Types And Types Of Diabetes Essay - 1796 Words

Types of Diabetes Type 1 diabetes: Type 1 diabetes mellitus is characterized by loss of the insulin-producing beta cells of the islets of Langerhans in the pancreas leading to insulin deficiency. Type 2 diabetes : Type 2 diabetes mellitus is characterized by insulin resistance which may be combined with relatively reduced insulin secretion. The defective responsiveness of body tissues to insulin is believed to involve the insulin receptor. Gestational diabetes: Gestational diabetes mellitus (GDM) resembles type 2 diabetes in several respects, involving a combination of relatively inadequate insulin secretion and responsiveness. It occurs in pregnancies and may improve or disappear after delivery. Other forms of diabetes mellitus: †¢ Congenital diabetes which is due to genetic defects of insulin secretion, cystic fibrosis-related diabetes, steroid diabetes induced by high doses of glucocorticoids, and several forms of monogenic diabetes. †¢ Pre-diabetes indicates a condition that occurs when a person s blood glucose levels are higher than normal but not high enough for a diagnosis of type 2 diabetes. Some cases of diabetes are caused by the body s tissue receptors not responding to insulin (even when insulin levels are normal, which is what separates it from type 2 diabetes); this form is very uncommon Pathophysiology Of Diabetes Pathophysiology of type 1 diabetes In this condition the immune system attacks and destroys the insulin producing beta cells of theShow MoreRelatedTypes And Types Of Diabetes1293 Words   |  6 Pagestimes a day. Diabetes which is also called diabetes mellitus deals with how the body processes the sugar in the blood. We are going to be talking about the most common types of diabetes; Type 2, Type 1, Prediabetes and Gestational diabetes. We will be discussing Type 2 and Type 1 diabetes in this paper. Type 1 diabetes is due to the body not producing enough insulin (Type 1 Diabetes). Type 1 is also called juvenile diabetes. Most juveniles and young adults are diagnosed with Type 1. When eatingRead MoreTypes And Types Of Diabetes Essay1653 Words   |  7 PagesAbstract: Type 2 diabetes is one of the most prevalent chronic disease that is present around the world. Type 2 diabetes is generally chaacterised by decrease in B cell mass function and decrease in the sensitivity of insulin in the peripheral tissues. Beta cell dysfunctioning decrease the release of amylin and insulin in response to increased blood glucose levels and this is thought to be affected by misfolded amylin proteins where the cytotoxicity from amylin oligomers affects the function of isletRead MoreTypes And Types Of Diabetes927 Words   |  4 Pagesglucose to all parts of our bodies for us to use as energy. â€Å"Type one and Type two diabetes mellitus are two separate and distinct pathophysiological entities.† Lippincott, 2010 page 286 .There are two main types of Diabetes. The third type is gestational diabetes. The first type is Diabetes type one. â€Å"Type one (formerly known as type one; insulin–dependent diabetes mellitus (IDDM) or juvenile diabetes.)† Lippincott, 2012 page1294 Type one cannot be prevented. There are only treatment options onRead MoreTypes And Types Of Diabetes1464 Words   |  6 Pages Each year 1.7 million people are diagnosed with diabetes. With type 1 diabetes the body does not produce insulin, and only 5% of people with diabetes have this form. Although type 1 diabetes is a very serious disease, it can be managed with proper diet, medical care, and aggressive treatment. There are several different causes of Type 1 Diabetes. According to resources, they say the exact cause in Type 1 diabetes is unknown. Possibly that is the immune system which fights bad bacteria or virusesRead MoreTypes And Types Of Diabetes1939 Words   |  8 Pages Type 1 Diabetes Matthew Hernandez Grand Canyon University: BIO-483 December 4, 2013 Type 1 Diabetes In todays society people who are diagnosed with diabetes are either directly or indirectly dealing with the situation day by day. Although there are two different types of diabetes, type 1 diabetes is more fatal to the human body in comparison with type 2. In 2009 there were approximately 18,436 youths that were diagnosed with type 1 diabetes according toRead MoreTypes And Types Of Diabetes2146 Words   |  9 Pages Diabetes is a disease where the body is unable to create or use enough insulin to maintain a healthy blood glucose level. Insulin is a hormone that allows glucose to enter cells and be converted into energy. If diabetes is left uncontrolled, glucose and fats will remain in the blood and, over time, can damage vital organs, including the heart, kidneys, and eyes (CDC, 2011). There are several types of diabetes. Type 1 diabetes accounts for about 10% of all cases. It is usually diagnosed inRead MoreTypes And Types Of Diabetes2239 Words   |  9 Pages1. Type 1 vs. Type 2 †¢ Type 1 diabetes cannot be prevented, symptoms usually start at a young age, and episodes of low blood sugar are common. In addition to this, when a person has type 1 diabetes, their body destroys the cells that release insulin, so the cells in the body cannot absorb the sugar they need for energy. Type 1 diabetes is most common in Caucasian people. †¢ Type 2 diabetes can be prevented with a healthy lifestyle, episodes of low blood sugar are rare, and the person may not haveRead MoreTypes Of Type II Diabetes1308 Words   |  6 PagesType II Diabetes Numerous individuals in today’s society are unaware that they might be living with an unknown disease. One of the most serious diseases and most common illness amongst people, and in most cases usually gets misconstrued in our country is, type II diabetes. Statistics show in 2012, 29.1 million Americans, or 9.3% of the population, had diabetes (American Diabetes Association, 2011). Then again, it is due to countless individuals being noninsulin-dependent and it starts with adultRead MoreTypes Of Type II Diabetes3066 Words   |  13 PagesType II Diabetes is a disease that is mostly manageable, despite the recent surge in diagnoses. Type II diabetes is generally a controllable and preventable condition, but in the case of extreme obesity, is difficult to manage. The connection between extreme obesity and the inevitable insulin resistance of the body is widely known throughout the population. The problem is real and it is thoroughly documented by research institutions a round the world. Type II Diabetes develops when insulin secretionRead MoreTypes And Types Of Type 2 Diabetes Mellitus1496 Words   |  6 PagesType 2 diabetes mellitus comprises of a collection of various dysfunctions that are characterized by presence of hyperglycemia as well as being occasioned from the combination of insulin action resistance, inappropriate or excessive secretion of glucagon, and insufficient secretion of insulin. With Type 2 diabetes mellitus, the body is either resistant to the effects of insulin, which is a hormone that is responsible for regulation of the movement of sugar into the body cells, or the body does not

Rules and Conventions of Academic Writing Free Essays

Objective: Apply conventions of academic writing to a variety of texts and styles. As a music teacher and an owner of a private music tutoring business, it is important to know how to write and speak in a different context. Knowing how words that surround the main idea impacts that Idea. We will write a custom essay sample on Rules and Conventions of Academic Writing or any similar topic only for you Order Now In writing a letter, it is important to know your audience, the institution to which you are addressing, and the accepted norms of the time. To understand the contexts and style one must look at some context clues. These are definition/explanation, synonyms (restatement), contrast/antonym, inference and punctuation? With the definition clue, this is where a word or a phrase is used and its meaning is understood immediately after its use. A restatement or synonym is used in writing where a hard word or phrase is used so that someone can understand easily. The Antonym clue is when opposites are used to help explain an idea. A signal word is a transitional word ‘But’. An inference occurs when the original sentence or a word is not clarified but it can be explained in other sentences. And finally, a punctuation clue is using quotation marks dashes bracket etc. to help infer a meaning. In writing is important that you understand the difference between homophones and homonyms and how to use them correctly. When writing it is important to know the difference between words that are noun and words that are verbs even when the sound the same. By identifying this difference in how you spell the word would be different. It is also important to know the meaning of words that sound alike for example: quite means fairly while quiet means silent. And if not looked closely can be mistaken when writing. Objective: Clearly articulate your ideas in ‘your own voice’. In finding your own voice it is important to know the different rhetorical contexts, then apply them to your writing. In Understanding the rhetorical context of writing, you must ask yourself the following questions. Who is writing (the author), what is the writer purpose or what is he/she tries to accomplish? What is the topic? What is the motivation or occasion the writer is writing about? To accomplish finding your own voice it is important to be specific while keeping it simple. Writing short sentences using your active voice of subject-verb and object. Understanding that the shorter the paragraph the easier it is to read, this is very important when writing. Use, less qualifying words as this does not add to your meaning. Also, refrain from rambling and repeating yourself, it is more important to get to the point rather than being redundant. To get your own voice it is important to write what you know. This allows you to articulate with greater effectiveness. In finding your voice it is important to generate your idea before you begin writing. Having an understanding of the components of a sentence will help you in putting ideas together. The components of a sentence are as follows; subject, predicate, clause, phrase and modifier. The subject refers to what or whom you are addressing. A predicate is a verb that tells you something about your subject. The clause is the added information in the sentence. A clause can be independent or dependent. A dependent clause is a phrase that cannot stand by itself to make a sentence. While an independent clause is a phrase that can stand on its own as a sentence. Thus, a phrase is a dependent clause. However, there are different types of phrases such as noun phrase, adjective phrase. Adverb phrase and this phrase starts with a proposition. On the other hand, a prepositional phrase is also a modifier. Objective: Understanding that writing and other creative outputs are a recursive process. This process includes four main steps these are; pre-writing (recording your ideas), drafting, redrafting and editing. The pre-writing process includes brainstorming takings notes. It also includes dialoguing with others and gathering information. The drafting process consists of putting your ideas into sentences and paragraphs. During this process, however, it is important to minimize words while at the same time getting your ideas across. In long sentences, you can use a comma to help present the idea. However, in using a comma the following rules should be applied: To indicate a quick pause in the sentence. Separating the subject and predicate. This is not applied if the meaning will become obscured. When there are several nouns in the sentence When the expression interrupts the flow of the sentence To show when words have been omitted When words are placed outside their natural position in a sentence Sentences that begin with phrases with more than three words, a comma is used after the phrase. Commas are used to distinguish a question from a statement and to introduce or interrupt a direct quote. It is also used in date’s separation and to show official titles when names are used. In revising your document make sure that your sentences are as short as possible. Make sure your ideas are clear and concise. Be sure that there are a verb and subject-verb agreement. It is also important to formulate your idea in a way that the reader can follow and understand. This leads to you editing the document and checking for grammar, spelling and mechanics. Objective: Demonstrate critical reading comprehension and evaluation skills. Critical reading allows the reader to apply certain models, processes, theories and questions that brings greater clarity and comprehension. With a critical thinker, he approaches the text with an open mind. As a reader you allow the story to develop, without trying to use your own idea to rewrite the text. It is important for you to be the audience. This allows the flow of the narrative to help create the story the author desire. As a critical reader, it is important to learn clues about the writer. By reading the title and the introduction it can give you the reader an idea of the writer’s viewpoints, his approaches and the writer’s attitude. Reading slowly allows you the reader to make a better connection with the text. Never pass over a word you don’t understand. It is better you look it up the word and get the meaning, as every word is important. This is also true as technical words used in text allows you to see how it is being used and how you can apply them in another context. When reading it is important that you take notes or highlight important points in each paragraph. Writing down the main points helps you to remember. It helps you to see the writer’s main idea and how this supports his thesis. By taking written notes it allows you to develop both skills. The thesis involved making a claim which he tries to support in the text. This thesis statement declares your belief and what you will prove in the document. It is important, however, to make a distinction between a research project and where one is just stating facts. In writing a thesis statement it must have these attributes: can it be contested? Can the point be proven easily? Can your point be proven based on evidence? Can, it refutes any counterpoint posed? And does it avoid vague languages and the use of the first person? Objective: Show an understanding of authorship and academic honesty. According to the Merriam Webster’s dictionary, authorship is the profession of writing, the state or act of writing, creating or causing. To better understand authorship it is important to look at the author, who is the individual that creates the document. However, there are co-authors that may help in the process these persons must also be recognized. It is also important to identify the areas in which they have contributed. This allows for accountability on the work done. Academic honesty suggests that work/ document being submitted is authentic and was done by the individual. If the document is submitted by the individual contains words or any idea from another, this must be acknowledged. This can come in many forms in having your work done by a parent or student (being a teacher this I have to deal with on a regular basis.), plagiarism or simple miss representing the facts. Being academically honest is important as it allows the reader to be able to trust your work both now and in the future. Objective: Formulate and defend a thesis. It is important to understand what a thesis is and the different type of thesis for you to formulate and defend it. A thesis is designed to give the reader a basic knowledge of what your argument is about. As the reader reads they will see some elements of the statement in each paragraph. An essay can be written in three ways that are analytical, expository and argumentative. Having a knowledge of these will determine how the essay will be written. In an argumentative essay, the written states a claim and then defends this claim in the body of the essay. The expository statement explains a topic and also list the areas of the topic to be discussed and the order it will be discussed in the document. Finally, the analytical thesis looks at an issue in a focused way, by breaking down, defining and evaluate the subject matter being discussed. In the analytical approach, the subject matter is would be found in the statement. In order to write a good statement and essay, it is important that you read and review your materials. And you can divide them into the issue for and against your statement. It is important to also integrate other person’s idea into your argument. However, it is important that be careful of plagiarism. It is also important to state your source. Stating source can come in many ways, such as the MLA, Chicago and the APA styles. These styles are explained in depth on ‘Purdue online writing lab’ site. Since writing comes in different forms such as a letter, reports. Proposals and even a critique. All these documents follow the same principle as an essay with some variation with their format. Having an understanding of how to approach each document is important. The structure of a report would have a title, summary, introduction, body, conclusion, recommendation and appendices (which have details to support your conclusion). The proposal format can be seen at the following website ‘Office of Research services’. A critique has an introduction which has the title and the author, with a summary of your argument and your thesis statement. The body would support your argument by highlighting the relevant points. Your conclusion looks back at your statement and a summary of your critique. Information gained from the following source The Writing Center: https://www.csuohio.edu/writing-center/critical-reading-what-critical-reading-and-why-do-i-need-do-it https://www.councilscienceeditors.org/resource-library/editorial-policies/white-paper-on-publication-ethics/2-2-authorship-and-authorship-responsibilities/ Council of Science Editors www.kean.edu/~roneilfi/How%20to%20write%20a%20thesis%20statement.htm Merriam Webster Dictionary https://www.merriam-webster.com/dictionary/authorship Purdue Writing Lab: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html Pen and Pad: https://penandthepad.com/different-types-thesis-statements-2593.html Career Anna June 10, 2016, Report Writing format and Sample Report: https://www.careeranna.com/articles/report-writing-format-sample-report/ Office of Research Services: http://www.ors.hawaii.edu/index.php/apply/proposal-development/proposal-format South Eastern University: https://www2.southeastern.edu/Academics/Faculty/elejeune/critique.htm How to cite Rules and Conventions of Academic Writing, Papers

WEB DuBois Analysis Essay Example For Students

WEB DuBois Analysis Essay WEB Du Bois WEB Du Bois was born a free man in his small village of Great Barington, Massachusetts, three years after the Civil War. For generations, the Du Bois family had been an accepted part of the community since before his great-grandfather had fought in the American Revolution. Early on, Du Bois was given an awareness of his African-heritage, through the ancient songs his grandmother taught him. This awareness set him apart from his New England community, with an ancestry shrouded in mystery, in sharp contrast to the precisely accounted history of the Western world. This difference would be the foundation for his desire to change the way African-Americans co-existed in America. We will write a custom essay on WEB DuBois Analysis specifically for you for only $16.38 $13.9/page Order now As a student, Du Bois was considered something of a prodigy who excelled beyond the capabilities of his white peers. He found work as a correspondent for New York newspapers, and slowly began to realize the inhibitions of social boundaries he was expected to observe every step of the way. When racism tried to take his pride and dignity, he became more determined to make sure society recognized his achievements. Clearly, Du Bois showed great promise, and some influential members of his community. Although Du Bois dreamt of attending Harvard, these influential individuals arranged for his education at Fisk University in Nashville. His experiences at Fisk changed his life, and he discovered his fate as a leader of the black struggle to free his people from oppression. At Fisk, Du Bois became acquainted with many sons and daughters of former slaves, who felt the pain of oppression and shared his sense of cultural and spiritual tradition. In the South, he saw his people being driven to a status of little difference from slavery, and saw them terrorized at the polls. He taught school during the summers in the eastern portion of Tennessee, and saw the suffering firsthand. He then resolved to dedicate his life to fighting the terrible racial oppression that held the black people down, both economically and politically. Du Boiss determination was rewarded with a scholarship to Harvard, where he began the first scientific sociological studies in the United States. He felt that through science, he could dispel the irrational prejudices and ignorance that prevented racial equality. He went on to create great advancements in the study of race relations, but oppression continued with segregation laws, lynching, and terror tactics on the rise. Du Bois then formed the Niagara Movement, and in 1909, was a vital part in establishing the National Association for the Advancement of Colored People. He was also the editor of the NAACP magazine The Crisis from 1910 to 1934. In this stage of his life, he encouraged direct assaults on the legal, political, and economic system, which he felt blossomed out of the exploitation of the poor and powerless black community. He became the most important black protest leader of the first half of the 20th century. His views clashed with Booker T. Washington, who felt that the black people of America had to simply accept discrimination, and hope to eventually earn respect and equality through hard work and success. Du Bois wrote The Souls of Black Folk in 1903, criticizing Booker, claiming that his ideas would lead to a perpetuation of oppression instead of freeing the black people from it. Du Bois criticism lead to a branching out of the black civil rights movement, Bookers conservative followers, and a radical following of his critics. Du Bois had established the Black Nationalism that was the inspiration for all black empowerment throughout the civil rights movement, but had begun during the progressive era. Although the movement that germinated from his ideas may have taken on a more violent form, WEB Du Bois felt strongly that every human being could shape their own destinies with determination and hard work. He inspired hope by declaring that progress would come with the success of the small struggles for a better life. Words/ Pages : 680 / 24

The effects of Stress on Short Term Memory

The effects of Stress on Short Term Memory Free Online Research Papers When someone says the word stress the mind immediately shifts to a negative thought with painful consequences, although stress can be either positive or negative. Negative stress has been blamed for a variety of health issues as well as psychological and physiological symptoms and problems. It is estimated that millions of pounds are lost in work related, educational and health care costs every year due to stress. While stress is a naturally occurring reaction to the environment around the individual it can be harmful if prolonged or in increased amounts. For the purpose of this paper, we will examine the realms of stress and the impact of stress on memory. What is Stress? In a dangerous or unpleasant experience the body reacts automatically to the threat by the brain triggering a number of activities. Stress is defined as a reaction by the body to an internal or external perceived harmful threat, that causes the body to come under pressure or strain (Panzarino, 2006). During an event that an individual feels threatened, physiological triggers in the brain create a state in which many things take place. Chemicals such as adrenaline and Cortisol are released into the blood stream causing defensive actions to take place in the muscles. These chemicals cause heart rate increases which in turn increase blood pressure and blood sugar. The increase in blood flow allows additional oxygen to be distributed throughout the body that is needed for this increased state of alertness and energy. The body basically prepares itself for defensive actions by protecting itself or preparing to run, which ever is most feasible at the time. Most have heard of the term â€Å"fight or flight†; this is what is referred to as the stress induced state. If the individual is to flee they will need more energy and the ability to run from the threat. On the other hand if a fight is in order the body must be prepared for extended bursts of strength and endurance as well as healing capabilities. The chemicals released by the brain prepare the body for these reactions to a stressful event. After the threat has ended and the individual is returned to a stage of safety the body will then return to a normal state or a homeostasis. Types of Stress Acute Acute Stress is a type of stress that is an immediate reaction to an external event, such as a car accident or a loud noise. The immediate changes within the body allow the person to spring into action to determine the appropriate action that is needed. Everyone experiences acute stress on a daily basis. Examples include a soft drink spilling or a boss that is having a bad day at work. This type of stress resolves as quickly as it presents, causing no noticeable long-term effects. During acute stress the body and mind are at its very best. All brain functions including memory are very sharp and processing incoming data. The brain is working very hard to sort through the information and commits the experiences to memory for future use. If the stress is continued it can cause memory to be inhibited, but until that point the memory is sharp. Distress Distress is exactly like it sounds; a negative reaction to changes in environment, mental or internal events that cause an adverse reaction for the individual. The brain does not accept change without reacting. The brain functions more like a computer and works better under the presumption of a routine. When the routine is changed or altered the body reacts to the stress by setting into action a course of events designed to mitigate any perceived damage. Eustress Stress does not necessarily have to be a negative event that triggers the body to respond. Positive stress or eustress is referred to as a positive event that causes an individual to assume a fresh look on life and keep them engaged in living. Stress is the body’s natural reaction to changes in the environment regardless of whether they are positive or negative. For example, the birth of a new child places stress on the mother, but in a positive manner. Eustress has been linked to positive effects on memory in terms of new experiences and memories. Since eustress is typically not a prolonged state it poses little threat to the body and unlike its counterpart, distress, seldom becomes chronic. Chronic Acute stress, eustress and distress are normal reactions as a part of life. The concern and problems come in when the body continues the cycle of stress known as chronic stress. Chronic stress has been linked to serious medical concerns as well as psychological issues. Chronic stress weakens the body’s immune system making the individual more susceptible to illness (Miller, 2002). The frequency and duration of the body’s reaction to stress that is placed on organs of the body can also cause them to break down and begin to weaken leading to heart attacks, strokes and other serious conditions. The brains activity during stress: The brain is where the origination of activity transpires when the body is in a state of stress. When an individual perceives a threat there are several hormones that are released. For example, if you are crossing the street and a speeding car turns the corner and is heading for you, your body enters into the stress reaction possibly before you even realize there is a threat. One of the first things that happens when faced with an immediate threat is the neurotransmitter adrenaline is released into the bloodstream in order to increase heart rate and change the rate of flow of blood. The organs necessary for survival are supplied with oxygen rich blood and all others are silenced. The pituitary gland releases the hormone known as adrenocorticotrophin (University of Pittsburgh, 2006). The adrenocorticotrophin is responsible for triggering the release of Cortisol in the adrenal gland (Miller, 2007). Cortisol is a very important hormone that is needed to free up energy stores and help re store the body to a normally functioning level. After the threat has subsided the body must restore normal energy levels and eliminate the excessive hormones that are circulating throughout the body. Cortisol assists by signaling the release of blood sugar from the liver as well releasing stores of fat for energy use. Cortisol can be said to organize and facilitate the hormones and neurotransmitters during the stressful event (Luipen, 2005). The release of Cortisol is a positive hormonal release for the body, but in cases of chronic stress the body can become accustomed to the additional need for Cortisol therefore increasing the demand. When this happens it can lead to health issues such as hypertension and heart disease (National Institute of Health, 2002). While the body is involved in sustaining safety, another very important activity is transpiring. During the release of the hormones the hippocampus is also engaged in a very important task. The data is stored in the hippocampus for a period of time and then moved into the cerebral cortex for long term storage. This is very important in the area of learning because it provides the individual experience to avoid another stressful situation or event. That is how we learn by experiencing then having the ability to access the information at a later date. In some cases the hippocampus is deprived of glucose because of continued stress it can cause permanent damage. The hippocampus is taxed with making new memories in order for storage and use at a later date. If the decreased glucose level is continued the hippocampus becomes unable to produce new memories. This happens many times in traumatic events and the individual is unable to remember the event. In case of reduced hippocampus abili ty it can not only inhibit memory but it can also inhibit the ability to learn. In a recent study with mice, researchers found that stressed mice were much slower in the learning process than their unstressed counterparts. The research concluded that stress causes a â€Å"fuzz like† symptom because of the slower cognitive processes (Pawlak, 2005). As we know chronic stress and even perceived stress can result in higher levels of cortisol. Cortisol has been linked to decreased memory as well as neuronal death (Neuroanatomy). Patients suffering from Post Traumatic Stress Disorder were found to have a 10% reduction in the hippocampus (Neuroanatomy). This suggests that with repeated and chronic stress the release of the hormones can cause irreparable damage to the hippocampus, causing memories and functioning to diminish. Symptoms of Stress: Individuals react differently to stress and no two individuals are alike, but many have similar symptoms. Symptoms can be physiological or psychological. Either category can be detrimental to memory, learning and general feeling of wellness. Physical symptoms are the first reactions that the individual notices to a stressful event. People are different, but many are affected in similar ways to a stress induced state. Many suffer from a pounding or racing heart, which is in reference to the increased hormones released. With the influx of hormones it is not uncommon for the individual to experience nausea or abdominal pain. This is sometimes referred to as a hormone dump, when the individual suffers from nausea during or after a stressful event. Sweating, shortness of breath and diarrhea are also common physical symptoms of stress. As well as physical reactions there are a number of psychological or emotional symptoms to stress. As noted earlier when the cortisol is released into the bloodstream during a stressful event there can be marked mood swings (Miller, 2007). Emotional outbursts can also accompany and negative feelings. Many faced with a stressful event will feel as if they can not make a decision and have a lack of coping skills. This is because under pressure the brain has diverted all attention to surviving leaving the individual flooded with stimulus. The increased cortisol in the body interferes with the ability to think (Salposky, 2000). The brain typically reacts to the primary threat leaving other functioning lacking until the perceived threat has ended. Stress and its effects on the body: Not all stress is bad in fact it is not the stress state that is bad at all. Stress is your body’s reaction to a threat, which is a good thing. If your body did not react you would not be able to move or react in time to avoid harm or injury. Stress is a state in which the body allows more energy, which can work to the benefit of the individual. Example of how stress can give an edge is an athlete in a sporting event or a student waiting outside an examination room. That stress helps prepare the body for the feat that it is getting ready to undergo. Short periods of stress and the hormones produced by the brain can sharpen memory with the boost of energy that is given by the releasing hormones. This energy which is glucose can be used in productive manners in remembering and assisting the mind in categorizing the incoming data. This short-term surge of hormones and other chemicals produced by the body can allow the individual to have a sense of well being. Not only does the body undergo the physical changes that allow the person to sharpen their senses, it also improves memory. Stress and Memory: Short-term memory is often called the working or primary memory. It is the area of memory that is responsible for the complex cognitive processes such as logic, reasoning and learning. Information is stored in the short-term memory for seconds, minutes and up to about thirty minutes. After the period of time has elapsed some of the information is moved into long term memory. Many researchers have studied the effects of stress on memory. To expand on the earlier statement of deprivation of glucose to the hippocampus, it is apparent that damage can result causing impaired memory and learning abilities (Pawlak, 2005). In a study conducted with laboratory rats, scientists have found that when rats were subjected to ongoing stress there were physical changes within the brain. Chronic stress was found to alter the neurons in the hippocampus, causing a decrease in dendrite spines and NMDA receptors. The dendrite spines and NMDA receptors are two structures necessary for memory (Pawlak, 2005). It was found that the rat’s memory and learning ability was severely impaired. The hippocampus is responsible for recollections such as people, places and events and since the damage takes place within the hippocampus it is only reasonable to make the determination that short-term memory is negatively affected. Researchers have also questioned whether or not factors such as age and gender have any difference when evaluating the effects of stress on short-term memory. In a study conducted by Elzinga it was found that there are differences in the effects of Cortisol between gender and age (2005). In the study they found that men were more susceptible to the impact of Cortisol than women (Elzinga, 2005). Another very important factor found in a study conducted by Kleen, was rodents subjected to stress exhibited inhibitory reactions consistent with depression (2006). The rats were found to have decreased motivation and an increased adrenal size. The adrenal gland is located above the kidneys and is responsible for the production of dehydroepiandrosterone (DHEA), Cortisol and adrenaline (Elzinga, 2005). In a recent study conducted at the University of Miami found that college students that experienced thoughts of painful or stressful situations, though not traumatic had an elevated level of cor tisol in their saliva (McCullough, 2007). This signifies that the brain quickly retrieves the previous data and stress event triggering the biochemical reaction. In another study it was found that individuals that were given a 30mg cortisol were less negative after a stressful event than their control group counterparts (Het, 2007). The control group was given a placebo and found to be in a worsened mood with symptoms of negativity after a stressful event. The cortisol was found to help protect mood and negativity during and immediately following a stressful event (Het, 2007). The production of the adrenal glands decreases over time and dwindles in older adults, therefore, causing fatigue and a lack of motivation (Brennan, 2006). As documented by numerous other sources it is a well-known fact that fatigue and lack of motivation can cause short term memory to suffer. On a lighter note, research has found that the Cortisol induced inhibition of short-term memory is reversible. Elzinga documented that though working memory was inhibited in the Stress State, the rats returned to normal functioning after only ten days of non-stress situations (2005). Signifying with appropriate coping and managing stress individuals can ensure their health. There are a number of ways in which individuals can reduce the effects of stress in their lives. Exercise, proper diet and relaxation techniques can help with releases for built up tension and stress for individuals. Exercise has proven very effective in stress reduction. Stress is a normal part of human life and the manner in which the body protects itself is miraculous. When all is working correctly there is not a problem with the additional hormones or neurotransmitters produced, but in excess can become problematic. Research has shown that the body’s reactions to chronic stress can cause a host of medical conditions as well as inhibition and problems with memory. The effects of stress can be minimized with appropriate actions and awareness. Many studies have addressed the benefits of exercise and relaxation techniques as ways to alleviate everyday stress experienced by people. Alleviating recurring stress can prevent it from accumulating to a point of chronic stress and therefore negatively affecting the body’s normal functioning. A positive step towards addressing stress related health and memory issues is understanding the process by which the body protects itself as well as when a person may be experiencing more than normal str ess levels. Results Analysis Analysis of Questionnaire During the initial phase of this study, participants were asked to complete a self-assessment questionnaire. The purpose of the questionnaire was to obtain information regarding the perceived stress experienced by the participants. A total of 25 responses were recorded for each question. In a question relating to short-term memory, the test group made up 52 percent of the respondents while the control group made up the remaining 48 percent. Thirty-six percent of the total respondents reported their short-term memory as being good. Of those reporting good short-term memory, 16 percent came from the test group and 20 percent from the control group. Sixty percent of the participants reported short-term memory as average. Test and control groups broke down to 32 percent and 28 percent respectively. The remaining four percent self-reported poor short-term memory, all of which came from the test group. From a gender perspective, 48 percent of the participants were male and 52 perce nt were female. Twenty percent of the males and 16 percent of the females reported good short-term memory. Likewise, 28 percent of the males and 32 percent of the females reported average short-term memory. The remaining four percent reporting poor short-term memory came from the female group. In a second question relating to long-term memory, the results indicated that 24 percent of the test group and 20 percent of the control group reports long-term memory as good. Twenty-four percent of each group reported long-term memory as average. The remaining eight percent reporting poor long-term memory were from the test group. When breaking down according to gender, we found that the male participants reported long-term memory as good, average, and poor at a rate of 8%, 32%, and 8% respectively. Of the females reporting, 36 percent stated good long-term memory and 16 percent stated average long-term memory. No females reported poor long-term memory. In a question relating to stress, the possible answer choices ranged from never, sometimes, often, and all the time. Of the total responses, four percent reported never feeling stressed, 60 percent stated they sometimes feel stress, and eight percent advised they feel stressed often. Another four percent reported that they feel stressed all of the time. When analyzed for gender only, males reported feeling stressed only sometimes or often at a rate of 28 percent and 20 percent respectively. Females reported never feeling stressed or feeling stressed all of the time four percent for each category. Females most often reported sometimes feeling stress at a rate of 32 percent. The remaining 12 percent of females reported often feeling stress. Analysis of Pulse Rate. Group Differences in Pulse Rate for Memory Clinic Test 1. The autonomic nervous system releases hormones during periods of experience stress. The most commonly observed autonomic effects seen in most individuals are an increased heart rate, and breathing. These two effects are largely controlled through the sympathetic nervous system and the endocrine system. For the purposes of this study, how these systems contribute to an observable change in the pulse rate and blood pressure were examined. According to the literature, adrenocorticotrophin triggers the release of Cortisol, which organizes and facilitates the release of hormones and neurotransmitters during a stressful event (Luipen, 2005). Adrenaline is released into the bloodstream in response to stress, which causes the pulse and blood pressure to increase. The results of the study indicate that the pulse rate, prior to clinical treatment to stress averaged slightly more that 80 beats per minute. At the conclusion of the clinic treatment to stress, the test group showed a slight increase in pulse rate to between 90 and 100 beats per minute. The control group exhibited only a miniscule increase during this phase of the experimentation process. No significant differences were observed either prior to or post clinical treatment. Gender Differences in Pulse Rate for Memory Clinic Test 1. The gender differences observed prior to memory clinic 1 showed no statistical significant differences among the means with regards to observed pulse rate. The female control group exhibited a pulse rate of 80 with the males being slightly higher. The test group for each gender showed males to be slightly less than 80 beat per minute and females to be approximately 90 beats per minute. There were no absolute significant differences among the groups. However strictly among females, the pre-test results were nearing statistical significance between the control and test group. Posttest results indicate that both female and male respondents measured pulse rate changed by an insignificant amount for the control groups. The test group presented a slightly more observable increase with males showing the greatest overall change in pulse rate. A statistically significant difference among the means was observed between the fema le control and test groups. No other significant differences were observed during this phase of testing. Group and Gender Differences in Pulse Rate for Memory Clinic Test 2. Memory clinic test 2 provided similar results. Pre-test females and males measured pulse rate was unremarkable from pre-test measurements prior to memory clinic 1. The post test results showed very minor changes among both the control and test groups in females and males. The results provided no statistically significant differences in any group or gender. Comparison of Results the Current Literature. The results of the application of memory tests tend to provide limited support for the literature assertion that the induction of stressful events increases an individuals pulse rate (Panzarino, 2006). The differences observed between pre-test and post test measurements between the control and test groups provided no statistically significant results that fully support the hypothetical statement that stress causes the pulse rate to increase. However, the data does tend to show that stress and pulse rate may be correlated at some level and further studies may provide observations that are more significant. Analysis of Blood Pressure. Changes in blood pressure have also been enumerated as a physiological change in those subjected to stressful events. Blood pressure has also been associated with the release of hormones and neurotransmitters during a stressful event (Luipen, 2005). For the purposes of this study, a sphygmomanometer was used to measure the diastolic and systolic blood pressure of all participants. Group Differences in Blood Pressure for Memory Clinic Test 1. According to the results of memory clinic 1, the mean diastolic blood pressure among both groups was approximately 80 mm/hg both pre-test and post test. No statistically significant differences among the means were observed. The systolic measurements were similar among the groups and again no statistically significant differences were observed. Group Differences in Blood Pressure for Memory Clinic Test 2. When examining the results of memory clinic 2, the results mimicked those observed during memory clinic 1. Both pre-test and post-test diastolic measurements provided no significant change and were not significantly different from those observed during memory clinic 1 testing. Systolic blood pressure measurements were relatively unchanged from those observed in memory clinic 1, both pre-test and post-test. Gender Differences in Blood Pressure for Memory Clinic Test 1. Gender differences were also analyzed to determine if stress affects males and females differently. According to the results of memory clinic test 1, both the female control and test groups showed little or no change in either diastolic or systolic blood pressure for pre-test and post-test measurements. Males tended to show little or no increase in both the control and test groups during this phase of testing also. No statistically significant differences among the means was found for either gender both pre-test and post-test. Gender Differences in Blood Pressure for Memory Clinic Test 2. Memory Clinic 2 yielded results very similar to memory clinic 1. Pre-test males showed a very insignificantly higher diastolic blood pressure measurement than did other categories. This same reading was also reflected in the systolic measurements, however no significant differences were observed for either gender or group. Comparison of Results the Current Literature. The existing literature generally supports the conclusion that the sympathetic nervous system and the endocrine system affect the release of hormones that reflectively affect an individuals blood pressure when exposed to a stressful event (Panzarino, 2006). However, these same results were not found in this particular study. No significant changes were observed between the control and test groups. Likewise, no significant differences were observed between genders. Blood pressure did not change by a measurable amount when accounting for short-term or long-term memory. These results tend to support the assertion that we would reject a null hypothesis purporting that stress causes an increase in blood pressure. Again, additional testing would be necessary to exclude blood pressure as a reaction to stress exposure completely. Analysis of Salivary Cortisol Levels Cortisol has been purported to be the primary reagent contributing to release of hormones and neurotransmitters when an individual is presented with a stressful situation. Cortisol is released as a secondary product of the pituitary gland (Miller, 2007). The primary function of cortisol is to facilitate the release of blood sugar from the liver and stores of fat for energy sue during a stressful event. To examine the changes in cortisol levels in participants, an ELISA testing kit was used. Group Differences in Salivary Cortisol Levels for Memory Clinic Test 1. For memory clinic 1, the salivary cortisol levels were measured both pre-test and post-test. There were no significant differences among the means found before the testing for between the control and test groups. Post-test results showed a very slight increase in the control group, elevating from less than 2 ng/L to slightly more than 3 ng/L. Those participants subjected to the stressful event yielded a much more observable increase in salivary cortisol levels. Participants pre-test measurements were approximately 2.5 ng/L and significantly increased to approximately 6.5 ng/L. This change in salivary cortisol levels provided a significant difference among the means for the test group. Group Differences in Salivary Cortisol Levels for Memory Clinic Test 2. Memory clinic 2 showed pre-test result that were similar to memory clinic 1. However, the post test results provided less dramatic changes. The test groups cortisol level increased from about 2 ng/L to just over 4 ng/L. These results provided no significant differences between the two means. Gender Differences in Salivary Cortisol Levels for Memory Clinic Tests. Gender differences were also analyzed. Salivary cortisol levels for females and males increased slightly for both control groups during memory clinic 1. The female and male test groups yielded significant differences. Female and male cortisol levels increased from between 2 ng/L and 3 ng/L to well above 6 ng/L. The results of memory clinic 2 also showed increase in salivary cortisol levels. Female test participants showed a significant increase in cortisol levels after subjected to the stressful event. Male test subjects showed an increase but the results were not significantly different among the means. Comparison of Results the Current Literature. The results of the salivary cortisol measurements tend to support the generally accepted literary conclusion that cortisol levels and stress are positively correlated. An increase in exposure to stress tends to cause and increase in cortisol release. For the purposes of this study, measurement of salivary cortisol provided the most conclusive evidence to support the hypothesis that stress affects memory. Results of Memory Clinic Tests Group Differences in Memory for Clinic Test 1. During memory clinic test 1, each participant was given 3 minutes to memorize a series of handouts containing pictures words and numbers. The test group completed a simulated stressful event while the control group remained at ease. At the conclusion of eight minutes, the participant was asked to fill in the missing element from each of the handouts. These results were then analyzed and recorded. These results indicated that of the test group, participants were able to correctly identify approximately 5 of the missing elements correctly. The control group, who rested, was able to correctly identify slightly less than 7 missing elements. There appeared to be no significant differences between the means of the two groups. Group Differences in Memory for Clinic Test 2. Two weeks after memory clinic 1, memory clinic 2 was conducted to determine if any differences existed in memory retention among the control and test groups. The same testing criterion was followed except for the time allowed for handout review. According to the finding of memory clinic 2, both the control and test groups scored almost identically in correctly identifying the missing elements from the handouts. Each groups scores clustered around identifying two out of twenty missing elements. Gender Differences in Memory for Clinic Test 1. During this analysis, gender differences were also examined. During memory clinic 1 the female control group scored more than six out of twenty missing elements while the test group who were subjected to the stressful event, scored only four missing elements correctly. The male control group for this same clinical testing phase correctly identified approximately seven missing elements. The male test group identified six of the elements correctly. No significant differences among the means were observed for the female and male groups as observed by gender. In addition, no significant differences were noted between the gender variables. Gender Differences in Memory for Clinic Test 2. Gender differences for memory clinic 2 provided notable differences from memory clinic 1. The female control group identified less than two of the missing elements, which was almost identical to the finding of the female test group. Males scored slightly more correct answers than did the corresponding females, however the reduction in memory between the memory clinics decreased by similar levels. Comparison of Results the Current Literature. The facts observed during the clinical tests indicate that those participants subjected to a stressful event immediately before completing the memory test scored lower than those who were not subjected to stress. Both males and females scored similarly, indicating that no differences exist in memory as a result of gender. There were some minor differences in the absolute numbers of memory retention, but the differences were minute and could just as easily be explained by chance. According to Salposky, the results found in this study are comparable with other literature, regarding the fact that cortisol can in fact interfere with the ability to thin and function (2000). Limitations of the Study The purpose of this study was to investigate the effects of physical and mental stress on both short and long term memory. The current study was comprised of twenty participants, which provided an adequate number for researchers to obtain a reasonable level of validity and reliability. However, the small sample size provided little additional data that could be analyzed using common statistical techniques. In addition, this studys goal was to test the correlation of pulse rate, blood pressure, and salivary cortisol levels to experience stress. The literature suggests that age may have a significant role in experienced or perceived stress levels and subsequently affect those physiological elements that were being tested (Elzinga, 2005). The demographic characteristics collected for this study did not include a provision for age measurement. Likewise, it could be assumed that original fitness levels might play a significant role when physical stress is applied as a simulator for a stressful event. Original fitness levels were not calculated nor were variables such as sports activity or body mass index, or body fat levels. This type of data may have been useful for applying a consistent level of stress based on the original conditioning of the participant. Race and/or ethic background should also be included to ascertain if any differences exist among these groups. If a larger, more diverse sample were used, variables such as occupation should also be included. Most literature suggests that some occupations maintain a higher stress level on a consistent basis. For example, the stress experienced by police officers or air traffic controllers will probably vary considerably from that of an office worker or student. The last limitation also stems from the original size of the sample. The geographic location of participants may vary depending on the regions of the country from which they were drawn. Personality types or personal characteristics may als o be included since some literature suggests that personality types differ in their perceived level of stress (Grant Langan-Fox, 2007). Suggestions For Additional Research Subsequent studies for additional research into the physiological reactions to stress should include a larger number of participants. In order to achieve a confidence level of 95 percent the sample size should approximate 387 participants. This sample size would provide data that would allow a greater range of statistical calculations and a more intense level of analysis that would lend itself to stronger validity and reliability. A larger sample size would also allow the results to be generalized to the population. Secondly, any further research should include an increased number of demographic variables. For example, race, ethnicity, age, occupation, and income levels should be included to determine if a statistically significant difference exists among other variables. Fitness level, sports activity, body mass index, and body fat should also be measured in addition to a basic categorization of personality types. Another suggestion for further research may include a series of memory clinic tests at selected intervals to determine at what point memory begins to decline after exposure to a stressful event. According to the current study, memory declined after a period of two weeks, however, the decline was not determined to be significant. Perhaps follow-up studies should be completed in two-week intervals until such time as the memory loss becomes significantly different from original results. Different types of stress should also be examined in future studies to determine if memory retention as a result of physical stress differs from emotional stress. Participants could be shown images or interviews of traumatic events such as school shootings, war scenes or impoverished children. Eustress versus distress could also be examined. Three groups could be established. The control group not subjected to treatment, the second group exposed to a distressful event and the third groups exposed to positive or typically happy events such as a wedding, graduation, or birth of a loved one. Blood sugar levels could be tested in addition to cortisol levels. In addition, individual data recorded to determine the percentage change experienced for participants. This type of data collection would yield far more significant results than taken from a group as a whole. The individual data could be collapsed as necessary provides meaningful results. Conclusion According to the results of this study, pulse rate and blood pressure are positively related to stress. However, stress does not significantly contribute to pulse rate and blood pressure. Cortisol levels do appear to have a greater impact when an individual is exposed to stressful event. The research indicates that cortisol is a positive release to the body by facilitating the release of hormones and neurotransmitters (Luipen, 2005). Persons exposed to short periods of stress exhibit an increased level of hormonal activity produced by the brain that can sharpen memory and energy levels. This type of activity is imperative for the body to prepare for the fight or flight response when exposed to danger. However, chronic exposure to stress can lead to an increased dependency for the demand of cortisol which can ultimately lead to long-term health issues such as hypertension and heart disease (National Institute of Health, 2002). The results of this study indicate a correlation between Cortisol levels, stress and memory. Short-term memory appears to be affected at a more significant level than does long-term memory. Short-term memory or primary memory is responsible for the complex cognitive processes such as logic and decision making. Information is stored in short-term memory for up to about 30 minutes. This type of information is critical for understanding the implication for exposure to acute and chronic stress in particular occupations. How stress impacts decision making can be critical for those exposed to inherent imminent dangers such as gunfire or car crashes. If researchers are able to link the variables, this can ultimately lead to changes in training for military, law enforcement, or even automobile drivers. References Brennan, Pl, Schutte, K., Moore, R. (2006). Long-Term Patterns and Predictors of Successful Stressor Resolution in Later Life. International Journal of Stress Management, 13(3), 253-272. Elzinga, B., Roelofs, K. (2005). Cortisol-Induced Impairments of Working memory Require Acute Sympathetic Activation. Behavioural neuroscience, 119(1), 98-103. Gunnar, M. , Quevedo, K. The Neurobiology of stress and Development. Annual Review of Psychology. Palo Alto: 2007. Vol. 58 pg. 145 Grant, S. Langan-Fox, J. (2007). Personality and the Occupational Stressor-Strain Relationship: The Role of the Big Five. Journal of Occupational Health Psychology, 12(1), 20-33. Het, S., Wolf, O. (2007). Mood Changes in Response to Psychosocial Stress in Healthy Young Women: Effects of Pretreatment With Cortisol. Behavioral Neuroscience, 121(1), 11-20. Kleen, J., Sitomer, M., Killeen, P., Conrad, C. (2006). Chronic Stress Impairs Spatial memory and Motivation for Reward without Disrupting Motor Ability and Motivation to Explore. Behavioural Neuroscience, 120(4), 842-851. Lupien, S. Psychoneruoendocrinology, McGill University. 2005; Vol 30: pp. 225-242 McCullough, M., Orsulak, P., Brandon, A., Akers, L. (2007). Rumination, Fear, and Cortisol: An In Vivo Study of Interpersonal Transgressions. Health Psychology, 26(1), 126-132. Miller, G.E. (Nov 2002). Chronic Psychological Stress and the Regulation of Pro-Inflammatory Cytokines: A Glucocorticoid-Resistance Model. Health Psychology, Vol 21, No. 6. Miller, G., Chen, E., Zhou, E. (2007). If It Goes Up, Must It Come Down? Chronic Stress and the Hypothalamic-Pituitary-Adrenocortical Axis in Humans. Psychological Bulletin, 133(1), 25-45. National Institute of Health. â€Å"Stress System Malfunction Could Lead to Serious, Life Threatening Disease†. NIH, Backgrounder: Sept 2002. Pawlak, R, Rao, B. Melchor, JP. Et all. â€Å"Tissue Plasminogen Activator and Plasminogen Mediate Stress-Induced Decline of Neuronal and Cognitive Functions in the Mouse hippocampus†. Proc National Academy Science USA. 2005 Dec 13; 102(50): 18201-6 Panzarino, P. â€Å"What is Stress†. Stress, Hormone and Weight Gain. MedNet Publications. 2006. Sapolsky, Robert; Lewis C. Krey, and Bruce S. McEwen (25 September 2000). The Neuroendocrinology of Stress and Aging: The Glucocorticoid Cascade Hypothesis. Science of Aging Knowledge Environment 38: 21. Stress. Neuroanatomy. Accessed 14 March 2007 [neuroanatomy.wisc.edu/coursebook/neuro4(2).pdf] University of Pittsburgh. (2006) What is the Pituitary Gland? Department of Neurological Surgery. Research Papers on The effects of Stress on Short Term MemoryThree Concepts of PsychodynamicGenetic EngineeringThe Spring and AutumnMarketing of Lifeboy Soap A Unilever ProductHip-Hop is ArtOpen Architechture a white paperResearch Process Part OneQuebec and CanadaIncorporating Risk and Uncertainty Factor in CapitalThe Relationship Between Delinquency and Drug Use

Using the French Expression À la rentrée

Using the French Expression la rentrà ©e la rentrà ©e!  [a la ra(n) tray] is a French expression used to mean, See you in September! or See you this fall! When translated literally, the phrase means, at the return. This is an common idiomatic phrase of normal register. How to Use the Phrase In August, major sectors of France slow down or close up shop completely. School is out, the government is more or less AWOL, and many restaurants and other businesses are closed as well. Therefore, many French people are on vacation for all or part of the month, which means that la rentrà ©e, in September, is more than just students and teachers going back to school; its also everyone else returning home and going back to work, returning to normalcy. la rentrà ©e! is a valediction, similar to bonnes vacances!  (have a nice vacation), a way of saying good-bye and an acknowledgement that youll see the other person when you both re-enter the real world after your prolonged vacation.You can also use la rentrà ©e as a reference to that point in time, to explain when something will happen, as in Je vais acheter une nouvelle voiture la rentrà ©e- Im going to buy a new car in early September / when school starts back up / after I get back from vacation. A related expression,  les affaires de la rentrà ©e,  means back-to-school deals/sales.

Analytical Research Paper Essay Example | Topics and Well Written Essays - 750 words

Analytical Research Paper - Essay Example This paper discusses the macroeconomic issue of the Eurozone recession which adversely affected the countries of Portugal, Italy, Ireland, Greece and Spain (so-called PIIGS) due to fiscal issues. Discussion Economics is a Greek term which literally means the administration or management of a household. It is a social science that studies the production, distribution, and consumption of the various goods and services within a country and also among nations. It came about due to the Industrial Revolution that produced the new economic system of capitalism which replaced old order of feudalism (Sherman, 2006, p. 67). In this new system, wealth (profits) is now created out of invested capital in entrepreneurial ventures as opposed to wealth that was generated by the ownership of vast lands under feudalism. Economics is generally divided into its two main components; microeconomics is the study of the basic elements in an economy while the other is macroeconomics, which concerns larger is sues of an entire economy such as growth, inflation, unemployment, monopolies, oligopolies, recession, depression, and fiscal and monetary policies. Economists broadly define a recession as two (2) successive quarters of economic decline based on the real gross domestic product or GDP of the country. Recession is a problem on a macroeconomic scale because it affects general employment in two ways: those who work lose their jobs while those seeking work cannot find meaningful employment, which in turn will cause a deterioration in the overall standard of living of the citizenry. Businesses lay off people as there is excess production capacity resulting from a weak or non-existent demand. Economic growth is stalled or stunted which makes business reluctant to hire new or additional people. The unemployment results in reduced income taxes while putting pressure on government social services as revenues evaporate, making the balancing of national budgets very difficult to do. It will re sult in a fiscal deficit, like the dreaded â€Å"fiscal cliff† in America (a $600 billion shortfall). The significance of this problem is it can result into social chaos and political instability as people and governments scramble to find ways to re-start economic growth but the options are often limited in such a dire situation. If the government tries to reduce expenditures because of a decline in tax revenues (both from individual and business taxes) such as laying off government workers, cutting on social services like education, health care, infrastructure projects and others, people will complain and go out in the streets to demonstrate against austerity measures, which in turn will cause a political crisis that will destabilize a country and cause further problems. The United States of America uses other economic indicators besides unemployment and a rise in excess capacity, such as industrial activity, real incomes, wholesale prices and retail consumer sales. The Nati onal Bureau of Economic Research (NBER) of the United States uses overall business activities as an indicator, the time when business reaches its peak and starts to decline, as the beginning of a recession

International financil markts Essay Example | Topics and Well Written Essays - 2000 words

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