Connecting my teaching style with what adult leraners need to know Research Paper

Connecting my teaching style with what adult leraners need to know - Research Paper Example While the quantity of lessons may matter with ample significance at anytime, such an instructor does not afford to neglect providing quality in his unique creative style of teaching which naturally earns appreciation by colleagues and pupils alike. An effective teacher exhibits a character of passion toward mastery of specialization or subject being taught so that in this manner, adult learners are concretely addressed as they meet their maturing scholastic needs. Because it is part of his chief objective to sustain learning with excellence, he finds a way to exceed the standards of his profession. He even considers exploring knowledge of the yet unknown for the benefit not only of improving his intellect but also of inspiring the students with the wonderful idea of gaining the intended proficiency through their individual endeavors both at present and in the future. Adult students, similarly, are able to show regular attendance and to listen and perform in a stimulating atmosphere f ostered by a teacher who demonstrates skilfulness in classroom management. Given this condition, no matter how busy an adult learner is with non-academic cares, valuable learning becomes accessible. An effective teacher serves a huge contributing factor in making such student figure ways of putting valuable ideas to application when solving problems and handling studies with the favour of working under alternative situations as seen fit. Having the initiative and discerning what to do upon encounter of conflict make the anticipated output of learning valuably. Positive development among adult learners, on the other hand, may be perceived once a creative style of teaching facilitates belief that new experiences could be found and used as a tool for an advancement in an adult’s learning capacity. Based on Kolb’s theory (1984), the impetus for the development of new concepts is provided by new experiences where Kolb himself stated that â€Å"Learning is the process where by knowledge is created through the transformation of experience† (Mcleod, 2010). Hence, as one develops positively, it may occur pleasingly worthwhile to construct awareness and social growth with the rest of the academic community. Around this stage, productive motivation is sought to come along since the learning process allows each adult learner to seek greater essence in connecting an individual’s well-being or ultimate identity to a set of tasks assigned by the motivational instructions. Because there ought to be harmony of interaction between the teacher and the student in order to translate effective teaching into remarkable outcomes with knowledge, hence, both parties must converge onto a common interest or point of similarity as through behaviour and way of thinking. The effective teacher may draw an adult pupil to this convergence if his technique of instruction is built on resourcefulness, for a resourceful character tends to adopt the mood of exhausting pos sibilities for the teacher and the learner to function within transparent relationship. Strategizing an effort to know each student at depth such that it yields back similar action in response would assuredly cause higher degree of motivation for the learner to trust and utilize the concepts with pertinent

Health Sciences and Medicine Essay Example | Topics and Well Written Essays - 1000 words - 1

Health Sciences and Medicine - Essay Example Students who pursue health and medicine courses were positively perceived as academic elites who deserved respect. I joined the institution knowing exactly what I wanted at the end of my studies and this enabled me to set my goals with utmost precision and clarity. Reflection, an introspective evaluation of the past experiences, achievements and challenges would be the best way to assess the academic progress so far (Jasper, et.al, 2013: 110). This academic year has stood out with many activities and experiences that have significantly impacted on my social and academic life through the journey towards achieving my educational goals. The fact that the institution provides a course outline early enough enables students to psychologically prepare for the oncoming course tasks. The reality of academic pursuit is personalized when one is issued with a course outline. I personally felt the challenge to start my course studies early enough and prior to the instructor’s commencement so I may be best placed to understand the concepts. Attributably, the good progress so far this academic year is as a result of strengths in my personality that have worked to my academic advantage. In an environment where time is far more precious, excellent time management skills have undoubtedly favoured me. I remember, sometime back, how much I struggled waking up early in the morning to prepare for the day. Although intrinsically I rated highly in general time management scale, waking up early in the morning was a daunting task.

The Teaching Profession Essay Example for Free

The Teaching Profession Essay Teaching is described by different teachers in various ways and one which made an impact to me is that, â€Å"Teaching is the noblest of all profession†. My cousin, Ms. Gertrudes is now a mathematics teacher in Muntinlupa city. We studied in the same university where we shared together many great things including teaching. According to her, teaching is the most noble among all the professions since all professionals underwent education with a teacher. Through the internet I arranged an interview with Ms. Gertrudes where I gained more insights about her view of teaching as a noble profession, furthermore it opened up a new realization on teaching in relation to our society today. From this point of view, I will lay the foundation of my reflection on the interview with basic education teachers. How teachers mould the minds and hearts of every learner reflects the kind of society we have. Inside our classroom for instance, fast track students represent various responsibilities in the society – teachers, nurse, house wife, policeman, and engineer, among others. Some of us are passive and some are active, having different background and different reactions, yet we were here for the desire to learn how to teach. The teacher not only facilitates learning but could influence the mind of future politicians, engineers, doctors, policemen, priests and nuns, educators, legislators, and ordinary citizens among others. In an interview with Ms. Mondragon she said, â€Å"I considered it (teaching) as a means for which God used me as an instrument to touch lives and in the process, I myself is transformed by my students’ lives†. Indeed, teaching and learning is a collaborative process which exemplifies the unification of a problematic society that we are experiencing now, yet continuously striving through difficult times in finding solutions to the problems. A teacher must assume this tremendous responsibility if we still aspire for a more livable society: a responsibility to be formed and be transformed so as to form and to transform the lives of people. A teacher seeks to transcend the ordinary limits of him or her by allowing the ultimate good to use that life as an agent of transformation. This role of a teacher is highly dignified as Ms. Gertrudes puts it, â€Å"every individual is a prime mover in our society however, the teacher is noblest since he or she teaches how to be noble†. Such phenomenon in teaching and learning permeates from one individual to the other like a hoop that never end as Henry Adams once said, â€Å"A teacher affects eternity; no one knows where his influence stops† . A society consisting of good citizens, according to Socrates is a good society, and the highest end of every individual is to become good. Aspiring to be an educator is learning to become a good student first. Only in this manner I understand that learning is a process of becoming; a good teacher influences students to become good if not the best teachers to become educators of a society who stretches its vision farther towards the future. However, going through this process is a painful one. An intricate silk cloth is not made overnight such as an effective teacher is a result of years upon years of rigorous training. Evidences of this are testimonies of teachers especially those at the beginning years of teaching who would describe teaching as â€Å"difficult†, â€Å"not easy to be an adviser†, â€Å"a thankless career†, or â€Å"challenging† among others. In a conversation with Sir Sapul he said, â€Å"†¦it is not even acceptable that a teacher ca n commit mistakes, in class or outside†. It is a reality that the society has set the highest standards of how they would look at teachers – they should be perfect. It is an expectation that every individual is called for but the challenge is directed specifically for teachers to respond. I believe that each one shares the same responsibility to strive-to-learn to become a better person who is humble enough to accept undergoing a painful process – a process which describes the beauty of our purpose. The more experienced teachers would say, â€Å"I choose teaching as a profession for love of the youth†, â€Å"the early formation of the youth is important to prepare the future of the nation and the church†, â€Å"teaching is my ministry†, â€Å"teaching is my passion†. Teaching for them is a mission already carved in the soul of a teacher, a value system stabilized through time†¦how beautiful! The younger ones will marvel in the same path as they go along the way saying, â€Å"it is my destiny†, â€Å"I want to help children to become better persons and be successful in their life†, â€Å"I be lieve that teaching is God’s plan for me†, â€Å"I can change the life of every person especially the younger generation†, â€Å"this is what I want, this is what my heart says†. Life will eventually give more meaning to every heart’s desire as it grow and ripen in due season. When that time comes, a teacher only counts his or her blessings and continues to grow in grace. The entire life cycle of a teacher, can be likened to a butterfly. One has to be an egg and undergo the stages to become an adult. Weeks after gloriously fluttering its wings the butterfly dies leaving behind new eggs, but a teacher on the other hand is immortalized by the life that he or she have led. The teacher takes the more crucial role in shaping the individual human person and the world. As the famous saying goes, â€Å"you cannot give what you do not have† therefore, every teacher has to be well prepared for that great endeavor that lies ahead. The domain of personal growth and professional development in the NCBTS emphasizes the ideal that teachers value a high personal regard, concern for personal development, and continuous improvement as teachers. According to Corpuz and Salandanan, â€Å"the personality that teachers project determines the impression they make upon students and colleagues†. Asking some teachers about their idea of how students perceive them they responded, â€Å"well prepared†, â€Å"has principles†, â€Å"strict†, â€Å"loveable and caring†, â€Å"patient†, â€Å"honest†, â€Å"sympathetic†, â€Å"approachable†, â€Å"friendly†, â€Å"possesses a good sense of humor†, â€Å"punctual†, â€Å"dynamic and creative†, and â€Å"compassionate†. These responses determine the teacher’s self-awareness in relation to his or her work and to his or her role in the society. Through the course of the process, a teacher accumulates values that he or she feels important to be nurtured and to be developed. Teacher responses include hard work, compassion, creativity, simplicity, service, responsibility, commitment, patience, honesty, generosity, kindness, humility, love, commitment, tenacity, courage, and self-discipline. These are personal values that they wanted to have as teachers yet in the interview, they mentioned that teachers should possess attributes to become an effective teacher: A teacher should have integrity and good moral values. A teacher should be able to motivate in making the students able to love the subjects. A teacher should have passion for teaching. A teacher must be full of energy and enthusiasm. A teacher should be globally competitive, flexible and work oriented. A teacher should be honest, hard working, generous, committed and dedicated. A teacher should have love for students. The teacher has personal values that they uphold but it is also very important that we hear from the students what they value from their teachers since it is the learning of students which is the foremost concern of teachers, only that the process of learning is controlled primarily by the learner as pointed out by Corpuz and Salandanan. â€Å"In order to teach effectively a teacher should consider certain principles of teaching and learning. The principal elements that make teaching and learning possible and attainable are the teachers, the learners, and a conducive learning environment. The learner is different from one another in terms of their demonstration of cognitive and appetitive powers, multiple intelligences and varied learning styles, children with special needs and children of indigenous people’s group†. This is the reason why a teacher should have a good stock of positive personal and professional attributes to be geared up for battle. A teacher to be effective must possess a sense of service as a professional teacher, dedicated to the job and wave that missionary spirit since the teacher himself or herself is one of the elements in making learning attainable. As Ms. Mondragon quoted St. Marie Eugenie of Jesus, â€Å"Education is allowing the good to break through the rock that imprisons it in order to shed its radiance†. It is not only the student that is imprisoned in the rock but sometimes a teacher lacking in proper preparation for the life of a teacher is imprisoned in steel, when the students are free enough, they absorb the negativities that they are exposed into and their light fade out altogether. But an accomplished teacher would say, â€Å"I am a successful teacher since I see my former students effecting change in the lives of people they are working with†. It is indeed a personal commitment that a teacher should develop a philosophy of his or her own. According to Sir Montilla, â€Å"Education is a journey towards a holistic and vibrant transformation within a human person. Molding and preparing one’s life to be more equipped, outfitted, and comprehensive towards the pedestal of success, with strong conviction to the triune God in contributing for the betterment of the community and for the progress of society†. As the famous saying goes, â€Å"the journey of a thousand miles begins with a single step† such that personal change is required in order to move forward towards the ladder of success; offer to God all accomplishments, and create concern for the development of the society. Another teacher said, â€Å"Every individual is able to strive for success in their academic performance and their life†. It is difficult to fathom what one child is capable of, the assessment and evaluation in school are but ways to estimate what the child is capable of having in that specific moment. When a child is free, he or she is able to soar in great heights unimaginable to us. If we allow a child to dream, we allow him to see what he or she is capable to dream and so we guide them that they develop trust in themselves until they will one day realize that dream. Sir Soriano has this to say, â€Å"Teaching is in the heart of the educational process†. The educational process to me is an extensive continuum which extends throughout an individual’s life span. It involves things that we can say about learning and teaching. The very core of it is on the process itself. Such process allows us to experience the joy, the pain, fears, difficulties, danger, yet we strive to redeem ourselves and rise beyond our own limits. As to Bro. Beuchesne, â€Å"Every person is a child of God, who has the right to be respected and properly educated, to develop his particular talent and use them for the betterment of society†. Our life is like a web or a fabric the thread of which are intricately arranged so that each one touches the other, its beauty is seen only as a whole. Each thread is as important as another, just as every individual has its own role in the society which affects the others and as much important as the other; even the flap of a butterfly affects the universe how much more with a human person! Every individual is a gift from God that should be taken cared. There are ways that are done differently by one another which needs to be guided, respected and accepted. Teaching is: loving the learner. I can say that as a student, if the teacher makes me feel important, I can learn better and most inspired. Learning to me is a lifelong process that improves with time. The goal of the teacher is to give the best he or she can and become an inspiration to learn. In a society such as we have, a greater responsibility lies on the hands of a teacher who is committed and competent in facilitating the learning of every unique individual human person. Enormous passion coupled with positive personal attributes and an undying missionary spirit is necessary for a teacher to sustain himself in answering the call to render valuable service and in influencing the students to love learning. As Saint Jean-Baptist de la Salle have said, â€Å"To touch the hearts of your students and to inspire them with the Christian spirit is the greatest miracle you could perform, and the one that God asks of you, since this is the purpose of your work.† We can try to look at what is happening in our society today and I am personally sad to see it being destroyed subtly. If not now, maybe one day we will realize the contribution we made for that destruction. As a responsible teacher would do, a personal reflection is called for to ponder upon the role of the teacher that shaped this society we have today. Can the teachers redeem themselves in their role of reshaping our society? Indeed, only those who retained the zeal for the mission of teaching will carry on the spirit, and it is sad that they are only few.

Action Potentials In Squid Axon

Action Potentials In Squid Axon In 1952, Hodgkin and Huxley published a series of four papers in the Journal of Physiology (London) reporting their experiments to investigate the underlying events of the action potential. In their final paper, they derived a series of equations that describe the relationship between sodium conductance (gNa+), potassium conductance (gK+) and the membrane potential in a squid axon following electrical stimulation. Hodgkin and Huxley were awarded the Nobel Prize for this work. In this practical, you will use a computer program based on the Hodgkin and Huxley equations to show what is happening to the membrane potential, gNa+ and gK+ during and after electrical stimulation. An example of the output from the program is illustrated in figure 1. It can be seen that the electrical stimulation depolarises the membrane. Once a depolarisation of 30mV has occurred, the conductance to sodium ions increases rapidly and the membrane potential rises to +20mV. The rise in gK+ is slower in onset and lasts for longer than the increase in gNa+. The fall in gNa+ and the associated rise in gK+ returns the membrane potential towards the resting value. Figure 1: Simulation of changes in membrane potential, Na+ and K+ conductances following the application of a single electrical stimulus of 50  Ã‚ ­A/cm2 for 1  ms. The peak height, amplitude, latency and threshold of the action potential are shown. Methods and Results Run the Squid Giant Axon simulation from the Start menu, HHX. Experiments using a single electrical stimulus In the first series of experiments, you will use a single electrical stimulus to initiate an action potential. Run a simulation with the following parameters: Stimulus 1 Amplitude ( Ã‚ ­A/cm2) Stimulus 1 Duration (ms) Delay (ms) Stimulus 2 Amplitude ( Ã‚ ­A/cm2) Stimulus 2 Duration (ms) 50 1 0 0 0 A trace similar to figure 1 will be obtained. From this trace, you can measure the peak height, amplitude, latency and threshold of the action potential: Peak Height (mV) Amplitude (mV) Latency (ms) Threshold Voltage (mV) +19 109 0.46 -66 Q1 and 2. Investigate the effects of varying stimulus amplitude and duration by running all the simulations shown in the matrix below in Table 1: Enter a X in the Table 1 matrix for experiments that produce an action potential, and record the peak height, amplitude, latency and threshold of any action potentials in Table 2 overleaf. For experiments that fail to elicit an action potential, enter a O in the matrix below, and record a value of  ¥ (infinity) for the latency and - for the other parameters in the table overleaf. Table 1. Success/failure matrix Stimulus Strength ( Ã‚ ­A/cm2) Stimulus Duration (ms) 0.1 0.5 1 2 5 50 O X X X X 20 O X X X X 10 O O X X X 7 O O X X X 5 O O O X X 2 O O O O O Table 2: Action potential characteristics Stimulus Response Strength ( Ã‚ ­A/cm2) Duration (ms) Peak Height (mV) Amplitude (mV) Latency (ms) Threshold Voltage (mV) 2 0.1  ¥ 0.5  ¥ 1  ¥ 2  ¥ 5  ¥ 5 0.1  ¥ 0.5  ¥ 1  ¥ 2 14 104 2.89 -61 5 15 105 2.74 -59 7 0.1  ¥ 0.5  ¥ 1 12 102 4.38 -57 2 15 105 2.16 -58 5 16 106 2.16 -57 10 0.1  ¥ 0.5  ¥ 1 15 105 2.01 -61 2 16 106 1.62 -64 5 16 106 1.62 -64 20 0.1  ¥ 0.5 15 105 1.58 -64 1 16 106 1.02 -63 2 17 107 0.97 -66 5 17 107 1.04 -61 50 0.1  ¥ 0.5 17 107 0.59 -61 1 19 109 0.54 -60 2 19 109 0.52 -62 5 19 109 0.57 -58 Q3. Plot two graphs to show the relationship between: (i) Stimulus strength and latency and (ii) Stimulus duration and latency. How these graphs should be plotted is not immediately obvious, and information on how to complete this task will not be explicitly given! The optimal solution to the problem is for you to find, but the following points are provided for guidance: It is not legitimate to plot infinity on graphs It is not appropriate to extrapolate beyond data points It is not legitimate to plot average latencies. The graphs must be plotted so that every value of latency (except  ¥) is represented. Use the blank sheet on the proforma, there is no need to use graph paper. Graph 1 : Stimulus strength and latency Remember you need to distinguish different stim durations in this gr Graph 2: Stimulus Duration and Latency Make sure you distinguish different strengths as well These can be plotted accurately using excel for your submitted report. Experiments with dual stimuli Q4. Run a simulation with the following parameters to demonstrate the absolute refractory period: Simulation Stimulus 1 Amplitude ( Ã‚ ­A/cm2) Stimulus 1 Duration (ms) Delay (ms) Stimulus 2 Amplitude ( Ã‚ ­A/cm2) Stimulus 2 Duration (ms) A 50 0.5 4 50 0.5 B 50 0.5 4 100 0.5 Briefly describe the responses obtained in simulations A and B in the space below: In A the first and second stimulus is equal. The first stimulus causes an action potential whilst the second stimulus does not. The delay is only 4ms. The membrane is at the absolute refractory period when the second stimulus is sent. Therefore an action potential cannot be produced. The first stimulus for A causes the gK value to change from -0.36 to 6.0. The gNa, 0.01, does not increase for the second stimulus and the peak reached is -92mV for the second stimulus and the threshold is -52mV. In B the second stimulus is larger than the first one but the delay remains the same at 4ms. The increase of the stimulus does not cause an action potential. This suggests it must be in the absolute refractory period because a larger stimulus should be able to generate an action potential if it is in the relative refractory period. The value of gK changes from -0.36 to -5.87. The peak was -83mV Q5. Repeat the simulations, but with a longer delay between stimuli: Simulation Stimulus 1 Amplitude ( Ã‚ ­A/cm2) Stimulus 1 Duration (ms) Delay (ms) Stimulus 2 Amplitude ( Ã‚ ­A/cm2) Stimulus 2 Duration (ms) C 50 0.5 7 50 0.5 D 50 0.5 7 100 0.5 Compare and contrast the responses obtained in simulations C and D with those of A and B. Stimulation C and D has a longer delay between the first and second stimulus than stimulation A and B. Stimulations C has a lower second stimulus than D but the same as A. Likewise for Simulation A which has a lower second stimulus than B. Stimulation B and D have got the same amplitude for the second stimulus. The second stimulus, like A, for simulation C did not generate an action potential. Whilst with simulation D, unlike B, an action potential was generated. This is because in the absolute refractory period it is not possible for an action potential to be generated hence why simulation B did not produce an action potential. The delay in stimulation C and D is longer therefore the membrane is in the relative refractory period. This is suggested by the action potential produced in D. The extra delay in D enables more inactivation gates to open generating an action potential. The larger amplitude in D caused the membrane to reach threshold. Discussion Answer the questions below in the spaces provided. This will provide the basis of your report discussion Q6. Briefly justify why a latency of  ¥ was recorded if an action potential was not produced. Latency is the time from the start of the stimulus to threshold. If no action potential is produced then it is not ever possible for it to reach threshold, -59mV, therefore it has to be labelled as infinity because no matter how long you wait you will never reach threshold. Q7. What evidence from your results suggests that action potentials are threshold phenomena? Only the experiments which reached threshold value produced an action potential, refer to table one. For example when the strength of the stimulus is 2mA/cm2 no action potential was produced but the membrane potential did change however it did not reach threshold. When the strength of the stimulus was increased the, for example to 5 mA/cm2, and the duration of the stimulus as increased to 2ms then an action potential was reached. This is because the membrane must depolarise to the threshold level therefore generating an action potential with the same amplitude. This is the all or nothing principle. Q8. Comment briefly on the amplitude of the action potentials generated in these experiments. In all the experiments, table 2, which an action potential was generated, the amplitude was always similar even though the stimulus strength and duration had changed. This is part of the all or nothing principle. The amplitude was always around 106mV showing that action potentials are not graded. The frequency of the action potential is determined by the intensity of the stimulus. The frequency of action potential is caused during the relative refractory period. Graded potentials can be larger and last longer than action potentials. Therefore during the relative refractory period if the graded potential is stronger than the threshold at resting then it will produce another action potential. If the graded potential last longer than the relative refractory period an action potential will also be generated. Both these factor effect the frequency of action potentials. Q9. From Graph 1, describe the effect of increasing stimulus strength on the latency of the action potential. The graph shows that the strength of the stimulus increases as the latency decreases. For example, when the stimulus strength is 5mA/cm2 and has duration of 2ms the latency is 2.89ms. When the stimulus strength is increased to 50mA/cm2 for the same duration of 2ms the latency decreased to 0.52ms. This shows that the latency has decreased by 2.37ms. Latency is the time from the start of the stimulus to the threshold. Therefore as the strength of the stimulus increases, the time for an action potential to be generated decreases. Q10. From Graph 2, describe the effect of increasing stimulus duration on the latency of the action potential. The graph shows a larger effect with the lower stimulus strength. For example if the stimulus strength is 50mA/cm2 and the duration is 0.5 the latency is 0.59ms and if the duration is 5ms the latency is 0.57. However, if the stimulus strength is 10mA/cm2 and the duration is 1ms the latency is 2.01ms and if the duration increases to 3ms the latency is 1.62ms. Latency is the time from the start of the stimulus to the threshold. Therefore as the duration of the stimulus increases, the time for an action potential to be generated decreases. Sodium permeability increase in membrane Number of sodium channel open increaseQ11. Draw a simple flow diagram to illustrate the positive feedback cycle that results in the rapid depolarizing phase of the action potential. Activation gates open Membrane depolarises Stimulus causing to reach threshold Positive feedback Charge of cell increases causing depolarisation Influx of sodium into cell increase Q12. What event at the ion channel level terminates the above cycle? 1ms after the activation gate open the inactivation gate closes. This is a delay response of the depolarisation. The channel is now incapable of opening until it reaches near resting potential; this is when the inactivation gate opens. Therefore the sodium channels closes and sodium ions cant enter the cell. Also the opening of the potassium channels helps terminates this cycle. Q13. What physiological mechanism is responsible for the absolute refractory period? Absolute refractory period is during the depolarisation and most of the repolarisation phase. At this point the sodium channels inactivation gates are closed and the activation gates are open. Therefore the channel is closed and incapable of opening so an action potential cannot be generated by another stimulus in this period. Q14. Explain your observations to simulations C and D in the Methods and Results section. Stimulations C have a lower second stimulus than D. The second stimulus, for C did not generate an action potential but simulation D did. The delay in stimulation C and D is long therefore the membrane is in the relative refractory period. This is suggested by the action potential produced in D because the larger stimulus amplitude. The extra delay in D, compared to B, enables more inactivation gates to open allowing. Also the larger stimulus allows another action potential to be generated. Q15. Briefly summarise two effects that refractory periods impose on the behaviour of neurones (N.B. restatement of the definitions of refractory periods is not what is asked here) There are two types of refractory period absolute and relative. During the absolute refractory period no action potential can be produced. In the relative an action potential can only be produced depending on the strength of the stimulus. Therefore there is a minimum delay required before a second action potential can be generated. Also it controls the frequency of the action potential generated. This period also helps ensure action potential can only move in one direction. Questions to answer after the practical. Q 16 . Most Local anaesthetics are Sodium channel blockers. Describe how these compounds work, the side-effects and what their main clinical uses are. ( max 300 words). Local anaesthetics are weak bases which are used for loss of pain and muscle power so that a particular area of the body becomes numb. When sodium channel blockers, like lidocaine, enter the body it will be equilibrium with the tissue fluid. The anaesthetic will be in its ionised and non-ionised form. The non-ionised form will be able to pass through. It will be become partially ionised and cant leave, ion trapping. The ionised form will bind to the sodium channel. This will prevent sodium ions from entering the cell and therefore it cannot be depolarised. As a result it does not reach threshold and an action potential is not generated. Consequently the nerve cells cant signal to the brain so pain cant be felt or muscle cant be moved. (Tuckley, 1994). There are many different local anaesthetic available with the side effects differing for each drug and. The general side-effects can be, for example, numbness, sickness, lower blood pressure, light headedness and drowsiness. Not all of these are felt by the patient. (Joint Formulary Committee (2010). The anaesthetic can be administered in by several methods, for example, a dentist will use an injection to the mouth. The effect of the anaesthetics will only be felt by the area in which it is injected in. Dentist will use local anaesthetic so that their patient will have loss of pain only in their mouth. Therefore the patient will not be able to feel any pain whilst the dentist carries out the procedure. It is also used for some eye surgery and minor skin surgery. (Tuckley, 1994). Referencing Tuckley, J, M. (1994).The pharmacology of local anaesthetic agents, Pharmacology, 4, 7. Joint Formulary Committee (2010). British National Formulary. (59th ed.). London: Pharmaceutical Press. Q17. Will these compounds work if they dont block all the Na channels ? Why ? (Use your experimental data to help answer this question) During the relative refractory period some channels are open allowing a second action potential to be generated. For example for stimulation D an action potential was produced for the second stimulus because the cell was in its relative refractory period. However for stimulation C an action potential was not produced for the second stimulus, even though the delay was the same. However the second stimulus was larger for D than C. Therefore if the compound does not block all the sodium channels then an action potential may be generated depending on the number of sodium channels blocked and the strength of the stimulus because the concept is very similar to the relative refractory period as some of the channels are not be open but in this case some channels are blocked. In both cases, relative refractory period and local anaesthetic, some channels allow sodium ions to enter the cell. As a result the compound will not work.

What Has Lead Avian Influenza to Affect Humans :: Bird Flu Influenza Disease H5N1

What Has Lead Avian Influenza to Affect Humans Avian Influenza is a negative stranded virus that has many different strands. The virus first jumped the species barrio in 1997 when a human was infected from poultry. Because of the variation in human and animal species and their genetic makeup, the H5N1 strand which was transferred to humans served no threat to the poultry but was deadly to humans. Although there are no vaccines present there are antiviral medications like Tami flu that are produced by Gilead Sciences. The H5N1 strand of Avian Influenza is transferred through Aerosols, if a patient is seen within forty eight hours of the first symptoms there is and antiviral medication which may help decrease the symptoms. The main question that is lingering in society is, â€Å"Today’s Epidemic or Tomorrows Pandemic?† At this monment it is not officially a pandemic but the outbreaks hint that it may soon become one. A Pandemic and Epidemic are very different things. An Epidemic is a variation of a disease or virus that is spread rapidly through a secluded area and affects its inhabitant; while on the other hand a Pandemic is a disease or virus that spreads rapidly through a large geographic area and affects much of its population. Both Pandemics and Epidemics affect people of all ages, ethnicities, cultures and religions. There is no one who is immune to any disease or virus and its effects. In the late 1900’s there has been a lingering concern of a pandemic outbreak of the virus that causes Avian Influenza. The virus is rumored to affect people like HIV/AIDS, Severe Acute Respiratory Syndrome (SARS), and even serve as a Bioterrorism threat. The virus originated in the Eastern area and has many different forms and strands. At this moment there are vaccines which help prevent and control the spread of the virus, if the virus is not contained there may be many consequences and repercussions . AVIAN INFLUENZA 2 Avian influenza is a virus that first passed the species to barrier in 1997, it jumped from animals to humans. It was known to be in bird species hundreds of years ago; finally it crossed the species barrier in Hong Kong for the first time. There are many different strains of the virus; some of the strains affect humans while other strains of the virus don’t affect humans at all. There are three categories of the virus but every category contains negatively stranded DNA and RNA.

John F. Kennedy Essay -- essays research papers

John Fitzgerald Kennedy was born May 29, 1917, in Brookline, Massachusetts, into one of the wealthiest families in the United States. Universally called "JFK," he became a millionaire at the age of 21 when his father gave him one million dollars, but politics and sports were of much more importance to him. He loved touch football, tennis, golf, sailing, and swimming. JFK attended Princeton University and Harvard, graduating from there cum laude. He attended Stanford University business school before serving in the U.S. Navy. He was a naval hero during World War 11 when his PT boat was cut in half and he helped to save the lives of his crew. Returning after the war, he was elected to Congress in 1946 and to the Senate in 1948 and was popular, well-liked, and handsome. He had a fine sense of humor and was a good orator. On September 12, l953, JFK married Jacqueline Lee Bouvier. They had three children, but one, Patrick, born during Kennedy's term of office, died in infancy. JFK gained national prominence when he gave the keynote address at the 1956 Democratic National Convention. In 1960, when the Democrats nominated JFK over Lyndon Baines Johnson, Kennedy asked Johnson to be his Vice President. Kennedy and his opponent, incumbent Vice President Richard M. Nixon, ushered in a new era with a series of four televised Presidential debates. In November 1960, JFK became the youngest man ever elected President. (Theodore Roosevelt was 42 when he took over after McKinley's ...

Entrepreneur vs Manager

The top 15 qualities needed to be an entrepreneur and the top 10 qualities needed to be a manager is listed as follows. This is a summary of the results yielded by the most popular search engine, Google. Not surprisingly most of the qualities needed for an entrepreneur and for a manager matched. This fundamentally shows that in a way, the manager of today needs to be an entrepreneur. It is evident that the degree or extent to which an entrepreneur needs the aforementioned quality may be different. An entrepreneur may need greater depth in certain qualities as compared to a manager. Let us take the example of a quality like confidence, an entrepreneur must have the confidence to support the entire business venture he is planning to undertake and also support all the needs of all his staff while a manager can get away with confidence enough to manage the staff and situations. Apart from this an entrepreneur needs to have certain qualities and certain qualities in certain amounts, the absence of which fails to make an entrepreneur. For example an entrepreneur cannot be born if he is not able to take and handle risks, while a manager can be successful even if he is risk averse to an extent. An entrepreneur would not find switching to a managers role difficult as he would have almost all the important qualities a manager needs. The only issues may be in the operational aspect with respect to the degree of freedom an entrepreneur exercises as compared to that of a manager. The manager today needs to have the skills of an entrepreneur. This is easy to say as mentioned earlier the qualities almost completely overlap. At the same time the manager has also got to know to what degree he must possess an entreprenuer’s skills and to what extent he must exercise them. For example there is a greater degree of security for a manager as compared to an entrepreneur and there is no need to destabilize or jeopardize the situation with excessive risk taking. This may also make employees who works under the manager feel insecure. This degree of risk may be unwarranted for the organization as they would have a calculated risk approach. So the manager must be cautious. But this pays off at the higher levels. As the manager inches toward the top levels of management the set of entrepreneurial qualities like risk taking pays well and in fact makes all the difference with respect to performance. Hence the skill set of an entrepreneur applies to a manager in a phased manner. Some of the best managers along and their entrepreneur skills are listed as under. There are numerous such examples of managers achieving enormous success because of their entrepreneurial skills. In fact these skills are what made the difference. They have literally created a turn-around in the state of the organization. For example, Anne Mulcahy joined Xerox in August 2001. At that time the company was reeling under tremendous pressure with charges from Securities & Exchange Commission over accounting practices. The biggest problem faced by the company was in $14 billion in debt. However she made sharp staff and business cuts and brought new chief financial officer and stabilized the company and put down debt to around $9. 8 billion. She achieved this with her leadership and sense of confidence. Skills needed for both entrepreneurs and leaders alike. The skills prominent in an entrepreneur, the skills which sets apart an entrepreneur when possessed by a manager is what saves the manager from a crisis or a tough situation. It helps the manager steer clear of problems in an effective manner. Managing problems and changes is an integral part of problems for the role of a manager. The more the entrepreneurial qualities embedded in a manager the more effective he is in dealing with tough situations and problems of a kind. It is what pushes them up the ladder, makes them different from the rest of the crowd and has them endlessly and effortlessly facing challenges thrown up. Such managers are highly prized in the industry and make a critical difference especially at the top rung of the ladder. It is not just confined to the top rung of the ladder. It is essentially what moves the manager up the ladder and initially what sets him apart to be chosen as a manager. In short, the manager of today needs to be at least a MINI entrepreneur at the start of his career and blossom as a MEGA entrepreneur at the pinnacle of their career of the manager.