Effect of Industrialization on the Environment Essay

Effect of Industrialization on the Environment - Essay Example It is this industrialization that has helped many countries to manufacture goods which were beyond human imagination (World Bank 1992 p.71). Industrialization was not only experienced in the developed countries but also in the undeveloped countries. Ever since the economies of countries have improved because of industrialization many countries are still striving hard to industrialize their states. It was noted that the rate of industrialization in Asia was even higher than the developed countries in the years of 1990 to 1995 (WHO 1997 p.130-132). However, these countries are not recognizing as to how much effects are they causing on the environment through industrialization. The health hazards and environmental pollution have become the least important of all aspects when it comes to industrialize an area. However, with growing concerns, it has been noticed that different countries all over the world have taken a stand so as to avoid any mishap. This essay would further analyze diffe rent effects of industrialization and environmental pollution on the society and the possible outcome of these effects. It would also put forward some measures through which their effects can be decreased. Environmental problems have had a negative effect on both a global and local scale due to the exhaust fumes from vehicles, factory emissions, cigarette smoking and the burning of waste and these problems would be discussed in detail in this essay (Vallero 2008, Goudie 2000 & Cooper 2001) As mentioned above industrialization has been of immense importance to the economies of many countries and because of this reason many countries have adopted the strategies of industrialization. Industrialization is causing a deteriorating effect on the environment of this earth and is also playing a great role in influencing the environmental pollution. Industrialization has also had some good effects on the society as it has improved the living standards of many.

Pharmacology virtual assignment Essay Example | Topics and Well Written Essays - 1250 words

Pharmacology virtual assignment - Essay Example One among them is neostigmine. Neostigmine is the reversible inhibitor of the postsynaptic cholin esterase enzyme and thus acing as the cholinergic agent. Neostigmine increases the amount of acetylcholines that are available for the nicotine receptors at the myoneural junction and thus enhances the muscle strength for contraction. It is also used as the antidote for the nondepolarizing neuromuscular blocking agents. (Aschenbrenner and Venable 2008). Â µ Conotocin is a short peptide of 22 aminoacids. It is isolated from the venom of many types of cone snail. Â µ Conotoxin have high binding affinity and discriminates well between the skeletal and cardiac isoforms. They have three disulfide bonds and three loop framework. Â µ Conotoxin has many positively charges residues that attracts the negatively charged residues. The arginine residue present in the 13th or 14th position seems to be the most critical group for the channel block. These residues block the sodium channel by using its positive charge. As positive charge is exerted by both repulsion occurs at the pore using electrostatic repulsion. (Canning and Spina 2009). Suxamethonium contains two acetylcholine molecules joined for acting as the neuromuscular blocking drug. They act as agonist by binding to the nicotinic cholinergic receptor and results in the depolarization of the muscle cell membranes. (Sidebotham and Levy 2007). Tetrodotoxin is a potent neurotoxin produced by the puffer fish. This is an example for the ion-channel neurotoxin. This is an effective tool for identifying the inhibition of the intestine due to contractile activity as it blocks the neural activity without disturbing the muscle. (Rhoades and Bell 2008). 3, 4 diaminopyridine is a voltage dependent potassium channel blocker. This drug is used for improving the motor function and fatigue in the multiple scelrosis in patients. The blockage occurs in the nerve terminal and increases the

Benefits of Therapeutic Education (TE)

Benefits of Therapeutic Education (TE) The WHO states that â€Å"‘‘the aim of therapeutic education (TE) is to teach the patient the adequate know-how. The patient’s TE is a permanent process, which is part of medical care. It includes sensitization, information, learning and psychosocial support, which are all related to the pathology and its treatments. The education should allow the patient and his family to have a better collaboration with the health care professionals’’ Therefore, TE aids patients with chronic conditions to have better understanding of their disease and learn how to manage it. The main goal of TE is to improve the prognosis of the diseases and that can be achieved by reducing both morbidity and complications. Other objective of TE is regarding public health cost. TE offers patients with OA better self-management as a result it reduces medical care attention and because of lesser help from the medical care it reduces the direct and indirect cost. Further studies are needed regarding on the impact of TE in medical cost. The Haute Autorite ´ de sante ´ (HAS) in France have outlined the overall and specific goals of TE. Improving the patients’ health and patients’ families’ way of living is the general goal of TE. Patients’ achievement and maintenance of self-care competency or the ability to cope with competency depending on background and experience are the specific goals of TE. TE programs should consider data from evidence-based medicine, as well as recommendations from evidence-based practice. The HAS focuses on the important role of the patients in the implementation of the education activity, the demand for a multidisciplinary team to lead the program, and the need to assess the quality and efficacy of these programs. Educational programs for OA include the  ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­diseases chronic nature, treatment involving pharmacological and non-pharmacological therapy, and lifestyle modification. The educational process must start at the first med ical visit, from the diagnosis, and continue after surgical therapy, with rehabilitation being the best time to begin self-care program. PKQ-OA a questionnaire specifically for OA patient knowledge has been used to assess patients knowledge regarding their condition. When the authors asses the questionnaire, they have found out that there is a wide range of knowledge levels among patients diagnosed with OA, the scores are ranging from 8 to 26 out of 30.Knowledge was not correlated with disease duration or patient’s age or sex; however, the number of years spent in formal education was correlated with high test scores. Most patients know the symptoms of their condition but many methods of joint protection and energy conservation have been reported. Wrong beliefs were identified and common ones are ‘‘OA is caused by cold damp weather’’ and ‘‘blood tests are useful in OA diagnosis’’. Poor knowledge about analgesic were dentified: Avoidance of activity has been related to musculoskeletal disorders. Fear and anxiety may both contribute to the fear-avoidance model in musculoskeletal disorders. A patient’s interpretation of pain may lead to either of the two: An adaptive response, whereby the patient deals with the pain and is more likely to manage it and maintain daily activities that will help achieve functional recovery; A non-adaptive response that leads to maladaptive behaviors, including pain-related fear, avoidance, and hypervigilance. Because of pain patients with musculoskeletal disorders tends to avoid activities for the fear of experiencing it. Now that the patient is avoiding or abstaining from physical activities, this will lead to further disability through unfavorable effects of physical inactivity and weakening of the musculoskeletal system. TE should be included in the management of OA according to European League Against Rheumatism (EULAR), Osteoarthritis Research Society International (OARSI), and The French College of Physical Medicine and Rehabilitation (SOFMER). EULAR concern patient’s education, physical exercise, technical aids and diet, but do not supply sufficient information regarding non-pharmacological therapies. OARSI insist on the importance of educating patients with hip or knee OA and stating the areas that TE must be stress to patients. Explaining the goals of treatment and the importance of changing lifestyle, such as the importance of exercise, activity adaptations, weight loss and other measures to help the joint(s) are the areas involve in the education. SOFMER highlight the need for educational programs that is design to encourage daily practice of an exercise activity. With these recommendations sufficient details must be supplied for these measures to be implemented, especially patientâ₠¬â„¢s education. The recommendations created by US National Institute of Health regarding weight loss in OA are commonly used for obesity treatment in TE because no specific recommendation exists for TE regarding weight loss in OA. According to the literature and international recommendation TE should be included in OA management. The main goal of the education is to change patient’s lifestyle especially regarding physical activity and weight loss. Education must be started from the early stage of OA, as well as the pre- and postoperative periods. Further studies are required to create a better effective educational program for OA, it is either unaided or with the help of other therapies, and measure its cost-effectiveness. Reference: Coudeyre, E., Sanchez, K., Rannou, F., Poiraudeau, S., Lefevre-Colau, M.-M. (2010) Impact of self-care programs for lower limb osteoarthritis and influence of patients’ beliefs. Annals of Physical and Rehabilitation Medicine 53, 434–450 Self-management aid interventions that can help patient with OA improve their quality of life. One way to offer self-management to patient with OA is through telephone-based OA management program. In this study conducted by Sperber et. al. the program offers 4 components: phone calls, educational material, setting goals and action plans. Among all the participants more than 80% agreed that each component was helpful and the average rating of overall helpfulness on a scale from 1 to 10 was 7.6. Participants of these program said that this intervention and each components is helpful in managing osteoarthritis. Participants most frequently mentioned the health educator’s calls (44 of 140, 31%) as the most helpful component of the intervention. The health educators’ phone call aided patients to stay on task with the educational materials and goal setting. With the phone call patients have ease discussing their condition with someone who has knowledge and understand their condition. Also the calls provided them educational benefit by teaching and clarifying information. Educational materials (written and audio) (20 of 140, 14%) provided patients with information regarding OA and ways how to manage OA better. Audio cassette and easy-to-read references are helpful and with these materials combined with the phone call it will be more helpful for patients with OA. Goalsetting (11 of 140, 8%), setting goal were helpful and and with the consistent phone calls participants takes active role in managing their condition. Participants also commonly said that exercise (42 of 140, 30%) and healthy eating and weight management (20 of 140, 14%) are helpful for managing their osteoarthritis symptoms because implementing these behaviors help them manage their pain levels. But one patient stated that the exercise increase his strength and improves ability to stand up but does not diminish pain. This study has limitation but these results provide information on planning OA self-management support interventions. These program may target and benefit to some patients with OA. Reference: Sperber, N.R., Bosworth, H.B., Coffman, C.J., Juntilla, K.A., Lindquist, J.H., Oddone, E.Z., Walker, T.A., Weinberger, M., Allen, K.D. (2012) Participant evaluation of a telephone-based osteoarthritis self-management program, 2006-2009. Prev Chronic Dis;9:110119. DOI: http://dx.doi.org/10.5888/pcd9.110119

Fetal Alcohol Syndrome Essay -- Health

Many women that become pregnant are unaware of the consequences of drinking alcohol during pregnancy and the damaging effects it has on the fetus. When a woman who is pregnant drinks alcohol, the baby is also drinking alcohol. Furthermore, the amount of alcohol that is consumed by the mother is the same amount the baby receives through the mother's placenta. Many doctors advise that it is okay for the mother to have an occasional drink, however, some women cannot stop at one drink, and they continue to drink in excess throughout their pregnancy. Still, even moderate consumption of alcohol is not wise, because it is still unknown how much alcohol the fetus is able to tolerate without potential harm. Consequently, a fetus that has been exposed to alcohol while in the mother's womb has a high probability of being born with fetal alcohol syndrome (FAS). Women that want to become pregnant or are pregnant need to be educated on the effects that alcohol can have on the fetus and the devastating result of having a child born with FAS. Fetal alcohol syndrome was first discovered and treated in the late 1960's in France and a few years later in the United States. This syndrome results from the toxic effect of alcohol and its chemical factors on the developing fetus and brain (Christensen 1). According to many physicians and researchers, FAS is one of the leading causes of birth defects and developmental disabilities, along with Down syndrome and spina bifida in the U.S. Moreover, FAS is said to be the number one cause of nonhereditary mental retardation (Christensen 1). Out of each 10,000 children born in the U.S., between 3 and 30 suffer from FAS. The overwhelming effects of this condition can easily be prevented if the mothe... ...s work, but exactly how it happens is still under investigation. The research continues on the nutritional, hormonal and cellular events regulating fetal development to help guide early interventions in children with FAS. Education on FAS should come from the woman's doctor or a mandatory motherhood class, which could be provided at the physician's office, teaching the importance of taking care of the baby's health during pregnancy. If a woman chooses not to take her baby's welfare into consideration while she is pregnant, this should be considered gross negligence and should incur high penalties. The consequences of knowingly hurting the fetus could result in being imprisoned for a specific amount of time, rehabilitation if warranted, and or community service at a county facility that houses people who have mental and or physical problems that stem from FAS.

Aristotle as a Critic

ARISTOTLE AS A CRITIC. Aristotle (384-322 B. C. E. ), the son of a physician, was the student of Plato from approximately 367 B. C. until his mentor's death in 348/347. After carrying on philosophical and scientific investigations elsewhere in the Greek world and serving as the tutor to Alexander the Great, he returned to Athens in 335 B. C. E. to found the Lyceum, a major philosophical center, which he used as his base for prolific investigations into many areas of philosophy.Aristotle is a towering figure in ancient Greek philosophy, making contributions to logic, metaphysics, mathematics, physics, biology, botany, ethics, politics, agriculture, medicine, dance and theatre. As a prolific writer and polymath, Aristotle radically transformed most, if not all, areas of knowledge he touched. It is no wonder that Aquinas referred to him simply as â€Å"The Philosopher. † In his lifetime, Aristotle wrote as many as 200 treatises, of which only 31 survive.Unfortunately for us, thes e works are in the form of lecture notes and draft manuscripts never intended for general readership, so they do not demonstrate his reputed polished prose style which attracted many great followers, including the Roman Cicero. Aristotle was the first to classify areas of human knowledge into distinct disciplines such as mathematics, biology, and ethics. Some of these classifications are still used today. [There has been long speculation that the original Poetics comprised two books, our extant Poetics and a lost second book that supposedly dealt with comedy and catharsis.No firm evidence for the existence of this second book has been adduced. Our (knowledge of the text of the Poetics depends principally on a manuscript of the tenth or eleventh century and a second manuscript dating from the fourteenth century. ] (not to write in notes)*. Aristotle could be considered the first popular literary critic. Unlike Plato, who all but condemned written verse, Aristotle breaks it down and a nalyses it so as to separate the good from the bad. On a number of subjects Aristotle developed positions that significantly differed from those of his teacher.We very clearly note this profound difference of opinion with Plato and, indeed, observe the overt correction of his erstwhile master in Aristotle's literary and aesthetic theories. Aristotelian aesthetics directly contradicts Plato's negative view of art by establishing a potent intellectual role. The principal source of our knowledge of Aristotle's aesthetic and literary theory is the Poetics, but important supplementary information is found in other treatises, chiefly the Rhetoric, the Politics, and the Nicomachean Ethics.Aristotle's main contribution to criticism may well be the idea that poetry is after all an art with an object of its own, that it can be rationally understood and reduced to an intelligible set of rules (that is, it is an â€Å"art,† according to the definition in the Ethics). The main concern of the rules of the Poetics, however, is not with the composition of literary works; it is rather with their critical evaluation. Consequently, criticism can be a science, and not a mass of random principles and intuitions. Aristotle speaks of the educative value of visual, musical and verbal arts.Both the Rhetoric and the Poetics can be considered –to be expansions of this view. We might say that Aristotle sets literature free from Plato's radical moralism and didacticism, while he still expects it to be conformable to a moral understanding of the world. For him, literature is a rational and beneficial activity, and not an irrational and dangerous one, as it was for Plato. Aristotle? s approach to literature is mainly philosophical: he is more concerned with the nature and the structure of poetry than with its origin.The origins of poetry had been grounded on the instinct of imitation which is natural to man. The first poetical works were spontaneous improvisations. The origins of the different genres is justified by Aristotle thus: â€Å"Poetry soon branched into two channels, according to the temperaments of individual poets. The more serious-minded among them represented noble actions and the doings of noble persons, while the more trivial wrote about the meaner sort of people; thus, while the one type wrote hymns and anegyrics, these others began by writing invectives. (Poetics II). † The development goes through serious or comic epic poems such as those written by Homer to comedy and tragedy; â€Å"these new forms were both grander and more highly regarded than the earlier† (Poetics II). Aristotle does not, however, decide on whether tragedy (and by implication, literature) has already developed as far as it can; but he does assert that it has come to a standstill.Aristotle makes a brief outline of the history of tragedy: â€Å"At first the poets had used the tetrameter because they were writing satyr-poetry, which was more closely rel ated to the dance; but once dialogue had been introduced, by its very nature it hit upon the right measure, for the iambic is of all measures the one best suited to speech . . . . Another change was the increased number of episodes, or acts. (Poetics II). † Aristotle also deals briefly with the rise of comedy: â€Å"the early history of comedy. . . s obscure, because it was not taken seriously. Comedy had already acquired certain clear-cut forms before there is any mention of those who are named as its poets. Nor is it known who introduced masks, or prologues, or a plurality of actors, and other things of that kind. Of Athenian poets Crates was the first to discard the lampoon pattern and to adopt stories and plots of a more general nature. (Poetics II). † The work of Aristotle as a whole may be considered to be an attempt to develop a structural and metalinguistic approach to literature.Although it preserves a concern with valuation, its main thrust is towards the defi nition of theoretical possibilities and general laws. Some critics have spoken of Aristotle's sin of omission in relationship with lyric poetry and the inspirational element in literature. This is a fact. But it does not seem so important when we look at what Aristotle does say and the principles he establishes. We can barely recognize the aspect of criticism after Aristotle's work, if we compare it to its previous state. His is the most important single contribution to criticism in the whole history of the discipline.

How to Study Effectively Essay

lace where you can work regularly. This place should be dedicated to study, free of potential distractions from friends or family — yes folks, even your cat. Regular work in such an environment helps form good, effective study habits, and improves concentration and focus. Distractions waste precious time and cause tension. Get rid of clutter. Keep things simple — keep things tidy. Get a study timetable organized and prioritize. Prepare a list or timetable for tasks for that day, and for the week and number them according to which ones need to be done first. These get the priority and will not necessarily be the easiest. Mark and label all your work folders and content and place them in separate piles so that you can clearly see how much work you need to do and what has already been revised. Tick off the tasks as they are completed. Make sure that the area for your study is well lit and has an ambient temperature where you can focus. The quality of focus determines the quality of understanding. You cannot apply what you learn without understanding and exams test your ability to apply what you have learnt. The Motivation for Learning should be clear — top grades will mean higher earnings and a better quality life. Learn to work for them†¦ Food: What you eat affects your thinking. The Rule is Eat Little — but often. Eat healthy meals such as fish, fruits, and sandwiches that provide the vitamins and minerals that you need and do not make heavy demands on your digestive system. Know when You are ‘Switched On’. Try to be aware of your bio clock and what time of the day you work best. Optimise by revising when you work best but keep an eye on the exam date and time. You will need to get used to working at that hour. Do The Challenging Revision First — when you are fresh. Trying to focus on difficult problems when you are tired can be difficult. Look after your physical health. Take regular breaks, get plenty of fresh air and do some walking or stretching. Study in small chunks lasting 25 to 35 minutes. Your memory and concentration will work better if you study in short bursts but often†¦