Age Related Changes in the Cardiovascular System - 843 Words

Case Study # 2: Age-Related Changes that Occur in the Cardiovascular System Sarah Miller ITT Technical Institute As the heart ages it goes through changes such as thickening of the walls, slowing heart rate, decrease in maximum heart rate, loss of efficiency in pumping. The layers of the heart include the pericardium, epicardium, myocardium, and endocardium. The pericardium is the membrane that protects; it is a sac that the heart sits in and has a layer of fluid between for shock and absorption. The epicardium is the first layer of the heart. The myocardium is the second layer of the heart where the walls are not in contact with blood and are also the parts that contract. The endocardium is where the blood makes direct contact†¦show more content†¦Medications can help treat congestive heart failure and can help a person live longer. Lifestyle changes are important to improving the quality of life. Heart failure can be prevented by controlling risk factors and condition that cause heart failure. Myocardial infarction is commonly known as a heart attack. It occurs when blood flo w to the heart is blocked for so long that part of the heart muscle is damaged or dies. The greatest risk of sudden death is in the early hours. Chest pain in the most common symptom along with a shooting pain in the left arm, anxiety, fainting, dizziness, and nausea. References Jenkins, G., Kemnitz C.,Tortora G. Anatomy and Physiology: From Science to Life. Hoboken, NJ: John Wiley amp; Sons, 2010. 619. Print. Celli, B. (2009, October 23). Homeostatic Regulation of Blood Pressure. Retrieved January 23, 2013, from http://www.ehow.com/about_5565094_homeostatic-regulation-blood-pressure.html Your Aging Heart: What’s Happening?. (n.d.). Retrieved January 24, 2013 from http://www.thirdage.com/heart-health/your-aging-heart-whats-happening Coronary Artery Disease: MedlinePlus. (n.d.). Retrieved January 23, 2013 from www.nlm.nih.gov/medlineplus/coronaryarterydisease.html Mayo Foundation for Medical Education and Research (2011, December 23). Retrieved January 24, 2013 from www.mayoclinic.com/health/heart-failure/DS00061 Heart Attack. (2001, January 18). Retrieved January 24, 2013 from U.S. National Library ofShow MoreRelatedAge Related Changes That Occur in the Cardiovascular System950 Words   |  4 PagesAge Related Changes that Occur in the Cardiovascular System Age Related Changes that Occur in the Cardiovascular System In the normal conduction of the heart the electrical impulse starts in the SA node, also called the pacemaker of the heart. The electrical impulse travels through the right atrium and through the Bachmann’s bundle into the left atrium. This stimulates the atria to contract. Next the signal travel to the AV node. The AV node slightly delays the signal. This delay is neededRead MoreAge-Related Changes that Occur in the Cardiovascular System Essay example1192 Words   |  5 Pages Case Study 1 Unit 2: Age-Related Changes that Occur in the Cardiovascular System Slide 1 The title page introducing what subject I am planning on presenting to the residents of the independent living facility. It tells them who I am and what subject is being presented. 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Innovation to improve the mortality and morbidity of cardiovascular disease in developing countries may involve new surgical procedures, new implants and pacemakers, coronary artery bypasses, surgical treatments for Atrial fibrillation, repair of congenital heart defects, heart transplants, aortic arteries repair, replacement or repair of heart valves, and aneurysm repair (Hsieh, Chang, Lee, Chen, C han, 2012). Moreover, the innovation involves the integration of computer charting and data collectionRead MoreThe Human Body, A Biological Organization Of Physiological Cascades1323 Words   |  6 Pagesorgan systems can dramatically influence the potential outcomes of a patient. It is multiple deployments of singular compensatory mechanisms in response to abnormal changes that provides this infinite flexibility. While this continuous flexibility is illustrated in lifestyle diseases such as hypertension and diabetes, its role in acute attention-demanding events are remarkable. 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Hutchinson- Gilford Progeria Syndrome is reported about 1 in 8 millionRead MoreThe Control Of Cardiovascular Disease1595 Words   |  7 Pages Control Of Cardiovascular Diseases In Developing Countries Lorem ipsum Lorem ipsum Lorem ipsum Lorem ipsum Lorem ipsum Lorem ipsum Lorem ipsum Lorem ipsum Lorem ipsum Lorem ipsum Lorem ipsum Lorem ipsum Lorem ipsum Lorem ipsum Lorem ipsum Lorem ipsum Mr Lorem Ipsum Lorem Ipsum Lorem Ipsum Cardiovascular diseases were once considered to be the scourge of the industrialised world given their affluent, comfortable lifestyles and dietary choices. However, in recent decades there has been a proliferation

Bad Boys and Why They Are Not Naughty by Nature but by Culture Free Essays

Samantha Latting Charise Albritton Sociology 3255 4 April 2013 Bad Boys And Why They Are Not Naughty By Nature But By Culture â€Å"Don’t Believe the Hype. † I believe the title of the very first chapter perfectly introduces and summarizes Bad Boys: Public Schools in the Making of Black Masculinity. These young boys are adultified and are tied to these two controlling images of the criminal and the endangered species. We will write a custom essay sample on Bad Boys and Why They Are Not Naughty by Nature but by Culture or any similar topic only for you Order Now The way these young boys are treated in school is a parallel to how they will be treated in juvenile detentions centers and in a lot of cases the penal system when they reach adulthood. Due to the adultification and controlling images black male youth develop different coping mechanisms to deal with these negative assumptions they know are made about them. This includes they way they act out in their classrooms. The way in which these young boys are behaving is not because they are â€Å"naughty by nature,† it is an act, or a defense mechanism that is brought upon by how they are treated by educators and other authority figures. [Black boys] are not seen as childlike but adultified; as black males, they are denied the masculine dispensation constituting white males as being ‘naturally naughty’ and are discerned as willfully bad (80). † School is supposed to be a place where children learn, develop and grow. However, when a child is adultified this cannot really occur. This means that adults they interact with believe that their future is pre-determined. A common phrase used without the book is â€Å"that kid has a jail cell with his name o n it. When educators have this kind of mentality where they believe they are not going to be able to change this student they do not attempt to—in their head they are as developed, as they will ever be, just as an adult would be. The two controlling images that are tied to adultification are the criminal and the endangered species (83). Criminalization was touched on a bit when the bit about teachers believing the child would end up in jail was mentioned. Young black males and their actions and transgressions â€Å"are made to take on a sinister, intentional, fully conscious tone that is stripped of any element of childish naivete (83). The second controlling image, the endangered species, is a mirror image of the criminal. By calling the young black male an endangered species we’re saying they are in an obsolete stage of social evolution. When looking at the boys in either light, as a criminal or as an endangered species â€Å"contemporary imagery proclaims black ma les to be responsible for their own fate. The discourse of individual choice and responsibility elides the social and economic context and locates predation as coming from within (82). This means that although it may be said that the black male is in control of his own actions the discourses in which we view them actually says the opposite; that people believe that they are, once again, naughty by nature. Black male youth have too frequent relationships with the penal system, which could be, in part, because of this naughty by nature belief. Due to profiling and stereotyping their chances of entering the juvenile detention system is high and there is an even higher chance of being jailed as an adult (233). We see the criminality and demonization of black male youth that was present in their school experiences in the penal system as well. This process is repeated through â€Å"surveillance, policing, charges, and penalties (233). † Black male youth perform masculinity using three strategies. These strategies are gendered acts, classroom performance, and fighting. Gendered acts means the boys act as aggressors and treat the females as victims. These strategies often get the boys in trouble, however it is a way for him to make a place for himself as a ‘real boy. These gendered acts are not just imitation; they are a â€Å"highly strategic attachment to a social category that has political effects (171). † Performance in the classroom is also a tactic used to perform masculinity. It is â€Å"fundamental to the masculine performance is engagement with power. † In the book there are several instances of black male youth causing classroom disruptions. This could inc lude laughing, constantly talking, interrupting, being loud, being sassy, demanding other’s attention, etc. The kids see most of these acts as humorous and times of self-expression (175). Some kids are stars at these performances. The performances are rituals that involve their own script, roles, and timing. â€Å"These dramatic moments are sites for the presentations of a potent masculine presence in the classroom (176). † The ‘good bad boy’ engages power, makes the class laugh, takes risks and makes the teacher smile (176). The final tactic used to perform masculinity is fighting. In the book, fighting is the most common offense in which students are sent to the Punishing Room and the vast majority of the offenders are African American males (180). Students are told that fighting is not the answer; if someone tries to start a fight with you then you should tell a teacher and allow them to intervene. However, this goes against the code of masculinity. Letting an adult intervene is a sign of weakness. Another reason children don’t want teachers to intervene is because they don’t believe an adult can really change the relationship between kids. The only thing she can really do is instruct them to stop (180). Black male youth develop coping mechanisms in response to the reception they receive in public. Included in these mechanisms are â€Å"processes of identification, the formation of self at the conjecture of how one is seen an how one sees oneself. (125). † On one level the boys brush off the fear and surveillance as flattering and a sign of their ability to attract attention and be noticed (125). This can be a temporarily rewarding reaction. However, on another level â€Å"identities are constituted in relationship to the perceptions and expectations of other people (125). † The act the boys are putting on becomes a reality—they reinforce the idea of this stereotype of behavior. We can look at Horace to personify these examples. Horace is prepared to fight both physically and verbally. He has learned that in public he needs to challenge authority. His fighting has earned him respect and authority among his peers. This is easily tied in to how classroom performance plays a role in masculinity, which was briefly touched upon before. For African American boys this performance in the classroom of being a ‘class clown’ or causing other disruptions â€Å"invokes cultural conventions of speech performance that draws on a black repertoire (178). This performance in the classroom is a way for African American boys to establish their desired reputation and to make a name for themselves, as well as achieve status at school. Don’t simply believe the hype and stereotypes surrounding black male youth. They are not â€Å"naughty by nature,† but by the culture in which they live and learn in. These boys are adultified and seen as a criminals and/ or an endangered species. Many times this ‘bad’ behavior is simply an act to achieve masculinity and status among peers and over time becomes reality. This is one of the coping mechanisms that these boys develop to deal with the way they are treated and perceived by the adults in their lives. They way these authority figures at school treat them is very similar to how they will be treated in juvenile detentions centers (which they are likely to encounter) and by people in the penal system in which they very well may be subjected to as adults. The behavior of these young boys is due to a cause and effect relationship between how they are treated by their educators and other adults in positions of authority. How to cite Bad Boys and Why They Are Not Naughty by Nature but by Culture, Papers

Nature VS Nurture †Are Criminals Born or Made free essay sample

By submitting this work, I am declaring that I am the originator of this work and that all other original sources used in this work have been appropriately acknowledged. I understand that plagiarism is the act of taking and using the whole or any part of another person’s work and presenting it as my own without proper acknowledgement. I also understand that plagiarism is an academic offence and that disciplinary action will be taken for plagiarism. Intro The search for causes of crime forms the basis of most criminological studies. There are numerous explanations for crime: psychological, evolutionary, genetical, sociological, economical and a mix of factors; and many have debated over the primary influence of criminal behaviour—whether criminals are born or made. Truth is, in the constitution of criminal behaviour, it is the amalgam of both nature and nurture. And this paper will present how crime behaviours can be hereditary but are influenced by the society. We will write a custom essay sample on Nature VS Nurture – Are Criminals Born or Made? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Nature The first theory that will demonstrate that criminals are made is Sigmund Freud’s psychoanalytic theory of crime (1961), which posits that all humans have natural basic biological needs and urges such as hunger and sex repressed in the unconscious called Id which is irrationally expressed to derive satisfaction. More importantly he also claims that all humans have criminal tendencies. Typically, we can curb these urges and tendencies and express them appropriately according to social norms through socialisation (Eysenck, 1996); where we learn to develop conscious inner controls called SuperEgo—which is our moral conscience repressing the Id and Ego— which mediates the expression of Id. However, when faced with the lack of basic need, the unconscious Id is stimulated, and the improperly socialised child who has failed to acquire and develop the Ego and SuperEgo, will then direct antisocial impulses outwardly as harmful criminalistic tendencies (Freud, 1923). Besides Freud’s Psychoanalytic Theory, the Evolutionary theory also serves to explain for the nature of a criminal. Aggression in the animal kingdom helps animals to obtain food, compete for access to a mate, and protect territory. These forms of aggressive behaviours have been favoured by a process called natural selection because they facilitate the reproduction of genes in the aggressive animals, either directly or indirectly, by aiding survival so that an animal or its close kin can reproduce later (Quinsey, 2002). According to Darwin’s evolutionary theory, we evolved from animals and aggressive tendencies humans have are considered adaptive (Darwin, 1859). In this sense extreme violence may be synonymous with melanism in the English pepper moth (Steward, 1977). Melanism, an extreme colouring variation was rare before the darkening of England’s trees by domestic soot pollution as it contrasts against the tree bark and alerts predators to prey on them but shot up during which as it became adaptive. Once the pollution was cleaned, the frequencies of melanism reversed yet again. Similarly, although extreme violence is not currently adaptive, relatively small numbers of humans may be born with gene variations leading to inefficient aggression restraint that place them at high risk for extreme violent behaviours. Last but not least, there were researchers who believed that genes were fully responsible for criminal activity. There have been numerous studies carried out on twins to determine whether genetic influences play a part in criminal behaviour. Christiansen (1977) reported on the criminality of a total population of 3,586 twin pairs from Denmark. He found that 52% of the twins were concordant for criminal behaviour for identical twin pairs, whilst 22% of the twins were concordant for fraternal twin pairs. These results suggest that identical twins carry some form of biological characteristic that increases their risk of becoming involved in criminal behaviour (McLaughlin, Muncie, Hughes, 2003). Adoption studies have also been conducted to test for the criminal behaviours of the adopted-away children, if their biological parents had also been involved with criminal activity. In Iowa, the first adoption study was conducted that looked at the genetics of criminal behaviour. The researchers found that as compared to the control group, the adopted individuals, which were born to incarcerated female offenders, had a higher rate of criminal convictions as adults. Another study in Sweden also showed that if a biological background existed for criminality, then there was an increased risk of criminal behaviours in the adopted children. These evidences support the existence of a heritable component to antisocial or criminal behavior (Tehrani Mednick, 2000). However, while the overstimulation of the Id and the failure to acquire and develop the the Ego and SuperEgo leads to criminal tendencies, while aggression may be out of adaptive values, and while genetic studies have pointed towards the influence of genes and criminal behaviour, these theories alone are insufficient to account for crime. Evolutionary theory does not explain or predict for the extreme degrees of aggression in individuals nor has the genetic theory proven for 100% heritability; which raises the need for us to examine the Nurture camp of crime theories as well. Nurture Behavioural psychology posits that a persons behaviour is learned and maintained by its consequences, or reward value (Bandura, 1973). Eysenck (1964) postulated that by way of classical conditioning—the learning process that occurs as a result of pairing a reliable stimulus with a response, operant conditioning— learning that occurs due to the manipulation of the possible consequences, and modelling of others’ behaviours through familial interactions, environmental experiences and the mass media, people learn moral preferences. Based on behavioural psychology, Sutherland (1939), a prominent social learning theorist, then put forth the theory of Differential Association where criminal behaviours are learned through interaction with intimate personal groups in a process of communication. When criminal behaviours are learned, the learning includes techniques of committing the crime, and the specific direction of motives, drives, rationalizations, and attitudes. The specific direction of motives and drives is learned from definitions of the legal codes as favourable or unfavourable and a person becomes delinquent when there is an excess of definitions favourable to violation of law over definitions unfavourable to violation of the law. Differential associations may vary in frequency, duration, priority, and intensity. Another sociological theory in the Nurture camp of thought is the Social Reaction Theory. It could be said that a person’s environment depends to a certain extent on their own choice (Horwitz, Christiansen, 1983). However, there are also some individuals within certain areas who are drawn into crime (McGuire, Mason, O’Kane, 2000). A case in which the latter apply is institutional upbringing. Be it by choice or not, when society brands a certain social group as social deviants, delinquency rates tend to be on the rise for them. This is because once a person is stigmatised by a label, the response is often to accept and fulfil the label given and commit further acts of deviance. For example, when a child is disruptive during lessons, teachers may label a child as a troublemaker and suggest that he only have classes with other troubled students. This leads him to seek out other outcasts and reinforce his identity. Parents may accept this and further reinforce this stereotype. As such, stigmatism takes places and social deviance is not only accepted by the potential offender but also perpetrated by society’s reactions (Siegel Welsh, 2008). Another theory explaining for the causation of crime is the General Strain Theory. Strain theorists believe that crime is a function of the conflict between people’s goals and the means they can use to obtain them. Although social and economic goals are common to people in all economic strata, the ability to obtain these goals is class dependent, thus crime is narrowed down as a direct result of frustration among the lower socioeconomic classes (O Grady, 2007). However, this does not explain for the consistent criminal rate in the community despite attempts to increase aspirations and standards of living. As such, Agnew (1992) proposed the General Strain Theory where multiple sources of strain such as the failure to achieve goals, disjunction of expectations and achievements removal of positive stimuli such as the loss of a loved one and presentation of negative stimuli such as punishment or bully, interact with an individual’s emotional traits and responses to produce criminality in attempt to reduce strain. And perhaps one of the more interesting social perspective of crime causation is centering the social construction of crime. Mcguire (2000) points out, there are no acts that can be called crime—crime is not a distinct type of behaviour. What is criminal in one country may not be criminal in another country; the purchasing of marijuana is legal in Amsterdam whilst illegal in many other countries. Also, what is a crime at one time may not be a crime at another time, just like how stalkers could not be prosecuted until stalking was made an offence in some jurisdictions. While social constructionism as an explanation for crime may be weak without knowing by whom it was constructed and for what ends it served, elite social constructionism however, wields great power and the knowledge produced, disseminated and advocated by social groups of some status affects the law and the convicted. For example, during the early twentieth century, the medical profession is highly esteemed and under their influence, the knowledge of the effects of drugs and its misuse became a key guide in the formation of laws to do with substance abuse. In light that the very definition of crime is socially constructed and not up to the perpetrators at all, there is a very real sense in which criminals are made. And just as how stating that criminals are born without choice is difficult to accept, positing that criminals are made does not explain for why people who live in a shared or similar environment does not act out criminal behaviours. Given that both camps lack in the ability to fully account for criminal behaviour, researchers have then formulated theories of the interplay of nature and nurture to explain crime causation. Interplay of Nature and Nurture The first of such theory is the Rational Choice Theory which posits that crime is a function of a decision-making process in which the potential offender examines his options, consequences and benefits. When the benefits of the crime is attractive and is a sufficient motivator, the offender then plans the crime by consciously picking the type of crime, location of the crime and target of the crime, and executes the crime with awareness that it is wrong and control to choose otherwise. To the potential offender, there are two types of crimes: offender-specific where the offender evaluates their resources, skills, motives, needs and fears and commits a crime when they can and offense-specific where offenders react selectively to characteristics of a particular criminal act such as the methodology and opportunity to escape. These push and pull factors of a crime and the offender is what makes a criminal—it is not just a personal innate choice but also dependent on the conceptualisation of an opportunity presented by the environment (Beccaria, 1963). Following which, there is the Contemporary Trait Theory. Contemporary trait theorists today recognise that no single biological or psychological attribute is thought to adequately explain all criminality. Rather, each offender is considered unique, physically and mentally; consequently, there must be different explanations for each person’s behaviours. Some may have inherited criminal tendencies, others may be suffering from nervous system (neurological) problems, and still others may have a blood chemistry disorder that heightens their antisocial activity. Criminologists who focus on the individual see many explanations for crime, because, in fact, there are many differences among criminal offenders. Ultimately, Contemporary Trait Theory postulates that crime-producing interactions involve both personal traits—such as intelligence, personality, and chemical and genetic makeup—and environmental factors, such as family life, educational attainment, economic factors and neighbourhood conditions. Physical or mental traits are, therefore, but one part of a large pool of environmental, social, and personal factors that account for criminality. Some people may have a predisposition toward aggression, but environmental stimuli can either suppress or trigger antisocial acts (Siegel, 2011). And last but not least, a theory that demonstrates the interplay of Nature and Nurture factors is Eysenck’s Biosocial Theory of Crime (Eysenck, 1996). Eysenck believes that genetic factors contribute enormously to human behaviour but they have their effects under the influence of environmental or social factors (Howitt, 2011). Under the genetic and biological branch, he created a personality model based on three factors known as psychoticism, extraversion, and neuroticism (PEN) that could be used as predictors of criminal behaviour; these factors and the personality traits associated with them are found to be heritable (Miles Carey, 1997). Research has shown that just like PEN, criminality is strongly correlated with low arousal levels in the brain leading to their active seeking out of stimulation to increase their arousal—proper stimulation includes high-risk activities associated with antisocial behaviours, which consists of sexual promiscuity, substance abuse, and crime. However, not all with higher levels of PEN or lower brain arousal levels act out their need for stimulation; Eysenck’s argument is that only when there is a failure of socialisation through rewards and punishment, that these genetic factors are expressed. Conclusion This essay has only just begun to skim over the causes of criminal behaviour. As it can be seen it would be difficult to credit one theory for the explanation of crime, but what we do know and can confirm, is that there is a continual interaction between both genetic an environmental factors; they are functionally interdependent. No one study carried out can be said to provide conclusive evidence for either genetic factors or environmental factors (Horwitz, Christiansen, 1983). Thus my position as to whether criminals are born or made, is that criminal tendencies may be innate and inherited, but the determination of crime in itself is social and so are the influences guarding the choice to express these tendencies, hence it is only right to say that criminals are both born and made. And if we were to really examine the specifics, in fact, I would posit that the environmental factors take a higher weightage in crime causation, simply due to the fact that crime in itself is socially constructed.

Laying the foundations of Science Essays - Science, Free Essays

Laying the foundations of Science Essays - Science, Free Essays Laying the foundations of Science Laying the foundations of Science Knowing the deep seated foundations of Science led me through a simple throw back of a long time question, Why would Egyptians consider Nile River flooding outcome an advantage in their part? I remember my late grandfather, living beside a river, who used to plow the land every after a cyclical river flooding. I wondered why. He said its the best time to plant his crops just exactly the way my great grandparents do when he was young. Its a farming practice and culture to follow he added. Until I started school and the same explanation I heard from my HEKASI teacher: that the flooding in a river means rich soil to Egyptians and its planting time. But whats with the flooding that can enrich a soil? Its not surprising that people when I was ten would have made me stay where I am a little longer to wait for an explanation to my queries, not even my parents though. I have come to understand long enough, after I finished school: that floods from river may bring silt which will enrich the soils suitable for growing crops; that water lilies are also an indicator of mineral accumulation in a river that relatively depicts convenience for another wave of bountiful farming if waters overflow and redistributed another batch of silts to lands nearby. Then a chain of inquiry and acquisition of facts followed: that when the river is brownish, it has rained in the uplands bringing down silts in many run-offs; that when its greenish, it hasnt rain for a long time and algae are starting to make algal bloom happen; etc. All of these information made me think that Egyptians really have gone pre-science phase by way of primitive discoveries unrolled in the ancient years and their ideas were not so systematic to accurately explain why a phenomenon occur. Another magnificent scenario was the moment we first perceived flame. Obtained by natural source such as striking flint against stone to produce sparks, fire had been discovered, paving a way to the most important discovery of all time. Because of this, early men were able to bake clay pots which were used to cook. Fire reflected off its menacing scales but became a mean of light source and heat to many people and we are recipients to the advantage it bore in all forms of its application. Because of what I have scientifically found and understood, my grandparents are now justified in their farming practice. They raised the bloodline where I owe my heredities the most to the way ancient people facilitate farming technology in doing a living. I am also justified to pass such a life-long knowledge and experience to my students. Glad that Ive become a culprit of every childs first-hand knowledge. Theres much heart-longing of saying gratitude, granting a turn-back time when theyre once alive, for laying a scientific practice that gave everyone a chance to be more nourished and live longer life. Indeed, this simple realization can bring us to a fact that science has been around since the beginning of time. I believe it evolved from the everyday efforts of people trying to improve their way of life. History can claim and attest that humankind had developed and utilized materials such as tools, simple machines, and techniques without understanding how or why they worked and without comprehending their physical or chemical composition either. Serendipity-wise, they have plenty. All these, I believe, had become benchmarks to any scientific discovery that flourished from the time being and onwards. The People of Science After knowing main characters behind science the most detailed way, I really am composed claiming that all of us alive right now are but a total of the many scientists who planted trees through the years; and that through the process of times and circumstances we germinated underneath their shade of wisdom and scientific knowledge as though we rightfully deserve to reap and enjoy their harvest today. Owing absolute reliance on technological advancements to enhance our daily activities, whether it be as simple as androidified cellphones for communication and status signature purposes; or the stem cell technology for extraordinary rejuvenating effect of

Defining Histology and How Its Used

Defining Histology and How It's Used Histology is defined as the scientific study of the microscopic structure (microanatomy) of cells and tissues. The term histology comes from the Greek words histos, meaning tissue or columns, and logia, which means study. The word histology first appeared in a 1819 book written by German anatomist and physiologist Karl Meyer, tracing its roots back to 17th-century microscopic studies of biological structures performed by Italian physician Marcello Malpighi. How Histology Works Courses in histology focus on the preparation of histology slides, relying on previous mastery of anatomy and physiology. Light and electron microscopy techniques are usually taught separately. The five steps of preparing slides for histology are: FixingProcessingEmbeddingSectioningStaining Cells and tissues must be fixed to prevent decay and degradation. Processing is required to prevent excessive alteration of tissues when they are embedded. Embedding involves placing a sample within a supporting material (e.g., paraffin or plastic) so small samples can be cut into thin sections, suitable for microscopy. Sectioning is performed using special blades called microtomes or ultramicrotomes. Sections are placed on microscope slides and stained. A variety of staining protocols are available, chosen to enhance the visibility of specific types of structures. The most common stain is a combination of hematoxylin and eosin (HE stain). Hematoxylin stains cellular nuclei blue, while eosin stains cytoplasm pink. Images of HE slides tend to be in shades of pink and blue. Toluidine blue stains the nucleus and cytoplasm blue, but mast cells purple. Wrights stain colors red blood cells blue/purple, while turning white blood cells and platelets other colors. Hematoxylin and eosin produce a permanent stain, so slides made using this combination may be kept for later examination. Some other histology stains are temporary, so photomicrography is necessary in order to preserve data. Most of the trichrome stains are differential stains, where a single mixture produces multiple colors. For example, Malloys trichrome stain colors cytoplasm pale red, the nucleus and muscle red, red blood cells and keratin orange, cartilage blue, and bone deep blue. Types of Tissues The two broad categories of tissues are plant tissue and animal tissue. Plant histology usually is called plant anatomy to avoid confusion. The main types of plant tissues are: Vascular tissueDermal tissueMeristematic tissueGround tissue In humans and other animals, all tissue may be classified as belonging to one of four groups: Nervous tissueMuscle tissueEpithelial tissueConnective tissue Subcategories of these main types include epithelium, endothelium, mesothelium, mesenchyme, germ cells, and stem cells. Histology may also be used to study structures in microorganisms, fungi, and algae. Careers in Histology A person who prepares tissues for sectioning, cuts them, stains them, and images them is called a histologist. Histologists work in labs and have highly refined skills, used to determine the best way to cut a sample, how to stain sections to make important structures visible, and how to image slides using microscopy. Laboratory personnel in a histology lab include biomedical scientists, medical technicians, histology technicians (HT), and histology technologists (HTL). The slides and images produced by histologists are examined by medical doctors called pathologists. Pathologists specialize in identifying abnormal cells and tissues. A pathologist can identify many conditions and diseases, including cancer and parasitic infection, so other doctors, veterinarians, and botanists can devise treatment plans or determine whether an abnormality led to death. Histopathologists are specialists who study diseased tissue. A career in histopathology typically requires a medical degree or doctorate. Many scientists in this discipline have dual degrees. Uses of Histology Histology is important in science education, applied science, and medicine. Histology is taught to biologists, medical students, and veterinary students because it helps them understand and recognize different types of tissues. In turn, histology bridges the gap between anatomy and physiology by showing what happens to tissues at the cellular level.Archaeologists use histology to study biological material recovered from archaeological sites. Bones and teeth are most likely to provide data. Paleontologists may recover useful material from organisms preserved in amber or frozen in permafrost.Histology is used to diagnose diseases in humans, animals, and plants and to analyze the effects of treatment.Histology is used during autopsies and forensic investigations to help understand unexplained deaths. In some cases, a cause of death may be evident from microscopic tissue examination. In other cases, the microanatomy may reveal clues about the environment after death.

Girls Primary Schools in United Kingdom Coursework

Girls Primary Schools in United Kingdom - Coursework Example This does not promote feminism or any related activities thereof but uses their works to relay situational analysis. This serves to focus change mainly in the designation of school curriculum basing on gender abilities, skills and intellect at still a very young formative age which is mostly subject to resigned domestic and weak place in society. This dissertation is an amalgamation of the work carried out over centuries by precursors of the feminist movement which abolished the sign of male dominated tactics where imparting equal education in qualitative and quantitative terms was concerned. This topic is a challenging one as it focuses on a specific area in gender philosophy. The parameters to be studied are now deeply rooted in the history of our educational system and thus hold a large amount of interest and fascination for a student of feminist issues. Further, the time period being studied is of utmost importance where revolutionary trends in feminist approaches are concerned. In this regard, the work of feminists was the foundation stone for modern day theories in a very subtle manner. Every change happens through education and the study of changing trends in education to show the elements of emerging feminist trends of the period is a challenging and fascinating subject. The dissertation progresses on the general hypotheses of social criticism and the trends that emerged thereof, in context of feminist and gender philosophy conceptions. In this way, the underlying model is a realistic one, unlike the predictable idealistic one due to the fact that Wollstonecraft's work demonstrates the fact that she had great foresight. This dissertation will basically focus on the Education Acts of 1870, 1902, 1944 and 1968. In this regard, the dissertation will analyze the various trends that were followed when these acts were formulated in context of pressures like the importance of women's education as well as the situation of young women. Further, the curriculum and activities revolving around primary education will be discussed in context of the three Rs - religion, reading and writing. The issues and questions are ones pertaining to the general climate for change and whether or not it facilitated the trends that emerged in the area of a change in curriculum for the primary education of girls in UK during that period. The work will also pose the question of how these kinds of changes in education tend to influence the general outlook of society over the years. In this way the acts will be analyzed to find evidence surrounding whether or not they were successful and the criticisms that demonstrate their failures and flaws. These acts in general brought about a climate for change and the emergence of a new feminist perspective. Also, it helped change the curriculum and include more women oriented studies that did not necessarily revolve around

The Rising of the Moon Criminal or Patriot Essay

The Rising of the Moon Criminal or Patriot - Essay Example It is this realization that leads him to make the decision to allow the man to escape. Older than his colleagues, wise in his understanding of the probability that their man will try to escape by boat, our policeman has his eye on the reward and the likelihood of promotion in the start of this play. Encouraging his co-workers to do their duty, he sends them off to put up other Wanted posters, while choosing to stay at the quay alone in wait of the revolutionary. When his man does indeed turn up he is disguised as a ballad singer and the policeman doesn't realize who he is. Claiming to be in town due to the fact that they are holding the assizes, which gives him the opportunity to make some money, the revolutionary tries to get past the policeman but is refused access. It is at this point that he tells the policeman, while pointing at the poster of the wanted man, that he knows who the revolutionist is. Fear is the first factor that the man uses to enforce his plan to get past the policeman, which persuades the policeman to allow him to stay. "There's not a weapon he doesn't know the use of," he says, "and as to strength, his muscles are as hard as that board." ('The Rising Moon', p. 907). And the second is complicity. And, as they sit together, back-to-back, while smoking their