Arrhythmia :: essays research papers

Arrhythmia   Ã‚  Ã‚  Ã‚  Ã‚  I am doing my report on Arrhythmia. It affects the cardiac muscle, the heart. Arrhythmia causes three types of problems. It causes the heart to pump too slowly (bradycardia), it causes the heart to pump too fast (tachycardis), and it causes the heart to skip beats (palipations).   Ã‚  Ã‚  Ã‚  Ã‚  Bradycardia can be very serious. Some of the symptoms are loss of consciousness, heart failure, or death. Slow heart rates are caused by heart block. The hearts natural pace-maker fails to be conducted to the ventricles, the hearts main pumping chambers. Some treatments can be used. An electronic pace-maker can be inserted and it will send electronic impulse to the heart stimulating it to beat at a normal rhythm. Pace-makers are only inserted when the heart beats too slow.   Ã‚  Ã‚  Ã‚  Ã‚  Tachycardis can also be very serious. It can lead to disabling symptoms and even death. When you have Tachycardis your heart rate is above 100 beats per minute. Tachycardis is caused by heart injuries from past times. Tachycardis usually occurs months or years after a heart attack. A treatment for Tachycardis can be inserting a device called a defibrillator. A defibrillator will detect and treat abnormally fast heart rhythms. The defibrillator monitors the heart and automatically gives electric shocks before Arrhythmia causes permanent damage. If the person does not have a defibrillator a strong electric shock will be given. The cause of Tachycardis is by something not functioning properly in the atria. They are sometimes stimulated by anxiety. Too much caffeine or alcohol and certain drugs can also be the cause. Attacks might last a few minutes or several days. They can be serious and sometimes not serious.   Ã‚  Ã‚  Ã‚  Ã‚  Palpitations happen when your heart skips beats. Palpitations have many different symptoms. Some of these symptoms are dizziness, fatigue or fainting as a result of the brain not getting enough oxygen rich blood, chest pain, shortness of breath, and death (which occurs rarely). Palpitations are caused by high blood pressure, mistral valve prolapse, Hyperthyroidism, Anemia, coronary artery disease, or stress, Anxiety, panic attacks, stimulants such as caffine, nicotine, and alcohol, heavy excursus, high consumption of nutmeg. There some treatments which you can do. You could try to hold your breath briefly, take a slow drink of cold water, wash your face in cold water, cough several times, and hold your nose and blow (it will pop

Celebrity Culture Essay

Celebrity culture is recognized today as the popularization of certain individuals that have characteristics which may or may not be authentic, but society views as exceptional. Today’s stars do not really need to have an admirable talent or virtue to be known throughout the world. These idols are now able to gain worldwide coverage through common celebrity magazines and accepted television shows due to self-promotion or unethical behaviour. The celebrity culture always has and always will have an impact and influence on society. Celebrities are constantly in the media and have become role models for adolescents and teenagers. The adolescent minds in the current generation is becoming more deviated from picturing the world as a whole and is more focused on their own â€Å"bubbles† where anything in that bubble must directly relate and affect them. The most noticeable impact is on their views towards beauty, sexualisation or sexual development, and health. Beauty, in a typical teenager vocabulary, has been narrowly transformed into a young, symmetrical, skin-and-bone, tanned woman or man swishing back and forth their gorgeous hair and smiling their perfect teeth. Commercials featuring these celebrities give an impression of â€Å"if you want life and happiness† be like me and buy these products. Teens are misunderstanding that they are more than the sum of their possessions and salaries, more than the sum of their appearance and image, and more than the sum of their achievements and failures because of what they are seeing and everyone else is seeing through the media. More and more of teenagers are being affected by the sexualisation of girls according to mental health experts. A research on analyzing the effects of virtually every form of media from music lyrics to video games showed an effect that young girls are succumbing to the pressure of sexualisation by posting naked pictures of themselves on the internet or allowing boyfriends to take nude photos of them. Furthermore, casual celebrity sex appears to be the norm amongst the youth. As a result of an over-sexed society, young girls can be found with self-image and emotional problems like anxiety and shame, and lack of confidence in and comfort with her own body. Sexualisation of girls has negative consequences on girls’ ability to develop a healthy sexual self-image, research suggests. Celebrities do not only have a negative impact on the personalities and looks of fans, but also in their health. There have been cases where fame has been used positively and to send out a good message but there have been other instances in which celebrities have put out a bad image. For example, the appeal of drug and alcohol abuse has increased and so have images of intoxicated celebrities in magazines and television. Celebrities have glamorized smoking in the media and are setting an example for people everywhere that it is acceptable to smoke. Stars should make it an ambition to refrain from using drugs and drinking excessive amounts of liquor because it sends a message to supporters that a life of drugs and alcohol is a satisfactory way to live. Celebrities need to change the way they act and how they are viewed. Their actions have more of an effect on us then many people believe they have. Thin, compulsive celebrities are changing the way many young teenagers think and act. Celebrities need to change these unpleasant habits now and realize that they need to be more concerned with themselves and with their portrayal in the media. Unfortunately, the power of who becomes famous and what images are presented is completely in the hands of the media.

Descriptive Essay Essay

There are few moments in a person’s life in which they can take a step back from their conscious minds and realize a change in â€Å"direction† or change of â€Å"purpose† within their paths. Most of life seems like a continuous flow of a journey, an ever speeding ride that starts and finishes as the sun’s journey through our day light. We are, when you get down to the core of it, simply a combination of our past experiences and memories. But some of us, few and far between, have experienced a brief moment in history in which we felt the tides of our own oceans turning. The moment is brief. The moment is sometimes small. Yet the moment is forever fleeting. Like a cool breeze that suddenly crosses over the hot sands of our minds, we suddenly are swept up from something that finally brings a new sense of understanding into our lives – ultimately changing us forever. This moment came for me when I was rather quite young. In fact, I was in the middle of my third year of elementary school. Before we go any further down this recollection trip of ours, I will have you know a little about my past. In my younger days, I had been branded as what you may refer to as a â€Å"liar†, but the reality wasn’t found in the sense of that word. Instead of â€Å"lying† in modems of deceit, I simply and honestly believed with all my being that if something was conceived within my thoughts and plopped out of my mouth that it was systematically true. It probably sounds absurd, simply believing in something and taking it as true when there was no evidence behind its conception other than my frivolous thoughts. But that’s how it was, or so I thought, in my world of being. In fact, I vividly remember telling my brother one day that I was actually not his sister, rather a lost princess in need of finding her way home. Where from the cosmos did that idea originate from? Well, since I can’t even tell you, God would be the only one to know. With the daisy chain I labored at making for hours around resting atop my curly locks and birds singing every which way I turned, I was a princess. Nothing that â€Å"reality† presented to me was truer than that. And so time went on. I was a royal princess. I did not eat the last cookie. I had magical powers. Just no one else knew about it yet. Imagination was the all-powerful and ruling force of my world – the seams of reality and dream forever muddled and intertwined. It was like I had not really been born yet, like I was not actually alive, rather just stuck in purgatory of pre-life and had not yet taken the steps into the real universe yet. And then came  third grade. It was Mrs. Alley’s class – she was a rather â€Å"persnickety† as she liked to call it lady who absolutely wouldn’t let anyone get away with anything. She was nice though, I could tell she had a warm heart and I liked her better than my last teacher. All the other kids had done and finished their detailed map of the California state, all colorful and bright from crayons wax. But then there was me – perfectionist who would draw four pencil etchings and then erase five. Mrs. Alley announced that everyone that was done could go outside and begin a game of â€Å"kick ball†, which was the absolutely best part of any school day. I was put in between a rock and a hard place. As everyone else started fileling out of the room, a silence began to pervade the place. Eventually I was alone, sitting in a desk with a half lightly drawn potion of California on my paper. Eventually I just put my pencil down and started to look around the class room. It’s truly amazing how the absence of sound and souls can change a place. As the clock ticked onwards, my mind came to recollect the perfectly printed version of the California map that was resting in the pages of my history section of my binder. One envisioned, there was no turning back. I ran to the other side of the class room and tore my binder from the top shelf, turned the history tab and found my booty. It didn’t take long, the copying of the whole thing and the end product was rather magnificent if I have the right to admit so myself. By the time I was finished though I could hear little third grader feet beginning to scuff on the outside stairs. With the zip of a zipper and a scurry across the room, all proof of the occurrence had been erased†¦ or so it appeared. When everyone had come back in, Mrs. Alley announced that there would be a contest for whoevers map looked the nicest. As she walked around she gave nods and smiles to the other children, but when she came to peer over my shoulder she stopped. With perfect lines and strait edges my map probably seemed like a masterpiece of Van Gogh’s proportions compared to everyone else’s. It all happened rather quickly. The asking, the removing of the binder from the book shelf, the  hol ding of the map up to the window against the original, but all throughout this process a thought formed from within my head and there was no point of return: I had not traced it. I had done it all by myself with my own hands. For all I could have known in that moment I could have been outside the whole time with the rest of my class, but the history of the past hour was completely erased from my mind. It seems odd really, even for me to talk about the thought that I gave myself subject to and belief in, as if almost I am only recalling memories from another world or a half remembered dream. All I can remember from that moment is that from the whole moment is my whole body and being screaming â€Å"No† from every angle, every corner of the depths of my being. But she did not give in, she did not even falter. Eventually we sat alone in her room, fists clenched, face red, and eyes wet and still neither giving in. And then she turned to me and said â€Å"Ok Courtney† with the most unsatisfactory unbelieving persona that I have ever have witnessed in my life. As the car wised by the pine and cedar trees I could still feel the heat of anger come off my face. Why didn’t she believe me? My mom crying from the driver’s seat tried to lecture and yell sense into me. She was a good mom, is and always will be. Neither she nor my father had ever taught me to â€Å"lie† or let me get away with it. The sting of getting spanked had often been upon my bum in my younger years. But I honestly didn’t know what I was doing wrong. The â€Å"lies† I was accused of making were simply given truths in my mind. And then it hit me. Like a hail storm sent from the Greek gods that fell and tore away the bond between me and my fuzzy pink fog of fantasy, the memory. The remembrance of what had really occurred in the class room a couple hours ago. My world wasn’t real, or at least the one I had been creating wasn’t in the least. The bands of the horizon in my life slowly started to unravel and integrate in front of my very eyes. All of a sudden, from the very depths of somewhere in my being, a very distant kind of concrete place that resides behind my head, I heard a voice. Sweet and low, comforting yet powerful I heard a voice that was not of my own in my head. And it seemed to bend down and pull me close as a parent does to their kids after a thunder storm has just passed as it whispered somewhere within me, â€Å"BE ALIVE†. I started to cry, in fact rather mentally break down. And through my tear I finally gained sight of the light of day that penetrated and wished all the fuzzy thick fog of my fantasy  world away.

The Controversies in the Education System of US

Think about how much of your life is spent trying to learn all you can and make yourself better prepared for the â€Å"real world. † We start schooling at age five or six. Kindergarten is about finger paints and learning the alphabet. Before we know it, we are standing in front of our class and parents accepting a high school diploma. That is thirteen years right there. Then, if we really want to â€Å"succeed† we have to get through another 4 to 6 years of college. That is almost 20 years total in school. Are those 20 years well spent? Are we all satisfied with the education we received? The answer is â€Å"no. † It is apparent that today†s education system in the United States is not satisfying the needs of all people. One of the main controversies in the education system of the United States is the content of what is taught. Everything that is taught in school is uniform for the entire grade. However, not every individual student is uniform in what they already know and how capable they are of learning new things. Not only that, but also is each student interested in learning what everyone else is learning? Today there are many schools that have put more emphasis in teaching learning skills rather than the knowledge that is needed to move on to the next level (Hirsch 129). Some schools have gone to what is known as â€Å"core knowledge† to make sure that each and every student has the same foundation upon which to build the rest of their education. They believe that through the method of â€Å"core knowledge†, everyone can benefit together (Hirsch 129). Opposite that idea is the idea that we shouldn†t be filling a child†s mind with â€Å"miscellaneous facts†, but rather be trying to extract the knowledge that is within each person†s mind (Harris). The main argument with that opinion is that without some filling, there won†t be anything to extract from a person. One positive thing that our children are learning is the ability to think creatively and be innovative. Many Americans overlook the fact that in this country, children are able to experiment with ideas and learn to believe in themselves and in their own creativity (Ho 126). But is mere creativity enough to make up for the other shortfalls in education? Another big controversy in education is the way the children are taught. Many of the same arguments that are made regarding what is taught, can be made regarding how it is taught. Those who are naturally talented and intellectual say that filling a child†s head with various types of knowledge is not very productive, but what about those children that need that knowledge just to be at an equal level with the other students. Children who have not learned very much at home or outside of school won†t have very much to give intellectually, so the idea of teaching to draw out personal knowledge will not work. How do you fairly teach a class that will mean whether or not you will keep your job? Many teachers face this dilemma today because of the process of anonymous evaluation. Teachers who get a bad evaluation could lose their jobs because of it, thus there is an ever-growing problem of teachers giving better grades to possibly save their job. What about the grades that are given? As long as there has been a school, there have been grades given to students to show how well they are doing in school. But are grades the most effective way to show a student†s progress and more importantly, what they actually learned? Some call grading â€Å"tyrannical and indefensible† and even go as far as saying the grading system is â€Å"criminal† (Lean 131-32). Grading is probably the most scrutinized of all practices in education. It is easy to see the difference between an â€Å"A† and an â€Å"F† in a subject like math where the answer is either right or wrong. But, how do you give a grade in a subject like art where each piece is something from an individual†s own creative mind? There is no right or wrong, or good or bad. So how could anyone say that his painting is an â€Å"A†, while her sculpture is an â€Å"F†? In a case like that, grading can be seen as nothing more than personal preference. So how does grading affect students and teachers? The grades given to students not only affect the students† lives, but the teachers† lives also. For students, bad grades mean not getting into the college of their choice, and for the teachers, bad grades mean possible bad evaluations. Many people have blamed bad grades for giving a child low self-esteem, but what about those children who have excellent grades and no social lives. Don†t they have low self-esteem? Building self-esteem in students shouldn†t be a substitution for basic schooling (Moore 136). It has been argued that teachers lower their grading standards in order to raise the self-esteem of their students. Those teachers believe that a high self-esteem is necessary for a student to learn well and have a high self-esteem (Moore 136). True self-esteem does not come from a high GPA, a piece of paper called a diploma, or even a high status socially; it comes from hard work and meaningful accomplishments. Do you want children to be filled with trivial information or encouraged to think on their own and explore their own intelligence? Do you want to receive letter grades just like you or do would you rather receive evaluations on their progress? Do you think that their self-esteem should be based on their grades or something more important? These are questions we will have to answer in new millennium and as we become new parents. The education of our children is something too important to overlook.

(Leadership and management solutions) Essay Example | Topics and Well Written Essays - 500 words

(Leadership and management solutions) - Essay Example The major goal of Taylor’s scientific management was to control the production process through scientific method. Taylor believed that that technology can be used to enhance productivity by controlling labor processes. He had evolved the concept of best practices and advocated the training of workers on the best practice so that they can follow set procedure for production. Taylor’s scientific management relies on breaking the process of production into specific parts and training the labor force on how to accomplish the tasks efficiently and in time bound manner. He used machines as major facilitators of production process and applied management control on workers and operation. According to him, scientific management is to know what exactly one wants the workers to do and ensures that the work is done in the best and cheapest way (Taylor, 1911). The workers were trained on various production processes and their work was strictly monitored. Taylor’s emphasis on the rationalization of production and thereby of the workplace was intended to delineate the importance of labor force and use them as machines to reduce cost. Taylorism had become famous for the mass production. The scientific management is underpinned by five principles: clear division of task between the workers and management; evolving scientific method to find the best way of doing the task; scientific selection of workers; training of workers on doing the job in specific manner; and close monitoring of workers which is time bound. Ford Motors has exploited the scientific management to introduce technology and develop automated assembly line for manufacturing standardized parts for mass automobile production (Mullins, 2010). Taylor’s scientific management has come under controversy for many reasons including devaluation of human resource and unethical practices at workplace to increase profit. In mass production of goods, it is still very pertinent. In the contemporary times,

Assumptions and Contribution of the Strategic Choice Theory Essay

Assumptions and Contribution of the Strategic Choice Theory - Essay Example The researcher states that the use of the strategic choice analysis also contributes to helping the organization and its management in optimally utilizing the existing resource base to gain needed a competitive advantage. The organization would thus become ready to potentially adapt to the external changes in the technological, social and politico-economic environment. Further, the aspect of strategic choice also highlighted the need for generating an effective interrelationship between the organization and the managerial framework. It aims to effectively integrate the organizations and its individuals in that the same contributes to a generation of the right strategic choice to exploit the existing resource base in a generation of needed competitive potential. It thus endeavors to reduce the aspect of tension both relating to the internal and external organizational framework which in turn enhances its efficiency to counter changes in the external environment. Strategic Choice Theor y relates to the actions or roles played by organizational leaders in making concerned choices to enhance the competitive advantage of the business organization against external political, demographic, social, economic and technological changes. Further, the strategic choice theory is also observed to generate tension relating to agency and structural elements. The relation of an agency to structure and further to the external environment makes the theory of strategic choice more dynamic and applicable to different settings. This reflects that the strategic choice theory not only serves the competing needs of the organization but also tend to depict an evolutionary approach based on external needs and changes. Strategic Choice Theory also reflects on the manner in which the business organizations gradually adapt to the changing needs to help gain needed a competitive advantage. The concept of ‘Strategic Choice’ relates to the process through which the authoritative bodi es in an organization tend to incorporate to help in taking of strategic actions.

Article 234 EC Treaty and the European Court of Justice Research Paper

Article 234 EC Treaty and the European Court of Justice - Research Paper Example The doctrines of direct effect and the supremacy of the EC law over the national law are the fundamental foundations of this structure. Under the doctrine of direct effect, individuals are bestowed with legal rights, which enable them to invoke the national courts directly to challenge the Member State’s failure to adopt the provisions of the EC law. Under the doctrine of supremacy, the EC law precedes national law in the event of any conflict between the National law and the EC law. Accordingly, by virtue of these two important doctrines, the European Court of Justice transformed the preliminary ruling system from a mechanism in which individuals can challenge the EC law in the national courts into a framework in which individuals can challenge the national law in national courts in order to make the EC law prevail upon the national law3. Initially, there was a significant amount of protest by the national courts. Subsequently, the national courts began to accept such challenges under direct effect and commenced to protect the Community rights of individuals. Moreover, whenever an interpretation was required in a particular case, the national courts referred these cases to the European Court of Justice for clarification4. There were a few such preliminary references in the 1960s. They increased to nearly fifty by mid-1970s, over one hundred in the early 1980s, and around two hundred by 1990s. This clearly established that the national courts had become the key elements of the European legal system. In this manner, they have become a part of the judicial relationship of the European Court of Justice.