The Psychological Effects of Ecological Disasters Essay Example for Free

The Psychological Effects of Ecological Disasters Essay The highly advanced technologies emerging nowadays bring many conveniences today that seemed impossible fifty years ago. Yet, such improvements and developments are expected to bear different consequences. Ecological disaster, although a natural phenomenon, is a consequence of man-made hazard. According to Kessler, Sonnega, Bromet, Hughes, and Nelson (1995), majority of the population have experienced â€Å"at least one traumatic event throughout their lifetime†. Although the frequency of traumatic events is high, many people, especially the adults, are able to survive from different forms of disaster and are likely to recover from any traumatic event. However, there are some who are unable to cope with the trauma from such events, such as the children who are prone to resilience. It is indeed a traumatic and stressful experience to be present in any occurrence of an accident, calamity, or a tragedy. Victims of disaster are likely to demonstrate some stress and emotional reactions such as grief, anger, fear, depression, anxiety, and somatization. Other victims of ecological disaster are observed to manifest behavioral expressions of stress which include changes in illness behavior, problems in role functioning at home and in work, troubles of substance abuse, and domestic violence. Moreover, people who are suffering from severe mental illness (SMI) are more prone to experience Acute Stress Disorder (ASD) and Post-Traumatic Stress Disorder or PTSD (Bromet Dew, 1995; Havenaar et al. , 1997). One of the most severe and traumatic disasters occurred on April 26, 1986 was the explosion of the Chernobyl nuclear power plant, which took place for almost 10 days. The explosion resulted in the enormous release of radioactive materials (e. g. iodine and caesium radionuclides) in the areas of Russian Federation, Ukraine, and Belarus. Such radioactive materials are known to cause thyroid cancer (The Chernobyl Forum, 2003-2005, p. 10). Approximately five million people living in Ukraine, Belarus, and Russia were contaminated with radionuclides. Most of them were emergency workers and on-site personnel including army, local police and fire services, and power plant staff. Some residents of the said areas were also affected. The disaster response actions of the authorities such as the evacuation of people from affected areas somehow reduced the health consequence of the radiation exposures. Aside from thyroid cancer which hit the affected population, there is a notable increased in psychological problems among the residents of affected areas. Such was the result of disturbance and trauma brought by the explosion. People experienced stress and anxiety because of the lack of information about the effects of such radiation and its consequences to social and economic security (The Chernobyl Forum, 2003-2005, p. 7). Until today, the concerned authorities are having difficulties in identifying and eliminating the psychological burden of the Chernobyl explosion. Meanwhile, many researches demonstrated that the occurrence of ecological disasters such as tragedy, terrorism event, traumatic accidents, and others could cause psychiatric disorders to human victims. Such disorders include depression, anxiety, somatization, ASD and PTSD. Accordingly, there are several factors that are believed to contribute to the cause of psychiatric disorder following the occurrence of ecological disaster. Some believe that the impact of psychological effects of disaster depends on the amount of information given to victims of traumatic events. Other researches identified that a victim with lower level of education is prone to experience psychiatric disorder after the occurrence of a disaster. In addition, people who experienced many negative events in life are more likely to manifest mental disorders brought by traumatic event. Meanwhile, other researches assert that people with positive and optimistic personalities are less vulnerable to psychiatric disorder. This research paper will delve into the psychological effects of ecological disasters and will highlight the various factors that affect victim’s psychological processing of Chernobyl explosion, particularly the residents of Former Soviet Union. Purpose of the Study The purpose of this quantitative study is to identify and explore the factors that affect the mental processing of the victims of Chernobyl explosion. Respondents for this study are the affected residents from Former Soviet Union. The analysis for this study will dwell on whether Post-Traumatic Stress Disorder and resilience can be predicted using variables such as participant’s age, gender, distance from disaster site, educational level, fewer life stressors, positive personality traits, and empowerment from having more information about the disaster. Moreover, the researcher will attempt to identify those victims who are likely to experience psychiatric disorder after experiencing ecological disaster and those who are not prone to such psychological disorder. It will also attempt to enumerate the different ways and treatments which will be useful in preventing the psychological effects of ecological disaster. Statement of the Problem Generally, this research study aims to examine the factors that affect the psychological processing of the victims of ecological disaster, particularly the victims of Chernobyl disaster from Former Soviet Union. Specifically, this study aims to answer the following problems: 1. What are the possible psychological effects of ecological disasters? 2. Who are the victims of disaster that are likely to experience psychological disorder? 3. Who are the victims of disaster that are likely to cope from experiencing disaster thus overcoming traumatic and stressful obstacles? 4. How do other victims manage to overcome psychiatric disorder following the occurrence of disaster? 5. Why do other victims fail to overcome psychiatric disorder following a traumatic event? 6. What can be done to manage and prevent (if possible) the psychological effects of ecological disaster? 7. Who are the proper authorities responsible for addressing the psychological problems brought by the occurrence of ecological disasters? Hypotheses There are various factors that make the victims of ecological disasters more susceptible to psychological disorder, and these factors are the subject of hypothesis for this study. According to researches, the possibility for victims to develop a psychological disorder depends on the personality of the victims, level of education of the victims; amount of information given to victims of disaster; and quantity of negative events experienced by the victims. Based on the studies conducted by Aspinwall and Taylor (1992) and Scheier and Carver (1995), it was discovered that having a positive personality or being optimistic can contribute to the victims’ physical and psychological well-being. In addition, Scheier and Carver’s (1995) study reveals that optimistic people believe that they could overcome any adversity. Thus, instead of avoiding the obstacles and challenges, optimistic people use problem-solving skills to cope with difficulties (Scheier Carver, 1995). Furthermore, numerous research studies have found that dispositional optimism (positive reason for migration, American acculturation, mastered of English language, and overall life satisfaction) could also lessen the impact of stress to the experience of an individual (Ben-Zur, Rappaport, Ammar, Uretzky, 2000; Herman-Stahl Petersen, 1996; Aspinwall Taylor, 1992). People who have positive outlook are likely to use health care services following the experience of any traumatic disaster. Still, there are factors that contribute to positive personality of individual such as demographic and social aspect, attitudinal-belief, and other structural variables (Anderson Newman, 1973). The researcher assumes that people with negative view of life and are pessimist are prone to experience psychiatric disorder following the occurrence of a disaster. Meanwhile, results of the research studies conducted by Breslau et al. (1997), Kessler et al. (1995), and Kulka et al. (1991) demonstrated that people with lesser educational attainment are more likely to experience PTSD such that lesser educational attainment is correlated with increased level of PTSD. Yet, there are inconsistent results from the empirical literature regarding the psychological and mental health of elderly adults. Majority of the literature review indicated that older people have a greater risk for physical injury and monetary loss, and have fewer social support, which then suggest that elderly are more vulnerable to experience stress. Thus, this group is at a higher psychological risk of developing psychological disorder in the face of disaster (Krause, 1987; Phifer Norris, 1989). Therefore, the researcher presumes that people with high educational attainment and younger population are likely to be resilient to post disaster stress and trauma. Many research studies established that the individual’s perception of risk following a disaster can cause poor health effects which is either physical or mental illness (Kazakov, Demidchik, Astakhova ,1992; Baverstock, Egloff, Pinchera, Ruchti Williams, 1992; Moysich, Menezes, Michalek, 2002). Yet, not all individuals have the same perception on the impact of hazard as according to Lazarus and Folkman (1984), perception on risks varies differently from one another. However, the level of stress caused by any traumatic event to an individual depends on how he or she perceived the risk of a disaster. To elucidate, the amount of information available for the victims of disaster affects his or her perception of risk (Renn Rohrmann, 2000). It is important to note that risk messages enclose factual, value-related, inferential, and symbolic meanings (Havenaar, Cwikel Bromet, 2002). In the case of Chernobyl explosion, limited information about the consequences of the explosion was disseminated to affected residents. Thus, people who have little information following radiation disasters like Chernobyl are likely to experience PSTD. In addition, the perception of the exposure has a significant impact on women, especially women with young children. The researcher then presumes that people who are less informed about the possible effects of disaster such as women and children are likely to suffer from psychological disorder. Other researchers established that victims who are exposed to the most intense features of the disaster are likely to develop the most severe stress reaction and are likely to experience poor mental health outcomes (Weiss, Marmar, Metzler Ronfeldt, 1995; Goenjian et al. , 2000). The degree of exposure significantly affects mental health outcomes. Individuals who are often exposed to high levels of stress in their everyday lives have a higher risk of experiencing mental disorders. Thus, the researcher assumes that individuals who are furthest from disaster sites are more resilient. Rationale for the Study The incidence of exposure to disaster is more frequent than expected. According to result of the research study conducted by Kessler et al. (1995), majority of the population have experienced a minimum of a single traumatic phenomenon in their lifetime. Epidemiological studies conducted by different researchers and specialists have found that approximately, three quarters of the majority population in the U. S. has experienced a single traumatic phenomenon in their life (Green, 1994). To elucidate, approximately one billion people have been affected by natural disasters within the past 25 years (Weisaeth, 1995). Moreover, in a national morbidity survey, researchers found that 60. 7 percent of adult men and 51. 2 percent of adult women in the United States have been involved to at least one traumatic event or an ecological disaster (Kessler et al. , 1995). Meanwhile, in North America, an estimated 17 million people are prone to a natural disaster each year (Meichenbaum Fitzpatrick, 1993). Furthermore, in a meta-review of psychosocial consequences of disasters, it was found that approximately 11% of individuals are suffering from minimal impairments, 50% from moderate impairments, while 21% and 18% are experiencing severe and very severe impairments respectively (Norris, Friedman, Watson, 2002). With these data, we could affirm that disasters are common events or phenomena. Since majority of the population are prone to experience traumatic events such as accidents, tragedy and other ecological disaster, it is important that people have enough understanding and are knowledgeable about the possible psychological or mental health consequences caused by these traumatic events.

Student Nurses Perceptions of Gender Essay Example for Free

Student Nurses Perceptions of Gender Essay Though they may be half a world away, nursing schools in India face problems similar to those in the United States when it comes to recruiting men. The results of this research of nursing students in Pondicherry, India, may surprise you. by S. Sridevy, B. S. N. , M. S. N. , M. A. , M. Phil. †¢ RSS †¢ Print †¢ E-mail †¢ Comment †¢ MN 2011 Spring [pic] Though they may be half a world away, nursing schools in India face problems similar to those in the United States when it comes to recruiting men. The following study sought to discern the opinions of 78 senior nursing students studying in and around Pondicherry, India, regarding gender roles in their field. It aimed to determine the following: 1. Whether nursing students have different opinions of what professional roles male and female nurses should occupy. 2. Whether gender affects the image and status of the nursing profession. The results of the survey indicated that most of the nursing students prefer men to occupy administrative or teaching positions. Additionally, there were statistically significant results between female and male students perceptions surrounding the effect of males on the image and status of nursing. These findings may impact local nursing education recruitment programs for both men and women, and perhaps the health service organization as a whole. Men in nursing Though they still represent a slim minority, men are increasingly pursuing careers in nursing, attracted by abundant job opportunities, good salaries, and the opportunity to make a difference in peoples lives. This is in no small part due to the fact that the nursing profession has worked for years to dispel misconceptions surrounding men in this female-dominated field. What is interesting about todays perceptions of gender in nursing is that until the days of Florence Nightingale in the late 19th century, nursing was a male-dominated profession. 1  Nightingale considered nursing a suitable job for women because it was an extension of their domestic roles. Her image of the nurse as nurturing, domestic, humble, and self-sacrificing became prevalent. Qualities associated with women, like compassion and dependency, align with those often attributed to nurses. 2  In modern times, the social construction of the role of a nurse has typically meant a caring, hardworking woman. Nursing, in the span of Nightingales lifetime, became identified as a profession deeply embedded in the female gender. 3 On the other side of the gender divide, men who enter nursing may still face questions about their masculinity or sexuality. Sociologists describe sex role socialization as instrumental for men and expressive for women. The characteristics of instrumental socialization include aggression and the ability to compete, lead, and wield power to accomplish tasks. Expressive socialization includes learning to nurture and be sensitive to needs of others. Many female dominated positions, including nursing, have difficulty attracting male recruits. This can be attributed in part to issues such as status and pay, but also to the gender stereotyping of the profession. Although the number of males in nursing has increased in recent years, the underlying feminization of nursing is still an important issue.   Persistent and outdated gender stereotypes are a big part of the problem. [pic] Today, men still only make up between 5%–10% of the nursing workforce in the United States, United Kingdom, and Canada. Although its a small percentage, todays statistics actually represent an over 20% increase in the number of male nurses in the past two decades. 5There are many supposed reasons for the lack of men in nursing. For example, if a mans peers consider nursing emasculating, he has a disincentive for becoming a nurse. Another reason suggested is the lower economic status associated with the nursing field. 3  However, the most commonly proposed reason is that men are less likely to enter jobs associated with women than women are to enter those positions traditionally held by men. Despite the obvious disproportion of male nurses to all men, studies have also shown men are overrepresented in senior nursing posts. 2  They achieve promotion more quickly than women at all levels of the nursing hierarchy above the entry-level positions. This could be attributed to the vast difference in the number of female nurses who work part time, compared to part-time male nurses. Some researchers suggest that managers perceive part-time female staff to be less attached to their careers. 7  Studies have consistently reported that one of the major reasons for womens slower progress in nursing is the number and length of career breaks taken, particularly to have children. One such study indicated that women were 10 times more likely than men to have taken a career break to care for children.   Furthermore, male nurses may be thought to bring stability to the nursing profession, which had always been considered at the mercy of marriage and motherhood, reflecting hidden advantages for men and disadvantages for women. 1 Study specifics Participants were assured informed consent and confidentiality. All students received an explanation of the study before introduction of the questionnaire, and only those who agreed to participate continued. Students names were not sought in the questionnaires and their confidentiality was respected. Sixty-two percent of those surveyed were female and 38% were male. The first part of the survey included socio-demographic data, while the second part asked students about their perception of males in nursing and the effects of recruiting males to the field. The third section asked students about their perception of gender stereotypes. Questions included: 1. How do you feel about men in nursing? 2. Do you think nursing is a womans job? 3. Do men and women differ in their professional role? What do you think are the suitable work places and positions fit for male nurses? 5. What do you think of the effect of men on the image of nursing? Male nurses as perceived by both genders Most of the female students and nearly half of the male students chose emergency units as the most suitable area for male nurses. Nearly 42% of the female nurses preferred men to work as instructors in nursing schools after graduation. There were significant differences between both genders perceptions about the nursing positions men should occupy after graduation. While 48% of the female students considered men as staff nurses, most of the male students said they should occupy administrative (40%) or teaching posts (38%) after graduation. Significant differences were also found between the female and male students perceptions regarding the effect of males on the image of nursing. When asked if men improve the image of nursing, 54% of the female respondents agreed, compared to 90% of the male respondents. Cultural values, a lack of understanding about what nurses really do at work, and the way nurses are portrayed in popular media highly affect the public image of nursing. The results of the survey show that male students prefer administrative/instructional positions after graduation. In contrast, female students said they more often preferred men to assume staff nurse positions. While there are difficulties for men working in female-dominated professions, male nurses tend to have a faster and more straightforward career progression than their female counterparts. Male students exhibited gender role tension about nursing, as 43% considered nursing a female profession. Some research reports numbers as high as 82% of male high school students would not choose nursing as a career, believing it should be a female-only profession. 9, 10) Conclusions and recommendations The results of this study indicate that nursing continues to be seen as a female-dominated profession, especially by male students, despite the ever-increasing number of men in nursing. Stereotypical notions of gender roles possibly affect male students desire to occupy administrative positio ns after graduation, though further studies are needed. Nursing as a profession can only benefit from a talent pool drawing a proportionate number of men. Nursing schools, health care organizations, and the media should continue to advocate for the profession, portraying positive images of the field and male nurses. A community education campaign to improve the image of nursing could also be initiated. To emphasize a nurses role identity without any gender segregations, school educators should encourage students to manage gender-related problems.

Homeostasis in Human

Homeostasis in Human Have you ever seen animals like crocodiles crawl their way up to the land and stay under the hot sun for a particular period of time? Well, when it comes to sun-bathing, not only humans, crocodiles enjoy it as well. However, reptiles like them do so solely because they need to. This behavioural response towards the surrounding temperature is essential as a mean of thermoregulation. Unlike crocodiles, we, humans, rely less on behavior and more on our physiological processes. Imagine that our body temperature soars every time we take a hot shower or drink a freshly brewed cup of coffee. Managing the state of internal environment is a principal challenge for the human body. The maintaining of internal environment of the body between limits is denoted as homeostasis, and body temperature is just one example of the many parameters which are controlled by homeostasis. Figure 1 An indication that homeostasis aims to provide a state of dynamic equilibrium. (Source; http://t3.gstatic.com) It is not an easy physiological process when it comes to maintaining homeostasis. As much as a unicellular organism needs to be able to take in oxygen and nutrients as well as to excrete waste products, multicellular organisms like humans also need to able to do those things. The mechanisms of homeostasis are complex enough to provide each cell with all that it needs. The integration of most of the systems in the human body leads to this particular purpose homeostasis. A continuous bloodflow of nutrients must be adequately supplied. Vital organs such as the brain, kidney and heart need to have their activity monitored. The internal environment must always be in a relatively constant state, where the rate of exchange of cellular materials is done in such a manner that a dynamic equilibrium is considered. Describing Homeostasis There are many possible ways if we are to describe homeostasis. A good, simple one will probably be by using an analogy. Think of homeostasis as a scenario of someone walking up a descending escalator. When observing the person, he may seem to appear standing still if his speed when he walks up the escalator is the same as the speed of the escalator moving down. This is the case where an equilibrium is reached. Walking up faster than the escalator going down, the person will move up gradually. However, if he walks slower than the escalator, the result is going to be vice versa. In both cases, there is no equilibrium. It is only when the persons velocity of moving up is altered such that it is the exact opposite of the escalator moving down that equilibrium is restored. From this analogy, it is clear that homeostatic regulatory mechanism follows a particular pattern by which if a regulated variable increases, the system responds by making it decrease. In contrast, whenever the regulat ed variable decreases, the system reacts to make it increase. This manner of operation is referred to as the negative feedback mechanism. Figure 2 Negative feedback leads to a tight control situation whereby the corrective action taken by the controller forces the controlled variable toward the set point, thus leading the system to oscillate around equilibrium. (Source; http://controls.engin.umich.edu/wiki/index.php/Feedback_control) Generally, in any feedback system, the level of a product feeds back to control the rate of its own production. A negative feedback mechanism works in a way that a change in levels always causes the opposite change, driving to a stabilizing effect. Both the nervous system and the endocrine system are both involved in monitoring the levels of variables. Small fluctuations above and below the set point will not usually result in a response. It is when the level rises significantly above or below the set point that it is altered by negative feedback accordingly. A homeostatic regulatory mechanism detects the regulated variables via the sensors. Sensors are basically cells which are sensitive to their corresponding variable. Certain blood vessels contain cells called chemoreceptors that are sensitive to concentrations of oxygen and carbon dioxide in the blood. Meanwhile, in the brain and other parts of the body, there are cells that are sensitive to temperature, and these cells are class ified as thermoreceptors. Flow of Information and The Concept of Homeostatic Set Point Sensors relay or transmit input/signals to the integrating center. The integrating center compares the regulated variable to the set point and orchestrates or coordinates the appropriate response. In response to the input it receives, the integrating center relays signals (now called outputs) to the targeted cells, tissues or organs that produce the final response. These cells, tissues or organs are entitled as effectors. The set point and normal ranges for homeostasis can change under various circumstances. One way in which the normal range of homeostasis may change is through acclimatization. This is when humans adjust to changes in the external environment. For instance, at high altitude, the partial pressure of oxygen at high altitude is lower than at sea level. Hemoglobin may not become fully saturated with oxygen as it passes through the lungs. As a result, body tissues may not have adequate supply of oxygen. Acclimatization will then occur when the body gradually ascends towar ds higher altitude, whereby extra erythrocytes are produced. Muscles produce more myoglobin and develop a denser capillary network. Thermoregulation As mentioned in the introductory paragraph, temperature is one of the variables of homeostasis. The process in which the internal temperature is regulated within tolerable range is named as thermoregulation. Where there is a change in temperature, there must be a change of heat provided. Basically, there are two sources of heat internal and external environments. Organisms that are categorized under ectotherms get their heat source externally. These ectotherms include mostly amphibians, reptiles and invertebrates. Meanwhile, birds and mammals are mainly endothermic. Their internal metabolism provides the main source of heat. Many insects together with just a few nanovian reptiles as well as some fishes are endotherms. It is crucial to acknowledge the fact that endothermy and ectothermy are not mutually exclusive to one another. A bird is, for instance, is mainly endothermic, but it may warm itself in the sun on a cold morning, much as an ectothermic lizard does. (Urry, Cain, Wasserm an, Minorsky and Jackson, 2010). Being mainly endotherms, human beings need to be able to regulate the internal body temperature without relying or depending on the external environment. The hypothalamus of the brain keeps an eye on the blood temperature and compares it with a set point, usually close to 370C. If the blood temperature is higher than the tolerated level, skin arterioles become wider, increasing bloodflow through skin. This blood transfers heat from the body core, raising the temperature of skin. Since the skin is the outermost organ, heat is lost from skin to the environment. The higher the temperature of the skin, the more heat is lost. Meanwhile, sweat glands secrete large amounts of sweat making the surface of the skin damp. Water that evaporates from the damp skin will bring with it the heat. Overall effect is that the body temperature lowers down, until it reaches the set point again. In contrast, when the body temperature decreases below the set point, skin arterioles become narrower so that le ss blood reaches the skin. Skeletal muscles do many small, rapid contractions to generate heat. This is called shivering. Sweat glands will stop secreting sweat and the skin remains dry. Blood Glucose Concentration The level of blood glucose in the blood is also one of the variables of homeostasis. Cells in the pancreas monitor the concentration and send hormone messages to targeted areas the liver and muscle cells when the level is low or high. In the case of a high blood glucose concentration, the ÃŽÂ ²-cells in the pancreatic islets produce insulin. Insulin stimulates the liver and muscle cells to absorb glucose from the blood and convert it to glycogen. Granules of glycogen are stored in the cytoplasm of these cells. Other cells are stimulated to absorb glucose and use it in cell respiration instead of fat. These processes lower the blood glucose level. On the other hand, when the level of blood glucose declines way below the set point, the ÃŽÂ ±-cells in the pancreatic islets produce glucagon. Glucagon stimulates the hepatocytes to break down glycogen down into glucose and release the glucose into the blood. This raises the blood glucose level. Figure 3 The control of blood glucose (Source http://www.get-discount-medical-supplies.com/images/blood-glucose-level.jpg) When the regulation of blood glucose level is not effective, the concentration can rise or fall beyond normal limits. This is referred to as diabetes mellitus. There are two forms of this condition. The table below provides a comparison between the two. Type 1 Type 2 The beginning is usually during childhood. ÃŽÂ ±-cells produce insufficient insulin. Insulin injections are used to control glucose levels. Diet cannot by itself control the condition. The onset is usually after childhood. Target cells become insensitive to insulin. Insulin injections are not usually needed. Low carbohydrate diets usually control the condition. Table 1 The differences between Type 1 diabetes and Type 2 diabetes (Source; Andrew Allot, 2007) Comparison Between Endocrine and Nervous Systems From the facts given above, it is shown that both endocrine system and nervous system have their roles in homeostasis. Even though both systems work together to achieve similar function, there are actually significance points of differences between the two. They both have distinct processes from each other. In the nervous system, nerves secrete chemicals called neurotransmitters. On the other hand, the chemicals secreted by endocrine system are hormones. While both regulate homeostasis, responses in nervous system are rapid and of short duration. In contrast, endocrine responses are slow but of long duration. On top of that, nerve impulses are transmitted via neurons whereas hormones are carried away in the bloodstream. One of the similarities between the two systems is that both involve regulated exocytosis. This ATP-dependent process happens during the secretion of neurotransmitters for the nervous system and hormones for the endocrine system. The nervous system utilizes bioelectrical transmission. The depolarization of the nerve cell when an impulse is sent from the dendrites to the axons brings about an action potential on the membranes of neurons. The result is that a neuron is able to send information to the targeted cells in a very fast period. Theoretically, as long as there are neurons along the pathway, the signal will pass through without cease. This means that the process will carry on forever, given that synaptic cells are involved along the way. Meanwhile, the endocrine system utilizes endocrine glands which secrete hormones. Hormones are very specific type of proteins which are sent to targeted cells. Since the pathway is bloodstream, the process takes a longer period. Figure 5 shows the pathway of the hormones secreted by the endocrine gland cells, ending with the chemical messengers binding to the plasma membrane receptors on the target cells. However, if the hormone is steroid, they may pass through and bind to the receptor proteins in the cytoplasm, forming a hormone-receptor complex. (Source: http://www.cartage.org.lb/en/themes/sciences/lifescience/generalbiology/physiology/endocrinesystem/Hormones/hormone_2.gif) Figure 4 shows the neurotransmitters being secreted from the pre-synaptic membrane to the post-synaptic membrane. Specific channel proteins on the post-synaptic neuron or the targeted cell must be there to allow chemicals to pass through. (Source: http://www.daviddarling.info/images/neurotransmitter.jpg) Conclusion Homeostasis is of utmost importance for the cells of the body to function really well. This explains the complexity of the systems that work out homeostasis. When the cells are able to meet their physiological needs, the organism will stay healthy. When homeostasis is not there to keep the internal environment stable, the organism is vulnerable to diseases, such as hypertension and diabetes. These diseases relate to the degrading mechanisms of negative feedback and positive feedback as one gets older. (http://www.123helpme.com)

Physics of Downhill Skiing :: physics sport sports ski skiing

Skiing is a sport enjoyed by millions of people around the world. The adrenaline rush that skiers get from flying down the slopes is unmatched, but all too often the cause for this rush is overlooked. Physics plays a crucial role in skiing and without it, there would definitely be no skiing. The concept of skiing is simple. You attach a ski to each foot, go to the top of a hill or incline, and slide down, turning side to side. From this basic concept of sliding down an inclined plane, a worldwide sport has evolved. In this paper, I hope you gain a useful knowledge of the vitally important role that physics plays in the sport of downhill skiing. m = mass of skier g = gravitational force a = acceleration mu = kinetic friction coefficient  · Inertial Forces = (m)(a)  · Frictional Force = (mu)(m)(g)(cos theta)  · Graviational Force = (m)(g)(sin theta) Gravity is the force that holds the skier to the ground and is also what pulls the skier down the hill. While gravity is acting straight down on the skier, a normal force is exerted on the skier that opposes gravity. As the skier skis down the hill, he or she will encounter an acceleration. This acceleration is due to gravity caused by a change in the skiers velocity. The mass of a skier is different for every person and is easily calculated by multiplying a skiers weight in kilograms by the gravitational force exerted by the earth. These forces and more are explained throughout the rest of this paper. Gravity is a force that everybody is familiar with and is one of the simplest to understand. We all know that if you were to throw a ball in the air it would fall right back down. This force called gravity exerts a constant acceleration of 9.81 m/sec2 towards the center of the earth. Gravity is what pulls you down the hill. While gravity is being exerted downward, a normal force is being exerted on the skier opposing gravity. This normal force acts perpendicular to the earth's surface, and in this case the mountain on which the skier is skiing. Lets say for instance the skier was on a flat surface, both gravity and the normal force would be acting on the skier but in opposite directions, thereby canceling each other out and resulting in no movement. However when a skier is on the mountain, the combination of gravity and the perpendicular normal force result in the skier being pulled down the mountain at the same angle as the mountain’s slope.

Contributions of Marcus Garvey and W.E.B. Du Bois to the Civil Rights M

Contributions of Marcus Garvey and W.E.B. Du Bois to the Civil Rights Movement Equality for African-Americans! Before Martin Luther King Jr. dreamed of it, Marcus Garvey and W.E.B. Du Bois fought for it. In the 1920’s, blacks and whites were still greatly separated both physically and mentally. Equal rights were strongly sought after by many people in various ways. The most effective of those methods came from two highly influential men: Garvey and Du Bois. After the push by Booker T. Washington, the most respected black man in America at that time, to accept being subhuman and not having rights, both men began campaigns to accomplish what they perceived Washington incapable of: civil rights. Although their methodology was sometimes questionable, and the results seemingly slim, Garvey and Du Bois did pave the way for future civil rights activists. During the 1920’s, both men affected change for sure†¦but just how influential were they? Marcus Garvey was rather aggressive in his attempts at change during the 1920s and beyond. He did not believe in simply trying to integrate with the white people by lobbying for equality. Instead, he fancied that an African nation with an army and power to back it would make African-Americans safe all over the world. This was deemed the "Back to Africa" movement. This so-called movement entailed the migration of prominent black figures back to Africa, where they would establish a strong foundation and tentative government for their new country. Once the "basics" were established, blacks all over the world would be welcome here. "However, he [Garvey] did not support full scale migration. He believed blacks should try to improve their conditions wherever they found themselves," (Garvey, 5). Jus... ...hters—but without their beginning efforts, the world today might be very different. It is important to realize, though, that before a child can run, he must first learn to crawl and then walk. The first steps are often the most important. These men took those steps and learned to mobilize themselves and others—an admirable movement. Works Cited and Consulted Dumenil, Lynn. The Modern Temper. New York: Hill and Wang, 1995. Garvey, Marcus. The UNIA Papers Project. http://www.isop.ucla.edu/mgpp/lifesamp.htm. 1925 McKissack, Patricia and Frederick. W.E.B Dubois. New York: Franklin Watt, 1990. Sewell, Tony. Garvey’s Children: The Legacy of Marcus Garvey. Trenton:Africa World Press, Inc., 1990. Stein, Judith. The World of Marcus Garvey: Race and Class in Modern Society. Baton Rouge: Louisiana State UP, 1986. UCLA. http://www.isop.ucla.edu/mgpp/facts.htm. 1995

surrender :: essays research papers fc

Evaluate the wisdom of American insistence on the â€Å"Unconditional Surrender† of Japan. Introduction   Ã‚  Ã‚  Ã‚  Ã‚  The United States of America is a warrior nation. To pretend otherwise ignores a national history colored in red blood and gun smoke. Despite this, the American national conscience seeks forever the moral high ground. This national need extends to America’s ability to wage and sustain war. World War II was no exception. The Call to Arms came only after Japan’s killing of unprepared men in Pearl Harbor. The nation did not see the attack as an attack on a legitimate target but as an immoral attack. Giving in to its warrior spirit, the nation looked for retribution. Unable to shake a conscience developed and tempered by its early religious heritage, though, the nation needed more justification than mere revenge for the coming actions it would take. America’s policy of â€Å"Unconditional Surrender† provided this justification. Implied in Unconditional Surrender was the concept of Unconditional Warfare – total war. Further implied in the concept of total war was the justification for a fully violent and vengeful response. America needed the moral justification implied in the policy of Unconditional Surrender. Elegant Violence: Japanese v. American views on Warfare   Ã‚  Ã‚  Ã‚  Ã‚  To the Japanese, the concept of Unconditional Surrender was a nightmare. The Japanese government had instilled in its people the idea that Unconditional Surrender to American forces would involve horrendous tortures and degradations. Whether or not the Japanese government actually believed their own war propaganda, there was concern among the Japanese leadership that Unconditional Surrender would mean the end of Japan as a nation-state due to the expected American dismantling of the Japanese Imperial system (Freedman 201).   Ã‚  Ã‚  Ã‚  Ã‚  The American public’s perception of Unconditional Surrender was not necessarily the perception of the nation’s leaders, though. In fact, most post-war planners in Washington saw America’s Unconditional Surrender policy as flexible (James 725) . However, the President did not choose to share his actual views on Unconditional Surrender with the public. To do so, would have been to negate the violent imperative behind America’s total war against Japan. Japanese and American perceptions of total war were much more in accord. Both the Japanese and American military cultures had strange and sometimes conflicting ideas about legitimate actions and targets. Both cultures could justify outrageous carnage and destruction in the pursuit of victory. That being said, the Japanese military’s almost fanatic devotion to Mahanian warfare mixed with their own Samurai code meant that, many times during the war, Japanese commanders passed up incredible targets of opportunities deeming them not worthy enough.

Described by Dickens Essay

The extended metaphor at the end of the first chapter depicts the children as â€Å"vessels† or jars, to be filled to the top with facts until they are full. The metaphor portrays the children as inanimate objects, which shows the reader the arrogance of Gradgrind:  Ã¢â‚¬Å"Vessels then and there arranged in order ready to have imperial gallons of facts poured into them until they were full to the brim.†Ã‚  Dickens describes them as if they are empty and know nothing. Therefore they have to learn facts whether they like it or not. The short sentences and repetition in the sentences of the opening of the second chapter aids the description of Gradgrind as it shows the reader there is no manipulating this man and what you see is what you get. He will never change his mind.  The extended metaphor,† a kind of cannon†¦away† shows the reader Gradgrind’s idea of how children should be properly educated. He believes that imaginations are â€Å"to be stormed away† and children should mature through facts. He is described like a cannon â€Å"loaded to the muzzle with facts† this shows the harshness of his character and the machine-like qualities he holds. Sissy Jupe is described by Dickens as â€Å"dark-eyed and dark-haired† her skin is tanned as Sissy has grown up with the circus she has an interesting background and a creative imagination; she is not just â€Å"filled with facts†. The colour of her eyes and hair reflects her traveller background. Whereas, Bitzer is described by Dickens as â€Å"light-eyed and light-haired.† His skin seems to be white, in contrast to Sissy’s tanned complexion. This description shows the harshness of the Victorian education system, on his appearance. The audience has no sympathy for the coldness of his character even though he is seen as â€Å"a model pupil from a model school† by Gradgrind, who has forced out any imagination Bitzer had and filled him with facts. His description of a horse compared to Sissy’s attempt shows the reader the machine-like almost robotic manner in which he is able to reel off facts: â€Å"Quadruped. Graminivorous.†Ã‚  His character is the opposite of Sissy. Gradgrind refers to her as a number, yet to Bitzer by name, as Sissy has only been at the school for a short time, but is referred to as â€Å"Girl number twenty† as she is new to the school her education is not as Gradgrind would like it to be, this in turn alienates her.  During the fifth chapter, we meet the characters Sissy and Bitzer again as their chase come to a halt when they bump into Gradgrind. After explaining why she was running, Gradgrind comments, as he cannot understand why Sissy should be run after: â€Å"‘Run after?’ repeated Mr Gradgrind. ‘Who would run after you?'†Ã‚  Gradgrind does not know Sissy, and sees her as an outcast. He does not see why she should be run after, and cannot understand why someone would want her. His question is answered when Bitzer enters in the next paragraph. He is described as â€Å"the colourless boy†. This creates lack of empathy in the reader towards Bitzer and how he has been manipulated by Gradgrind and the school. As Bitzer is running after Sissy, although described as without fancy (colourless), he still is a child as he was pulling faces to scare Sissy. Once escorted by Sissy to her home, we see Sissy’s fears of Gradgrind through the way she talks to him. She also seems embarrassed by the state of her home:  Ã¢â‚¬Å"This is it, sir, and – if you wouldn’t mind, sir – this is the house.†Ã‚  Sissy’s politeness to Gradgrind, as well as showing a well-mannered child also show how nervous she is around him, and the fear she has of him. Sissy is frightened of Gradgrind as she sees that as she is from a poor lifestyle, because of the shabbiness of her home, she will not be allowed to continue her studies, as those with a proper education will do better in the future. The audience empathises with Sissy because of this. In conclusion, Gradgrind has a stern manner and is very controlling of his pupils and his children because he is a very hard character he is â€Å"a man of realities.† Bitzer is a machine-like character; his white face reflects the coldness of his life with only facts in it. This contrasts to Sissy’s character, which is imaginative, because she lacks the proper formal education Bitzer has received. â€Å"Hard Times† is based on, and shows, Dickens’s view of rejection, to the callous determination of Victorian greed. The audience empathises with Sissy the most as her character seems to be lost and the most fragile. The audience do not empathise with Gradgrind because of his stern and cold nature, which, as Bitzer becomes a model student, causes the audience to empathise with neither of the two characters.