foods. It improves the flavor of the food hence attracting customers. In itself, there is no value addition in terms of nutrition. It actually does nothing to food, but to the eater it is detrimental to their health. MSG is referred to as an excitotoxin or neurotoxin. This is the case since it widely involves the neuroscientists field in that it has degenerative and deadly effects on the brain and the nervous system. MSG actually over stimulates the brain neurons to exhaustion leading to their death. MSG goes to the brain through the membranes in the mouth and the throat. It also enters the blood stream through the digestion of food in the digestive system. MSG will trick the brain to thinking that it is getting value from the foods that are being taken in. MSG is not natural in nature. It is manmade from glutamic acid which is an amino acid which is found in complete proteins. Amino acids do occur naturally from many pla nts and animal tissues. The artificially created types of Amino acids are processed through the breakdown and the change of the natural form of glutamate. Some of the natural substances used for this purpose are molasses, grain starches and corn. The manipulation process produces various form of glumate. The d-glumate is never found naturally. The free glumates could enter the body 8 to 10 times faster than the bound or the natural glumates. Natural glumate is found in foods like tomatoes, milk and the mushrooms. The commercial methods or techniques used to manufacture glumate were not in use until the 1960s. The MSG in use today is not at all natural Literature review The current research shows that MSG is the cause of neurodegenerative diseases like Alzheimers Huntingtons, Parkinsons and Amyotrophic lateral sclerosis. Neuroscientists, such as Adriene, have explained that MSG attacks the blood-brain barrier of the brain cells which is responsible for protection and regulation of the delicate chemical exchange within the brain cells. The chemical exchange process is normally well balanced and its functionality is unquestionable. Under normal conditions also the brain and the body immune system handles all kinds of pollutants, diseases and stress. A very small amount of toxic substance can actually cause the brain call to over react leading to excessive exhaustion and death (Samuels). MSG is one of the major excitotoxins and is widely known to cause damage to the brain part that governs or controls other systems in the human body. The damage will probably appear as a disorder in the nervous system and the endocrine system. This can be manifested in the cases of unusual sleeping patterns, persistent hunger and food cravings. This usually leads to obesity. MSG is also known to cause migraine headaches, behavioral disorders, asthma attacks, depression, heart irregularities, arthritis, sinus problems and digestive problems (Anglesey). MSG is a neurotoxin that takes a very short time to create a widely diverse and dramatic effect on the human body. An individual may take a mild dosage of a prescription drug and have mild effects which may even be favorable. However, another person may take the same prescription drug and instead, get depressed, have stomach disorders, a swollen tongue and aching joints. The different parts of the brain do govern various body functions. The part which is attacked will directly depend on the brain part that has been attacked by the excitotoxin. If for example a person has had a head injury, a genetic pinch in a given part of the brain, has had a fever that is attacking parts of the brain, or even has had a stroke, then it is certain that the part of the brain that has been affected will be due to the toxins. Some of the foods that are sold are sold as weight loss promotions to the people. When food substances such as fat and sugar are removed from the foods, MSG together with aspartame is usually added. These excitotoxins are known to cause obesity and irregular heartbeats in many people. FDA usually allows the labeling of MSGS as natural flavors, hydrolyzed proteins and autolyzed yeast when used as just a component ingredient in an additive and not purely MSG. Americans today are consuming 160 million pounds of MSG per annum. A toxicologist and an author by the name Dr, George Schwartz claims that two table spoons of MSG on a piece of bread could kill a medium sized dog within a minute. The FDA in the year 1995 claimed that no one can react to less than 3 grams of MSG per meal. However, despite their confirmation, they have warned that MSG should be avoided by children, pregnant or lactating women, the elderly and those who suffer Asthma. A highly sensitive individual can react even to less than a gram of MSG (Blaylock). Effects and Related disorders Research has shown that in the late 1950s, an estimated amount of 12 grams per person per year of MSG was used by the Americans. Looking at the same issue today, the estimate has shot to between 400 and 500 grams per person per year. This is an amount that needs evaluation by FDA. (Anglesey) The wide usage of MSG came in the mid 1970s. It gained much popularity with producers of food through the 1980s. Two powerful excitotoxic food additives that took the food industry by storm were the MSG and aspartame. MSG has been widely associated with a wide range of diseases, symptoms and complaints. As earlier stated, it affects the neurological system of the body. The same ailments are today being reported to be on their rise. Often the ailments are quite unexpected and hard to explain either. Neorological effects of MSG and statistics of interest published by national organizations have been listed here-in. Fibromyalgia: this is a growing epidemic. Its patients eliminated MSG and aspartame during the study conducted by Florida University which reported complete relief of symptoms in 2001. However, the most cognitive study was carried by Smith, Shmidt and Guns who sought to prove the link between Fibromyalgia and MSG with several other additives as a common rheumatologic disorder. In this case, 4 patients were diagnosed for 2-17 years with fibromyalgia syndrome. However, they had undergone various modalities of treatment while failing to consider MSG as the causative agent. After eliminating aspartame and MSG from their diets, complete or near complete resolution of symptoms diagnosed were recorded within months. In this case analysis, the subjects were women who had multiple comorbidities and recurring symptoms after the ingestion of MSG. It is therefore indicative that t he excitotoxins, present in substances such as Aspartate and MSG, become excitatory neurotransmitters once ingested, and if consumed in excess can lead to neurotoxicity. These 4 patients may therefore represent this fibromyalgia syndrome and act as a link to conclusively establish a link to MSG. Therefore, persistent studies, if carried out on a larger sample, might serve to link the fibromyalgia syndrome to MSG and aspartame more concretely (Murray). Further, a study posted in MSGTruth.org is instrumental in linking MSG to pituitary adenomas. MSG overstimulates the hypothalamus which consequently leads damage on the neurons. The hypothalamus is responsible for directing the pituitary glands actions, which is also referred to as the master gland since it in turn directs all other glands in the body and their actions such as metabolism, development of sex and reproductive organs and other key development functions. Statistics have shown that 25% of Kenyans develop a pituitary adenoma in the course of their lives. However, studies linking pituitary adenomas to MSG are inconclusive. Some studies had previously depicted this as a genetic disorder but have however been proven wrong. About half of the pituitary adenomas secrete prolactin. Prolactinomas vcan become extremely large over time to crowd the optic nerve thereby affecting vision. It is however detected early in women since it interferes with menses and stops ovulation. This prevents conception or pregnancy in general. Further, since prolactin is responsible for lactation, secretion can cause lactation in the victim even if they were never pregnant or even if they are male. Hence, men with these adenomas develop breasts which have the capacity to secrete milk. Unlike in women who are forewarned by the effects on vision or associated headaches, this condition is deadly in men since the tumor can only be detected when it is large and dangerous. Further, research records by most governments are only kept for cancerous tumors while benign tumor, such as in this case, are neglected hence making it the more difficult not only to research on especially as to its link to aspartine and MSG but also to treat. Trea tment is very expensive. There are only two treatments with Dostinex, a carbegoline, is normally preferred which costs approximately $ 30 a tablet. Therefore, there is a need to sponsor more research as to the link to MSG and brain tumors (Monosodium Glutamate (MSG) and Aspartame). Other effects that have been attributed to MSG and its neurological disorders are headaches and migraines, asthma, obesity among others. In headaches and migraines: an approximate amount of $ 2.2 billion per year are being spent on drugs which treat headaches. This chronic condition has received a 74% increase from the years 1980 to 1990. Secondly, Asthma has been linked to MSG and related to the brain effects. According to statistics there was a decline of asthma until the mid-eighties. Since then however, there has been a recorded 100% increase in the rate of death among the children and the seniors. This incidence has increased 600% in the last 10 years. FDA has identified that the uncontrollable asthma can be caused by MSG, unfortunately no further measures are taken to deal with the situation. Defects of birth and disorders of production: MSG has been identified as a mutagen i.e. mutates fetuses. It is said to cause damage to the intellectual development, reproduction, growth pa tterns and the gonadal functions. However, such research has not been concrete. Other effects are neurological or emotional disorders. Laboratory studies have shown devastating effects on brain development. This includes autism, attention deficit, dyslexia, hyperactivity, violent episodes or rage, panic attacks, depression, paranoia, seizures and cerebral palsy. Rats were used for this study. However, human beings are 5 times more sensitive to MSG than rats. Obesity too has been linked to MSG and the nervous system. This is the most consistent effect of excitotoxins exposure and can be termed as a growing problem that does not respect age or sexual boundaries. In fact scientists uses glumate to feed animals used in the laboratories with an aim of inducing obesity. MSG will trigger insulin or adrenalin or fat storage or even a food craving response. This actually depletes the serotonin levels which in turn trigger headaches, depression and fatigue and also leads to food cravings. Finally, it is vital to note the following maladies and diseases are also attributed to MSG. Heart maladies: for the Americans, more than 70 million of them do suffer one or more forms of cardiovascular disease. 43% of all deaths in America are related to this same problem. Cardiovascular operations in the US went up with 287% from the year 1980 to 1990. Alzheimers disease: in the 1980s, this disease was nowhere among the highly identifiable health threats. It is however ranked third in todays statistics after cancer and heart disease. There are 4 million people afflicted by the disease at a cost of $47,000 per person per year in healthcare costs. Parkinsons, ALS, MS and the Huntingtons diseases like Alzheimers are all progressively growing neurogenic diseases that show brain and nerve cell damage. There are also other symptoms of MSG sensitivity that include swollen throat and tongue, joint pain, skin disorders, sleeping disorders, burning, tightness of the face or its redness, vert igo and gastrointestinal complaints. This subject of disorders in behavior for children is becoming a common discussion among professionals. The Studies that are already done have widely associated the violent behavior, attention deficits and emotional instability to chemical imbalances occurring in the brain. The reason that young brains are developing the blood-brain barrier, it is now becoming an extreme possibility that there will be early damage caused by excitotoxins. In April 1994, a time magazine article confirmed the rising problem of behavioral disorders. The magazine stated that the attention deficit hyperactivity disorder was not in existence 15 years ago. It is however said that it is now affecting 3.3 million American children. This magazine article quotes a prominent research which 10 years ago stated that symptoms of ADHD and ADD (attention deficit hyperactivity disorder) vanished with maturity. Today however, ADD is now the fastest growing diagnostic category for the adults. The combination of excitotoxins i.e. MSG and aspartame came into wide usage in the 1980s. The drug sale rate for these disorders has shot up by almost 400% in a period of 4 years only. MSG is now a known mutagen. Its damage occurs in the womb as chemicals pass from the womb of the mother into the blood system of the fetus. The old people do show high vulnerability rates to the progressive neuro-generative diseases. An example of such diseases is Alzheimers.