Otto Von Bismarck Term Paper Example | Topics and Well Written Essays - 750 words

Otto Von Bismarck - Term Paper Example First, after the defeat of Austria, it was expected that Otto Von Bismarck would make some demands for some territory from Austria, but instead, Otto Von Bismarck adapted the illogical strategy of failing to make such demands3. Otto Von Bismarck had sought excuses to start a war with Austria, by arguing that they had violated the Convention of Gastein4. Consequently, he charged the Prussian troops to attack Austria, but on realizing that the Austria troops were equally strong, he forged an alliance with Italy which was interested in some of the Austria’s territory in Venetia. This made the Austria’s army to be divided between fighting the Prussian troops and the Italian troops, thus losing the war. It is this illogical move that eventually resulted to the unification of Germany, through the unification of the German States, to combine forces in the Austro-Prussian War5. This is because, with the exclusion of Austria from Germany, then it was possible for Prussia to domi nate the German politics6. The other RealPolitik strategy applied by Otto Von Bismarck to achieve the unification of Germany was that of sustaining an enemy outlook with France. Otto Von Bismarck provoked France though trying to impose a German prince on the Spanish throne7. After the defeat of Austria, France perceived a united Germany as a major threat to the power politics in Europe, and thus made several attempts to unite with other territories such as Belgium and Luxemburg8. During such attempts, Otto Von Bismarck kept France advanced to the intrigues, but France did not win any of the territories, making France to be perceived as greedy and aggressive. This strategy was meant to ensure that the German states would unite under the Prussian authority, so that they would be offered protection against the perceived aggression from France9. Seeking to ensure that France would be seen as the aggressor against Germany, Otto Von Bismarck

Promoting Indigenous Family Health Essay Example for Free

Promoting Indigenous Family Health Essay It is a known fact that Aboriginal and Torres Straight Islander populations don’t live as long as their western counterparts as shown by AMA Health Report Card (2011). ‘Closing the Gap’ (Calma 2008) is a campaign aimed at a national attempt to support and bring equity in health to our Aboriginal and Torres Straight Islander communities. In order to be successful in this we must identify the key issues causing this inequity and through public awareness and government campaigns such as ‘closing the gap’, we become closer to our goal of Aboriginal and Torres Straight Islanders reaching a full and greater life expectancy. Health reform initiatives are used to promote health care within their communities and encourage Aboriginal and Torres Straight Islanders to be educated about their own health. As a nurse, in order to assist in this process, an understanding of family centred health care and the Aboriginal and Torres Straight Islander concept of family must be utilized. With these two nursing skills, the local health initiatives and government campaign’s, we are providing the best opportunity and support for Aboriginal and Torres Straight Islander communities to take control of their health and ultimately ‘close the gap’. Key issues contributing to the ‘gap’ in health and life expectancy, as identified by AMA (2011), include; low income, limited education, low levels of employment, poor housing, affordability of health care, geographical access to health care and the acceptability of the health care practice to Aboriginal and Torres Straight Islander communities. Illawarra Aboriginal Medical Service (2013) is a local health reform initiative for Aboriginals and Torres straight Islanders that provides a culturally secure environment where they can access health care due to it’s geographical location, affordability and mostly acceptability. Illawarra Aboriginal Medical Service (IAMS 2013) has two centers within the Illawarra making it geographically accessible. The center is entirely aimed towards the better health of Aboriginals and Torres Straight Islanders, ensuring all health care is affordable and providing as much assistance and support where it may be needed to help these communities improve their health. The main key issue identified by AMA (2011) that is addressed within the IAMS (2013), is the acceptability. The two medical centers are entirely based on the care given to the Aboriginal and Torres Straight Islander communities, making them specialized and aware of cultural beliefs, customs and the correct communication techniques. The Illawarra Aboriginal Medical Services also employ Aboriginal and Torres Straight Islander members of the community as their staff providing a culturally secure environment and a greater concept of family centred care and the Aboriginal and Torres Straight Islander concept of family within their approach. The AMA (2011) states that Indigenous health workers are significant in facilitating the journey of Aboriginal and Torres Straight Islanders to better health. This also provides opportunities to the Indigenous communities to gain employment, contributing to the resolution for issues of low income and low levels of employment, as identified in the AMA Report Card (2011). Centers such as these provide Aboriginal and Torres Straight Islander families a culturally secure, accessible and affordable method to be treated for their health issues in a more comfortable surrounding. On a larger scale the Department of Health and Ageing run by the Australian Government have many programs and health reform initiates in place to assist in ‘closing the gap’ as identified by Calma (2008). Element three of the Indigenous Early Childhood Development National Partnership Annual Report (2011) have a goal of increasing the provision of maternal and child health services of Indigenous children and their mothers. To achieve this, the Child and Maternal Health Services component of their program includes $90. 3million to be used for New Directions Mothers and Babies Services (Department of Health and Ageing 2011). This initiative increases access for Indigenous mothers and their children to; antenatal and postnatal care, education and assistance with breastfeeding, nutrition and parenting, monitoring of immunization status and infections, health checks and referrals for Indigenous children before starting school and monitoring developmental milestones. This initiative provides Indigenous communities with access to health care that promotes better health in the new generation of Aboriginal and Torres Straight Islander Australians, designed to assist with ‘closing the gap’ by raising a new generation with fewer health issues. With this, we are able to address key issues identified by AMA (2011). The main key issue addressed by this initiative is access. Consultations are held with Aboriginal Health Forums to assist in the identification of priority areas for child and maternal health services. In their annual report, the Department of health and Ageing (2011) state that this ensures that access is given those most in need considering, geographic location, affordability and acceptance. The second key issue identified in the AMA Aboriginal and Torres Straight Islander Health Report Card (2011) addressed by this initiative is education. The funding provided builds a solid base for providing much needed education to mothers about their babies and already existing children. In order for a program such as this to be successful, health professionals allocated to educating Aboriginals and Torres Straight islanders must be equipped and prepared to deal with the problems faced by cultural barriers as well as being experienced in a family centred care approach (Taylor Guerin 2010). Family centred nursing care is an important factor in the health outcome of any given patient (Bamm Rosenbaum 2008). They also claim that there is no exact definition of family, instead, the meaning of family and their level of involvement in care provided, is determined by the patient themselves. The core concepts of successful family centred care are; respect and dignity, information sharing, participation, and collaboration (IFPCC 2013). These principles are the main constituents of effective family centred health care, and ultimately better health outcomes for the patient themselves (Mitchell, Chaboyer Foster 2007). These concepts can be utilized, with a correct nursing approach, regardless of age, gender or cultural differences. To provide the best family centred care to Indigenous Australians, nurses must utilize the main concepts above, but also have an understanding of the Indigenous concept of family. The Aboriginal and Torres Straight Islander population have strong family values, however, it differs from the usual nuclear concept of family in common ‘western’ society. Their family has an extended structure, and in order to provide adequate family centred care, this concept must be understood by health professionals on all levels, including nurses (NSW Department of Community Services 2009). This concept of extended family and their Indigenous ‘community’ as their family means that children are not only the concern of their biological parents, but the entire community. Care of the children in indigenous communities is the responsibility of everyone. Family members can be blood-related, through marriage or through their community, such as elders. It is normal for a combination of mothers, fathers, uncles, aunties, cousins, brothers, sisters or elders to be involved into the care of the individual and these figures must be treated as their direct family even if not directly blood-related (NSW Department of Community Servies 2009). In order to provide family centred care, to not only Indigenous but also all patients, a therapeutic relationship and foundation of trust should be developed (Baas 2012). The principles of family centred care should also be incorporated, especially respect of the Indigenous culture and maintaining their dignity. Respect and dignity, combined with trust and a therapeutic relationship within the Indigenous community, information sharing, participation and collaboration should follow once enough trust has been developed. To gain the trust of Aboriginal and Torres Straight Islander patient’s and their family, firstly an understanding of their culture should be pertained. When needed, to be aware of such customs as ‘Men’s and Women’s business’, and to respect these practices within your care (Tantiprasut and Crawford 2003). This shows the patient and their family members, you respect them and their culture. Introducing yourself in a friendly and polite manner, including all family members present and always respecting cultural values is key to receiving respect back and developing trust. Acknowledge and actively listen to the needs of the Indigenous people and also their community in a culturally appropriate manner. As described in the practice resource for working with Indigenous communities published by DOCS (2009) showing respect for their elders and community leaders and involving them in important decision making processes will also show that you respect them, their culture and that they can trust you and eventually your advice regarding health issues. In order to successfully be accepted by the community, communication techniques need to be specialized to avoid offending any members of the family or misinterpreting their language. Gaining a basic knowledge of their community will assist in understanding the dominant family groups, language groups and preferred names. This ensures you don’t step out of your boundaries and remain respectful in your approach to their care. Including or consulting with Aboriginal health care workers regarding communication and Aboriginal-English would be beneficial to adequately understand their method of communication. Understanding non-verbal methods of communication and being aware of your own non-verbal communication is highly appropriate when consulting with Indigenous communities. Always speaking with respect, clearly, and avoiding jargon will deliver the best results when building a relationship within the tribes (NSW Department of Community Services 2009). Remaining open minded when consulting with Aboriginal and Torres Straight Islander communities in aspects of communication and family relations will avoid incorrect assumptions. It is also high important to play an active role within the community and their events. According to NSW Department of Community Services (2009) within Indigenous communities’ word of mouth is a powerful tool, once an outsider is known as someone who listens actively and can be trusted, the community will be eager to work collaboratively and participate in your health approach (NSW Department of Community Services 2009). When the principles of family centred care; trust, dignity, collaboration and participation, have all been achieved and a therapeutic relationship within the community has developed, the community will listen to your health advice. When introducing a health concept to the Aboriginal and Torres Straight Islander families it is important to engage them actively into your care (NSW Department of Community Services 2008). Using appropriate communication techniques to explain health issues and the reasons they need to be addressed provides them with education and knowledge regarding why interventions need to be implemented. Allowing them to discuss their options and decide as a community is also important, forcing them to uptake medical help could be seen as disrespectful. Allowing time to answer all questions and concerns from various members of the family in a manner they can understand identifies that you are actively listening and honestly concerned for their health. Demaio and Dysdale 2012 show that continuity of involvement in their community, and providing a continuous support network will only further build their trust in your advice. The ‘gap’ in health and life expectancy between Indigenous Australians and ‘westernised’ Australians is a concerning issue within the country (Calma 2008). Health reform initiatives are funded by the government and local organisations to provide accessible, affordable and culturally safe health care to our Aboriginal and Torres Straight Islander communities. These initiatives are designed to address the key issues identified in the AMA Report Card (2011) regarding barriers to health care. Approaching Aboriginal and Torres Straight Islander family communities utilizing the family health care principles and with a knowledge of their concept of community family and understanding of their culture increases positive outcomes in their health education and furthermore assisting to ‘close the gap’. References Aboriginal and Torres Straight Islander Corporation 2013, ‘Ilawarra Aboriginal Medical Service’, viewed 27 April 2013 www. illawarraams. com. au Australian Medical Association 2011, Best practice in primary health care for Aboriginal and Torres Straight Islanders, viewed 28 April 2013 http://ama. com. au/aboriginal-reportcard2010-11 Baas, L 2012, ‘Patient and family centred care’, Heart and Lung, vol. 41, no. 6, pp. 534-535. Bamm, E, Rosenbaum, P 2008, ‘Family centred theory: origins, development, barriers and supports to implementation in rehabilitation medicine’, Archives of physical medicine and rehabilitation, vol. 89, no. 8, pp. 1618-1624. Calma, T, 2008, ‘Closing the Gap: Campaign for Aboriginal and Torres Straight Islander health inequality by 2030’, Australian Government, Canberra. Demaio, A, Drysdale, M 2012, ‘Appropriate health promotion for Australian Aboriginal and torres straight islander communities: crucial for closing the gap’, Global Health Promotion, vol. 19, no. 2, pp. 58-62. Department of Health and Ageing 2011, Indigenous Early Childhood Development National Partnership Annual Report, viewed 28 April 2013 http://www. health. gov. au/internet/main/publishing. nsf/Content/1D00A20690DD46EFCA2579860081EEE4/$File/NewDirectionsMothersandBabiesServices-AnnualReport2010-11. pdf IPFCC 2013, Institute for patient and family centred care, viewed 28 April 2013 www. ipfcc. org. au Mitchell, M, Chaboyer, W, Foster, M 2007, ‘Positive effects of a nursing intervention on family-centred care in adult critical care’, American Journal of Critical Nursing, vol. 18, no. 6, pp. 543-552. NSW Deparment of Community Services 2008, Brighter futures: engaging with aboriginal children and families, viewed 28 April 2013 http://www. community. nsw. gov. au/docswr/_assets/main/documents/brighterfutures_enagaging_aboriginal. pdf NSW Department of Community Services 2009, Working with aboriginal communities – a practice resource, viewed 28 April 2013 http://www. community. nsw. gov. au/docswr/_assets/main/documents/working_with_aboriginal. pdf Tantiprasut, L, Crawford, J 2003, ‘Australian Aboriginal Culture’, R. I. C Publications, Sydney. Taylor, K, Guerin, P 2010, Health care and Indigenous Australians: cultural safety in practice, Palgrave Macmillan, South Yarra.

Level of Stress in Final Year Students | Research

Level of Stress in Final Year Students | Research Level of stress in Final year MBBS students at Rural Medical College: A Cross-sectional Study. Shelke Umesh S1, Kunkulol Rahul R2, Narwane Sandeep P3 Abstract: Introduction: Stress, defined as an imbalance between environmental conditions necessary for survival and the ability of individuals to adapt to those conditions, has a high prevalence in MBBS students. A variety of stressors play a significant role in developing stress. Objective:  To study the level of stress and stressors responsible in Final MBBS students of Rural Medical College, Loni. Methods: A descriptive cross sectional study was carried out in 100 students (50 of either sex) willing to participate in the study. They were subjected to fill the Medical Student Stressor Questionnaire, which consists of 40 questions for evaluating the stressors and severity of stress perceived by the subjects.  Results: 71% subjects’ perceived moderate stress, while 13% and 16% perceived high and mild stress respectively. Academic stressor counted for moderate stress in 63% and high stress in 24 % of subjects, which was higher than other stressors. Conclusion: Academic stressors bein g the major stressor perceived,Strategies are required to decrease the burden of academic stress in the students. Introduction Stress is defined as an imbalance between environmental conditions necessary for survival and the ability of individuals to adapt to those conditions1.Studies have revealed a high prevalence of stress in medical students, ranging from 30% to 50%2-7. Learning a lot of new information in relatively short time, with pressure of exams,cause development of stress in medical students 8. A stressor is defined as a personal or environmental event that causes stress9, 10. Stressors of medical students can be grouped into academic related, intrapersonal and interpersonal related, teaching and learning-related, social related, drive and desire related and group activities related stressors3. One or more of such stressors might act at the same time and contribute in development of stress among students. Excessive amount of stress in medical training predisposes students to have difficulties in solving interpersonal conflicts,sleeping disorder, decreased attention, reduced concentration, temptation to cheat on exams, depression, loss of objectivity, increased incidence of errors, and improper behavior, such as negligence. Stress may also manifest in the form of headaches, gastrointestinal disorders, coronary heart disease, impaired judgments, absenteeism, self-medication, suicidal ideation, depression and the consumption of drugs and alcohol11,12. A few studies in India have studied the prevalence of stress and stressors responsible in medical students. The present study (references from folder Indian references) was planned to study of stress in last year medical students at Rural Medical College. Methods A descriptive cross sectional study was conducted with a study population of 100 medical students (50 of either sex) in III MBBS from Rural Medical College, Loni, Ahmednagar. Duration of the study conducted form 1stFebruary 2014 to 1st March 2014. IEC approval was taken before the commencement of study. Students who were ready to give consent were enrolled in the study and inclusion and exclusion criteria were applied. III MBBS students of either sex consenting to participate were included in the study. Students not ready to participate or of other year were excluded from the study. The participants were subjected toMedical Student Stressor Questionnaire (MSSQ)3 The MSSQ consists of 40 items representing the six stressor domains.Each item were answered in the form of score as The 40 items were divide into sections A(20 items) and B(20 items) respectively. Total score of A and B of each domain were divided by following value and results were interpreted. 1. Academic related stressors (ARS) =13 2. Intrapersonal and interpersonal related stressors (IRS) =7 3. Teaching and learning-related stressors (TLRS) =7 4. Social related stressors (SRS) =6 5. Drive and desire related stressors (DRS) =3 6. Group activities related stressors (GARS) =4 Interpretation: 0.00-1.00 causes mild stress 1.01-2-00 causes moderate stress 2.01-3.00 causes high stress. 3.01-4.00 causes Severe stress. The mild type of stress means it does not cause any or mild stress. The moderate type indicated that it caused reasonable but manageable stress. The high type of stress indicated lot of stress and causes emotional disturbances and mildly compromises daily activities. The severe stress indicates severe emotional disturbances and compromise of daily activities. Statistical Analysis: Data were analyzed by Chi- square test. Results: Moderate type of stress due to academic related stressors was commonly seen in final year MBBS students in both genders. 33% females and 30% malesshowed Moderate type of stress. 15% femalesshowed high type of stress as compared to 9% in males.Severe type of stress was seen in one male. 80% of males and 96% of females suffered from moderate, high or severe type of stress due to academic related stressors. (Table 1) Table: 1Distribution between Academic related stressors (ARS) and Gender Value of χ ² =7.976, d.f. = 3, significant, p By applying g Chi-square test there is a significant association between ARS and gender (p Table: 2 Distribution between Intrapersonal and interpersonal related stressors (IRS) Table 2 showsfrequency of stress due to IRS. Moderate type of stress due to intrapersonal and interpersonal related stressors in final year MBBS students was high in both gender. 29% females and 25% males showed moderate type of stress. 10% malesand 8% femalesshowedhigh type of stress due to intrapersonal and interpersonal related stressors. 70% of males and 74% of females suffered from moderate to high type of stress in this category. Table: 3 Distribution between Teaching and learning-related stressors (TLRS) and Gender. Value of χ ² =3.226, d.f.=2, significant, p By applying g Chi-square test there is a significant association between Teaching and learning-related stressors (TLRS) and sex (p Table 3 showed more number of moderate type of stress due to teaching and learning-related stressors (TLRS) in final year MBBS students in both gender. 30% females and 29% malesshowed moderate type of stress. 17% males showed mild type of stress and 9% femalesshowed high type of stress due to teaching and learning-related stressors (TLRS). 66% of males and 78% of females suffered from moderate to high type of stress. Table: 4 Distribution between Social related stressors (SRS) and Gender Table 4 displays more moderate type of stress due to social related stressors (SRS) in final year MBBS students in both genders. 28% females and 26% males showed moderate type of stress. 20% malesshowed mild type of stress and 8% femalesshowed high type of stress due to social related stressors (SRS). 60% of males and 80% of females showed moderate to high type of stress. Table: 5Association between Drive and desire related stressors (DRS) and Gender Value of χ ² =3.648, d.f.=3, significant, p By applying g Chi-square test there is a significant association between Drive and desire related stressors (DRS) and sex (p Table 5 shows more subjects showing mild type of stress due to drive and desire related stressors (DRS) in final year MBBS students in both genders. 31 % males and 24% femalesshowed moderate type of stress. 19% femalesshowed mild type of stress, 5% femalesshowed high type of stress and 2% femalesshowedsevere type of stress due to drive and desire related stressors (DRS). 38% of males and 52% of females showed moderate to severe type of stress. Table: 6Association between Group activities related stressors (GARS) and Gender Table 6 showed more moderate type of stress due to group activities related stressors (GARS) in final year MBBS students in both gender. 22 % males and 23% femalesshowed moderate type of stress. 21% malesshowed mild type of stress, 8% femalesshowed high type of stress and 1% malesfemalesshowedSevere type of stress due to group activities related stressors (GARS). Table 7 Stressors according to rank of mean degree of stress perceived by medical students. Test and examinations was the only item that caused moderate to high stress among students. All other items fell under the category of mild to moderate stress except working with computers and talking to patients about personal problems. Table 7. Stressors according to rank of mean degree of stress perceived by medical students (by MSSQ) Degree of stress classification: 0 1.00 is ‘causing nil to mild stress’, 1.01 – 2.00 is ‘causing mild to moderate stress’, 2.01 – 3.00 is ‘causing moderate to high stress’ and 3.01 – 4.00 is ‘causing high to severe stress’ Discussion MSSQ having a high score in a particular stressor group generally indicates that the subjects perceive events, conditions or situations from that particular group as causing the subjects stress. The scores, however, do require frank and honest response in order for it to be of any use. The scores are also affected by factors which can falsely increase or lower the scores, but generally the validity and reliability studies have indicated that the scores from the questionnaire are highly trustworthy.8 Personal and environmental events that cause stress are known as stressors9,10. Stressors of medical students are grouped into six categories. Academic related stressors refer to any event related to the academics of the students.Interpersonal and intrapersonal related stressors refer to any form of relationships between and within individuals that cause stress. Teaching and learning related stressors refer to any events related to teaching or learning that causes stress. Social related stressors refer to any form of community and societal relationships that cause stress. Drive and desire related stressors refer to any form of internal or external forces that influence one’s attitude, emotion, thought and behavior which subsequently cause stress.Group activities related stressors refer to any group events and interactions that cause stress13. In present study moderate type of stress caused due all the 6 stressors was commonly seen in both genders of final year MBBS students. Statistically significant difference was seen in males and females with respect to academic related, teaching related and drive and desire related stressors. This difference was also noted in a study by Waghachavare et.al.14 Our study showed 58% of males and 64% of females perceiving moderate to high type of stress. This was high as compared to studies conducted in Malaysia which were 29.1 % to 41.9% in government institutes2,5,6 and 46.2% in a private school6, as measured by GHQ-12.In a study on medical student conducted in GS medical college, it was observed that 73% of students perceived stress15. Zung’sself rating scale for depression was used for the study. In the study by Waghachavareet.al.14,which used DASS-21 and GAD scales, stress was perceived by 34 % of medical students. There was a significant difference between males and females perceiving stress. The academic related stressor had 63% of population in the moderate type of stress, while it became 88% when moderate to severe type of stress added together. Academic related stressor was followed by intra and interpersonal related, teaching and learning related, social related, group related and drive and desire related stressors. The academic factor was higher stressor as compared to physical, emotional and social factors in the study conducted in GS medical college. Studies have revealed that the stressors affecting medical students’ well-being seem to be related to the medical training, especially academic matters3, 6, 14-19. On ranking the items depending upon the mean level of stress that the students perceived, it was found that the stress related to the academics was highest (Table 7). This finding supports the findings of the study done by Yusoff et al.2 To conclude, the study showed high prevalence of stress among students with respect to different stressors. Academic stressors have significant association with stress among students. Females show more stress as compared to males. Strategies are required to decrease the burden of academic stress in the students. Acknowledgement: Final MBBS students (Batch 2011 and 2012) and Mr. Hemant Pawar (Statistician), Department of Pharmacology Research cell, Rural Medical College (PIMS- DU), Loni. References Rosenham D L, Seligman M E. Abnormal psychology. 2nd ed. New York: Norton; 1989. Muhamad SBY, Ahmad FAR, Yaacob MJ. Prevalence and sources of stress among medical students in UniversitiSains Malaysia [Thesis]. Medical Education: UniversitiSains Malaysia (USM), Mei; 2009. Muhamad SBY, Ahmad FAR, Yaacob MJ. The development and validity of the Medical Student Stressor Questionnaire (MSSQ). ASEAN Journal of Psychiatry. 2010; 11 (1). Zaid ZA, Chan SC, Ho, JJ.). Emotional disorders among medical students in a Malaysian private medical school. Singapore Med J. 2007;48(10), 895-899. Sherina MS, Lekhraj R, Nadarajan K. Prevalence of emotional disorder among medical students in a Malaysian university. Asia Pacific Family Medicine. 2003; 2, 213-217. Saipanish, R. Stress among medical students in a Thai medical school. Med Teach. 2003; 25(5); 502-506. Miller, PM, Surtees, PG. (1991). Psychological symptoms and their course in first-year medical students as assessed by the Interval General Health Questionnaire (I-GHQ). Br J Psychiatry.1991; 159, 199-207. Yussof M, Baba A. Prevalence and associated factors of stress, anxiety and depression among prospective medical students. Asian Journal of Psychiatry.2013;59 (2),128–133. Lazarus RS. Theory-Based Stress Measurement. Psychology Inquiry. 1990; 1 (1), 3-13. Lazarus RS, Folkman S. Stress, appraisal, and coping. New York: Springer; 1984. O’Rourke M, Hammond S. The Medical Student Stress Proà ¯Ã‚ ¬Ã‚ le: a tool for stress audit in medical training. Medical Education. 2010; 27 (44): 1027–1037. Dahlin M, Nilsson C, Stotzer E, Runeson B. Mental distress, alcohol use and help-seeking among medical and business students: A cross-sectional comparative study. BMC Med Educ. 2011;11:92. Muhamad SBY, Ahmad FAR. The Medical Student Stressor Questionnaire (MSSQ) Manual . 1st edi. Malaysia: KKMED Publications; 2010. Waghachavare VB, Dhumale GB, Kadam YR, Gore AD. A Study of Stress among Students of Professional Colleges from an Urban area in India. Sultan Qaboos University Med J.2013;13(3):429-436. Supe A N. A study of stress in medical students at Seth G.S. Medical College. J Postgrad Med.1998; 44:1-6 Aktekin M, Karaman T, Senol YY, Erdem S, Erengin H, Akaydin M. Anxiety, depression and stressful life events among medical students: a prospective study in Antalya,Turkey. Medical Education. 2001; 35(1): 12-17. Guthrie EA., Black D, Shaw CM, Hamilton J, Creed FH, Tomenson B. Embarking upon a medical career: psychological morbidity in first year medical students. Med Educ. 1995; 29(5): 337-341. Kaufman DM, Day V, Mensink D. Stressors in 1st-year medical school: comparison of a conventional and problem-based curriculum. Teaching and Learning in Medicine. 1996; 8(4), 188-194. Kaufman DM, Day V, Mensink D. Stressors in Medical School: Relation to curriculum format and year of study. Teaching and Learning in Medicine. 1998; 10(3), 188-194.

Sara Smolinsky in The Bread Givers :: essays research papers

During the early 1920s the Great Depression took place. The Great Depression affected many people's lives. The immigrants caught the worst of it. They had just come from another country and were trying to start their new lives when the depression hit. They had to struggle once more with poverty and desperation in taking care of their families, the main reason they had left their old countries was to escape the same epidemic that was now overtaking ?the land of the free?. Immigrants, such as the Jewish immigrants, had to live in poverty-stricken ghettos without the necessities they needed to live healthy lives. The 1920s was the time of rapid change, it was the time of risque fashion, it was the time of which that if you were rich and had all the latest fashions then you were ?in? but if you did not then you were an outcast. In the novel The Bread Givers, there was a Jewish family, the Smolinsky family, that had immigrated from Russia to America. The family consisted of four daughters, a father, and a mother. The family lived in a poverty-stricken ghetto. The youngest of the daughters was Sara Smolinsky, nicknamed ?Iron Head? for her stubbornness. She was the only daughter that was brave enough to leave home and go out on her own and pursue something she wanted without the permission of her father. The Smolinsky family was very poor, they were to the point of which they could not afford to throw away potato peelings, and to the point of which they had to dig through other people?s thrown out ash in order to gather the coal they needed. They could not afford to buy themselves new clothes or new furniture. The Smolinsky family was living in the time of the Great Depression. They had left Russia in order to escape the poverty and harshness only to reach America and find themselves in a similar situation. The Great Depression engulfed many families, drowning them in poverty and forcing them to become desperate enough to beg for food. The Smolinsky family was no exception. The depression was difficult enough for the original American citizens much less the immigrants with nothing but the shirts on their backs. The Smolinsky family suffered just as much from this as did other immigrant families. The Youngest of the Smolinsky daughters, Sara Smolinsky, was the most strong willed of her sisters. Sara Smolinsky in The Bread Givers :: essays research papers During the early 1920s the Great Depression took place. The Great Depression affected many people's lives. The immigrants caught the worst of it. They had just come from another country and were trying to start their new lives when the depression hit. They had to struggle once more with poverty and desperation in taking care of their families, the main reason they had left their old countries was to escape the same epidemic that was now overtaking ?the land of the free?. Immigrants, such as the Jewish immigrants, had to live in poverty-stricken ghettos without the necessities they needed to live healthy lives. The 1920s was the time of rapid change, it was the time of risque fashion, it was the time of which that if you were rich and had all the latest fashions then you were ?in? but if you did not then you were an outcast. In the novel The Bread Givers, there was a Jewish family, the Smolinsky family, that had immigrated from Russia to America. The family consisted of four daughters, a father, and a mother. The family lived in a poverty-stricken ghetto. The youngest of the daughters was Sara Smolinsky, nicknamed ?Iron Head? for her stubbornness. She was the only daughter that was brave enough to leave home and go out on her own and pursue something she wanted without the permission of her father. The Smolinsky family was very poor, they were to the point of which they could not afford to throw away potato peelings, and to the point of which they had to dig through other people?s thrown out ash in order to gather the coal they needed. They could not afford to buy themselves new clothes or new furniture. The Smolinsky family was living in the time of the Great Depression. They had left Russia in order to escape the poverty and harshness only to reach America and find themselves in a similar situation. The Great Depression engulfed many families, drowning them in poverty and forcing them to become desperate enough to beg for food. The Smolinsky family was no exception. The depression was difficult enough for the original American citizens much less the immigrants with nothing but the shirts on their backs. The Smolinsky family suffered just as much from this as did other immigrant families. The Youngest of the Smolinsky daughters, Sara Smolinsky, was the most strong willed of her sisters.

How Far Do You Agree That Wyatt’s Rebellion Was a Serious Threat

How far do you agree that Wyatt’s rebellion was a serious threat to Mary’s authority? Although Wyatt’s rebellion was, when compared to the riots and rebellions that visited the Tudor Dynasty, rather small in size, it had a large impact in that Queen Mary’s authority as Monarch was questioned and ridiculed by the actions that drove so close to her residence in 1554. Historians argue that the volatile combination of politics, religion and Mary’s personality were major factors in the rebellion’s formation as well as the fear the prospect of a Spanish King visited upon the nobles.Mary’s ascension to the throne of England was marked with extraordinary political and religious circumstance: the return of Catholicism in England marshalled by Mary was a decision met with gratefulness and one that pleased many of those citizens supressed under the Tudor dynasty’s progressive and eventually full protestant stance. However, Mary’s ge nder meant that she couldn’t enjoy the same levels of independence and power as those wielded by her brother and father.Mary’s announcement that she intended to marry Philip II of Spain in 1554 divided her privy council into two distinct groups; one opposing her marriage, favouring the possible courter, Edward Courtenay (Earl of Devon), and the other, who supported the Spanish Monarch. The reasons for these split alliances were deeply ingrained in foreign policy, with those supporting Philip’s prospects seeking the advantages of a strong Anglo-Spanish alliance, and those against it fearing the consequences of a future hereditary Spanish claim to the English throne and a possible need to aid Spain in future conflict.Some historians like Rex, believe that these circumstances in combination with Mary’s personal stubbornness and willingness to marry Philip II against the inclination of her government played a considerable factor in the fruition of Wyattâ€⠄¢s rebellion. However, there have been attempts by historians to counter this appraisal of Mary’s character, it has been suggested that the queen’s indecision in the negotiations over the restoration of Catholicism to England and more specifically her marriage to Philip was Mary being politically shrewd, tailored to win greater concessions for the English Crown from the Hapsburgs and the Vatican.Thus, it may be fair to attribute Mary’s personality as one of the largest contributing factors of her marriage to Philip and Thomas Wyatt’s consequent anti-monarchic movement whether these intended or not. It would thus seem that it was Mary’s personality and the ways in which her choices affected those around her which was the greatest motive for Wyatt’s rebellion. This view can be furthermore supported when acknowledging the fact that there was very little religious opposition remaining by the time of the rebellion, hence Mary could only be damag ed as a result of her own political errors regarding the marriage.Turvell and Randall discuss this view, stating ‘At the beginning of the reign even the most zealous of urban radicals were not prepared to go against the mainstream of public opinion, and waited to see what would happen. Certainly, when Mary, using the royal prerogative, suspended the second Act of Uniformity and restored the mass, there was no public outcry. ’ Hence, historians may argue that Thomas Wyatt’s motives were spurred by the prospect of a Spanish king and were not religiously driven. The actual level of threat that the Wyatt rebellion posed to Mary’s authority is a subject of much debate.On the one hand, historians argue that the rebellion significantly challenged Mary’s position as queen, whilst on the other; the event has been described by historians such as Diarmaid MacCulluch as a demonstration of ‘the bankruptcy of rebellion as a way of solving problems’. This diversity in opinion stems for an array of contemporary circumstances. Those who view the rebellion as a serious threat are quick to acknowledge Elizabeth, who was at the time considered an apt alternative to her idiosyncratically minded sister.Elizabeth’s status as a Protestant may not have pleased the public opinion in England at the time but her young age and ability to bare children was something which Mary could not so easily contest. Similarly, the rebellion’s close proximity to London and Mary’s residence has bolstered its seriousness. Historian Tony Imparato agrees with this view, stating in his book ‘Protest and Rebellion in Tudor England’ that ‘Wyatt’s men marched on London and in doing so presented the most serious threat ever posed to Tudor government †¦ In the end, his force came within half a mile of where the queen was staying, but was forced to retreat. The view held by Imparato may address the seriousness of t he Wyatt rebellion in so far as geographical closeness to Mary, but it does not fully explain the event’s consequences in revealing severe weaknesses in Mary’s government and the tenuousness of her position as queen. In his book, ‘The Early Tudors 1485-1558’ John Duncan Mackie discusses the greater extent of the rebellion and what it revealed about Mary’s court: ‘The queen’s Catholic friends had been ineffectual in the crisis and the battle had been won for her by men like Pembroke who had deserted Northumberland at the last minute. In expressing the ineffectuality of Mary’s Catholic allies, Mackie delves deeper into the rebellion’s longer term consequences and in demonstrating Pembroke’s desertion of Northumberland, highlights an only last minute decision by one of England’s most important political figures to support his queen. On the other hand, some historians have viewed Wyatt’s rebellion as havin g a lesser impact on royal authority. This view has been fuelled by the rebellion’s small levels of popular support as well as Courtenay’s ineptitude.This view is held by Colin Pendrill, who in his 2000 book ‘The English Reformation: Crown, Power and Religious Change, 1485-1558’ holds the view that the Wyatt rebellion failed and that three main issued led to this conclusion: ‘Anti-Spanish rumours did not bring about widespread support’, ‘News of the conspiracy leaked out in January 1554, so the conspirators had to act before they were ready and in the middle of winter’ and that the rebellion lacked support to such a degree that outright hostility was encountered in Coventry and that ‘Wyatt alone managed to raise some troops in Kent†¦Ã¢â‚¬â„¢.Pendrill’s supporting of the idea that there was a lack of common support for Wyatt’s anti-Spanish campaign may best present an objective and accurate view of the rebe llion’s preamble. It was indeed the case that Wyatt only managed to gather around three-thousand Kentish men to lead to London, suggesting that his geographical location in Kent played somewhat to his favour as this is where the majority of anti-Spanish support was located. This may indicate that the rebellion’s support was in fact not at all widespread and that Wyatt was indeed fortunate to gain the support he did.In contrast to Imparato’s source, Pendrill remonstrates that Wyatt’s rebellion was little more than an unorganised march which posed no real threat to Mary or her constitution’s authority. Furthermore, Imparato’s view can be contrasted against that of historian P. J Hammer, who in his ‘Elizabeth Wars: war, government and society in Tudor England’ states that ‘Wyatt chose to surrender rather than risk a pitched battle without local support. Hammer’s source reinforces the idea that sympathy for Wyattâ€℠¢s course was not widespread and was confined to the Kent area. In conclusion, on the basis of the evidence given, historians may view Wyatt’s rebellion to have been an unserious yet revealing challenge to Mary’s authority. Although a severe lack of support and disorganisation had cost Thomas Wyatt from reaching Mary, he had revealed to her the existence of core group of dissenters prepared to die in order to prevent an Anglo-Spanish throne in England.The extent to which Mary responded to the rebellion showed her anxiety and anger at the attempted challenge to her authority and for the execution of ninety rebels (including Wyatt himself), the exile of Courtenay and the executions of Lord Thomas Grey and William Thomas, the Wyatt rebellion should be viewed as ultimately unserious, but instrumental in heightening the anxiety of Mary and the lengths to which she would go to ensure her crown and constitution remained secure.

In Mrs Tilschers Class Essays

In Mrs Tilschers Class Essays In Mrs Tilschers Class Essay In Mrs Tilschers Class Essay Essay Topic: Poetry A skittle o f milk, this shows that they are having fun. They might be playing a game. The classroom glowed like a sweet shop, sugar paper and coloured shapes were all the things of happiness. It shows the teacher loved children, and children loved her. Its magical and looks as if there is a party because of all the wonderful decorations. The poet describes these changes very well, he tries to emphasis and make the readers experience all of the things she went through. There are small statements, which the poet tries to describe very well. A skittle of milk The word skittle might try to tell readers that the children are having fun by playing a game. Also the word milk, which might mean spread. The poet tries to persuade readers that children are having fun; by this he has said this (A skittle of milk). The laugh of a bell The word laugh means happiness, this is linked with the bell because both of them communicate with happiness. The bell ringing is a human sound. Laugh is positive and it associates with having fun. The poet does describe them well. The classroom was filled with decoration and then this is when the fun starts to end. A xylophones nonsense, someone is having fun it is not a tune. The inky tadpoles change into exclamation marks, this links them to be growing up. The children are more rood, A rough boy told you how you were born She imagines her mum with her legs wide open and thinks, is that were she comes from? This change is described well by the poet, the wording is just right. Very well done to the poet. Towards the end of the school the weather gets worse. That feverish July, the air tasted of electricity The word feverish reminds you of cold and fast winds in that month. The poet describes this well as well as, the air tasted of electricity. This describes that the primary school days are nearly over, and the weather also links with this, ideas are changing. The poet tries to link the weather with the end of the school year, and she does this extremely well. Towards the end of the school year as reports were handed out, you ran through the gates, ready to go to your next school. The sky split open into a thunderstorm The thunderstorm represents the end of the school year, which is finally over. This obviously is after all the fun and laughter in the beginning scenes. When children are filled with happiness, the entire classroom is filled with wonderful decorations. You loved Mrs Tilscher, and she also loved you. Then the thunderstorm at the end occurred because of the end of the school year, as children grew up from tadpoles to exclamation marks (adults). Children started to be more rood. Also towards the end, the weather changes, as it is fiercer towards the end of the school year. Valentine * An onion is unusual about the poets choice of a valentine gift. Its not the usual red rose or satin heart. Not a red rose or a satin heart It has a shape, which is equivalent to a sphere. It also has a brown substance, which is wrapped around it. The onion is very unusual but has lots of meanings as well as feelings for the person that will receive it. You look forward to having it because, It promises light * This particular gift was chosen because it means a lot for the person who receives it. It promises light. Brightness and positive vinculum together, thats why this gift has been chosen. Like the undressing of love This means that you can take your clothes off and start love, this is similar when the to the onion, when it has its brown paper taken of it. It contains lots of different layers. * There are several different affects that the person will receive. It will blind you with tears When you look at an onion tears start to appear in your eyes, it leads to tears just like a rose does. There will be a disowned image in the mirror, your reflection will be smudgy and will not be seen properly because of the tears that appeared on your face. Where caused by an onion that meant a lot to you. It will make your reflection a wobbling photo of grief The fierce kiss stays on your lips, which means love will last long and will carry on forever. Its fierce kiss will stay on your lips The taste of an onion lasts long. Stealing I learn that the thief is alone and has no friends; this leads to him stealing and making himself occupied. He has nothing to do; his life is dull and shadowed. What I deduce about the thief is that he has no human friends, and no relationships. I also deduce that the snow mans mind is cool as a slice of ice. He has a cold mind. With a mind as cold with a slice of ice I learn that he says, Better off dead then giving in, not taking what you want What he means by this is that you might as well be dead if you cannot take what you want. If you want something you should take it, and this is his advice for himself and also his point of view. * The thief takes the snowman because he has no human friends because if this he treats the snowman as a friend. He took him because he had a mind, which was cold, this is why he wanted him. He looked magnificent tall white mute beneath the winter moon He takes him one by one and starts with head. He said, he weighed a ton. There is some sort of vinculum between the thief and the snowman. He also takes him so children would cry in the morning. Knowing that the snowman has gone he likes to hurt children. Part of the thrill was knowing that children would cry in the morning. Lifes tough * The poet presents the ideas convincingly step by step; he explains what the thief does and what he thinks of the snowman. Sometimes I steel things I dont need The poet first writes down what he does need but doesnt say that, then he comes across what he doesnt need, all of which is only for entertainment. The poet makes the thief answer as if someone is asking a question. I took some time The poet also writes what the thief thinks of himself. Mostly Im so bored I could eat myself This shows that he has nothing to do; the poet at the end convinces readers that the thief is telling the questioner what he has said. You dont understand a word Im saying do you? This suggests that only the thief knows what he is doing and saying. It also suggests that he is completely different from other ordinary humans.

Essay on world lit

Essay on world lit Essay on world lit John Doe IB HL 20th Century History Mr. Michel Scott Carter refused the students’ request of returning the Shah, who was in the U.S. for medical reasons, back to Iran (Dumbrell 7). Carter came into the White House with the same attitude on foreign policy as Jefferson, he called for a new American foreign policy, one that would â€Å"serve mankind† and â€Å"make his countrymen proud to be Americans (Hunt 185). Carter wanted to shy away from secret deals and covert operations that would hurt the nations integrity (Hunt 185) The president wanted to align the U.S. with â€Å"irresistible forces of liberty and progress everywhere† (Hunt 185). Carter was quick to blame worldwide problems on the Soviet Union (Hunt 185) Carter states in his inaugural address â€Å"Our commitment to human rights must be absolute† however his support of the shah contradicted his moral views (Hook 382). Once Jimmy Carter was elected he turned the focus of foreign policy from the Cold War to a more â€Å"cooperative posture emphasizing human rights† (Hook 47) Because of poor information about the crisis, the American government may never had a realistic plan of action (Hargrove 138) Carter never played a central role in the decision making process (Hayward 127). Carter asked the Shah to alter some human rights policies in Iran as some citizens felt like they weren’t always followed. The shah replied that he would only enforce Iranian laws as they are to combat communism (Carter 436). Carter and his advisors

Definition and Examples of Alliteration in English

Definition and Examples of Alliteration in English Alliteration (also known as head rhyme, initial rhyme, or front rhyme) is a device in written and spoken languages in which a string of words and phrases repeats the same letter or letter combinations. Much of childrens poetry uses alliteration: Peter Piper picked a peck of pickled peppers is a memorable tongue-twister taught to English-speaking children. It is initially alliterative on the letter p- and internally repetitive on the letters p and ck. But it isnt the specific letter that makes a phrase alliterative, it is the sound: so you could say that the alliterative function of Peter and his peppers includes the p_k and p_p sounds. Meaning in Poetry Alliteration is probably most often used for humorous reasons, to elicit a giggle in children, but in skilled hands, it can mean quite a bit more. In The Bells American poet Edgar Allan Poe memorably used it to illustrate the emotional power of different types of bells: Hear the sledges with their bells- Silver bells!What a world of merriment their melody foretells!Hear the loud alarum bells- Brazen bells!What tale of terror, now, their turbulency tells! Songwriter Stephen Stills used a combination of hard and soft  c sounds and l sounds to illustrate the emotional disarray of a pair of lovers ending their relationship in Heartlessly Hoping. Notice that the c sounds are the conflicted narrator, and the l sound is that of his lady. Stand by the stairway youll see something certain to tell youConfusion has its costLove isnt lying its loose in a lady who lingersSaying she is lostAnd choking on hello In Hamilton, Lin-Manuel Mirandas tour-de-force Broadway musical, Aaron Burr sings: Constantly confusing, confounding the British henchmen  Ã‚  Everyone give it up for America’s favorite fighting Frenchman! But it can be quite a subtle tool as well. In the example below, poet Robert Frost uses w as a soft recollection of quiet winter days in Stopping by the Woods on a Snowy Evening: He will not see me stopping hereto watch his woods fill up with snow The Science of Alliteration The repeating patterns of sound including alliteration have been tied to the retention of information, as a mnemonic device that helps people recall a phrase and its meaning. In a study conducted by linguists Frank Boers and Seth Lindstromberg, people who were learning English as a second language found it easier to retain the meaning of idiomatic phrases that included alliteration, such as from pillar to post and carbon copies and spic and span. Psycholinguistics studies such as that by P.E. Bryant and colleagues suggests that children with a sensitivity to rhyme and alliteration learn to read sooner and more rapidly than those who dont, even more than those measured against IQ or educational background. Latin and Other Languages Alliteration is used by writers of most Indo-European languages, including English, Old English, Anglo-Saxon, Irish, Sanskrit, and Icelandic. Alliteration was used by classical Roman prose writers, and occasionally in poetry. Most writing about the subject by the Roman themselves describes the use of alliteration in prose texts, especially in religious and legal formulas. There are some exceptions, such as the Roman poet Gnaeus Naevius:   libera lingua loquemur ludis LiberalibusWe shall speak with a free tongue at the festival of Liber. And Lucretius in De Rerum Natura uses it to full effect, with a repeated p sound that mimics the sound of mighty  ker-plunking splashes made by giants crossing vast oceans: Denique cur homines tantos natura pararenon potuit, pedibus qui pontum per vada possenteAnd why can’t nature make men so largethat they cross the depths of the sea with their feet Sources Blake, N.F. Rhythmical Alliteration. Modern Philology 67.2 (1969): 118-24. Print.Boers, Frank, and Seth Lindstromberg. Finding Ways to Make Phrase-Learning Feasible: The Mnemonic Effect of Alliteration. System 33.2 (2005): 225-38. Print.Bryant, P.E., et al. Rhyme and Alliteration, Phoneme Detection, and Learning to Read Developmental Psychology 26.3 (1990): 429-38. Print.Clarke, W. M. Intentional Alliteration in Vergil and Ovid.  Latomus  35.2 (1976): 276-300. Print.Duncan, Edwin. Metrical and Alliterative Relationships in Old English and Old Saxon Verse. Studies in Philology 91.1 (1994): 1-12. PrintLanger, Kenneth. Some Suggestive Uses of Alliteration in Sanskrit Court Poetry. Journal of the American Oriental Society 98.4 (1978): 438-45. Print.Lea, R. Brooke, et al. Sweet Silent Thought: Alliteration and Resonance in Poetry Comprehension. Psychological Science 19.7 (2008): 709-16. Print.

International banking and financial markets coursework Essay

International banking and financial markets coursework - Essay Example This exposes a gold mining company to commodity price risk. Another example is such, a U.S. equipment manufacturer can contract to supply machinery to a foreign buyer in its local currency if the dollar strengthens against the local currency before the buyer makes payment, and the U.S. manufacturer loses. This exposes the U.S. manufacturer to foreign currency risk. As still another example, a real estate financier can offer a fixed-rate mortgage in a profitable manner. This exposes the real estate financier to interest rate risk. To lessen these markets risks, companies enter into hedging transactions, or hedges for short. Hedges are contracts that seek to insulate companies from market risks. A hedge is similar in concept to an insurance policy, where the company enters into a contract that ensures a certain payoff regardless of market forces. A hedge is possible because different parties are affected in different ways by market risks. For example while a gold mining company is concerned with a drop in gold prices, a jewelry maker are potentially interested in a contract to sell (buy) gold at a future date for a fixed price. This is called a forward contract, and often is transacted in a commodities market. Financial instruments such as futures, options, and swaps are commonly used as hedges. These financial instruments are called derivative financial instruments, or simply derivatives. A derivative is a financial instrument whose value is derived from the value of another asset, class of assets, or economic variable such as a stock, bond, commodity price, interest rate, or currency exchange rate. However, a derivative contracted as a hedge can expose companies to considerable risk. This is either because it is difficult to find a derivative that entirely hedges the risk exposure or because the parties to the derivative contract fail to understand the potential risks from the instrument. Companies also use

Importance Of Rules And Regulation In Medical Institutions Case Study

Importance Of Rules And Regulation In Medical Institutions - Case Study Example And if to talk about why these rules and regulations are important to follow then one should know what are the motives and vision of rules and regulation. Rules and regulations are not just written statements which an employee needs to sign before joining an institute, but these rules and regulation show the structure of the institute, the norms over which it is built. It shows the discipline of institutes which tells the values of the institute. When we study and evaluate this case, we come to see the main objection which was professional misconduct; which means breaking the rules and regulations of the institute. And plus it’s unethical and against veracity towards the professionalism. When we study ethics we come to know a deep and strong relationship of law with ethics, as all the laws are made under the light of ethics. Laws are always kept moral and ethical. And ethics tells what’s moral and what is not moral. So when we study this case the first thing which ethics and law both object is that it was against the ethics of the doctor to allow the nurse to sign her prescription even if it was pre-written. Medical is already a field which is very sensitive to the topic when it comes to moral and ethical values as it is related to dealing with patient and the life of a person. The other point which comes in this case study is of Beneficence. That there are huge differences in the duties of doctor and nurse, if the prescription signed by the nurse goes under a legal system then the patient who was prescribed by this prescription can take an action against a doctor that the medicine was not signed by a doctor but by the nurse. And the nurses are not supposed to prescribe medicines. Beneficence in the medical ethics had the great importance which purely focuses what are the ethical values of doctors related to patient dealing. The prior thing which differentiates doctor and nurses is their knowledge of the human body and medication.

Methods of Motivations (for minimum wage employees), Term Paper - 1

Methods of Motivations (for minimum wage employees), - Term Paper Example One of the most effect methods of motivation is use fair salaries and wages. The employees will always be motivated when they are paid high wages and salaries. The employer can increase the morale of the employees by paying them more than the other firms are paying their employees. The advantage of this method is that it very effective in increasing the morale of the employees. The disadvantage is that it increases the cost of production for the firm. The other monetary incentive is the pay of bonus. The employees will be motivated if the employers give bonus for the work done. In most cases, the higher the quality of work did the higher the bonus. Employees will always work hard to get bigger bonuses. The advantage is that the firm that gives bonus workers will always work extra hard to earn bonus. The other monetary incentive that is very effective is the overtime payment. Overtime payment is the payment made for workers who work extra hours besides the normal working hours. Monetary incentives will increase the morale of the workers. The advantage of this method is that workers will work extra hard to earn overtime payment. The disadvantage is that it increases the cost of production for the firm. Some of the benefits that firms can give to motivate its workers are the retirement plan-pension plan. Each worker would want to have this plan to get their money after they retire. Many employees will be motivated to works hard because the company offers those benefits like pension plan benefits. Allowances are very effective in motivation of employees. Firms give different allowances depending on the financial status of the firm. Some of the allowances include the medical allowances. Many employees will be motivated to works hard because the company offers those allowances like medical allowances. The medical allowance is the money that the firm is willing to pay for the

Chemistry Essay Example | Topics and Well Written Essays - 250 words

Chemistry - Essay Example Substances react differently depending on the pH they have. Solutions having very high or very low pH are corrosive and should be handled with care. Chemical reaction is the term used to define the process in which two or more substances combine together to form a product that is different from the elements it has constituted from or the breakdown of a compound into its elements. In other words any process which involves the sharing or transfer of electrons, is a chemical reaction. A chemical reaction takes place when the reactants possess sufficient energy known as the activation energy of the reaction. Depending on the reactants involved and the conditions present, the reaction can be exothermic or endothermic. Chemical reactions involving reactive elements mostly go to completion while in some gases an equilibrium condition is achieved in which the products and reactants are present in equal proportions. A chemical reaction results in a change of chemical composition of the substances taking part in the reaction which is sometimes also coupled by a physical change. For example the reaction between hydrogen and water is initia ted by a spark which provides the activation energy for the reaction. The two gases combine chemically to form a new product, water that is different in physical as well as chemical properties from its constituent

Implementation & Analysis of Public Policy Essay

Implementation & Analysis of Public Policy - Essay Example e 2004 general elections before the voters to 2006 and later 2008 with an election outcome of 52.7 percent voting in favor of the project (Albalate 15). This approval was for the first segment of the proposed railway system that was dubbed Proposition 1A. As Albalate asserts, the entire project was estimated to cost forty billion dollars, however, the authority responsible for the execution of the plan releases a novel cost estimation ranging between $98.5 billion and $118 billion. The system is anticipated to complete in 2035 whereby it will carry 120,000 riders each day at a speed of 200 miles per hour, if it gets built successfully (16). Despite the gobs of benefits anticipated from the proposed rail system, there has been criticism hitherto. The proposed rail system intends to meet California’s transportation needs of the 21st century. The 800-mile running rail is purposed to connect the major regions of the state such as San Francisco and Los Angeles. With the congestion in the transport systems, it is feasible to implement a system that will help in reducing both the inconveniences and time taken to travel. The state of California experiences severe air pollutions, and to eliminate this, the proposed rail system aims at achieving a cleaner environment wiping out the auto travel, which is the main agent of air pollution. The elimination of autos from the transport system will also reduce the state’s reliance on foreign oils. For other means of transport, the high-speed rail project will enhance connectivity. The rail system is also calculated at contributing to the state’s economic development and job creation for the persistently heightened unemployment characterized population. Besides, the high- speed rail system aspires to protect the preserved, ecologically sensitive, and agricultural lands by reducing the per passenger emissions, during travel, across the state of California (Jones 228). After the completion of the project, Californians have much

Foreman (1991) states that we must change our personal life-styles to Coursework

Foreman (1991) states that we must change our personal life-styles to make them more harmonious with natural diversity. Discuss to what extent humans are able to do this - Coursework Example Although this knowledge has been passed through generations in form of art, ceremonies, dances, stories and direct instructions, the indigenous practices to preservation of natural diversity have faded immensely due to globalization, industrialization and colonization. Today, the knowledge has been incorporated in formal education in subjects such as social studies, geography and science. Furthermore, there are many documentaries advocating for the harmonious co-existence between humanity and the natural environment by imploring on the human beings to make lifestyle changes to accommodate the natural thriving of the ecosystem. Foreman’s defines of protection of the ecosystem advocates for the principle of self-realization that one is part of the natural ecosystem. In this case, defending the land and protecting natural diversity is equivalent to protecting human life and the future generation. In support of this, he illustrates that, â€Å"when we fully identify with a wild place, then, monkey wrenching becomes self-defence, which is a fundamental right† (Foreman, 140). Destruction of the earth and disturbance of the ecosystem is taken as an insult. Edward Abbey, in the prologue to Foreman’s Ecodefence, compares the destruction of natural diversity with a situation of burglary. In the event of the burglary, â€Å"the householder has both the right and obligation to defend himself, his family and his property by whatever means are necessary. This right and this obligation is universally recognized, justified, and even praised by all civilized human communities.†(Abbey, 3). By co ncurring the argument posited by Abbey, it is an acknowledgement that when earth, which is our land and our home, faces destructive threats, then it is out obligation and our right to guard it by application of all means that are effective. As such, this study seeks to explore the extent

Chemistry Essay Example | Topics and Well Written Essays - 250 words

Chemistry - Essay Example Substances react differently depending on the pH they have. Solutions having very high or very low pH are corrosive and should be handled with care. Chemical reaction is the term used to define the process in which two or more substances combine together to form a product that is different from the elements it has constituted from or the breakdown of a compound into its elements. In other words any process which involves the sharing or transfer of electrons, is a chemical reaction. A chemical reaction takes place when the reactants possess sufficient energy known as the activation energy of the reaction. Depending on the reactants involved and the conditions present, the reaction can be exothermic or endothermic. Chemical reactions involving reactive elements mostly go to completion while in some gases an equilibrium condition is achieved in which the products and reactants are present in equal proportions. A chemical reaction results in a change of chemical composition of the substances taking part in the reaction which is sometimes also coupled by a physical change. For example the reaction between hydrogen and water is initia ted by a spark which provides the activation energy for the reaction. The two gases combine chemically to form a new product, water that is different in physical as well as chemical properties from its constituent

Foreman (1991) states that we must change our personal life-styles to Coursework

Foreman (1991) states that we must change our personal life-styles to make them more harmonious with natural diversity. Discuss to what extent humans are able to do this - Coursework Example Although this knowledge has been passed through generations in form of art, ceremonies, dances, stories and direct instructions, the indigenous practices to preservation of natural diversity have faded immensely due to globalization, industrialization and colonization. Today, the knowledge has been incorporated in formal education in subjects such as social studies, geography and science. Furthermore, there are many documentaries advocating for the harmonious co-existence between humanity and the natural environment by imploring on the human beings to make lifestyle changes to accommodate the natural thriving of the ecosystem. Foreman’s defines of protection of the ecosystem advocates for the principle of self-realization that one is part of the natural ecosystem. In this case, defending the land and protecting natural diversity is equivalent to protecting human life and the future generation. In support of this, he illustrates that, â€Å"when we fully identify with a wild place, then, monkey wrenching becomes self-defence, which is a fundamental right† (Foreman, 140). Destruction of the earth and disturbance of the ecosystem is taken as an insult. Edward Abbey, in the prologue to Foreman’s Ecodefence, compares the destruction of natural diversity with a situation of burglary. In the event of the burglary, â€Å"the householder has both the right and obligation to defend himself, his family and his property by whatever means are necessary. This right and this obligation is universally recognized, justified, and even praised by all civilized human communities.†(Abbey, 3). By co ncurring the argument posited by Abbey, it is an acknowledgement that when earth, which is our land and our home, faces destructive threats, then it is out obligation and our right to guard it by application of all means that are effective. As such, this study seeks to explore the extent

Importance of Xylem and Phloem Tissues Essay Example for Free

Importance of Xylem and Phloem Tissues Essay The primary xylem and primary phloem tissues are pushed inward into the] pith and outwards respectively by the continuous production of secondary tissues cut I off by the cambium ring. The primary xylem is gradually pushed inward and is found at the centre of the axis; whereas, the primary phloem, being soft in nature, gets completely crushed. These activities in the stelar region exert a great pressure outwardly. The cortex cells, the pericycle and the epidermis divide anticlinally to cope with the production of tissues in the stelar region. Formation of annual ring or growth ring The activity of the cambium ring is under the control of series of physiological and environmental factors. For example, in spring the cambium becomes more active and forms a greater number of vessels with wider cavities. In winter, the temperature is low due to which the cambium also becomes less active and forms narrow pitted vessels, tracheids and wood fibers. The xylem (wood) formed during the spring is known as spring wood or early wood and which is formed in winter is called autumn wood or late wood. The spring wood is lighter in color and exhibits low density where as the autumn (or winter) wood is darker and has higher density. These two kinds of wood appear together, in a transverse section of the stem, as a concentric ring known as the annual ring or growth ring. Successive annual rings are formed year after year by the activity of the cambium. Each annual ring corresponds to one years growth. Thus one can estimate the age of plant to some degree of accuracy by counting the total number of annual rings. Annual rings are readily seen with naked eye in the logs of a tree trunk. Heart-wood and sap-wood: In old trees, the greater part of the secondary wood is filled up with tannins resins, gums, essential oils, etc. , which make it hard and durable. It looks dark or brown. This region is known as heart-wood. The heart wood gives mechanical support to the stem. The outer region of the secondary wood is of lighter color and is known as sap-wood or alburnum. It helps in conduction of water and mineral salts from the root to the leaf. (B) Secondary growth in extra-stelar region Secondary growth in the extra stellar region occurs to cope with the addition of tissues in the stellar region. It occurs in the cortex and helps in the formation of periderm. It occurs by the formation and activities of a secondary meristem called cork cambium or phellogen. Origin and activity of the cork-cambium or phellogen Due to the addition of secondary phloem and secondary xylem elements, the outermost layer of the cortex becomes highly stretched and may crack open. During this process a few layers of meristematic tissue arise in the cortex. This is called the cork cambium or phellogen. The nature of cambium is secondary. Commonly it arises in the outer layers of the cortex i. . hypodermis. It may also arise in the epidermis itself, or in the inner layers of the cortex, or even in the pericycle. The cork combium consists of narrow, thin-walled and roughly rectangular cells. It is of few layers in thickness. The cork cambium cuts of cells on both the sides and secondary cortex on the inner. The cells of the secondary cortex are parenchymatous in nature and often contain chloroplast. Cork The new cells cut off by the cork-cambium on its outer side are rough rectangular and soon become suberized. They form the cork of the plant. Cork cells are dead, suberized, thick-walled and brown in color. They are arranged in radial rows being suberized, cork is impervious to air and water. Functions of Crock (i)It acts as a waterproof covering to the stem (ii) It also protects the plant] against the attacks of parasitic fungi, (iii) Cork cells, being dead and empty, containing air only, are bad conductors of heat. This being so, a sudden variation in outside] temperature does not affect the internal tissues of the plant; (IV) Cork is also made use of by the plant for the healing of wounds. The bottle cork is obtained from the cork] cells of Quercus suber. ) Bark In restricted sense, all the dead tissues lying outside the active cork cambium constitute the bark of the plant. It, therefore, includes the epidermis, the lenticels and cork, and sometimes also hypodermis and a portion of the cortex depending on the position of the cork-cambium. Thus the deeper the origin of the cork-cambium, the thicker would be the bark. The term bark in a wider since is used to describe all tissues outside the vascular cambium of the stem. Phellem, phelloderm and phellogen layers are collectively called periderm. Thus periderm is a protective multilayered structure of secondary origin. On the basis of function, two types of barks are distinguished- ring barks and scale bark. When the cork cambium appears in the form of a complete ring the bark that is formed comes away in a sheet; such a bark is known as the ring bark as in Betula. When the cork-combium appears in strips the resulting bark comes away in the form of scales; such a bark is known as the scale bark as in (guava) Psidium. Function of bark The bark protects the inner tissues (i) against the attack of fungi and insects (ii) against loss of water by evaporation and (iii) against variation of external temperature. Lenticels These are small aerating pores formed in the bark of stems through which gaseous exchange takes place. Externally they appear as scars or raised portions on the surface of stems. Lenticels are first formed below the stomata. A section through one of the scars shows that the lenticels consists of a loose mass of small thin walled cells called complementary cells or filling tissue.

Terminology And Description Of Human Movement English Language Essay

Terminology And Description Of Human Movement English Language Essay If you have ever gone to the doctors with an injured joint or muscle, you will notice that doctors use a special terminology. When referring to the patient, for example, they might report limited range of motion or patient cannot flex forcefully or subject reports pain during abduction of the humerus. This scientific or medical type terminology has been developed over 100s of years to allow very precise and concise description of movement of human body parts. When used correctly it allows one to totally understand a movement pattern without actually being able to see it, but more importantly, it allows for correct describing of human movement. This same terminology is also used in the field of exercise science and kinesiology to describe the movements in sports, games and injuries. In this chapter we will take a detailed look at the language and terms used in human movement terminology. As we aforementioned, this specific terminology is also used in the exercise science field and throughout all healthcare professions. This specific terminology, also called nomenclature, may sound a little technical, but it helps ensure that we know exactly what someone means and there is little room for discrepancy. For example, one could say the soccer player was swinging her leg. By this we could mean swinging front to back or side to side whereas if we say flexion and extension of the femur we would realize this meant swinging from front to back. There is a comprehensive list of movement terminology that basically allows us to describe every movement in our body and we even have specific terms that are used only with particular body parts. For example, our feet and hands have specific terminology such as plantar flexion and ulnar deviation. We will look at this terminology in detail to allow us to be able to fully describe the vast majority of basic human movements. However befor e we consider the details of specific movement terminology let us look at some related motion terminology. Forms of Motion Virtually all human movements are a combination of movements occurring in different directions. In the next section we will see that these directions are actually referred to as planes and there are three cardinal planes, namely, sagittal, frontal, and transverse. Our movements are in fact quite complex since we have multiple actions contributing to any movement. In other words, we rarely perform an isolated movement with one limb that is confined to a particular plane. Our movements also involve both straight and rotational movements which we refer to as linear and angular motion. Thus our movements combine both linear and angular motion components. Both linear and angular are pure forms of motion in their isolated state but most of our movements are not isolated. Therefore, since our movements require multiple joints and limbs to act together we also refer to a combination term as general movement. The basic definition for linear motion is motion along a straight line or a curved line with all body parts moving in the same direction at the same speed. If you think about this youll realize this would be quite difficult because when a human runs, their arms and legs are swinging back and forth and the trunk simply moves forward. Therefore, we use some other terms to describe motion. Rectilinear: motion a long a straight line. Imagine a skater gliding on the ice. All body parts are moving at same speed through same range of motion. Curvilinear: motion along a curved line. Imagine the flight path of a javelin after release. Angular: motion involving rotation around a fixed point. This is actually the type of motion that most of our limbs go through as we move. The difference between angular and curvilinear is that with angular motion any point on the rotating body is always the same distance from the axis of rotation. General: this is a combination motion involving any two or more of the above types of motion. Review Questions: Types of motion 1. Provide a one-word definition and provide two examples of the following (try to use different example from those previously used, or that I gave you): a. Motion along a straight line: b. Motion around a central/fixed point: c. A complex combination of linear and angular motion: d. Motion along a varied path: 2. Fit the following into motion categories: a. A skimming stone on the lake: Curvilinear b. A javelin throw (be careful): Curvilinear c. Skater gliding on the ice: Rectilinear d. A car accelerating on the highway: Rectilinear e. A car decelerating on the highway: Rectilinear f. A plane taking off: Curvilinear g. A 10M platform dive: General h. A soccer kick: Angular 3. In your own words provide a definition for each type of motion we discussed. Basic Terminology In order to correctly describe a movement pattern and end up in a specific position, there needs to be an agreed upon starting position for all basic movements. This agreed upon starting position is referred to as the Anatomical Reference Position. Anatomical Reference Position (AP) This AP is an erect (upright) standing position with feet about shoulder width apart and the palms of the hand facing forward. All body parts are facing forward in the AP position (Please see figure 1.) If you assume this standing position you will notice it is not a natural, relaxed standing position as you must turn your palms outwards. You will notice that you palms naturally want to turn inwards towards your thighs. If you stand in this position with your hands forward it is referred to as the fundamental standing position. It is essentially the same as the anatomical reference position except the palms face inwards. (See figure 2.) When our bodies are in the anatomical reference position, we consider our joints and body parts to be in the neutral or zero degrees position. Therefore, any movement from this AP constitutes a rotation around some joint. The movement away from the AP is then classified or named appropriately. All of the motion that occurs will occur in one (or a combination) of the planes of motion we described earlier in the chapter, i.e., sagittal, frontal, or transverse. Therefore, we can learn body movements according to the plane of motion in which they occur. For example, any extension movement usually occurs in the sagittal plane, abduction or adduction movements occur in the frontal plane and rotational movements occur in the transverse plane. There are numerous types of movement. Lets take a look at these movements according to the plane in which they occur and then we can look at some movements with unique terms due to their particular association with a specific joint. Cardinal Reference Planes Now that we have an agreed starting position we need to look at dividing the body into sections or segments. Some of these segments, such as upper and lower body, will be reviewed later in the chapter. We divide the body into segments so that we can more accurately describe the direction of movements or actions. In the human body we refer to these as cardinal reference planes. These planes are all imaginary lines. A plane is a two dimensional surface with orientation defined by spatial coordinates. Each plane has a corresponding axis around which movements in that plane take place. Having this arrangement allows us further clarity in describing movements. There are three planes in the body that correspond to the three dimensions of space. The orientation is such that each plane is perpendicular to the other two. There is also a relationship between the intersection of these planes and the center of gravity of the body. Since each plane bisects the body, it therefore must pass through the center of gravity. Thus, the center of gravity is defined as that point where the three planes intersect each other. The line of gravity which is slightly different from the center of gravity is simply a vertical line that passes through the center of gravity. Insert figure of planes. Note: All planes could be shown in same figure. A plane is simply a flat surface that divides the body into two parts. All planes are also imaginary lines that divide the body. The sagittal plane is an imaginary line that divides the body vertically into right and left halves of equal mass. This plane is also sometimes referred to as the anteroposterior plane. The imaginary line runs from the front (anterior) to the back (posterior) and also from the top (superior) to the bottom (inferior) of the body. (Please see figure 3.) If you can imagine cutting a bagel in half so you have two semi-circle halves, this would be a sagittal plane cut. Certain movement types, such as flexion and extension movements, are examples of movements occurring in the sagittal plane. These movement patterns will be discussed in more detail later. Sagittal Plane Movements Extension a straightening movement resulting in an increased joint angle. Bones move apart. Flexion a bending movement that results in a decreased joint angle. Bones move closer together. Hyperextension a straightening movement where joint extends beyond starting or neutral position. Unique Sagittal Plane Movements Dorsi Flexion flexion movement of the ankle where the top of the foot moves toward the anterior tibia. Plantar Flexion extension movement of the ankle where the toes move away from the body (pointing your toes). The frontal plane divides the body vertically into front and back halves of equal mass. This plane is also sometimes referred to as the lateral or coronal plane and runs side to side dividing the body into anterior and posterior parts. (See figure 4.) If you can imagine slicing your bagel in half to put in the toaster you would make the cut along the frontal plane. Certain movement types, such as abduction and adduction movements, are examples of movements occurring in the frontal plane. These movement patterns will be discussed in more detail later. Frontal Plane Movements Primary Abduction movement away from the body Adduction movement towards the body For example performing a jumping back would require both of these movements Specialized Lateral flexion of the trunk right/left Radial/ulnar deviation (wrist) Elevation/depression (scapula) Inversion/eversion (subtalar foot) The transverse plane is the final plane and divides the body into top (superior) and bottom (inferior) halves of equal mass. It is sometimes referred to as the horizontal plane and runs from side to side and anterior to posterior. Most actions that involve rotation of the whole body (or part of it) occur in the transverse plane. For example, throwing a discus or executing a tennis serve are examples of movements in the transverse plane. Other specific movements also exist. Certain movement types, such as supination and pronation movements, are additional examples of movements occurring in the transverse plane. These movement patterns will be discussed in more detail later. Transverse Plane Movements Primary Internal (medial) rotation External (lateral) rotation Specialized Right/left rotation (head, neck and trunk) Supination/pronation (forearm and whole body) Horizontal adduction/flexion (shoulder joint) Horizontal abduction/extension (shoulder joint) Note 1: All sagittal planes are perpendicular to all frontal planes which, in turn, are perpendicular to all transverse planes. Note 2: One can make many sagittal plane, or frontal plane or transverse plane dissections through the body, but only those that dissect the center of gravity or the mid-point are referred to as cardinal planes. Cardinal Axes Any time a joint moves it moves in a particular plane or combination of planes. At the same time the joint in question is also rotating around an axis. The axis refers to the type of movement of the joint and is directly related to the plane of movement. So, the cardinal axes refer to lines that are perpendicular to a particular cardinal plane. Therefore a movement that occurs in a particular plane always occurs in the same axis, so it is a good idea to learn planes and axes in pairs. The transverse axis is always associated with the sagittal plane. Imagine an axis running perpendicular to the sagtittal plane. It sometimes helps to visualize movements. For example, if someone were to perform a leg extension exercise, this movement would be in the sagittal plane. If you were to insert a bar through the knee and still allow the motion to occur it would have to be placed in the anteroposterior axis, in other words, inserted from the side. This would allow the perpendicular axis to be performed. (See figure ?.) Other terms used for this axis include lateral, medial, or somersault axis. Using the same logic we can now determine the positioning of the axis for the frontal and transverse planes. All frontal plane movements occur in the anteroposterior axis. (This is sometimes called the sagittal, or cartwheel axis.) Using our visual and a cartwheel, we can see the wheel rotates around an axis that would go through the belly somewhere from front to back. (See figure?) All transverse plane movements occur in the longitudinal axis (or vertical or twist axis). This axis runs from top to bottom or the length of the body segment. Again using the visual of a figure skater doing a pirouette, the pirouette takes place in the transverse plane with a longitudinal axis. Therefore the axis runs through the body from top to bottom. (See figure?) Try these practice problems Planes of Motion 1. Identify three simple movements that occur predominantly in each of the following planes: a: sagittal b: frontal c: transverse 2. Identify three different movement actions that occur in each axis: a: transverse b: anterioposterior c: longitudinal 3. Give the names of the planes and axes in which the following motions occur! a. Stepping up a step? Sagittal, transverse axis. b. Side step with the right leg? Frontal, s anteroposterior axis. c. Shaking your head no? Transverse, longitudinal axis. d. Straight sit-up? Sagittal, transverse axis. e. Side bending of the trunk? Frontal, anteroposterior axis. f. Cartwheel? Frontal, anteroposterior axis. g. Throwing a discus? Transverse, longitudinal axis. h. Throwing a dart? Sagittal, transverse axis. The Plane-Axis Relationship So remember, if we learn our planes and axis in pairs we will easily remember that: All sagittal plane movements occur in the transverse axis! All frontal plane movements occur in the anteroposterior axis! All transverse plane movements occur in the longitudinal axis! This consistent relationship between planes and axis allows you to remember planes and axis more easily. If you can identify either the plane or the axis for a particular movement then you will automatically have figured out the other (provided you remember the pairing). For example, if one evaluates the movement plane and axis of the bicep curl you might easily determine that the movement plane is sagittal. If you identify this correctly then the axis of rotation is automatically the transverse axis. Movement Plane Æ’Â   automatic Æ’Â   Axis of rotation Sagittal Transverse Frontal Anteroposterior Transverse Longitudinal An additional way to help identify planes and axis is to remember that certain anatomical movements are usually associated with a corresponding plane and axis. For example, flexion and extension movements occur in the sagittal plane around the transverse axis. Abduction and adduction occur in the frontal plane around the anteroposterior axis and finally, rotational movements like pronation and supination occur in the transverse plan around the longitudinal axis. We will look more specifically at these movement actions in the next section. Basic Movement Pattern Terminology In each of the three planes several distinct movement patterns occur. However, what is lacking in these descriptive terms is any reference to direction. In other words, if someone performs arm flexion, we dont really know the direction. For that reason we have numerous other terms that we refer to as anatomical directional terminology that provide us with more detailed information about the orientation of a particular movement. These terms have clear cut word root origins. If you can learn these word root meanings, you will be able to piece together the meanings for most of these terms. There are some unique terms like ventral (relating specifically to the belly or abdomen) which youll just have to learn. The list below contains the relevant terms you you learn. Anatomical Directional Terminology I Can you fill in the meaning of each term? Anterior: Front Anteroinferior: Front below Anterolateral: Front side Anteromedial: Front middle Anteroposterior / Anterosuperior: Front rear/ front top Contralateral: Opposite side Distal: Away from origin Dorsal: Back Inferior: (infra) Below Ipsilateral: Same side Lateral: side Medial: Midline Posterior: behind Posteroinferior: / Posterolateral: Behind below/ behind beside Posteromedial: / Posterosuperior: Behind inside/ behind upper Prone: Face down Proximal: Near origin Superior: Above Supine: Face up Ventral: Relating to the belly or abdomen (can also be use mean deep). Anatomical Directional Terminology II Below are some other terms that fall into a general category. Protraction: forward movement of the shoulder girdle away from the spine. Retraction: backward movement of the shoulder girdle away from the spine. Horizontal abduction: movement of the humerus in the horizontal plane away from the midline. Horizontal adduction: movement of the humerus in the horizontal plane towards the midline Opposition of the thumb: diagonal movement of the thumb across the palmar surface. Upward rotation: Superior movement of the shoulders. Lateral flexion: sideways bending. Hyperextension: Extension beyond normal resting position. Cervical rotation: turning your head left or right. Plane specific movements Sagittal plane movements Dorsiflexion: bringing the top of your foot towards your lower leg. Plantarflexion: extending or planting your foot (pointing your toes away from you). Frontal plane movements Elevation: moving your shoulder girdle (blades) upwards/superior. Depression: moving your girdles downwards/inferior. Eversion: rotating the sole of your foot outwards. Inversion: rotating the sole of your foot inwards. Radial deviation: rotating your hand at the wrist towards your thumb (like hitchhiking). Transverse plane movements Supination: outward rotation of the forearm so palm faces outwards or upwards. Pronation: opposite of supination where forearm rotates so palm faces downward or inwards. Ulnar deviation: rotating your hand towards your ulna (opposite of radial deviation). Whole body Movement Terminology In this category we can consider other terms that apply more generally. Circumduction: circular movement of a body segment. Circumduction involves flexion, extension, abduction and adduction. Reduction: a return to the normal resting position. Review Problems: Directional terminology 1. What is the term when one stands erect with palms facing outward? Anatomical reference position From this position what do you call the movement when you:- 2. Bend your elbow from a fully straight to a 90o bent position? Elbow flexion 3. Maintain the 90o elbow bent position, but turn your palm down? Pronation 4. Maintain the 90o elbow bent position, but turn your palm up? Supination 5. Maintain the 90o elbow bent position, keep your elbow touching your side, turn your arm out so your fingers are pointing directly away from your side? External/ lateral (outward) rotation 6. Maintain the 90o elbow bent position, keep your elbow touching your side, and turn your arm back so that your fingers are pointing directly forward? Internal/ medial (inward) rotation 7. Straighten your elbow? Extension 8. Move your arm laterally away from your side until it is parallel to the floor? Abduction 9. Move your arm back down to your side? Adduction 10. Turn your head to the right? 11. Bend forward at the waist? 12. Return to starting position? Review questions: Synonyms Give the synonyms that are used for ankle, spine, and wrist movements in the following list. Also describe using the rule of three and identify the primary cardinal axis! Ankle 1. Dorsiflexion? Foot flexion 2. Plantarflexion? Foot extension Spine 3. Flexion? Bending forward 4. Extension? Standing up 5. Lateral flexion?Bending to side Wrist 6. Radial deviation? Lateral deviation 7. Ulnar deviation? Medial deviation 8. Can you think of any other anatomical movement synonyms? The Rule of Three: Motion Bone Joint The rule of three is a simple anatomical guideline for describing a movement pattern. It allows us to describe a movement in a specific order sequence to allow accurate movement. In the rule of three we refer to the movement type first, for example, flexion or extension. Secondly, we refer to the bone that moves. Thirdly, we refer to the joint around which the action occurs. Hence, we refer to the movement in this sequenced order, i.e., movement Æ’Â   bone Æ’Â   joint. Using this approach really helps with the clarification of particular movement. Look at this example. If you asked your friend to extend their leg they could actually do a couple of things and still extend their leg. They could: Lift their entire leg straight out in front. Push their entire leg straight back. Sit on a chair and straighten out the lower leg. So you see there are several options and it can become confusing. If we use the rule of three we can give very specific instructions. For this movement sequence we would actualy say, Extend your (right) leg at the knee, which would require they perform a knee extension action described in #3 above. This way there is no lack of clarity around which movement is needed. You try the following: Lets use the data from above again. Describe the following movements using the rule of three. The first one is done for you. Start in the AP position. It might be a good idea to briefly define the rule of three here first. From this position how do you describe the movement when you:- 1. Bend your elbow from a fully straight to a 90o bent position? The correct answer is flexion of the forearm at the elbow not flexion of the elbow. 2. Maintain the 90o elbow bent position, but turn your palm down? 3. Maintain the 90o elbow bent position, but turn your palm up? 4. Maintain the 90o elbow bent position, keep your elbow touching your side, and turn your arm out so that your fingers are pointing directly away from your side? 5. Maintain the 90o elbow bent position, keep your elbow touching your side, and turn your arm back so that your fingers are pointing directly forward? 6. Straighten your elbow? 7. Move your arm laterally away from your side until it is parallel to the floor? 8. Move your arm back down to your side? 9. Turn your head to the right? 10. Bend forward at the waist? 11. Return to starting position? Conclusion In this chapter we have reviewed planes of motions, axis of rotations, the rule of three and some basic anatomical reference terminology. We have also learned that when describing movements we assume a universal starting position that is referred to as the anatomical reference position where one stands erect with hand by ones a side and palms facing inwards. Humans move in one, or a combination of three planes of movement and they are the sagittal, frontal, or transverse planes. Each movement in these planes is associated with the same axis of rotation, either transverse, anteroposterior, or longitudinal. There is a plane-axis relationship whereby each plane of motion is always associated with the same axis of rotation and this allows us to remember the planes and axis more easily. When we describe human movement we also use what is called the rule of three. In the rule of three we describe movement using the sequence of bone, movement, and joint. Using this approach a bicep curl wou ld be flexion of the forearm and the elbow. Using this basic language and the above guidelines we can ore accurately describe human movements. You will notice that there is often more than one term to describe a particular movement. Over the years different terminology has evolved and it is wise to learn the different terms that imply the same thing. For example, external rotation is the same as lateral rotation. In this text we provide you with the most accurate terms first but we will provide the alternative terminology where appropriate.