SNAKES Essays - Colubrids, Venomous Snakes, , Term Papers

SNAKES Justin Keith Mr. Curtwright Biology Keith 1 Have you ever wondered exactly what a snake is? Snakes are elongated, limbless reptiles that have often appeared in art and mythology. Scientists have currently discovered an estimated 2,500-3,000 living species of snakes living throughout the world except in the arctic regions. There is one exception to the old world viper, which has been found as far north as Scandinavia (60? North Latitude). The size variation of snakes ranges from slender blind snakes (family Leptotyphlopidae) which reaches a maximum length of 13cm (5 in.), to the largest snake on record, the Asiatic reticulated python, which attained a record length of 10m (33 ft). Have you ever asked anyone what the phyical characteristics of a snake is? To answer your question: Snakes lack limbs, a sternum (breast bone), shoulder girdle, exterior ear openings, and urinary bladder, and most snakes (but not all) lack a pelvic girdle. There are two types of snakes: constrictors and poisonous. Constrictors will either stalk their prey or lay very still until Its prey come near it. It will then strike forward and wrap around the prey crushing it and cutting off all air supply. The initial strike takes less than one-half second. It will then swallow the prey animal head first because the hair of animals folds backwards and makes it easier to swallow. Poisonous snakes inject a very potent venom into their prey Keith 2 through fangs. There are three different class of venomous snakes: Opisthoglyphus (rear fanged), Proteroglyph (front fanged, with holes pointing outward for "spraying") and Solenoglyph (front fanged and carved). The most common of these three are Solenoglyphs, which have fangs that can be folded along the roof of the mouth. All snakes have powerful digestive enzymes to breakdown the hair, bones, and other parts of their preys' body. As part of the digestive system the salivary glands also produce powerful enzymes. If saliva containing these enzymes enters the wounds of a prey animal, it not only starts the digestive process, but also may cause such serous tissue damage that the prey dies. The destructive substances in a snakes venom include neurotoxins and hemotoxins. Neurotoxins paralyze the central nervous system and cause heart and respiratory failure; hemotoxins destroy blood vessels and blood cells and cause internal hemorragins. The different substances are not uniformly present in all snake venom, but vary with the species and the individual snakes within a species. Venom retains digestive powers; injected into a prey animal it may shorten the usual days-long digestive process of a snake by more than half. Less than one-third of the 2,500-3,000 living species of snakes are classified as venomous, and less than 300 species are fatal to humans. In the United States, more than twice as many people are killed by bees, wasps, and scorpion stings as by snake bites. Keith 3 There are four basic kinds of snake movement: Lateral (horizontal) undulation, conceltina movement sidewinding and rectilinear. Lateral undulating, also called serpentine movement is the most common form and is used by all snakes. By alternately contracting and relaxing muscles down each side of the body, the snake forms itself into a number of rearward-moving horizontal waves. While doing so, the snake maneuvers its body so that the rear of each backward moving wave pushes against something resistant. In concertania movement, also called earthworm movement, the snake anchors the forepart of its body and pulls the rest of its body behind it in the form of hoizontal curves; it then extends out the forepart of its body, anchors it, and repeats the process. Sidewinding is employed on soft sand or other surfaces that offer no resistance or slip. In sidewinding the snake loops its body into an S-shape, with only two points of its body coming in contact with the surface of the ground. It then progressively shifts the two contact points back along the body consequently propelling its body forward. Rectilinear, or caterpillar, movement involves a sliding of the skin back and forth over the body musculature and is therefor possible only in those kinds of snakes, such as rattlesnakes and boas, which do not have the skin tightly attached to the underlying musculature. The ribs remain essentially motionless, and the scales only provide body-to-ground friction. Keith 4 The vast majority of snakes lay

Hillary Clinton Essays - Rodham Family, Hillary Clinton, Rodham

Hillary Clinton Essays - Rodham Family, Hillary Clinton, Rodham Hillary Clinton Hillary Diane Rodham was her full name. She was born October 26, 1947 in Chicago, Illinois. She is the daughter of Dorothy and Hugh Rodham. She has two younger brothers, Hugh Jr. and Anthony. Hillary enjoyed participating in school activities such as softball, swimming and other sports. She also loved going to church. Hillary went to a high school with no name. She then redistricted into Maine South High for her senior year. After she graduated from Maine South High, she went to Wellesley College in Massachusetts where she majored in political science. When she graduated from there, she went to Yale Law School in Connecticut where she met her future husband, Bill Clinton. Later, she went to Washington D.C. as one of only three women out of 43 lawyers to work on the inquiry into the impeachment of President Richard Nixon. In 1975, Hillary then married Bill Clinton October 11, 1975 at age 27. She was the First Lady of Arkansas and Senator of New York. When her husband, Bill Clinton, decided to run for president and won, she became the First Lady of the United Sates. In 2000, she also served as the first woman Senator and an American Politician as the 67th United States Secretary of State under President Barak Obama. Now, Hillary is running for President of the United States in 2016. As President, Hillary Clinton wants to increase middle class incomes and by doing this or make this work, the first step she will do is boost economic growth which means she will give tax cut to the middle class and small businesses. The second step she would do is create fair growth and by doing this she would raise the minimum wage of $15 an hour and increase workers benefits. The third and last step is to support long-term growth and that actually mean she will raise short-term capital gain taxes for those who are earning thousands of dollars or more a year. Shell also provide tax relief to working families and small businesses. She would like a clean energy too. Her new college impact will invest in $350 billion so students do not have to borrow money to pay tuition at a public college in their state. She has also called for national infrastructure bank that would leverage public and private funds to invest in projects across the country. Hillary really wants to do something abou t taxes if she becomes president, so she would do anything to get the job done.

A personal visit ro a court in this semester Article

A personal visit ro a court in this semester - Article Example After the search, we were allowed to walk freely into the courtroom. I approached the receptionist and explained to her that my visit was part of my coursework, after which I was to write a report. She directed me to the six courtrooms available and told me to select one. I chose the first courtroom and sat at the public gallery with other members of the public who were there to watch the proceedings. Inside the courtroom, the public gallery was a portion at the back with stadium like seats.The barristers and solicitors sat in the middle area and the Judge in a raised box at the front.On the right was the defendant’s box and on the left was the claimant’s. I sat at the back facing the judge. The case in hearing was one about a stolen car. This case involved the claimant’s car was stolen from a parking outside a supermarket. The defendant on the other hand claimed he bought the same car legally from a local dealer. The claimant was the first to give an account of the events that led to the disappearance of his vehicle. He said that he had parked his car outside the supermarket and went inside to shop. After shopping, he came out only to find his car missing. He immediately rushed to the police station to report the incident. The car was found two weeks later driven by the defendant but under different registration. Soon after the claimant had finished narrating his ordeal, the defendant claimed he was not a thief and that he had just bought the said car from a local dealer. He presented all formal registration documents to prove he was the owner of the vehicle. The claimant’s barrister insisted that the defendant was aware that the car was stolen and participated in forgery of new documents. The defendant denied that and had to answer a series of questions from the claimant’s barrister as he was cross examined. After the defendant’s

Amenorrhea Case Study Example | Topics and Well Written Essays - 500 words

Amenorrhea - Case Study Example According to the paper, tumors on the pituitary gland, low estrogen levels, high testosterone levels, and overactive thyroid glands cause hormonal imbalances. Testosterone contributes in the growth and development of reproductive tissues in women and excessive supply of it has been associated with irregular or absence of menstrual periods. Hormonal birth control can contribute to secondary amenorrhea. Drugs and medical treatments such as chemotherapy and antipsychotic drugs can also induce secondary amenorrhea. Polycystic ovary syndrome is associated with weight changes that are an important lifestyle factor in secondary amenorrhea. Overweight and body fat that is less than fifteen percent are some of the things that can stop menstrual periods. The National Institute of Health (NIH) records that extreme diet has causal links with secondary amenorrhea. Emotional stress is a non-physical element that can cause secondary amenorrhea. Derailed menstrual cycle is one of the ways that the b ody uses to respond to extreme stress. Mild hypothyroidism is one of the conditions that could precede presentation of dysmenorrhea and irregular menstrual cycles. However, mild hypothyroidism is associated with hypermenorrhea and oligomenorrhea more than with amenorrhea. Treating hypothyroidism restores menses but it may take months. Cushing’s disease is the hyperactivity of adrenal glands and can combine with hypothyroidism to cause amenorrhea. Outflow tract obstruction, hyperandrogenic chronic, anovulation are some of the conditions in a patient’s history that can be helpful in the diagnosis and treatment of dysmenorrheal. Asherman’s syndrome is a common cause of outflow obstruction in secondary dysmenorrhea. This syndrome is a scarring and an intrauterine synechiae that results from curettage or infection.  

Discussion Board 8-2 Essay Example | Topics and Well Written Essays - 250 words - 2

Discussion Board 8-2 - Essay Example The eating disorders examined were based on a continuum of self-esteem and perfectionism. According to the study, a multivariate analysis of variance (MANOVA) design was used (Peck & Lightsey, 2008). With this type of design, the researcher investigates multiple dependent variables at the same time. Based on the study, there are three dependent variables studied which include eating disordered (EDO) women, the symptomatic, and the asymptomatic. An interesting finding in the study was the relationship between eating disorders and perfectionism. Under ordinary circumstances, eating disorders are associated with self-esteem. Many studies show that individuals with eating disorders usually have low self-esteem because they feel that their bodies are different from those of others. This aspect explains why most eating disordered individuals have abnormal eating habits such eating too much and inducing puking. However, the aspect of perfectionism has not largely been explored as it relates to eating disorders. From the study, it was found that women with eating disorders exhibit perfectionist attitudes so as to achieve the â€Å"perfect body† shape (Peck & Lightsey, 2008). This interesting finding show that individuals with eating disorders fear making mistakes, are doubtful about their actions, become concerned about criticism, and like to put things in order (Peck & Lightsey, 2008). Indeed, this is a critical aspect tha t healthcare professionals should use when treating patients with eating

Effect Of Family Background To Students Academic Achievement Education Essay

Effect Of Family Background To Students Academic Achievement Education Essay 1.1 Introduction The U.S. Bureau of Census in 2000 (2001) defines a family as two or more persons related by birth, marriage or adoption who reside in the same household. This is a legal definition, relying solely on relationships determined by blood or contract. Families are important to provide safe, nurturing environments in which children can learn to function in society. While families in the past worked hard to ensure their childrens health and physical survival, todays parents include in their concerns the childrens emotional health as well. David Olson (1983) discusses the findings of numerous research studies on the characteristics of functional families. Members of good families show unity and loyalty, are cooperative and deal problems in positive ways. They also provide love and understanding to their members. Healthy families are flexible and are able to compromise and communicate well. The parents become role models in the family to demonstrate good values. Student achievement is measured using grades. Grades are standardized measurements of varying levels of comprehension within a subject area. Grades can be assigned in letters (for example, A, B, C, D, E or F), as a range (for example 1.0-4.0), as descriptors (excellent, great, satisfactory, needs improvement), in percentages, or, as is common in some post-secondary institutions in some countries, as a Grade Point Average (Wikipedia the Free Encyclopedia). The home process variables that have been found to be the best predictors of school learning were classified by Kellaghan et.al. (1993) as follows: Work habits of the family: The degree of routine in the management of the home, the emphasis on regularity in the use of space and time, and the priority given to schoolwork over other pleasure activities. Academic guidance and support: The availability and quality of the help and encouragement that parents give their children in their schoolwork and the conditions they provide to support schoolwork. Stimulation to explore and discuss ideas and events: Opportunities provided by the home to explore ideas, events and larger environment. Language environment: Opportunities in the home for the development of the correct and efficient use of language. Academic aspirations and expectations: Parents aspirations for their children, the standards they set for childrens school achievement and their interest in and knowledge of childrens school experiences. Children bring their family experiences with them to school, so teachers need to have a better understanding of their students families and how they function. Teachers putting more effort in understanding their students problems will lead to a good academic achievement of students. Hendersons research (1987) provides the rationale of this need. First, because educators efforts at school correspond with those of the parents in the students home, educators need to know about their students families to be maximally effective. Second, by understanding those responsible for children at home, educators can work with parents to help children to be safe and move comfortably into society. Thirdly, this understanding will help to produce better teachers. Many researches began to look at home process variables, such as behaviors and conditions in the house, irrespective of social status, that are related to academic achievement. They include such factors as parents expectations for the childs success in school, availability in the home of books and other reading material and the amount of attention the family gives to the childs schoolwork (Chall et.al., 1990). 1.2 Problem Statement It is known that language problem limits childrens learning on key subjects areas. As the language of assessments and instruction is different from the language that is spoken at home, children hardly improve their new language skills. The language barriers persist over Sekolah Jenis Kebangsaan (Cina) Yuk Tse for years. This problem is inherent as the students come from a community in which the majority of them are Thais and Malays and the language spoken at home is their mother tongues. Even the Chinese in this community mostly speak in these languages. Parental involvement is considered an important influence on academic progress. Parental involvement has been positively linked to indicators of student achievement, including teacher ratings of student competence, student grades and achievement test scores (Deslandes et.al., 1999). Parent involvement has also been associated with other indicators of school success, including lower rates of retention in grades, lower dropout rates, higher on-time high school graduation rates, and higher rates of participation in advanced courses (Barnard, 2004). Families with many children will have limited time to supervise each and every childs homework. In cases where both parents work, the responsibility is passed on to the grandparents. A local study on early primary school children showed a weak but significant association between poor nutritional intake and academic achievement (Zalilah MS et.al., 2000). These children were from low socioeconomic areas and of a single ethnic origin. As single parents need to work hard to earn more money, their children are left at home by themselves or with their grandparents. As a result, some students come to school with dirty uniform and without breakfast, while some have disciplinary problems at school. Students academic achievement in Sekolah Jenis Kebangsaan (Cina) Yuk Tse has long been a concern of the local community because of their poor academic performance. School achievement in the nation is classified into two categories: Sekolah Berprestasi Tinggi (SPT) and Sekolah Berprestasi Rendah (SPR). Sekolah Jenis Kebangsaan (Cina) Yuk Tse is classified as Sekolah Berprestasi Rendah (SPR) because the percentages of passing in all subjects of Ujian Penilaian Sekolah Rendah (UPSR) do not achieve 50% continuously in the last 7 years from 2003-2009, so there is a need to study the factors such as family structure, familys socioeconomic status, parental expectation, home environment and home language that are affecting the students academic achievement. 1.3 Research Questions The main purpose of the study is to examine the effect of family background to students academic achievement. The research questions of this study are as follows: What are the demographic profiles of the students in this school? What is the academic achievement among students in Chinese Comprehension, Malay Comprehension and English? Is there any significance different between students academic achievement and family backgrounds such as family structure, familys socioeconomic status, parents attitude and expectation, home environment and home language? Objectives of the study The objectives of this study are specifically: To determine the demographic profiles of students in terms of age, gender and ethnic group, number of siblings, marital status, parents income, parents highest level of education and parents monthly income. To determine students achievement in Chinese Comprehension, Malay Comprehension and English. To determine the relationship between students academic achievement and family backgrounds such as family structure, familys socioeconomic status, parents attitude and expectation, home environment and home language. To validate previous research. Scope of research This study is conducted at Sekolah Jenis Kebangsaan (Cina) Yuk Tse in Tumpat, Kelantan. The respondents in this study are chosen from all the students from year 1 till year 6 and the study is based on the Mid Term Examinations results for Chinese Comprehension, Malay Comprehension and English in year 2010. These three subjects are chosen because their average scores for the last ten years (2000-2009) are below 70%. The average scores of each other subjects such as Chinese Essay, Malay Essay, Mathematics and Science is above 70%. In addition, this study only focuses on five family background variables which are family structure, familys socioeconomic status, parents attitude and expectation, home environment and home language. Organization This chapter describes and gives an overview on the problem statement, research questions, objectives and scope of research in this study. The next chapter contains a review of the literature on relationship between family background and students academic achievement. Finally, Chapter 3 will describe the theory used and the ways in conducting this study. CHAPTER 2 LITERATURE REVIEW 2.1 Introduction There are many works in the literature which deal with the effects of family background in students academic achievement. In the view of Ajila and Olutola (2007), the state of the home affects the individual since the parents are the first socializing agents in an individuals life. This is because the family background and context of a child affect his reaction to life situations and his level of performance. Although, the school is responsible for the experiences that make up the individuals life during school periods, yet parents and the individuals experiences at home play tremendous roles in building the personality of the child and making the child what he is. Researchers have shown that students and family characteristics affect levels of parental involvement. Different factors of family background are capable of influencing the academic performance of the students. The factors are such as parental occupation status, parents educational attainment, family structure and home lan guage. Coleman (1966) concluded in his report schools dont matter, and stated that students achievement is more strongly associated to their families social class than a function of the schools they attend. 2.2 Family Structure Analyses of the relations between families and academic achievement also need to consider childrens family structures. The absence of one parent in the students life, because of divorce, separation, abandonment can affect students achievement levels (Dronkers, 2003). Nzewunwah (1995) said that there is a significant difference between students from single parent families and those from two-parent families in terms of attitude to examination malpractices, attitude to studies and academic performance. This finding could be explained by the fact that life in a single-parent family can be traumatic and children brought up in such family structure often suffer some emotional problems such as lack of warmth, love and disciplinary problems, which may hinder their academic performance. On the other hand, children raised in two-parent family structure are often stable emotionally and they suffer less emotional problems thereby making them less anxious in the pursuit of their academic work. Furthermore, siblings variables are related to the quality and quantity of parent-child interaction in families. Taubman and Behrman (1986) found that differences in children with many siblings and those with fewer siblings may be a result of the amount of monetary and temporal resources available to each child decreasing with each successive child. The greater the numbers of children in a family, the more those children have to share family resources. As a result, children have lower scores on those academic outcomes affected by the diluted family influences. 2.3 Familys Socioeconomic Status Parents socioeconomic status is an international educational indicator. It is a very important factor in students adjustment to and performance in school. In the literature of education policy research and social science research in general indicators of socioeconomic status typically represent any or all of three constructs: education attainment, occupation status, and income or wealth (Buchmann, 2002; Powers, 1982). The income can be measured indirectly through home possessions items. Students from lower income, lower educated families are less likely to succeed academically in high school (Chubb and Moe, 1990; Honan, 1996; Noble et al., 1992; Noble, et al., 1999; Noble and McNabb, 1989). Some of the researches also show that families with high socioeconomic status have more success in preparing their children for schools. They are able to provide their children with books, stationeries, tuitions and others. 2.4 Parents Attitude and Expectation Parents involvement is highly related to their children success in education. Students whose parents are more involved with their schooling are more likely to be motivated and have good achievement in school. Parents attitudes towards the education of their children are such as frequency of helping with homework, frequency of supervision childrens homework; times spent interacting with children, frequency of praising with children and provide enough stationary. Parents have high educational expectation also tends to motivate their children in their academic achievement. They take good care of their children either both in or out of schools (reward or punish due the childrens behavior). Pandey (1985) concluded that if proper system of reward and punishment is followed, children shall certainly perform well in school. 2.5 Home Environment Even though family background does have a strong relationship to achievement, it may be how parents bring up their childrenà ¢Ã¢â€š ¬Ã‚ ¦and not the parents occupation, income or education that really make the difference (K.R.White, 1982, p.471). Families influence is very important in socializing children. Children need their familys support and psychological stimulation of the childrens academic development by parents and other persons in the home environment. Students home environments such as reading materials are available in their house and place for doing homework. Some researchers suggest that home environment influences not only academic readiness for school, but also the level of achievement throughout students careers (Cooper et.al., 1998). 2.6 Home Language Students success in school depends upon their being proficient in academic language, the language of classroom instruction. The literature review suggested that students who use the school language at home achieve better at school than those who use another language (Moegiadi et al, 1979; Cooksey, 1981). The ways in which children communicate in their home cultures are critical to the development of written language models of reading and writing. The home language of students provides the foundation for the emergence of reading and writing behaviors. If there is a mismatch between the structures, values, and expectations of the home language and school language, children may be at a disadvantage for success in early reading tasks, and thus spend their entire school careers attempting to catch up (Gay, 1988; Snow, 1992). Research shows that language-minority students face many challenges in school. For example, they are 1.5 times more likely to drop out of school than native speakers (Cardenas, Robledo, Waggoner, 1988) and received lower grade (Moss Puma, 1995). The dominant language of a student at home can examine through the language speak most often by people at home and type of language most of the print material he/she receives at home. 2.7 Summary The education system lays an important foundation for the future civil, social, and economic opportunities of citizens. Parents need to understand the implications and consequences of family background affect the students academic achievement. As Ichado (1998) concluded that the environment in which the student comes from can greatly influence his or her performance at school. Family lay the psychosocial, moral and spiritual foundations in the overall development of the child. In conclusion, it is very important to enlighten all the family members to cooperate and ensure the total development of the children in a family. CHAPTER 3 METHODOLOGY 3.1 Introduction All students in Sekolah Jenis Kebangsaan (Cina) Yuk Tse will be recruited into this study. Their scores for Chinese Comprehension, Malay Comprehension and English in the Mid Term Examination year 2010 will be used to determine their academic performance. These three subjects are part of the main subjects in the UPSR for Primary Chinese School. A student was considered to be a poor achiever if he or she failed in these subjects, i.e. obtained a score of less that 40% in a subject. Student who did not sit for this examination or had moved to another school were excluded from the study. In proposing a school-based research, a careful and through planning is important to meet the objectives and to make it successful. This chapter outlined the methodology employed in the research. The research design population and sampling, research instruments, data collections procedure and data analysis procedure are the factors that the researchers must consider during the research. 3.2 Research Design In this exploratory research design, the researcher will follow a series of steps in order to determine family variables which affect the students academic achievement. Firstly, the scores for the Mid Term Examination for year 2010 will be recorded, compiled and analyzed. Then, the students will be given the questionnaires to obtain the information about their background and their results. Descriptive statistics such as the mean, standard deviation, percentages, t-test, ANOVA, Mann-Whitney and Kruskal-Wallis will be used to describe and analyze the data in this study. Research Setting 3.3.1 Sampling and sample SJKC Yuk Tse, Tumpat, Kelantan is located in a rural area and it is the only Chinese primary school in Tumpat district. The sample for this study will comprise all students (n=377) from each level. Their ages range from 7 12 years old. Academic achievement (Dependent Variables) In this study, the researcher will use the students scores (percentage) in three subjects (Chinese Comprehension, Malay Comprehension and English) of the Mid Term Examination to determine their academic achievement. Academic achievement is the dependent variable which is the sum of these three subjects. Family backgrounds variables (Independent Variables) Family structure Family socioeconomic status Parents attitude and expectation Home environment Home language 3.4 Research Instruments Questionnaires The research instrument that will be used is the student questionnaire, which contains five sections and 23 items. Before answering the questions, students need to write out their personal details (age, gender, ethnic group) and their results (Chinese Comprehension, Malay Comprehension and English) in Mid Term Exam Year 2010. Section A contains 2 items and it asks about students family structure; Section B contains 6 items and it asks about socioeconomic status of the students families; and Section C contains 9 items and it asks about their parents attitudes and expectation. The questions were graded using Likert 5-Scale as described below: Table 1: Likert 5-Scale Scale Grade 1 Strongly Agree 2 Agree 3 No Opinion 4 Disagree 5 Strongly Disagree Sections D contains 4 items and asks about the students home environment. Lastly, Section E contains 3 items and asks about students home language. The questions in Section E are adapted from Home Language Survey (Ortiz., Alta A., Special Project in Bilingual Special Education, Department of Special Education. College of Education, the University of Texas, Austin, 2008) There are two types of questionnaires, one is the Malay version and the other is the English version. Three hundred seventy seven students are given the English Version and Malay version questionnaire. They can use either questionnaire and they are asked to complete it in the classroom during normal class hour. For those who do not understand the Malay language or English language, Chinese language is used orally by the researcher so that the students understand the items given. 3.5 Reporting Statistics 3.6 Investigating Relationships 3.7 Summary This chapter explains the methodology used in the present research, which include the research design, research setting, research instruments and method of data analysis. The data were analyzed to examine the effect of family background on students academic achievement. CHAPTER 4 EXPECTED OUTCOMES

The Actions of Cocaine in the Brain Essay -- Drugs Addiction Addicted

The Actions of Cocaine in the Brain Cocaine’s mode of action has been shown to involve the dopamine receptors. This paper will discuss how cocaine affects dopamine receptors, the mode of addiction, how cocaine affects the frontal brain metabolic activities, as well as the role of excitatory amino acids in cocaine’s mechanism. I will also discuss how cocaine affects another system through its mechanism on the brain—the renin angiotensin system. Cocaine influences dopamine, norepinephrine and serotonin neurotransmission by inhibiting their reuptake. Pimozide, alpha-flupenthixol, perphenazine and chlorpromazine, all dopamine antagonists, were used to pre-treat rats in an attempt to demonstrate the reinforcing effects of dopamine. Because rats demonstrated a reduced rate of self-administration during extinction as well as after pre-treatment with antagonists, it is conceivable that dopamine receptors are involved in the reinforcing effects of cocaine (Hubner & Moreton, 1991). Two dopamine receptors, B1 and B2, are believed to be involved in these rewarding effects of cocaine. Rats were trained to self-administer cocaine intravenously on a fixed-ratio (FR) 5 schedule of reinforcement. When these rats were pretreated with SCH23390, a D1 antagonist, and spiperone, a D2 antagonist, their response rates varied. At doses up to l0ug/kg, the rats exhibited an increased response rate; whereas at doses higher than this, the rats showed a decrease in their response rate. A similar decrease in response rate was produced when central dopamine containing neurons were destroyed with the neurotoxin, 6-hydroxy-dopamine (Hubner &Moreton, 1991). The mode of action of the D1 receptor subtype is on adenylate cyclase. Upon activation, it s... ... 1. Dackis, C. A., and Gold, M. S. Neurotransmitter and neuroendocrine abnormalities associated with cocaine use. Psychiatric Medicine, 1987, 3: 469-477. 2. Hubner, C. and Moreton, J. Effects of selective D1 and D2 dopamine antagonists on cocaine self-administration in the rat. Psychopharmacology, 1991, 105: 151-156. 3. Karler, R. et. al. Excitatory amino acids and the actions of cocaine. Brain Research, 1992, 143-146. 4. Nestler E. Molecular Mechanisms of Drug Addiction. The Journal of Neuroscience, July 1992, 12(7): 2439-2450. 5. Rodriguez-Sanchez, M. et. al. Effect of Prenatal and Postnatal Cocaine Exposure on Somatostatin Content and Binding in Frontoparietal Cortex and Hippocampus of Developing Rat Pups. Peptides, 1991, l2: 951-956. 6.Volkow, N. et al. Long-Term Frontal Brain Metabolic Changes in Cocaine Abusers. Synapse,1997, 11:184-190 The Actions of Cocaine in the Brain Essay -- Drugs Addiction Addicted The Actions of Cocaine in the Brain Cocaine’s mode of action has been shown to involve the dopamine receptors. This paper will discuss how cocaine affects dopamine receptors, the mode of addiction, how cocaine affects the frontal brain metabolic activities, as well as the role of excitatory amino acids in cocaine’s mechanism. I will also discuss how cocaine affects another system through its mechanism on the brain—the renin angiotensin system. Cocaine influences dopamine, norepinephrine and serotonin neurotransmission by inhibiting their reuptake. Pimozide, alpha-flupenthixol, perphenazine and chlorpromazine, all dopamine antagonists, were used to pre-treat rats in an attempt to demonstrate the reinforcing effects of dopamine. Because rats demonstrated a reduced rate of self-administration during extinction as well as after pre-treatment with antagonists, it is conceivable that dopamine receptors are involved in the reinforcing effects of cocaine (Hubner & Moreton, 1991). Two dopamine receptors, B1 and B2, are believed to be involved in these rewarding effects of cocaine. Rats were trained to self-administer cocaine intravenously on a fixed-ratio (FR) 5 schedule of reinforcement. When these rats were pretreated with SCH23390, a D1 antagonist, and spiperone, a D2 antagonist, their response rates varied. At doses up to l0ug/kg, the rats exhibited an increased response rate; whereas at doses higher than this, the rats showed a decrease in their response rate. A similar decrease in response rate was produced when central dopamine containing neurons were destroyed with the neurotoxin, 6-hydroxy-dopamine (Hubner &Moreton, 1991). The mode of action of the D1 receptor subtype is on adenylate cyclase. Upon activation, it s... ... 1. Dackis, C. A., and Gold, M. S. Neurotransmitter and neuroendocrine abnormalities associated with cocaine use. Psychiatric Medicine, 1987, 3: 469-477. 2. Hubner, C. and Moreton, J. Effects of selective D1 and D2 dopamine antagonists on cocaine self-administration in the rat. Psychopharmacology, 1991, 105: 151-156. 3. Karler, R. et. al. Excitatory amino acids and the actions of cocaine. Brain Research, 1992, 143-146. 4. Nestler E. Molecular Mechanisms of Drug Addiction. The Journal of Neuroscience, July 1992, 12(7): 2439-2450. 5. Rodriguez-Sanchez, M. et. al. Effect of Prenatal and Postnatal Cocaine Exposure on Somatostatin Content and Binding in Frontoparietal Cortex and Hippocampus of Developing Rat Pups. Peptides, 1991, l2: 951-956. 6.Volkow, N. et al. Long-Term Frontal Brain Metabolic Changes in Cocaine Abusers. Synapse,1997, 11:184-190

Student from Myanmar

When I was a grade 10 transferee student from Myanmar to Philippines in 2008, I saw how different our education system and the atmosphere of learning from other country. My experiences during these high school years in the Philippines inspired me to become an educator in Myanmar. My first step in preparing for my goal to become an effective educator was when I enrolled Bachelor of Secondary Education major in English at University of the Cordilleras in Baguio City, Philippines in 2011. I understood that education course would equip me with the necessary knowledge and skills to be an effective teacher and leader. I took advantage of all the lessons taught in the classes, I was studying my best in understanding the lessons from my lecturers, professors and classmates knowing that I would return to my mother land, share and apply what goods I have learned in abroad. When, I graduated my bachelor degree in 2015, I came back to my country and started working as a full time English teacher in Yangon, Myanmar. As a teacher my passion is to instill and encourage an inquiring mind to my students. Teaching allows me to work on hearts and minds, to guide people in becoming empowered, creative, liberated human beings who are interested to make a better place for all of us. Secondly, for about three years of teaching, my passion for education reform in Myanmar grow, I have realized that investment must be made in creating education that meets the need of building peace in the country especially with ethnic minority groups, the needs of Myanmar's growing economy and industry growth. It is also vital to enrich the country's academic offerings as I believe education is the ultimate to development of a country and the growth of its people mind. This teaching journey have led me to dream a bigger part of change agent, a desire to improve the education system in my country Myanmar, provide individuals free and quality education, inspire students to strive with the right mindset and creativity, because with the right mindset, it's possible to make all developments from private sectors to public administrations in the country and its citizens' potential. The more I realized it the more I am encouraged to pursue Master Degree in Education. So that I can work for educational reform, and with ample experience I will be able to work with ministry of education in Myanmar, AND VARIOUS NGOs which focus on the improvement of education system, I hope that students are aware of information regarding their chances of becoming their dream person, by running campaigns to inform students about scholarship programs all around the world, giving them guide how to achieve the scholarship, even work for students to achieve their dreams. Eventually I will like launch my own organization that focus on quality education as a whole particularly training teachers all around the country, who would reach out to their individual places and educate children, who are the hope and backbone of our country's development. It is important that students are given many choices and opportunities to complete their bachelor degree without having to struggle so much with their financial crisis and geographical dispersal.

ADHD Medication: Should Antihypertensive Drugs Be Used?

Throughout the 1980's, several published research papers suggested that antihypertensive drugs can be used to effectively manage ADHD symptoms, particularly hyperactive behavior and violent tendencies. It was found that anti-hypertensive drugs clonidine and guanfacine can improve the brain's use of dopamine and inhibit the production of too much norepinephrine. Clonidine was also discovered to be better than stimulants at reducing hyperactivity, impulsivity, and mood swings. But are these ADHD medications necessarily safer than stimulant drugs?There are many kinds of drugs that reduce blood pressure through different mechanisms. Some reduce the vigor of heart contractions while others lower the amount of fluid in the blood. The anti-hypertensive medications for ADHD lower blood pressure by affecting the nervous system. To be specific, they prevent the release of norepinephrine, the neurotransmitter that boosts heart rate when the body's fight or flight response gets activated. By inh ibiting norepinephrine's release, the medicine can calm down a hyperactive child.It's very likely that the desirable effects of anti-hypertensive drugs are due to its sedative properties; drowsiness and fatigue are two of the most common side effects of clonidine. Studies also show that these medicines do not improve short attention spans and productivity. To combat this, there was a trend where doctors prescribed anti-hypertensives with the stimulant methylphenidate, found in the popular ADHD drug Ritalin. Unfortunately, this practice resulted in the death of several children.Although a medical investigation was unable to come up with evidence that the deaths were due to these drugs, many prominent doctors started questioning the value of treating ADHD with antihypertensives and methylphenidate, considering that its long-term effects and safety are poorly studied. When used alone, anti-hypertensive medications may have some potentially worrisome side effects. Since these drugs are designed to prevent hypertension, the drug may cause low blood pressure and interferes with heartbeat, which may increase the risk of heart conditions.Its sedative effects can also impair thinking and slow down motor skills, which pose safety problems for ADHD sufferers who drive or operate heavy machinery. On the other hand, anti-hypertensive medications do not have the addictive potential of stimulants and will not cause heart failure by itself. Of all the medications used to treat ADHD, anti-hypertensives seem to have the least dangerous risks. However, these risks are very real and still have the potential to be life-threatening. Consider the pros and cons very carefully before deciding to treat your child's ADHD with proper medicinal remedies.

Online Essay Editing

Online Essay Editing Online Essay Editing Online Essay Editing: The Most Important Step in Writing Online essay editing is the best way for you to make sure that the essay you are going to show to your professor is free of mistakes. Proved by hundreds of low grades If you think that after you have written your essay your task is completed you are gravely mistaken. You see if the essay, which presents to your professor contains some mistakes it will never bring you the high grade. After you have completed writing your essay, you can do nothing but edit it or otherwise, you will spoil all your work and waste your time, nerves, health, and efforts for nothing. You do not want to taste such an unpleasant experience, do you? Online Essay Editing Affects Your Grade If you do not want to get the low grade for your diligence, do not forget to edit your essay. You can edit it on your own; however, still, there is no any guarantee that you are going to get the desired high grade. You see if the person who edits the essay is one and the same person with those who write it, he or she will never be able to edit the essay in a proper way. The psychologists insist that the person is not able to understand his or her mistakes, as he or she simply does not see them. A student gets used to the text while he or she is writing the essay that is why such things as slips of the tongue are out of the attention. That is why it is recommended to ask someone to edit your essay before presenting it to your professor:http://.com/blog/writing-editing Of course, if the person is not a professional in the field of editing essays, he or she is also not able to edit your essay without any mistakes, however, still, the majority of the mistakes would be corrected that is for sure. Rely On Professional Essay Editing Service If you want to entrust your essay to the hands of professionals, you are welcome to make use of our online essay editing. Proofreading is the only way of our online essay editing, which is really able to get rid you of the mistakes. Only highly educated and highly qualified professionals are completing proofreading at our site. Our online essay editing is your guarantee of the A+ grade for your essay. We do not leave any chance to the mistakes and to your professor as well. If you use our online essay editing, you are certain to receive the highest grade. By the way, if you need any kind of online essay help while your essay writing, you are also awaited at our site. Read also: Psychology Coursework Motivation Coursework Maths Coursework Management Coursework English Literature Coursework

System analysis and method designed (MIS class report) Essay

System analysis and method designed (MIS class report) - Essay Example â€Å"In this method each step has definite opening and ending point, with particular deliveries to the subsequently phase† (Als and Greenidge). The image given below shows the details of this model. This project requires less human resource for the overall development of the project. Here through this model we can develop the overall system with a small development team. Because this model works in a sequence and second phase can only be completed after the successful completion of the first phase (Sage, Andrew and & Palmer). â€Å"The Waterfall model is the straightforward and extensively accepted/followed software development model, however like any other software development models; Waterfall model has also its disadvantages. Spiral Model for software development was developed with the purpose of conquering the disadvantages of the Waterfall Model† (Parekh). This software development methodology is composed of iterative nature of the prototyping and systematic aspects of the linear sequential model. This software development methodology provides potential for development of incremental version of the software. Through this software development methodology we can have series of incremental releases of the software system. Its early versions are designed to collect more and better requirements from the client (Pressman). The image given below shows the working of this model: This software development methodology works in small increments and evaluates toward a big and comprehensive system implementation, so this software development methodology usually requires small project development team (Sommerville). This type of software development methodology is usually implemented for the medium to large projects. Mainly this software development methodology is best for the system those are huge, complex, and all requirements are not available at the start of the project (Pressman). The better interaction among

International Mangement of Ethics and Values Assignment

International Mangement of Ethics and Values - Assignment Example Across the Tasman Sea, in New Zealand, he owns nearly half. Further, he is the owner of two fifths of the Australian Associated Press. (Knowlton & Parsons, 1995, p. 200) These holdings are notwithstanding his considerable market share in Britain and the United States. These statistics bear testimony to the Murdoch’s media monopoly. Between the lines one can read the dangers posed by monopoly in an industry that is crucial to socio-cultural discourse. This report will evaluate how News Corporation holds up to the scrutiny of their stated Code of Ethics as well as against the triple bottom line criteria for ethical evaluation. Official Standards of Business Conduct proclaimed by News Corp News Corp’s official Standards of Business Conduct (SBC) document makes some bold claims. In the area of building trust with business partners and customers, it claims that trust and integrity are of utmost importance. The SBC goes on to outline generic principles that â€Å"underlie th e culture of trust that is at the heart of News....While it is impossible to formulate rules to govern every possible situation, these Standards seek to assist us in continuing to avoid misconduct and the appearance of misconduct.† (Standards, 2013) Further, under the heading ‘Ensuring integrity and transparency of conduct’, the SBC defines what constitutes a conflicting situation and how the News Corp Management will resolve it: â€Å"A conflict of interest arises when personal interests or divided loyalties interfere with our ability to make sound, objective business decisions on behalf of the Company. We are committed to a work force that is clearly and obviously motivated by the best business interests of our Company.† (Standards, 2013) Under the heading ‘Maintaining Credibility’, the SBC lays out three commandments for ethical management of news gathering and reportage. These rules were also meant to apply to its relationship with other bu siness partners, government contacts and the readership. These are: â€Å"We do not make deliberately false or misleading statements about our businesses, or about other companies....We obtain competitive information legally. We do not obtain information about competitors through theft, blackmail, wiretapping, trespassing or other methods prohibited by law.† (Standards, 2013) The Triple Bottom Line (TBL) Standard At the core of the TBL standard is the principle of sustainability. Equally applicable to nonprofits, governments as well as businesses, the TBL measures the â€Å"degree to which an organization is being sustainable or pursuing sustainable growth can be difficult.† (Slaper & Hall, 2013) Scholars like John Elkington were instrumental in devising quantitative measurement scales for TBL. Under the system, conventional focus on profits is excluded. It its place, new parameters such as environmental and social effects of business actions were added to the usual me asures of return on investment and shareholder value. By focusing on comprehensive investment results— â€Å"that is, with respect to performance along the interrelated dimensions of profits, people and the planet—triple bottom line reporting can be an important tool to support sustainability goals. Many businesses and non-profit organizations have adopted the TBL sustainability framework to evaluate their performance, and a similar approach has gained currency with governments at the federal, state and local