Memoirs of a student in manila free essay sample

When I had not yet seen other rivers except the river of my town, crystalline and gay in its winding course, shaded by murmuring bamboo groves; when my world was only circumscribed by the bluish mountains of my province and the white surface of the lake that I discerned from after through some ruins, sparkling like a mirror and filled with graceful sails, I like stories very much and I believed with all my heart everything the books contained, convinced that what was printed must perforce be the truth. And why not, since my parents, who punished me for the smallest lie, emphatically enjoyed me to attend to my books, to read them diligently and understand them. My first remembrance concerning letters goes back to my earliest age. I must be very small yet because when they polished the floor of our house with banana leaves, I would still fall slipping on the shiny surface as did the little skilled skaters on ice. We will write a custom essay sample on Memoirs of a student in manila or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It was still difficult for me to climb up a chair, I went down the stairs step by step, holding on to every baluster, and in our house as in the whole town, petroleum was unknown, or had I seen until that time any quinque, (34) nor had any carriage ever passed through the streets of my town that I believed to be the summum(35) of joy and animation. One night, when everybody at home was already asleep, when all the lights in the globes (36) had already been put out by blowing them off by means of a curved tin tube which seemed to me the most exquisite and wonderful toy in the world, I don’t know why my mother and I had remained watching beside the only light that in all Philippine houses burned all night long, and that went out precisely at dawn waking the people with its cheerful hissing. My mother then was still young. After a bath her hair which she let down to dry, dragged half a handbreadth on the floor, by which reason she knotted its end. She taught me to read in Amigo de los Ninos, a very rare book, an old edition, which had lost its cover and which a very industrious sister of mine had covered again by pasting on its back a thick blue paper, the remnant of the wrapper of a bolt of cloth. My mother undoubtedly annoyed at hearing me read pitifully, for, as I didn’t understand Spanish, I could not give meaning to the phrases, took away the book from me. After scolding me for the drawings I had made on its pages, with legs and arms extended like a cross, she began to read asking me to follow her example. My mother, when she cold still see, read very well, recited, and knew how to make verses. How many times during Christmas vacation afterwards, she corrected my poems, making very apt observations. I listened to her full of childish admiration. Marveling at the ease with which she made them and at the sonorous phrases that she cold get from some pages that cost me so much effort to read and that I deciphered haltingly. Perhaps my ears soon got tired of hearing sounds that to me meant nothing. Perhaps due to my natural distraction, I gave little attention to the reading and watched more closely the cheerful flame around which some small moths fluttered with playful and uneven flight, perhaps I yawned, be it what it might, the case was that my mother, realizing the little interest that I showed, stopped her reading and said to me: â€Å"I’m going to read to you a very pretty story; be attentive. † Upon hearing the word story I opened my eyes expecting a new and wonderful one. I looked at my mother who leafed through the book as if looking for it, and I got ready to listen with impatience and wonder. I didn’t suspect that in that old book that I read without understanding, there could be stories and pretty stories. My mother began to read to me the fable of the young and the old moths, translating it to me piece by piece into Tagalog. At the first verses my attention redoubled in such a way that I looked towards the light and fixed my attention on the moths that fluttered around it. The story could not have been more opportune. My mother emphasized and commented a great deal on the warnings of the old moth and directed them to me as if to tell me that these applied to me. I listened to her and what a rare phenomenon the light seemed to me more beautiful each time, the flame brighter, and I even envied instinctively the fate of those insects that played so cheerfully in its magical exhalation. Those that had succumbed were drowned in the oil; they didn’t frighten me. My mother continued her reading, I listened anxiously, and the fate of the two insects interested me intensely. The light agitated its golden tongue on one side, a singed moth in one of these movements fell into the oil, clapped its wings for sometime and died. That assumed for me that the flame and the moths were moving far away, very far, and that my mother’s voice acquired a strange, sepulchral timbre. My mother finished the fable. I was not listening; all my attention, all my mind and all my thoughts were concentrated on the fate of that moth, young, dead, full of illusions. â€Å"You see? † my mother said to me taking me to bed. â€Å"Don’t imitate the young moth and don’t be disobedient; you’ll get burned like it. † I don’t know if I replied, promised something, or cried. The only thing I remember is that it took me a long time before I could sleep. That story had revealed to m e tings unknown to me until then. To me moths ceased to be insignificant insects; moths talked and knew how to warn and advise as well as my mother did. The light seemed to be more beautiful, dazzling, attractive. I understand why moths fluttered around lights. Advices and warnings resounded feebly in my ears. What preoccupied me most was the death of the imprudent, but at the bottom of my heart, I didn’t blame it. My mother’s solicitude didn’t have all the success that she hoped it would. No; many years have elapsed; the child has become a man; has plowed [sailed Zaide] the most famous foreign rivers and meditated besides their copious streams. The steamship has taken him across the seas and all the oceans; he has climbed the region of perpetual snow on mountains very much higher than the Makiling of his province. From experience he has received bitter lessons, oh, infinitely more than the sweet lesson that his mother gave him, and nevertheless the man preserves the heart of a child and he believes that light is the most beautiful thing there is in creation and that it is worthy for a man to sacrifice his life for it.

buy custom How Children Develop their Intelligence essay

buy custom How Children Develop their Intelligence essay The most significant part of a childs life in terms of his or her development and health are the early years in his life. Healthy development implies that children of all capabilities including the ones with exceptional health care requirements are able to grow up in an environment that will ensure the meeting of their needs. This is concerning their emotional, social, and educational needs. This goal of meeting these needs can be by providing a loving and safe home and spending quality time with family singing, reading, playing, and talking are remarkably vital. In addition, proper exercise, nutrition, and the rest are necessary. Different skills like smiling for the first time, taking a first step, and waving are initial indicators of development. Different children develop at their own pace, so it is not easy to determine when a child will learn a specific skill. Intelligence refers to the capacity to understand with trying or new situations. It is the ability to apply knowledge t o manage ones environment. This paper seeks to establish how children develop their intelligence in the first five years of life. The paper will start by examining what constitutes intelligence in children of the age one to five years. This will form the foundation of the discussion as the context of intelligence varies. Next, the literature analyses ways through which intelligence development takes place especially in relation to emotional and social intelligence. These methods will vary from the home environment to the school environment as the children between 1-5 years spend most of their time in the two areas. The next part will deal with other ways in which intelligence development takes place such as the diet, games, and many more. The last section will tackle the recommendations from various aspects that promote or help the intelligence development of a child between the ages of one to five years. Discussion The development of children involves different stages that see the advancement of all aspects of a childs life. These aspects include physical, emotional, social, and psychological and intelligence. In this paper, we are going to focus on the advancement of the intelligence aspect of children between the years of one to five. Focusing on the intelligence development, the paper will look at ways that children develop intelligence, the activating and supporting skills and the roles adults play in this development. A major finding in this paper is that children living in more stressful homes are likely to have delays in intelligence development as compared to those who stay in comfortable and peaceful homes. Stressful homes comprise of dysfunctional homes, families living in poverty, violent neighbourhoods, alcoholic and mentally unstable parents. Delays in intelligence development will have long-term impacts on the childs school completion, teen pregnancy, substance abuse, employment, and criminal behaviour. Intelligence in children is an abstract idea whose meaning keeps on changing and in most cases relies on the present values as much as scientific ideas. In general, intelligence in children refers to the different capabilities, which includes the ability to plan, reason, understand difficult ideas, solve problem, think abstractly, learn from experience, and learn quickly the ability to do these things. In the twentieth century, several theories concerning intelligence came up leading to the debate concerning the type of intelligence and what determines it came to place. Intelligence in children is a by-product of several characters like visual-spatial, cognitive, musical, logical, inter-personal, mathematical, intra-personal, kinesthetic, personal, and societal. All these aspects involve brain development that is an extraordinarily complex process. At birth brain, development is exceedingly rudimentary as neurons in the brain grow. At three years old the number synapses in the brain of a child are more than those of an adult. As the child grows, the number of synapses decreases and as an adult, the number of synapses is three. What best facilitates the development of intelligence in a child is their experiences, maturity, and heredity. The amount of positive stimulation involves responsive forms of play, discovery, affection, and language interactions. In cases where these positive stimulations lack, childrens brain and behavioural development fails to progress. Intelligence development relies mostly on how the brain of the child develops. Several findings are necessary for this subject, and most researchers have come up with the opinion that there is a larger scope for shaping, and forming of the brain in the early years of a childs life. In spite of the multifarious interrelationship among genes in the development of the brain, such interconnections do not maximally explain how the brain develops. Researches explain that from delivery of a baby to about the age of twelve years, the brain takes in sensory experience from the childs environment and goes on to reshape itself to accommodate the experiences it accumulates. We now focus on what happens between the ages of one year to five years in a childs life. When it comes to intelligence, the lives of toddlers generally involve experimenting with and exploring the surrounding environment. At this stage, the major source of learning is the toddlers family. Here, the babies can recall familiar objects, react to unfamiliar persons or objects. They can also realize their names and permanent objects. At three years of age, the toddler starts sorting and grouping similar objects by their shape, function, and appearance. They also begin to know how some things operate, and their memory improves quickly. They can search and locate hidden items or those that have been moved to another place. Toddlers should be able to know contrasting ideas like small and large, closed and opened, outside and inside, and less and more. In relation to time, toddlers develop an elementary knowledge of regular activities like bedtime and mealtime. At age three, children are commonly referred to as preschoolers, and they are able to say short sentences, tell simple stories, curious to understand their environment, and respond to questions. At four years of age, children are able to use complete sentences, ask questions, and know to generalize. Their imagination is exceptionally high, dramatic and doodles recognizable basic objects. Basic concepts like numbers, size, days of the week, and time need to be understandable to the preschoolers. Their attention span is of at least 20 minutes, and they are still differencing between fantasy and reality. At age five, the children have better vocabulary, tell long stories, carry out instructions, count to ten, know colors, differentiate between fiction and fact and their surrounding, community and neighborhood excite them. The above intelligent developments come about because of various reasons and stimulations. The principal factor that influences childrens intelligence development is the relationship between the child and the people around her. These persons include the parents, peers, and caretakers. We begin with emotional and social intelligence of a child, which children of this age group significantly display. Emotions are part of a childs life and can be happiness, frustrations, sadness, weeping, laughter, and anger. In children emotions, help them to organize, recall, gather, prioritize, remember, and process varied kinds of information that is necessary for their intelligence development. Emotional and social intelligence compriss of a set of mental abilities in which the child perceive, appraise and express emotions, use the motions to stimulate thinking and know the cause and consequences of emotions. Emotional intelligence involves the child being able to regulate self-emotions. Young chil dren show useful emotions, regulate their own emotions and others, knowledge of emotions where essential and this adds up to their pre-academic and social adjustment. Young children between the age of one to five use emotional communication to pass clear non-verbal information about relationships and social situations. This can be by stamping feet and hugging among others. Parents play a significant role in the development of emotional intelligence in children. This is by expressive parents giving their children information about the type of emotions- their expression and more personalized causes. Staying in an attaching environment improves childrens expression and experience of specific emotions. By providing positive and loving environment parents help in the development of the emotional intelligence (Denham, Bailey Zinsser, 2011). The parents reaction to a childs expression of emotion is another way of development of the emotional intelligence. Giving direct instructions to the young ones acts as a considerable socialization tool that helps this development in children. When a two-year-old child smiles at the parent or caretaker, it is necessary that the response is positive so that the child can be able to grow emotionally. In a situation where a child exhibits negative emotions especially to those around him or her, the parent needs to reprimand and contain the child in order to avoid the development such emotions. An early interaction of the young children with their parents develops their social and emotional intelligence. This relationship lays the basis on the founding of peer relationships and social competency. Positive interactions involve showing consideration for their desires, feelings, needs, and showing interest in the daily undertakings. Respecting the childs viewpoint, which he or she will express through emotions and being proud of their achievements will develop the childs intelligence. This is because if the child receives positive appraisal he or she will get the motivation to repeat the meritorious deed and repetition will develop intelligence. This intimate relationship is necessary for the preschoolers of the ages one to three years so that they can develop early emotional competence, be ready for school and avoid chances of them displaying negative behavior at school or home. Several preschool programs have their attention on parenting education and parent involvement (Boy d, Barnett Leong, 2005). Another way in which a childs emotional and social intelligence develops is through the creation of opportunities. This best applies within a childs early childhood education settings. This method of creation of opportunities best applies to the school-going children from whose age varies from three to five years . For instance, the preschoolers PATH program educates children concerning emotion knowledge, expression, and regulation. Programs that are more educational are in place specifically for help in beginners classrooms to assist young children to develop their emotional intelligence. In the school, there are caregivers and early childhood teachers who play the same role as parents in developing social and emotional development in the childrens life. At this tender level, the children need individual attention in the classroom setting so as there can be a close relationship between the two parties. To achieve this management of the kindergarten need to avoid high staff turnover. Intelligence in children develops through their interactions with peers. Emotionally stable children of the age 1-5 years engage in healthy play behaviors, create mutual friendships and are likely to be recognized by their peers. Through these plays, the children develop their intelligence by learning teamwork and cooperation. The interactions and behaviors children will show at this point will affect the way in which their teachers and peers will perceive and treat them. Intelligence of children starts as early preschool and the interactions they have will have a permanent effect their academic achievement as the positive associations results to increased eagerness to participate in classroom activities. Engaging in classroom activities will result to better levels of achievements in academics. Researches indicate that early rejection by their peers makes the children develop social and academic difficulties in elementary school. For this reason, it is necessary to have trained pres chool teachers who can help children who are finding it hard to associate and interact with their peers. The teachers should teach the children how to resolve conflicts, respond to the emotions of others, and regulate their emotions. Children develop intelligence through going through positive preschool environment. When a child begins school at the age of three years, it is indispensable as a parent to provide a school with a positive environment to boost the development of the childs intelligence. High-quality kindergartens constructively affect social-emotional growth. Several studies indicate that quality preschool brings into being long-term benefits in terms of advanced classroom behavior and social adjustment. Positive preschool reduces future crime and delinquency traits in children. High intelligence development from preschool leads to children being able to graduate from high school and continue with higher education. The prominent programs that provide high quality center based preschool education services vary in some way or another, but, they mostly focus on 3 to 5 years. Family risk factors affect the intelligence development of many if not all children in the beginning times of their life. The family risk factors have an impact on the childrens presentation both in future life and school. First, family risk factors can be affairs between economic, community and home factors young children experience as they grow up. The early environment of a child constitutes several factors that will have an impact on his or her intelligence development. These factors revolve around issues like the familys educational, emotional, economic, social, parenting possessions and practices. The effects of the above issues on a childs intelligence can be seen later in life in the childs health, educational achievement, employment outcomes, and social adjustment. Poverty is one of the risk factors that will have an impact on a childs intelligence development. Children from poverty-stricken families experience delayed intelligence development because there are chances of child maltreatment, reduced parent-child interaction, and inconsistent discipline cases. Families with low income tend have stress and this causes problems to the children. Poverty implies that most things in the family will have a negative impact because of low incomes. For example, a poverty-stricken family will not be in a position to provide a balanced diet in terms of food to the growing child. As for intelligence development, proper nutrition is mandatory in the childs life, as it will maintain the health and growth of the child. These children of the ages 1-5 years are still undergoing the growth process, and so is their intelligence. Therefore, it is noteworthy that parents and caregivers of the children in this age group get at least the basic requirements of life. Th is will see to the development of their intelligence. LLack of food reduces the childs concentration in class for preschoolers, and this will in turn have an effect in their intelligence. From this, it is evident that the development of intelligence thrives in situations where the child is provided with all the basic needs of life- food, shelter, and clothing. A childs intelligence will develop in comparison to the parents educational achievements. Parent education level may influence childrens intelligence development. Studies carried out indicate the relation between delays in intelligence development in children whose parents have low education attainment. Growing up in a single parent setting can influence the childs intelligence. Most single parents are associated with dropping out of school and not having a job. This means that these families have high chances of experiencing poverty and low education level. This will in turn affect the development of the childs intelligence. It is extremely difficult to separate the above elements- poverty, low education level, and single parenthood. In most cases, they go hand in hand and studies show that children from families with these elements tend to have low intelligence or their intelligence develops at a slow pace. Intelligence development in children profoundly relies on parenting styles (Illig, 1998). There are several parenting styles that different parents employ while bringing up their children. In most instances, the parenting styles tend to be uniform, and each parenting style has its own level of impact on the children. The differences in the present parenting styles come about because of differences in culture, family type, child personality, socios of these parenting styles include authoritarian, authoritative, permissive, and uninvolved parenting styles. No particular parenting style is recommended, but, styles that are result oriented and involve interactions of parent and child, consider the respect for the childs opinions, expressions, and views are best at ensuring the development of the childs intelligence. The parents approach matters especially in the early years of the child influence the intelligence development. Matters like discipline, academic help, and social issues need expert parenting styles that will affect positively on the childs intelligence. Harsh or punitive parenting styles or negligent parenting styles hinder the childs development in all contexts. Harsh parents hamper the emotional intelligence of a child from growing, as they will not be in a position to express their emotions. When the child is experiencing hardships in school with his or her academics telling their inconsiderate parents will not be an option, and in the end, they will opt to suffer silently. For intelligence development to be better for children of this age group, parents need to employ parenting styles that will increase a close relationship between them and their children. This will enable the children to be open and honest and be able to express themselves. They can also learn many things from their parents that will help in the development of their intelligence. Home environment contributes immensely to how intelligence develops in children of the age one to five years. Home environment includes a variety of elements that can influence family operation. These elements include parent-child relation, responsiveness of parent to child, and provision of proper toys. The paper has already tackled the parent responsive and the parent child relation. We will focus on the provision of toys. Provision of toys to the children of the ages two rears and above is mandatory in the development of the childrens cognitive aspect. Toys provided to the child need to be appropriate for their different ages so that the development can take place stage by stage. Toys should be present during the childs play time, and the toys need to be of different types. Since, at the age of one of two years, the children are not speaking or cannot communicate well except through expression of emotions. Toys come in varied natures and help development of intelligence in differe nt contexts. Children learn about things in their surrounding through these toys. For instance, the toys can be of different animals, houses, trees, letters, and other items that the child needs to figure out. Through the use and play of toys, a childs intelligence develops rapidly in the early years of the childs life. Another way in which studies have come up on how intelligence development takes place is through the natural ways. This brings about the hot topic of the Nature versus Nurture with several proponents arguing their case. From the above detailed, discussion, we have strongly based the reasoning on the development of a childs intelligence on the nurture aspect. That is how intelligence in children from the age of one to five develops through their surrounding environment and people. The question is whether genetic factors play the leading role in intelligence development. Genetic factors include racial or ethnic differences, hereditary elements and other items. There is general knowledge both environment and genes play a significant role in intelligence development and other competencies. The function of genetic factors is dynamic and not fixed at birth. Both nature and nurture contribute to the development of intelligence in a child (Illig, 1998). Conclusion The development of the cognitive aspect of children between the ages of one to five years is an ongoing process in the childs life. A process of intelligence development calls for the help of the adults in the childs life and providing the child with several intelligence boosters. It is necessary for the parent or caregiver of the child to understand the development of the cognitive aspect of a child goes through several steps. This means that different ages mean different development of intelligence in a child. Parents need to know that three year old cannot behave like five years old as their intelligence varies. The early years of a child are indispensable as they determine the personality and intelligence of the child as an adult in the future life. It is therefore, essential that parents participate in ensuring that children of this age develop fully in the cognitive aspect. The development of intelligence in children of the ages between one to five years involves several elements in their life. The significant influencing factors involve their surrounding environment and people. For rapid and better intelligence development in children of this age, proper environment and positive people should surround them. Children staying in an inappropriate environment or lack parent-child relationship are more likely to develop difficulties in school, their social life, and their emotions. Parents need to provide their young ones with all the important elements to develop their intelligence both emotional and social intelligence. As for the school going children between the age of three to five years, a good kindergarten with skilled educators are essential in the boosting of the childs intelligence. All these factors put into considerations will ensure that the development of intelligence in children of this age group happens, as it is required. Buy custom How Children Develop their Intelligence essay

US economy state of affairs Assignment Example | Topics and Well Written Essays - 1000 words

US economy state of affairs - Assignment Example With the prospering of a nation's economy, its citizens find themselves in position to posses great personal opportunities. Once that sure footing is lost, in such cases as job loss, then assurances of prosperity become few and far in between and as a result, individuals seek to question the unknown. As of late, the job market woes have become quite problematic, primarily for those individuals throughout the country, who have found themselves without work at some point or another. That being said, the unemployment numbers also become an issue for the very politicians that enact laws and control the flow of things, or at least claim to do so. Many states across the country are being victimized by high unemployment rates, such as California and are seeing those numbers translate into greater issues that leave even the state's general budget vulnerable as well. To further elaborate the power of the US economy, The World Factbook found in conjunction with the website for the Central Intelligence Agency (CIA), seeks to do just that in outlining the general structure of the American economic system. â€Å"The US has the largest and most technologically powerful economy in the world, with a per capita GDP of $46,900. In this market-oriented economy, private individuals and business firms make most of the decisions, and the federal and state governments buy needed goods and services predominantly in the private marketplace,† (CIA, p.1, 2009). Individuals such as private citizens and businesses do in fact wield considerable power when it comes to showing the health, or lack thereof, when it comes to the state of the economy.

Shaquille O'neal Research Paper Example | Topics and Well Written Essays - 1250 words

Shaquille O'neal - Research Paper Example His performance and his achievements in the field of basketball are magnificent. However, calling him just a great basketball player will be like doing injustice to his personality. His achievements, both on and off the court, shows that he is a man of versatile talents and hence, one can say that he is an all-rounder whose achievements speak volumes about his character, strength and courage. Childhood Shaquille O’Neal was born in Newark, New Jersey, on March 6, 1972 (Schaefer, 2003, p.11). Shaquille’s mother Lucille O’ Neal gave him an Arabic name ‘Shaquille’ which means ‘little warrior’ (Schaefer, 2003, p.11). Shaquille’s mother was a tall woman measuring 6 feet 2 inches in height (Smith & Wilson, 2005, p.10). Soon after finishing high school and when she was still single, Lucille O’Neal became pregnant with Shaquille (Smith & Wilson, 2005, p.10). Shaquille’s biological father never married his mother and hence, du e to lack of financial support, they lived in poor neighborhood and didn’t have much in form of financial security (Smith & Wilson, 2005, p.10). Lucille married Phillip Harrison when Shaquille was two years old (Schaefer, 2003, p.11). Shaquille called Phillip his ‘real dad’ even though he was not his biological father (Schaefer, 2003, p.11) because Phillip gave Shaquille every sort of support that a real father would have given. Shaquille has three younger siblings named Lateefah, Ayesha and Jamaal (Schaefer, 2003, p.11). Shaquille’s family never got to stay at one place for a long time as they had to move often as Phillip, being in the US Army, was transferred every two years (Schaefer, 2003, p.13). Hence, Shaquille got to stay in different places like Germany, Georgia, and New Jersey (Schaefer, 2003, p.13). Right from the childhood, Shaquille had an unusual growth pattern in his physique. He was 3 feet 10 inches tall by the age of 4, and 6 feet tall by t he age of 12 (Schaefer, 2003, p.13). Due to the unusual height and large body, he was teased by his classmates because they thought that he was lying about his age (Schaefer, 2003, p.13). However, the fact is that he was actually younger than his classmates as he had started school a year earlier (Schaefer, 2003, p.13). Fortunately, his large size did not remain his weakness for a long time as it proved to be boon in his life. Shaquille dreamt of becoming an actor or a singer in his childhood (Schaefer, 2003, p.13). However, he developed interest in basketball as he realized that his size and height were great advantage in that sport (Schaefer, 2003, p.13). Shaquille was 13 and measured 6 feet 8 inches in height when his family moved back to Germany in 1985 (Schaefer, 2003, p.13). It did not take time for him to be recognized as one of the best young basketball players in Germany (Schaefer, 2003, p.13). It was Coach Dale Brown who recognized the great potential in Shaquille Oâ€℠¢Neal and knew that there was immense talent in him waiting to be unleashed (Bernstein, 2009, p.10). The Basketball Journey When major college Coach Dale Brown from Louisiana State University saw Shaquille’s basketball abilities when he had come to the army base to give a basketball clinic, he was highly impressed and took serious interest in him (Schaefer, 2003, p.14). Coach Brown worked on Shaquille’s physical fitness as Shaquille was only 14 and was clumsy (Bernstein, 2009, p.10). Coach Brown encouraged Shaquille to work hard by making him believe that he had a potential to

The importance of remaining respectful of others, and learned that Essay

The importance of remaining respectful of others, and learned that understanding the impact of diversity in the customer service environment is essential - Essay Example Thirdly, the foreign capital enjoyed by nations under a trading umbrella allows their entrepreneurs to import or export knowledge and technology so as to help boost productivity in their respective nations. Fourthly, financial globalization principles allows foreign entrepreneurs to undertake business in capital and banking markets hence help in boosting quality of financial services. On the contrary, financial globalization has its own drawbacks. For instance, as nations get into trade ties with global financial systems, unfavourable financial shocks in one nation may be absorbed by another in form of contagion effects which may easily drag a country’s stable economy to a catastrophe. â€Å"Globalization also poses complications on the operations of banks and other businesses as it complicates management of exterior resources and liabilities† (Cline, 2010). In an effort to manage the negative effects posed by financial globalization, governments all over the world have developed multifaceted networks with the sole purpose of averting negative financial effects posed by financial crises. The roles of such networks put forth by governments include: oversight, monetary regulation and lending. However, such interventions have rarely worked towards averting financial crises to the expectation of many

Acute Inflammation 2nd Degree Burn Case Study Biology Essay

Acute Inflammation 2nd Degree Burn Case Study Biology Essay A 43 year old female presents with a burn on her left forearm. There is significant erythema that covers the entire proximal forearm in the shape of a circle. She complains of numbness and tingling down her pinky. There is only pain upon contact of the wound so she has to wear a short sleeve shirt. She burned herself while boiling hot water and spilling it on herself. The wound became red and swollen and gradually became worse over the course of two days. She has mild blistering and scalding across her forearm. She is determined to have a second degree burn because of the severity of the erythema and blistering, but the lack of charring and discoloration does not indicate a third degree burn. She presents with a classic case of a second degree burn, although many different variations have been documented. The first method of treatment is to clean and cool the wound. Once the burn has been cleaned and cooled, it can be managed by the use of antibiotics, analgesics, and sometimes local anasthetics. The prognosis for burns depends primarily on the age of the patient and the surface area of the wound. Also, since burn injuries often present as comorbid conditions, the presence of smoke inhalation injury, debris, or bone fractures will strongly influence the prognosis. Skin burns can manifest in a variety of ways depending on the cause of the burn and also the severity of the burn. There are up to six degrees of burning, with each level of burn penetrating deeper into the skin layer. Burns can also be assessed in terms of total body surface area, which is the percentage affected by partial thickness or full thickness burns. Severe burns may require amputation, surgery, or skin grafting. When the first layer of skin (epidermis) is burned through and the second layer of skin (dermis) is also burned, the injury is called a second-degree burn. Blisters develop and the skin takes on an intensely reddened, splotchy appearance. Underneath the epidermis is where the hair follicles, blood vessels, nerve endings and sweat glands reside.  Underneath the dermis lie the muscles, nerves, larger blood vessels, and bones. Heart rate and peripheral vascular resistance increases following a major burn injury. This is due to the release of catecholamines from injured tissues, and the relative hypovolemia that occurs from fluid volume shifts. Initially, cardiac output decreases and approximately after 24 hours, cardiac output returns to normal and then increases to meet the hypermetabolic needs of the body. Immediately following injury, vasodilation is the first step in acute inflammation. Arterioles become dilated and then new capillary beds are formed in the area. This causes heat and redness to form, which allows for increased blood flow. There is increased vascular permeability which causes exudate to flow out in the intravascular tissues. The increase of extravascular fluid leads to swelling, or edema. An important function of acute inflammation is to activate and send out leukocytes to the site of injury. In the lumen, there is margination, rolling, and adhesion to the endothelium so the leukocytes can bind to the lumen. The next step is called transmigration, which is the migration of leukocytes to the endothelium. Chemokines act on the adherent leukocytes to help the cells migrate through endothelial spaces toward the site of injury. This process occurs predominantly in the venules. Next, leukocytes emigrate toward the injured area through a process called chemotaxis. All granulocytes, monocytes and lymphocytes respond to chemotactic stimuli at their own unique rate. Phagocytosis involves three distinct but interrelated steps: recognition of the particle to be engulfed by the leukocyte, ingestion, and degradation of the ingested material. Binding of a particle to phagocytic receptors causes the process of active phagocytosis to occur. The particle to be engulfed is completely surrounded within a phagosome. The membrane of the vacuole combines with the limiting membrane of a lysosomal granule, which results in the release of the granules contents into the phagolysosome. Throughout the process, the neutrophils and monocytes become increasingly degranulated. Microbial killing is largely carried out by oxygen-dependent mechanisms. Phagocytosis stimulates an increase in oxygen, increased glucose oxidation, and production of reactive oxygen intermediates. The regulators of inflammation have short half-lives and are manufactured in quick bursts, only for the amount of duration that the stimulus persists for. As inflammation progresses, the process also activates a variety of stop signals that actively terminate the reaction. These mechanisms cause a switch from the secretion of leukotrienes (pro-inflammatory) to lipoxins (anti-inflammatory). References Kumar V, Abbas A, Fausto N, Robbins S, Cotran R. Pathologic Basis of Disease. 7th ed. Saunders; 2004 Burns (Medline) Web site. Available at: http://www.nlm.nih.gov/medlineplus/burns.html. Accessed October 22, 2010. Burns: First aid (MayoClinic) Web site. Available at: http://www.mayoclinic.com/health/first-aid-burns/FA00022. Accessed October 22, 2010. Burns-Topic Overview (WebMD) Web site. Available at: http://firstaid.webmd.com/tc/burns-topic-overview. Accessed October 22, 2010. Ernest Kim General Pathology Chronic inflammation à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Chronic Bronchitis A 24 year old male presents with shortness of breath and an expectorating cough. He has been smoking hookah tobacco daily for the past six years. He has always had a weak immune system and has recently developed a constant cough within the last three months. A chest x-ray revealed hyperinflation of the lungs and auscultation of the lungs revealed prolonged expiration. The patient was determined to have chronic bronchitis due to the past history of chronic tobacco smoking and the consistent cough that has lasted for months. Common manifestations of chronic bronchitis include wheezing, productive cough, and occasionally chest pain, fever, and fatigue. There are a few different treatment protocols but the main one is smoking cessation and rest. In some cases, antibiotics or bronchodilators are prescribed. Early diagnosis of chronic bronchitis as well as smoking cessation, can drastically improve the probabilities of a good outcome. Individuals with chronic bronchitis that quit smoking e arly on can greatly slow the progression of lung deterioration; otherwise they risk becoming permanently disabled at some point. One major component of the mononuclear phagocyte system is macrophages, which consists of related cells such as tissue macrophages and blood monocytes. Monocytes migrate into many different tissues where they become macrophages. The lifespan of monocytes in the blood is about 24 hours, whereas tissue macrophages have a half-life of about several months to years. Early on during acute inflammation, monocytes emigrate into extravascular tissues, and within 48 hours they are established as the predominant cell type. The same factors that control neutrophil emigration, govern the extravasation of monocytes. When the monocyte gets to the extravascular tissue, it is transformed into a much larger phagocytic cell, which increases its cell size, metabolism, and ability to properly ingest microbes. In acute inflammation, when the invading cell is destroyed, macrophages eventually undergo necrosis or migrate back into the lymphatic system. However, in chronic inflammation, macrophage accumulation continues, and is regulated by different mechanisms. This army of regulators makes macrophages important and also powerful mediators in the bodys defense system, but the same arsenal can also create detrimental tissue damage when macrophages are activated inappropriately. As a result, tissue necrosis is one of the main setbacks of chronic inflammation. A wide range of substances in addition to the residual leftovers of macrophages can also contribute to tissue injury in chronic inflammation. Necrotic tissue can elevate the inflammatory response through the indirect activation of kinin, complement and fibrinolytic systems. Other cell types that contribute include mast cells, plasma cells, eosinophils, and lymphocytes. Mast cells are widely spread out in connective tissues and partake in both acute and chronic inflammatory conditions. Although neutrophils are mainly characteristic of short-term inflammation, many types of chronic inflammation continue to exhibit large numbers of neutrophils. Neutrophils are especially important in chronic lung damage induced by persistent tobacco smoking. Granulomatous inflammation is a distinguished pattern of chronic inflammation most notably characterized by its focal accumulations of triggered macrophages, which often assume an epithelial-like appearance. It is only activated in a limited number of infectious and some noninfectious diseases. The lymphatic system along with the lymph nodes filters and mediates the extravascular fluids. Along with the phagocyte system, the lymphatic system represents a secondary or backup defense mechanism that is activated whenever a local inflammatory reaction fails to terminate or neutralize an invading cell.

U.S. Attacked :: essays research papers

America was attacked Tuesday September 11th, 2001. How could we be attacked we are the strongest countries in the world? We have one of the world's strongest economies in the world. We have a massive army with equipment to destroy a whole country. Why would someone do this? Who would do this? Who ever did this doesn't value life. They actually made four of our own planes filled with fuel into bomb. They crashed into three buildings. Attacking a military base is bad enough, but to attack innocent people.   Ã‚  Ã‚  Ã‚  Ã‚  I think that this could have been prevented. We should have been expecting this. We bombed other countries before killing innocent people. Our atom bomb did not distinguish between military, and civilian personal. We, America, did this to end the war to ensure our freedom. I think we could have been prepared a lot more than we were.   Ã‚  Ã‚  Ã‚  Ã‚  Should we seek justice or revenge? Justice would be to kill who ever did this so anything like this can never happen again. Revenge would be to kill who ever did this and who ever harbors the terrorist. I think that we should seek justice so this can never happen again to us or anyone else. We have to be careful though because this could be the start to world war3. This time if a war breaks out life with have a lesser value than it ever did. There are so many nuclear and biological weapons that nobody life would be safe from side effects. Many more people are going to die in the process of seeking justice. Talk of sending ground troops I think would be one of the worst things that could be done. The only people that win from a war are the people that make military equipment.   Ã‚  Ã‚  Ã‚  Ã‚  I don't want a war to start because I know people that are in the are and the