MPH502-Introduction to Public Health (Module 4 CBT) Essay

MPH502-Introduction to Public Health (Module 4 CBT) - Essay Example ation of chosen parameters from that of the ‘best’ group from all groups under study and is generally calculated in terms of adverse events wherever possible. Thus a higher percentage generally implies a comparatively more adverse situation. Health indicators for American Indian or Alaska Native Population were the best with regard to exposure to ozone, lowest number of deaths due to stroke and occurrence of hepatitis, diabetes, tuberculosis, gonorrhea and syphilis. But in areas as health insurance coverage among persons under age 65, new AIDS cases, infant deaths and deaths of persons aged 15 to 24 years the situation twice as worse as the best group. Data are available for the combined Asian or Pacific Islander population reveal that the group has best rates in death due to cancer, injury and violence prevention and, maternal, infant, and child health. However, this group is twice as worse than the best group in HIV testing among tuberculosis patients aged 25 to 44 years and congenital syphilis. The Hispanic population was the best in nutrition, tobacco use and injuries related to violence. But this group was twice as worst as the best group in health insurance coverage among persons under age 65 years, source of ongoing care, new AIDS cases and HIV infection deaths, new cases of tuberculosis, congenital syphilis and primary and secondary syphilis. (Midcourse Review: Healthy People 2010, 2007) Though biologic and genetic characteristics of American Indian or Alaska Native Population, Asian or Pacific Islander population or Hispanic population do not provide any categorical indication, major health disparities are observed between these groups and the white, non-Hispanic population in the United States leading one to conclude that race and ethnicity do play a significant role in health indicator disparities. Income and education, on the other hand are more ostensibly related to health indicator diversities. Generally, populations that are the poorest and

The Different Cell Membrane Transport Mechanisms Essay Example for Free

The Different Cell Membrane Transport Mechanisms Essay The different cell membrane transport mechanisms The cell membrane is referred to as a ‘fluid mosaic model’ because the protein part within the cell membrane used to be though of as an even layer spread over the outside and the inside of the phospholipid. Now we are starting to think that it is spread unevenly, more like a mosaic than a layer. The phospholipid part of the cell membrane is fluid; this means that its molecules are constantly moving about. Through the molecules constantly moving about it allows for things such as ‘transient gaps’ to occur, these are gaps within the phospholipids which allow molecules to pass through; they are only temporary. Here is a picture of the fluid mosaic model: [pic] Both water-soluble (hydrophilic) and lipid soluble (hydrophobic) substances are able to pass across the cell membrane. It is easier for lipid-soluble compounds to pass relatively quickly through by dissolving in the lipid layer. Water needs to pass through via osmosis where as water-soluble substances cross the membrane through simple diffusion, facilitated diffusion and active transport. Osmosis is thought of as the diffusion of water from an area of high concentration of water molecules to an area of low concentration, across a partially permeable membrane. To define osmosis more accurately we define it in terms of water potential. Water potential is a measure of how easy it is for water molecules to move. Diffusion occurs because substances attract a ‘cloud’ of polar water molecules around them. The cloud is held by weak chemical bonds, including hydrogen bonds; this means that these water molecules cannot move freely. This is a picture of osmosis: [pic] Inside cells some solutes have a higher concentration inside than outside of the cell, this means in order to make it equal they need to move across the cell membrane against the concentration gradient. This means that they cannot get in by passive transport; passive transport is the diffusion of substances across a membrane, this is a spontaneous process and cellular nergy is not expended. Molecules will move from where the substance is more concentrated to where it is less concentrated. The rate of diffusion for different substances is not always the same even if the process is spontaneous; this is because membranes are selectively permeable. They must enter by way of a process known as active transport. It is called active transport because unlike passive transport it requires cellular energy. Active transport involves sp ecial molecules of the membrane called ‘pumps’. Pump molecules can pick up molecules and transport them to the other side of the molecule; where they are released by the pump. Pump molecules are globular proteins which span the lipid bilayer. The energy needed for active transport is used here; a reaction with ATP is required by the pump molecules to supply the metabolic energy to the process. Membrane pumps are specific to the particular molecules they work within; this is what makes selective transport. Here is a picture of active transport: [pic] Simple diffusion can take place in some of the carrier proteins found in the plasma membrane. Carrier proteins have binding sites which pick up specific molecules. They can only function in one direction and they require energy to change shape and move a solute. Simple diffusion is a passive process; this means that substances move down a concentration gradient and they do not need any input of energy from the cell, the rate of diffusion can be affected by a few things. Such as the difference in concentration between the area of high and the area of low concentration. The distance over which concentration occurs has an affect on the rate of diffusion; for example the thickness of the membrane which separates the areas of high and low concentration. The surface area which separates the area of high concentration from the area of low concentration affects the rate of diffusion. The higher the temperature is the more kinetic energy the particles possess and the faster they move; therefore this affects rate of diffusion. [pic] Facilitated diffusion is when diffusion is speeded up by specific proteins in cell membranes. These proteins are able to pass substances across the membrane faster than usual. Facilitated diffusion occurs along a concentration gradient and requires no metabolic energy, unlike active transport. There are only two types of proteins involved in facilitated diffusion; specific carrier proteins take particular substances, e. g. glucose, from one side of the membrane to the other. Ion channels are protein pores that can open or close to control the passage of selected ions, e. g. sodium and potassium. Facilitated diffusion occurs when molecules such as those that are soluble in water cannot pass through the phospholipids in the bilayer. When this happens they are transported across via the carrier proteins. Solute molecules moving about on either side of the membrane will randomly come into contact with their specific binding site. Once they bind, the protein changes shape and the molecules come off the binding site on the other side of the membrane. [pic] Both carrier proteins and ion channels are used during facilitated diffusion. Carrier proteins transport polar molecules across the membrane. The carrier protein is specific to the diffusing molecule. The molecule binds to the receptor on the carrier protein, and the protein changes shape (after an input of energy). The diffusing molecule ends up on the other side of the cell, where it is released. Ion channels are used for the transport of inorganic ions. They facilitate the diffusion of charged particles. The channels are lined with polar molecules. The charge particles move towards regions of opposite charge. The ion channels are usually specific to one particular ion.

Gravity :: essays research papers fc

Gravity has many benefits to humanity. It holds us to the earth so we do not fall off the earth and die in space. It holds the planets in orbit around the sun, and moons in orbit around their planets. It also holds stars in orbit around the center of the universe. (Gibben, page 14) Sir Isaac Newton thought that God created a perfect universe. He thought our universe was so perfectly designed that if God left the universe could run by itself. This view was extremely different early pagan scientist and offered new views about gravity. (Lindley page 34 and 35). Some two-hundred years later Einstein developed the General theory of Relativity. In this theory he stated that matter disturbs space-time. he said that the universe is like a giant rubber sheet and objects such as stars bend space-time. (Gibben, page 49.) One of a gravity's most complicated features are black holes. Black holes are objects that have as strong or stronger pull of gravity as stars such as the sun compacted into a extremely small space. It is so strong that light can not escape a black hole. It has been proven that black holes leak. The smaller the black hole is the more it leaks. (Gibben, page 46) If a object is put in the path of a black hole the process of spegetification begins. This process begins when an object falls under gravity it stretches and stretches into a long thin object. the only way to get out is by traveling faster than the speed of light. (Gibben, page 63) According to Newton, if the sun was to disappear, the sun's gravity would immediately disappear with it. This would cause the gravitational attraction of the sun and earth to immediately leave into outer space. Then the earth along with all the other planets, moons, and asteroids would fling into space.

The Theme of Family in Books 6 and 24 in Homer’s Iliad.

Term Paper 1 CORC 1110 Classical Cultures The theme of family in books 6 and 24 in Homer’s Iliad. Family is very important in Books 6 and 24, but it is also one of the main themes throughout the Iliad. Book 1 begins with the vengeance taken by a father who has lost his daughter. The leaders of the Greeks are brothers, and Achilles’s revenge against Hektor is caused by the loss of the brotherly love of Patroklos. And even amongst the gods, the allegiances to the Greeks or the Trojans is decided along family lines.Artemis is on the side of the Trojans because her brother Apollo sides with them. This is why Homer’s Iliad is still popular and understandable among all of us. Every time people read it they realize the themes in the book are still relevant today. In all families brother will stand up for brother, and a father should always protect his wife and children. The families in the Iliad, mortal and immortal, have the same qualities. To outsiders they are fierce ly loyal to each other, but within the families lay the groundwork for each other’s destruction.The passion of Paris for Helen not only destroys his family but a whole city. Achilles leads Patroklos to his death through his stubbornness and pride. Because the lives of humans and gods in Greek mythology are so intertwined, the bickering of the immortal families often spelled certain destruction for their human subjects. In Book 6 Athene ignores the women’s prayers of Priam’s family because she was slighted at a family function, a wedding. A noteworthy similarity between Books 6 and 24 is the intense love Priam has for Hektor even though he is one of his fifty children.Priam states, â€Å"I wish all of you had been killed beside the running ships in in the place of Hektor. I have had the noblest of sons in Troy, but I say not one of them is left to me†¦ and all that are left me are disgraces, the liars and the dancers, champions of the chorus, the plunderers of their own people† (Book 24, lines 254 to 261). Priam’s affection for Hektor is a strong as the bond between Thetis and Achilles, presumably because he is the only child. Thetis protects her son all the time, and she is always near him day and night.At the same time a stark difference between Priam and Thetis is the way their children came into the world. Priam’s fifty children were the result of enjoying himself, and Achilles was the result of Thetis taking the risk of great heartbreak when as a goddess she could have had a painless life. She knew that Achilles was fated to die, but she did not stop him from going to war. She knew how important it was for her son to fight for his glory. The difference in the relationships between Hektor and Priam to Thetis and Achilles illustrates a marked divide of motherly and fatherly love.Another major difference between Book 6 and Book 24 is the family interactions of the gods. In Book 6, even though the gods are family, they disagreed about the war in Troy. And in Book 24 the family ties between the gods are shown. Apollo talks to the gods and asks them to give Hektor’s body back to his father. He says that Hektor has always been good to the gods but Achilles never had justice in his heart. He disrespects Hektor’s dead body by dragging it in front of his beloved companion’s every day. And the gods are willing to help Achilles, not Hektor.But Zeus is the one who will finally make the decision. He decides to give Hektor’s dead body back to Priam. And this is the right thing to do. So with the help of Achilles’s mother Thetis, Zeus sends him a message: â€Å"I myself am angered that in his heart’s madness he holds Hektor beside the curved ships and did not give him back† (Book 24, lines 114 to 116). The shift in the difference of the interactions of the gods is important. Firstly, it shows how changeable they were and how the fate of the human families was dependent on the family relationships between the gods.Another similarity in Books 6 and 24 is that Hektor’s disregard for his wife and his son is presented as heroism. Yet, from the family point of view it was abandonment of the two people who depended on him the most. From another point of view, if Hektor had saved Troy he would have saved his wife and son as well. But as Troy was fated to fall, they lost him for nothing. Hektor’s treatment of his wife is important because it is one of the main examples of how the human women are viewed in the Iliad.As Andromache states, â€Å"Dearest, your own great strength will be your death, and you have no pity on your little son, nor on me, ill-starred, who soon must be your widow†¦Ã¢â‚¬  (Book 6, lines 406 to 408). They are only used by their fathers and disregarded by their husbands. The Iliad, like most great works, has family as one of the main themes at the heart of it. Every person’s life is affected by their family or the lack of it. Mortal or immortal one’s mother, father, sisters, brothers, or spouses make the most important part of one’s life.People’s lives do not play out on the grand scale that the lives of the characters in the Iliad do, but the basics of family loyalty and dysfunction do not change. People have to make choices in their lives. Some people are fated to live long and happy lives with people they love. But some people are fated to live very short but colorful lives, full of risks and adventures. That is why the Iliad does not loose its significance among people to this day. Even though centuries have passed after the Iliad was written, the theme of family is still important.

Interview: Occupational Therapy and Child Essay

The current interview process is in regards to a child who is four years old and was diagnosed with autism when he was two years old. Children with autism often display deficits in language, social interaction, behaviors, and sensory and perceptual processing (Case-Smith &ump; O’Brien, 2010). Therefore, the purpose of the current interview is to investigate the child’s overall needs, strengths, and weaknesses in regards to the child’s specific condition to gain an in-depth understanding of the child. The goal of the interview is to collect thorough information about the child to allow the practitioner to gain an understanding of the child and parent’s needs for therapy. Furthermore, the interview facilitates rapport between the practitioner and the child and parent and expresses the practitioner’s desire to understand and empathize with the child. It is important to establish a relationship with the child and the parent to allow for an open discussion and a successful intervention. The practitioner should establish proper eye contact and engage with the child properly to gain the child’s trust during the interview process. Structure of interviewing The structure of the interview is made available so there are smooth transition within the interview. The questions are phrased in an open-ended form to promote more conversation with the client and allows the practitioner to gain more information about the client. The questions in the interview are directed to the parent due to the young age of the child and the child’s diagnosis of autism. Furthermore, according to Stone and Hogan (1993) â€Å"parents offer an unique perspective on the child’s behaviors, one that is acquired over time and across different contexts and input from parents provides an invaluable supplement to clinical observations.† The intake form is formatted in a style where the practitioner may easily ask the questions and transcribe the information from the client. The typical sections of the interview are the opening, body, and closure (Sommers-Flannagan,J. &ump; Sommers-Flannagan, R., 2003). The intake form contains information regarding demographics, medical history, treatment history, and developmental history in the opening section. In the body section of the interview, information about the occupational performance areas, performance skills, and performance patterns are addressed. Lastly, the interview concludes by requesting the personal goals and major concerns for the client and parent. Opening In the beginning of the session, the practitioner introduces oneself to the client by stating the practitioner’s name, qualification and role in the setting (Crepeau, Cohn, &ump; Schell, 2009). In the opening of the interview, the practitioner needs to inform the client of the purpose of the interview and the type of questions that are going to be asked (Crepeau et al., 2009) and discuss about confidentiality (Sommers-Flannagan, J. &ump; Sommers-Flannagan, R., 2003). Confidentiality is an integral aspect of the interview process and is important to the client and practitioner. Establishing confidentiality encourages the client to participate with a healthy attitude and lead to effective sessions in the future. According to Sommers-Flannagan, J. and Sommers-Flannagan, R. (2003), practitioners in the opening of the session have a duty to make a positive first impression or they will lose their client’s trust. Practitioners need to relay that they care about their clients both with verbal and non-verbal cues (Sommers-Flannagan, J. &ump; Sommers-Flannagan, R., 2003). In the current case, the practitioner seeks information about the client’s demographics, medical history, treatment history, and developmental history. Although the goal in the beginning is to create a warm setting (Sommers-Flannagan, J. &ump; Sommers-Flannagan, R., 2003), it is important to learn about the client’s background information. In order to develop a proper treatment plan for the future, it is essential to know about the client’s history. Demographics questions are posed to gain general information about the client’s age, contact information, and caretaker’s information. Questions regarding medical history are present to help provide information regarding any medical disability that may affect the client’s current condition. Treatment history questions provide how effective the previous interventions were for the client and a framework for future interventions. Information regarding the client’s developmental history are asked to understand the client’s milestones and areas that the child may display delays. These questions provide the practitioner with a thorough background about the client and enables the practitioner to formulate a direct and specific treatment plan for the client. Body The body of the interview incorporates the development and exploration phase, which is the time when the practitioner and the client collaborate together to develop the personal story (Crepeau, et al., 2009). Moreover, during this stage of the interview process, the practitioner asks questions that are related to the client’s occupation and the factors that may hinder or promote the client’s occupations. The questions in the current interview are formatted according to the Occupational Therapy Practice Framework (OTPF) (American Occupational Therapy Association, AOTA, 2008). Within the body of the interview, the following topics are addressed: areas of occupation, performance skills, and performance patterns. Areas of occupation According to AOTA (2008) the areas of occupation are: activities of daily living, instrumental activities of daily living, education, work, leisure, play, social participation, and rest and sleep. In the interview, the practitioner poses questions to investigate the child’s independence regarding activities of daily living, which are bathing, eating, dressing self, and grooming. It is important to know how independent the child is in these areas to have an understanding regarding the child’s personal needs. Children with autism often are capable of learning tasks such as self-care, but it is important to know the child’s level of functioning. Due to the client’s age and diagnosis, the client is reliant on the care taker or parent to assist with instrumental activities of daily living. Education and play are the child’s primary occupations, therefore, it is important to recognize the child’s needs and capabilities in these areas. The intake interview asks questions regarding the child’s experience in school to help describe the child’s learning abilities. Children with autism often have developmental delays which impact the child’s abilities to grasp or process information (Case-Smith &ump; O’Brien, 2010). The level of functioning vary for each child on the autism spectrum, therefore, it is essential to know the specific academic experience of the individual child. Moreover, children with autism exhibit disturbances in behavior which often impacts their progress in education (Case-Smith &ump; O’Brien, 2010), therefore it is imperative to inquire about the child’s behavior issues. It is difficult to work with individuals who display behavioral issues, and therefore, children who have autism may often be refused for services, such as education. Other difficulties children with autism often experience are with social interaction and appropriate play. Practitioners need to inquire about the child’s interaction with other individuals their age and family members (Stone &ump; Hogan, 1993). It is important to have an idea of how the child interacts, if any, and what specific activities are motivators. Children with autism may react to strange settings and activities negatively, therefore it is essential to seek information regarding tasks that may offset these behaviors. Furthermore Lord, Rutter, and Le Couteur (1997) states that it important to ask questions regarding social interaction and avoidance to differentiate between children diagnosed with fragile X from those who are diagnosed with autism. Performance Skills According to AOTA (2008), performance skills are part of the occupational therapy domain and include: sensory and perceptual skills, motor and praxis skills, emotional regulation skills, cognitive skills, and communication and social skills. These areas within the performance skills are integral information that are relevant in children diagnosed with autism. The child diagnosed with autism may display difficulties in these areas. In this section of the interview, the practitioner seeks information regarding the child’s communication skills. Children with autism may not have spoken language, but may exhibit various communicative skills with the parent. According to Lord et. al (1997), questions regarding communication, such as directing attention, expressing interest in others, social interaction and imitating responses should be asked because children with autism often display disturbances in these areas. Also these forms of questions help differentiate between a child who has intellectual disability and autism (Lord et al., 1997). Other questions directed to children with autism are in regards to sensory processing skills. Children who are diagnosed with autism often haven an aversion to sensory stimulations and may over or under react to sensory input such as touch, sound, taste, and sight. Children with autism may display difficulty processing sensory information (Zager, 2005). Since children with autism often display issues with sensory processing and over stimulation, it is important to identify what specific form of sensory difficulties the child experiences. Difficulties in these areas may also pose problems with child’s ability to regulate their emotions, which leads to disturbing behavioral problems. Therefore, questions regarding these issues are pertinent to identify in order to have a successful intervention. Another focus within the performance skills domain is motor skills. Children with autism have developmental delays (Stone and Hogan, 1993) and this results in the child’s difficulty with motor and motor planning skills. Children with autism often have difficulties with praxis and therefore are often unable to perform novel tasks. Questions directed towards investigation of child’s praxis is important to identify because this provides the practitioner with an understanding of what the child is capable of doing. Understanding the child’s capabilities will allow the practitioner to have a foundation to establish proper therapeutic interventions. Performance Pattern Within this domain of the occupational therapy practice framework (AOTA, 2008), the different areas include: routines, roles, and habits. This area is relevant to children with autism because of the child’s high tendency to engage in repetitive behaviors (Zager, 2005). Therefore, it is encouraged for practitioners to inquire about the child’s daily routines, habits, and roles. Some of the habits (or behaviors) children with autism exhibit are unhealthy and practitioners should seek information about the specific behaviors that are harmful to the child. Often, children with autism display tantrums due to change in routine. If the practitioner does not seek information regarding these types of behaviors, then it may halt progress in the intervention. Closing In the last section of the interview, the practitioner needs to transition smoothly to the end the session (Crepeau et al., 2009). It is important for the practitioner to identify the child and parent’s goals and clear up any questions the client may have regarding the interview and the future sessions. The practitioner and client collaborate together to establish goals that are of primary to the needs of the client. Practitioners need to clarify any questions the client may have and provide information about the future sessions.