Expatriate Selection, Training and Support Essay

Expatriate Selection, Training and Support - Essay Example Global HRM specialists assert that it is important for MNCs (Multinational Companies) to attract, recruit and retain employees who can work and live successfully in other countries. Various models are used to determine traits of good expatriate managers (Camilleri, 2011:35). The choice of models of characteristics of good expatriate managers for international assignments has been a long and complex affair (Chew, 2004:15). Past models indicated that functional or technical expertise has been the basis of choosing expatriate managers for various assignments (Sonja, 2003:555). Intensified attempts aimed at identifying appropriate expatriate managers were based on recognising personal characteristics of candidates that could enable them serve as better expatriate managers (Fajana, 2011:58). In other words, training improved their survival during the assignments (Camilleri, 2011:35). Though the models selection may vary according different nations, they are all based on potential characte ristics and functional capabilities of prospective candidates (Huang and Lawler, 2005:1670). It can observed that early studies made out specific issues that could influence the success or failure of expatriate managers, originally very little was done to come up with a systemic approach to the expatriate selection process.It is clear that systemic, organisational and environmental issues impact on an expatriate’s success or failure that were observed from research done on expatriate selection  ... On the other hand, the explanatory approach has been recently adjusted to a predictive approach that takes into account a study of personality characteristics of potential expatriate managers (Budhwar and Sparrow, 2002:377). Specifically, researchers pay more attention to the predictive approach using the big five personality characteristics (Jens, 2007:25). The five characteristics for expatriate success include extroversion, agreeableness, emotional stability, conscientiousness, openness, and intellect. Despite the fact that personality characteristics are said to have predictive power in relation to the success of expatriate managers, the practical research to support this position is insufficient (Semerae et al., 2007:71). An all-inclusive study conducted on the big five characteristics found that conscientiousness was concluded to be the best predictor for individual performance (Jackson, 2002:14). In addition to, the link to organisational performance using this approach as the primary selection is somewhat uncertain. Moreover, the big five attributes the development of classification of soft skills that have been used in expatriate manager selection (Azolukwam and Perkins, 2009:23). Various skill classification schemes have been used to demonstrate the objective of practitioners to set up multiple means to forecast the success of expatriate managers (Price, 2000:45). The Ashridge Management Research Centre stated five skill categories with different items in each classification (Harvey and Novicevic, 2001:71). These include language capabilities, openness to different cultures, strategic awareness and adaptability environmental situations. Other studies that support the soft skill model have increased the number of

Anne Frank - Short Essay Essay Example for Free

Anne Frank Short Essay Essay The session that I attended at The Anne Frank Project on September 11, 2009 was Beyond the Diary: Behind the scenes of a Jewish Family in Hiding with Sophia Veffer. Even though I learned some things about the Holocaust during middle school, there still were things that I did not know. The reason why I attended this session is because I wanted to know how some of the Jews were able to survive the Holocaust and I also wanted to know what Sophia’s experience was like actually being a child during the Holocaust. This session connected to the overall theme of the conference because Sophia talked about what she and Anne Frank both had to go through and how some people in different countries still go through similar situations. Today there are still people who get treated differently because of what they look lie or where they come from. Sophia said that if Anne Frank were still alive she would probably try to make a difference by putting an end to these genocides. I was very glad that I got a chance to sit in Sophia’s session because I got to learn about the Holocaust from an actual survivor. She told us how her and her family had eleven different hiding places. I couldn’t even imagine what her childhood must have been like. She had to get rid of everything she owned even her identity. She also talked about how some Jews were not able to go in hiding and the reason was is they had to have money. The only families that went into hiding had money and they knew non Jewish people who would let them hide in their homes. One thing that really upset me is when Sophia said that the Germens pretended as if they did not know what was going on with the Jews. This really made me sad because how could you know that someone is doing wrong and not care to try to change it and make a difference? There are many different issues going on in the world today. One global issue that is of concern to me is homelessness. Every time I see a person out on the street I always think to myself their shoes can fit my feet. I do not mind helping others because after I do a good deed I always feel really good about myself and nothing can take that feeling away. This issue inspires me to try 2 make a small difference by giving them change or bringing them food. One day when me and my sister were driving up the street we saw sum homeless people and their sign said that they were hungry so we went to Mcdonalds and brought them sum burgers. Making a difference starts with a small deed then before you know it your changing the world.

The General Adaptation Syndrome Psychology Essay

The General Adaptation Syndrome Psychology Essay Stress is inescapably present in the lives of every living organism. While some stress can be beneficial, too much of it is almost always disadvantageous. Frequently the word stress is used to describe the imposition of an undesirable psychological or physical state through uncontrollable or overwhelming circumstances. We tend to think of stress as a burden that we carry around with us. One individual might perceive that they are under an enormous amount of stress because of multiple impending deadlines, while another might feel stressed out because their house is not clean and unexpected guests are on their way. Despite the predominantly negative description above, stress itself is not necessarily bad. In fact, stress is an adaptive process without which our survival would be seriously compromised. Moderate stress can even have beneficial effects, such as improving cognitive function to facilitate meeting multiple deadlines and increasing energy supply to muscles to quickly clean th e entire house in a matter of minutes. However, too much or prolonged stress can result in a variety of detrimental effects on both physiological function and cognitive processes. Definition In order to properly understand the effects of stress on cognition, as measured by performance in a variety of mazes, we must first come to an understanding of what stress is. At its core, stress is can be defined as the response to a threat (or perceived threat) against homeostasis, the tendency of a system to maintain a stable internal environment. Living organisms, including humans and rodents, are open systems which work to maintain homeostasis despite being constantly bombarded by numerous external environmental insults. Homeostasis The concept of homeostasis was initially conceived by the French physiologist Claude Bernard in1854. He used the term milieu intà ©rierur to describe the ability of the internal environment (primarily the blood in Bernards time) of the body to compensate for and re-equilibrate in response to the external environment [1,2]. However, it was Walter Cannon who developed the concept of homeostasis. He proposed that the body maintained steady state conditions through multiple cooperative self-regulating mechanisms. One phenomenon observed by Cannon was that organisms respond to a threat by releasing epinephrine (aka adrenaline) from the adrenal medulla thereby increasing the bodys heart rate, respiration, and blood pressure while mobilizing glucose stores and inhibiting non-essential functions such as digestion and reproduction. This phenomenon is the prototypical sympathetic nervous system (a branch of the autonomic nervous system) response, for which Cannon coined the term fight-or-flig ht response [3]. Simply put, when confronted with a threat, an organism, through the narrowing of bodily functions and mobilization of available energy, is primed to respond actively, whether through fleeing or fighting. Thus, the primary contribution of Walter Cannon to the definition of stress was that in response to an environmental insult threatening the internal steady stated, the body initiates the sympathetic response to maintain homeostasis and ultimately increase survival. General Adaptation Syndrome The second major contributor to stress research was endocrinologist Hans Selye. Selye was working to discover a new hormone by injecting ovarian extracts in to rats and observing the physiological effects. He noted several changes after injection of this extract, including the 1) enlargement of the adrenal gland, 2) the atrophy of the thymus and lymph nodes and 3) the presence of gastric ulcers [4]. While he initially thought these effects were direct effects of a novel hormone, through additional control experiments he discovered that the injection of numerous agents, physical injury or even excessive exercise produced the same reliable effects [5]. Emphasizing the non-specificity of this response, Selye called these effects the General Adaptation Syndrome initially and later used the term stress to describe it. He further defined stressors as the factors or agents that triggered the stress response. In addition, Selye established the role of glucocorticoids, steroid hormones excret ed from the adrenal cortex, in the stress response. Furthermore, Selye described that prolonged exposure to stressors (and the stress response) can lead to illness or disease. Summary The combined work of Walter Cannon and Hans Selye formed the basis of stress research. Both agreed that when confronted with disruptive environmental factors, the body generated an adaptive response aimed at re-establishing homeostasis within the internal environment. Cannon focused on the sympathetic branch of this response, while Selye focused on the hormonal (i.e., endocrine) branch of this response. Modern thinking has modified the conceptualization of stress, as it turned out to be not quite as simple as originally thought. Importantly it is no longer thought that stress is non-specific as the magnitude and more subtle characteristics of the stress response are varied based on the type of stressor, the individuals perception of the stress and ability to cope. The following basic features of stress can be gleaned from this historical work: Stressors are any event, experience or environmental insult that threatens or is perceived to threaten homeostasis Stress is an adaptive response to re-establish and maintain homeostasis Stress is ultimately mediated by two branches: The sympathetic nervous system via release of epinephrine from the adrenal medulla The endocrine system via release of glucocorticoids from the adrenal cortex These definitions and characteristics are more conducive to scientific study than the layman use of the term stress which does not distinguish between the trigger and the response, as described in the opening of this section. Thus, the definitions above will be utilized in the following sections. This chapter will further develop these basic concepts and present 1) an overview of the stress response, 2) descriptions of the different types of stressors, 3) the effects of both acute and chronic stress on learning and memory and 4) practical details on how to deal with the nuances of stress in behavioral testing. THE PHYSIOLOGY OF THE ACUTE STRESS RESPONSE When a stressor is encountered, the brain triggers a physiological response, aimed at coping with the stressor and restoring homeostasis [6]. This response is governed by the hypothalamic-pituitary-adrenal (HPA) axis and the sympathetic nervous system (SNS). Both of these systems are always actively engaged in maintaining homeostasis, but when posed with a disruption to an organisms internal environment, the HPA axis and SNS go into overdrive. When stressors are encountered several central nervous system (CNS) structures are activated to initiate the stress response, including the preganglionic sympathetic neurons of the spinal cord in addition to several brainstem and limbic forebrain structures [7]. These structures then recruit neural and neuroendocrine systems to initiate a stress response, culminating with the secretion of adrenal glucocorticoids (GCs) and epinephrine, the principle mediators of this adaptive response. The Sympathetic Nervous System Two primary pathways are activated by stressors within the SNS, the brain norepinephrine neurons in the locus coeruleus (LC) and the sympathetic adrenomedullary circuitry. Many, but not all stressors result in norepinephrine release from the LC, which ultimately contributes to the majority of circulating NE levels as well as numerous adaptive behaviors [8,9]. Activation of the sympathetic adrenomedullary circuitry via preganglionic neurons results in the release of the excitatory neurotransmitter acetylcholine (ACh) onto postganglionic neurons and the adrenal medulla. Sympathetic postganglionic neurons primarily release of norepinephrine directly onto various target organs. On the other hand, activation of the adrenal medulla results in the synthesis and release of epinephrine into the circulation and indirectly onto target organs. Target organs activated by these catecholamines neurotransmitters correspond directly to the symptoms of the fight-or-flight response, including increased heart rate, blood pressure and respiration, pupil dilation, and inhibition of digestion, liver, kidney and gall bladder function. The Hypothalamic-Pituitary-Adrenal Axis (Figure 1: HPA axis from Lupien 2009 Review) The present chapter will focus on the endocrine branch of the stress response. While the activation of the sympathetic nervous system is a key part of stress, many of the effects of stress on learning and memory have been shown to be dependent on GCs. The secretion of adrenal GC hormones is under the stimulatory drive of the medial parvocellular neurons in the paraventricular nucleus (PVN) of the hypothalamus. In response to stressors, brainstem and limbic forebrain regions activate these neurons to secrete corticotropin releasing hormone (CRH) and vasopressin into the hypophysial circulation to stimulate the anterior pituitary to release adrenocorticotrophic hormone (ACTH) into the peripheral circulation which ultimately results in the release of GCs from the adrenal gland [10]. GCs are carried to every organ via the circulation to allow for a coordinated adaptive response between the brain and bodily functions. GCs mobilize energy, suppress immune and inflammatory responses, inhibi t bone and muscle growth and reproductive function as well as increase attention and impact learning and memory processes [11]. GCs also regulate further CRH and ACTH release via negative feedback loops by binding receptors in the pituitary, PVN, hippocampus (HPC) and prefrontal cortex (PFC) to inhibit further GC release and to return the homeostatic balance of the HPA axis [10] (Fig. 1). While these are the primary targets of GCs, virtually every neuron in the brain has receptors for these hormones. Thus, GCs are an important enabler of normal brain function in addition to their role in HPA axis function. Corticosterone (CORT), the primary GC in the rat, is the ligand for the glucocorticoid receptor (GR) and mineralocorticoid receptor (MR), steroid hormone receptors that function as transcription factors and regulate neuronal gene transcription. GR and MR have different affinities for CORT in the brain. GRs are expressed ubiquitously in the brain, and are most concentrated in the CRH neurons of the PVN and ACTH releasing neurons in the anterior pituitary and also in the HPC [10]. The highest expression of MRs in the brain is in the HPC, though they are expressed in other forebrain regions [10]. MRs are saturated by modest levels of CORT, such as those generated during circadian oscillations, and thus mediate daily changes in HPA axis activity. On the other hand, GRs are saturated by more extreme levels of CORT, such as those seen following a stressful experience, and mediate negative feedback to restore homeostasis [12,10]. Time Course of the Acute Stress Response (Figure 2: rise and fall of CORT) The typical stress response begins within a very short period of time. The SNS response occurs more rapidly than the HPA axis response, due to direct neurotransmitter release on target tissues vs. indirect hormonal release into the circulation, respectively. Within seconds, the post-ganglionic neurons of the SNS release norepinephrine and the adrenal medulla releases epinephrine into circulation. Also within seconds, CRH is released from the PVN of the hypothalamus, followed quickly by the release of ACTH into peripheral circulation from the anterior pituitary [13]. Within 3-5 minutes, the adrenal cortex releases CORT into the circulation, by which time peak plasma ACTH levels are reached. While peak levels of GCs vary according to stressor type and duration, circulating CORT levels typically reach peak levels15-30 minutes after stressor initiation [14]. At this time ACTH levels have also returned to baseline [14]. However, the effects of GCs on target tissues do not occur until abou t an hour after stressor initiation [13]. After peak CORT levels are reached, negative feedback mechanisms shut down further CORT secretion so that circulating CORT levels recover to near baseline levels within 60-120 minutes after stressor initiation [15,14]. The time required to reach baseline levels also varies depending on stressor type and duration. Circulating levels of norepinephrine and epinephrine follow a similar trajectory, but with more rapid increases and decreases [16]. Biological Rhythms Plasma levels of CORT are not static, but follow a circadian rhythm that is closely aligned with the sleep-wake cycles. In both humans and rodents, plasma GCs rise as the sleep cycle (inactive phase) ends and peaks upon waking up. From this peak, GC levels fall during the active phase and eventually reach the circadian trough or nadir (the lowest point in the cycle) [17,18]. However, as nocturnal animals, the active phase for rodents is during the dark period and the inactive phase occurs during the light period. Thus, in laboratory animals, peak CORT levels are found just after the lights are turned off and nadir CORT levels are measured when the lights are turned on. In addition, within this circadian rhythm GCs are released in an ultradian (cycles repeated within the 24 hour period) pulsatile pattern which rises and falls according to the circadian rhythm [19]. Basal levels of CORT measured in rats can typically range from 0-200 ng/mL in adult male rats or 100-500 ng/mL in adult f emale rats [18]. In response to acute stressors, peak stress levels of CORT generally range from 200-600 ng/mL in adult male rats and 500-1000 ng/mL in adult female rats. Both basal and peak stress levels of CORT can vary depending on the sampling time within the circadian rhythm. Sex, Age and Strain Differences As noted above, sex differences in HPA axis activity and responses to acute stressors are well documented. Female rodents exhibit higher basal and stress induced levels of both ACTH and CORT [20,21]. Sex differences in CORT secretion are primarily mediated by estrogen, with higher levels of ACTH and CORT found during proestrus, when circulating levels of estrogen are high [20,18]. Much of the research on gonadal steroid regulation of the HPA axis suggests that estrogen has excitatory effects while androgens have inhibitory effects [22-26]. In addition, females have higher levels of corticosteroid binding globulin (CBG), which partially buffers the higher levels of CORT [27,24]. CBG binds circulating CORT and renders it biologically inactive [28,29]. However, CBG levels take several hours to increase after exposure to a stressor, resulting in higher levels of biologically active CORT in females in response to stressors [30]. Acute stress responses can also vary across the lifespan. After birth, from day 2 to 14, rats experience a stress hyporesponsive period (SHRP) wherein circulating basal CORT remain very low and neonatal pups fail to show an elevation in CORT in response to stress or ACTH administration[31-33]. Adolescence is the next developmental epoch, which includes three stages: pre-pubescence/early adolescence (21-34 days), mid-adolescence (34-46 days) and late adolescence (46-59 days) [34,35]. During early adolescence, rats exhibit an exaggerated HPA axis response to both acute and chronic stress compared to adults [36,37]. In addition, sex differences in HPA axis function mature over the adolescent period [38,39]. The acute stress response has also been investigated in aging animals, though a great deal of heterogeneity, particularly with respect to the aging model has been found [40]. However, the general consensus, based on earlier studies, is that aged animals exhibit elevated baseline (or basal) CORT and a prolonged stress-induced elevation in CORT release, possibly due to decreased GR-mediated negative feedback [41,42]. It should also be noted that aging is associated with increased variability in the acute stress response [40]. Sex differences in acute HPA axis responses are not frequently examined in aged rats. However, since estrogen decreases with age, and males demonstrate increased basal CORT, it would be expected that sex differences would become less robust [43,44] Robust strain differences in both basal and peak stress levels of CORT also exist. In general, the in bred Fischer 344 (F344) strain of rats secrete higher levels of both basal and stress induced CORT levels compared to both the inbred Lewis (LEW) strain and the outbred Sprague Dawley (SD) strain (Dhabar 1993). Interestingly, both F344 and SD rats show increased basal CORT levels at the end of the inactive period, while LEW rats did not show a robust circadian rhythm (Dhabar 1993). As mentioned above, strain differences can also interact with age differences to further complicate the picture of a normal HPA axis stress response across the lifespan. CHRONIC STRESS Exposure to chronic stress can result in long term elevations in GCs and has been shown to alter the structure and function of the brain regions involved in regulating the HPA axis as well as learning and memory and numerous other behaviors [7]. Two general responses in HPA axis function occur as a result of chronic stress, namely habituation and sensitization. Habituation typically occurs following repeated exposure to the same (homotypic) mild stressor, with the magnitude of the HPA axis response (i.e. CORT secretion) diminishing with each subsequent exposure to the stressor [45,46]. On the other hand, repeated exposure to different (heterotypic) and unpredictable stressors can diminish the habituation of the HPA axis response [47-49]. Interestingly, both chronic homotypic and heterotypic unpredictable stressors cause sensitization of the HPA axis response to a novel stressor, resulting in increased ACTH and CORT secretion [45,48]. The most frequently studied brain regions that are vulnerable to chronic stress are the HPC, amygdala (AMG) and PFC [50]. In both the HPC and PFC, chronic restraint stress results in dendritic atrophy and decreased GR expression, which facilitates decreased HPA axis feedback and impaired memory [51-54,7]. In addition, chronic stress can also lead to altered hippocampal excitability, neurochemistry and neurogenesis (refs from Conrad 2010 review if needed?). On the other hand, chronic stress causes dendritic hypertrophy and increased CRH expression in the AMG as well as dendritic hypertrophy in the dorsolateral striatum (DLS), which facilitate HPA axis excitability and anxiety and habitual behavior, respectively [7,55-58]. Sex, Age and Strain Differences Sex differences in response to chronic stress exposure are less frequently examined. The above-mentioned effects are well documented in males. However, chronic stress does not appear to have the same effects in females. For example, females appear to be resilient against chronic stress induced dendritic atrophy in the HPC and spatial memory impairments [59-63]. In the PFC, females exhibit dendritic hypertrophy, whereas males demonstrate dendritic atrophy in response to repeated stress exposure [64]. In addition, chronic stress is associated with sex-specific PFC-mediated behavioral effects. Chronically stressed males show impairments in recall of fear extinction, possibly reflecting decreased behavioral flexibility [65-67]. However, chronically stressed females demonstrate impaired memory for the acquisition of fear conditioning, which is more dependent on the AMG [68-70]. Interestingly, males show dendritic hypertrophy and increased activation of the AMG and an associated increase i n the acquisition of fear conditioning following chronic stress [67]. Thus, in females, chronic stress causes more moderate morphological and behavioral outcomes that may be related to sex-specific changes in AMG function. Chronic stress also has differential effects across the lifespan. In general, earlier exposure to chronic stress (i.e. prenatal and neonatal) have protracted and irreversible effects compared to adult chronic stress. Exposing pregnant rat dams to chronic stress increases circulating CORT which crosses through the placenta and reaches the developing fetus to alter brain development and HPA axis activity [71]. The long-term effects of prenatal stress include increased basal and stress induced CORT secretion as well as learning impairments, increased anxiety- and depression-like behaviors and sensitivity to drugs of abuse [72,73]. Postnatal stress is typically induced by disrupting the maternal-pup interactions (i.e., maternal separation or daily handling of pups). The long-term effects of early postnatal stress include altered anxiety-like behavior and stress-induced HPA axis activity in adulthood though the direction of these effects are varied and highly dependent on the age of the p up, as well as the type and duration of the manipulations [72,74,75]. Chronic adolescent stress can result in enduring effects in adulthood, including decreased hippocampal volume, impaired spatial learning, and increased anxiety-like behavior adulthood [76-79]. However, there is less evidence for adolescent stress exposure to result in depressive behaviors in adulthood [80,81]. Studies of long lasting effects of adolescent stress exposure on HPA axis function are mixed, while most report no effect on basal or stress-induced CORT or ACTH secretion, some studies find increased basal and stress induced CORT secretion in adulthood [82,78,76,83,84]. Chronic stress exposure during adolescence can lead to long term behavioral and neuroendocrine effects, depending on the timing of exposure, the sex of the animal and the type of stressors used [82,84,85]. In aged animals, chronic stress has differential effects compared to young or middle-aged adult rats. For example, following 3 weeks of c hronic restraint stress in aged males and females, stress-induced sex differences were no longer evident on spatial and non-spatial memory tasks and chronic stress either facilitated or did not impair performance in aged male rats [86,87]. In addition, in aged animals sex-specific effects of chronic stress are reversed [86,87]. Furthermore, chronic stress in aged rats may potentiate stress-induced neurotoxicity, particularly in the HPC [72,88]. Strain differences are also noted in the effects of chronic stress. Interestingly, and in line with acute stress strain differences, the inbred F344 strain do not demonstrate habituation of the plasma CORT response to chronic stress with a repeated homotypic stressor, while SD and LEW rat strains do [46]. F344, but not SD and LEW, rats also exhibit adrenal gland hypertrophy after 3 sessions of restraint over 10 days [46]. F344 rats also exhibit a lack of HPA axis habituation following 14 days of restraint compared to SD rats [89]. Consistent with these findings, robust differences between SD and LEW rats were not found in either male or female rats in HPA axis response to an acute stressor after chronic exposure to unpredictable heteroptyic stressors [90]. TYPES OF STRESSORS Acute Stressors (Figure 3: Equipment/Stressors) In addition to being a threat against homeostasis, stressors can be described as any event or environment that is novel, unpredictable, poses a threat to well-being or ego, or creates a sense of loss of control (Lupien 2007). Acute stressors are stressors which occur on a single occasion with varying durations. Typically acute stressors last anywhere from 5 minutes to upwards of 6 hours, but in general for a period of time less than 24 hours. Acute stressors of longer durations are sometimes referred to as single prolonged stressors. Essentially the purpose of an acute stressor is for the experimental subject to mount a single stress response, or activation of the HPA axis. There are many different types of stressors and categorization of these stressors is attempted by many, though not all stress researchers agree. Stressors can vary in the type of perceived stress such as physical or psychological (or some combination of the two) as well as intensity and duration. Depending on the type of stressor used, differential effects on the HPA axis and SNS responses will occur. Physical stressors are stressors that are predominantly identified or perceived through the senses or involuntary (autonomic) mechanisms. Examples of physical stressors include extreme temperatures, loud noise, chemical exposure, extreme activity, metabolic or immune system disruptions, hemorrhage and pain. The most extreme physical stressors are necessarily limited to short durations due to discomfort. Many physical stressors can be administered in multiple ways or in combination with other stressors. To manipulate temperature, rodent subjects can be place in a standard cold room (~4-6 °C) or a hot room (~30-40 °C) or in cold (~18-20 °C) or hot water (~25-35 °C) as part of a forced swim stressor (forced exercise) [91-93]. Loud noises stressors are most effective at a range of ~90-110 dB [94]. Chemical stressors include exposure to ether vapors, hypoxic conditions, and injection of formalin or other noxious substances [93,95]. Stressors involving extreme activity include forc ed swim and on the opposite end of the spectrum, immobilization, wherein the subject is splayed out on a board with all its limbs and head secured to prevent movement. Metabolic disruptions can include fasting or food restriction, injections of insulin to induce hypoglycemia or lipopolysaccharide to induce an immune reaction. Hemorrhage or hypovolemia is induced by removing a percentage of blood volume with a moderate hemorrhage consisting of removal of ~20% estimated blood volume [96]. Finally, pain can be induced via numerous methods. Frequently used stressors include tail pinch with clothespins or hemostats. Another common stressor associated with pain is mild ( Psychological stressors are perceived threats against homeostasis or well-being. Important qualities of psychological stressors include loss of control, unpredictability and novelty. Identification of psychological stressors can also be experience or species dependent, in that the anticipation of the event itself can be a stressor, even in the absence of the actual event. Psychological stressors may also induce fear, anxiety or other behavioral changes. The effectiveness of psychological stressors is primarily under the control of limbic brain regions such as the HPC, AMG and PFC [7]. Several types of psychological stressors are used, including those that activate innate and species-specific behaviors and fear, inescapable/uncontrollable stressors, and social stressors. Activation of innate fear (based on a threat to safety/survival) in rodents can be accomplished with exposure to a predator (i.e. a cat or snake) or to a novel or unfamiliar environments particularly those with are op en and brightly lit (i.e. open field or elevated plus maze). Inescapable and uncontrollable stressors include inescapable foot or tail shock, forced swim and restraint. Rodent restraint is the most frequently used and well-documented stressor. It can also be combined with other physical stressors such as being placed in a rotating platform or in combination with tail pinch. Interestingly, even animal handling can be categorized as this type a stressor. Social stressors make up their own entire subcategory. Many researchers believe that social stressors are the most translationally relevant because the primary source of stress in humans comes from social interactions, expectations and even trauma. Rats are by nature social animals, but too much or too little can elicit a stress response. Two of the least effortful social stressors are isolation housing and high density housing (i.e. crowding). Interestingly males show a greater stress response to crowding while females show a greater stress response to single (i.e. isolation) housing [98]. A popular social stressor is social defeat, utilizing the resident intruder paradigm. This paradigm consists of using aggressive male rats (i.e. retired breeders or reared in isolation without handling) as the resident rat. The experimental rat (i.e. the one which will mount a stress response) is the intruder and is placed in the home cage of the resident rat. Typically the rats are allowed contac t with each other until the intruder demonstrates defeat behaviors (i.e. submissive supine posturing). In one modification of this paradigm, the intruder remains in the home cage of the resident rat but is separated, and therefore protected from physical harm, by a wire mesh enclosure [99,100]. A novel socially based stressor that is less labor intensive is to place a male rat in the dirty cage of another male rat. Thus the male rat is in an inescapable territory of another male rat, without physical contact [101]. Chronic Stress Paradigms Chronic stress is prolonged stress that typically occurs for at least 5 days, typically 1-3 weeks and sometimes up to 6 weeks or more. Many different types of chronic stress paradigms can be used, depending on the desired outcome measures. An additional variable to consider with chronic stress paradigms is the likelihood of habituation of the stress response over time, as mentioned above. Examples of chronic stress paradigms include chronic restraint, chronic mild stress, chronic unpredictable stress, chronic variable stress, chronic social stress, and chronic intermittent stress. Chronic restraint stress and chronic mild stress have historically been the most frequently used chronic stress paradigms. Interestingly, these paradigms have different phenotypic outcomes. Chronic restraint stress is frequently carried out with daily 6 hour restraint sessions for 3 weeks (Conrad XXXX). However, because chronic restraint stress is repeated exposure to a single homotypic stressor, habituation of the stress response after the first few days likely occurs as evidenced by blunted CORT and ACTH release in response to restraint following completion of the chronic restraint paradigm [102,103]. This paradigm is well characterized with regard to spatial learning and memory deficits as well as altered dendritic morphology, particularly dendritic retraction in the hippocampus [104]. Interestingly, spontaneous recovery of both altered dendritic morphology and spatial learning and memory deficits has been observed [105]. Chronic restraint stress also alters anxiety- and depressiv e-like behaviors, impairs response inhibition, facilitates fear learning and reduces motivation for food reward [106-108,53] Chronic mild stress (CMS) is typically used to induce an anhedonic (i.e. depressive-like) phenotype [109]. This paradigm typically involves exposure of the subjects to one mild stressor a day, typically for 6-8 weeks [109,110]. Stressors are administered on a set weekly schedule and include wet bedding, cage tilt, mild footshock, alterations in the light-dark cycle, food/water deprivation and cage changes [109,110]. Anhedonic effects of CMS, which can last up to 3 months, include decreased sucrose consumption, increased threshold for intracranial self-stimulation and decreased locomotor activity in the absence an anxiety-like phenotype [109]. Chronic unpredictable stress (CUS) is essentially an iteration of CMS, which lasts for a shorter period of time (~2 weeks) and presents mild to moderate stressors once a day in a more randomized order and time of day [111,112]. Depressive-like phenotypes are seen after CUS exposure in addition to anxiety-like phenotypes and cognitive deficits [1 12,91]. Chronic variable stress (CVS) is yet another more severe iteration of a repeated administration of heterotypic stressors. More recently, CVS paradigms have differentiated themselves from CMS paradig

The Virgin Birth of Jesus Essays -- essays research papers

The Virgin Birth of Jesus Old Testament Fulfilled Prophecies The Virgin birth of Christ is an actual Historical fact. God came (in the sinless form of Jesus) into the earth "HE" created. No other event in the past has had so much impact out side of Calvary where Christ paid the price for our transgressions. Seven hundred years earlier, this was prophesied by the prophet Isaiah and it came about just as predicated in (Matthew 1:22, 23) In Isaiah 7:14, we take notice what the prophet Isaiah said about this male child or "Son". He prophesied that Jesus Christ would be born of a "Virgin." The word says "Therefore the Lord Himself shall give you a sign: Behold, a virgin shall conceive, and bear a son, and call his name Immanuel. The prophet Isaiah prophesied that this male child WOULD BE INCARNATE. (Isaiah 9:6) "For unto us a child is born unto us a son is given: and the government shall be upon his shoulder: and his name shall be called Wonderful, Counselor, THE MIGHTY GOD, THE EVERLASTING FATHER, the prince of peace. THE GOSPEL INTRODUCTION OF JESUS I read about Jesus in the four gospels of the New Testament. In their narratives of his birth, Matthew and Luke call him the virgin-born Savior, the Lord Christ Jesus, the Holy One, the So of the Most High, the Son of God, and Immanuel, which means "God with us." Mark does not give us an account of Christ's birth, but he dows introduce him as Jesus Christ, the son of God. John, like...

Consilience, by Wilson, Life is a Miracle by Berry and Zen and the Art of Motorcycle Maintenance by Pirsig :: Philosophy Term Research Papers

The Philosophy of Science in Consilience, by E. O. Wilson, Life is a Miracle by Wendell Berry and Zen and the Art of Motorcycle Maintenance by Robert Pirsig Introduction The plot where the fields of science, ethics and religion intersect is fertile for study, and the crops it yields often represent the finest harvest of an individualà ­s mind. In our time, modern philosophers of science have tilled this soil and reaped widely differing and important conclusions about the nature of humankind, its relationship to the natural world and the role that science should take in the discernment process. Through the comparison and contrasting of three important worldviewsà ³as expressed in Consilience, by E. O. Wilson, Life is a Miracle by Wendell Berry and Zen and the Art of Motorcycle Maintenance by Robert Pirsigà ³the seeds of philosophy and faith can be sown in the budding scientistà ­s psyche, and a bumper crop of beliefs cultivated. History of the Philosophy of Science The surest foundation for the origin of science in its practical form is to be found in the à ¬co–rdination and standardization of the knowledge of common sense and of industry.à ®[1] One of the first occurrences of this co–rdination can be traced back to 2500 BCE in the form of edicts from the ancient Babylonian rulers, who issued royal standards of length, weight and capacity. Non-Semitic Sumerians also laid down the elements of mathematics and geometry at that time, making use of fractions, decimals, circles and radial angles. But knowledge as we know it today was tightly woven with magical notions, and as both spread westward they instilled in European thought a reverence for à ¬special numbers, their connections to the gods and the application of geometrical diagrams to the prediction of the future.à ®[2] As well, the ancient Babylonians were fascinated by the heavens. They were the first to make a map of the stars and associate them with animals like the Ram, Crab and Scorpion, names that we still use to this day. They also realized the periodicity and reliability of astronomical movement and phenomena, and were soon able to predict many of them. Tablets have been found dating to the sixth century BCE that predicted the relative positions of the sun and moon, as well as forecasted the occurrences of eclipses.[3] Out of all this knowledge the Babylonians built up a fantastic system of astrology, through which the starsà ³which were thought to fix and foretell the course of human affairsà ³would give up their secrets. Consilience, by Wilson, Life is a Miracle by Berry and Zen and the Art of Motorcycle Maintenance by Pirsig :: Philosophy Term Research Papers The Philosophy of Science in Consilience, by E. O. Wilson, Life is a Miracle by Wendell Berry and Zen and the Art of Motorcycle Maintenance by Robert Pirsig Introduction The plot where the fields of science, ethics and religion intersect is fertile for study, and the crops it yields often represent the finest harvest of an individualà ­s mind. In our time, modern philosophers of science have tilled this soil and reaped widely differing and important conclusions about the nature of humankind, its relationship to the natural world and the role that science should take in the discernment process. Through the comparison and contrasting of three important worldviewsà ³as expressed in Consilience, by E. O. Wilson, Life is a Miracle by Wendell Berry and Zen and the Art of Motorcycle Maintenance by Robert Pirsigà ³the seeds of philosophy and faith can be sown in the budding scientistà ­s psyche, and a bumper crop of beliefs cultivated. History of the Philosophy of Science The surest foundation for the origin of science in its practical form is to be found in the à ¬co–rdination and standardization of the knowledge of common sense and of industry.à ®[1] One of the first occurrences of this co–rdination can be traced back to 2500 BCE in the form of edicts from the ancient Babylonian rulers, who issued royal standards of length, weight and capacity. Non-Semitic Sumerians also laid down the elements of mathematics and geometry at that time, making use of fractions, decimals, circles and radial angles. But knowledge as we know it today was tightly woven with magical notions, and as both spread westward they instilled in European thought a reverence for à ¬special numbers, their connections to the gods and the application of geometrical diagrams to the prediction of the future.à ®[2] As well, the ancient Babylonians were fascinated by the heavens. They were the first to make a map of the stars and associate them with animals like the Ram, Crab and Scorpion, names that we still use to this day. They also realized the periodicity and reliability of astronomical movement and phenomena, and were soon able to predict many of them. Tablets have been found dating to the sixth century BCE that predicted the relative positions of the sun and moon, as well as forecasted the occurrences of eclipses.[3] Out of all this knowledge the Babylonians built up a fantastic system of astrology, through which the starsà ³which were thought to fix and foretell the course of human affairsà ³would give up their secrets.

Chaucers Canterbury Tales Essay - Women in The Wife of Bath

Women in Chaucer's The Wife of Bath Chaucer's "The Wife of Bath's Prologue and Tale" is a medieval legend that paints a portrait of strong women finding love and themselves in the direst of situations. It is presented to the modern day reader as an early tale of feminism showcasing the ways a female character gains power within a repressive, patriarchal society. Underneath the simplistic plot of female empowerment lies an underbelly of anti-feminism. Sometimes this is presented blatantly to the reader, such as the case of Janekin's reading aloud from "The Book of Wikked Wives" (The Wife of Bath's Prologue and Tale 691). However, there are many other instances of anti-feminism that may not scream so loudly to the reader. This is shown in the disappearance of the rape victim and the happy ending for the Knight. While the overall story is one of supposed feminism shown through women's empowerment, there are many aspects of "The Wife of Bath" that are anti-feminist in nature. The main character, Alison, or the wife of Bath, is representative of most of the feminist ideals in the work. She is strong, independent, and to be respected as a woman of great courage. Alison has suffered a great deal in her lifetime, indicative of life for women at this time. She has survived five husbands; some of whom beat her, others were unfaithful. She was married off at an early age of twelve and from then on knew what marriage was about: money. "Marriage is the key to survival, and that is what Alisoun seeks and finds" (Carruthers 214), argues Mary Carruthers, justifying Alison's five marriages. Alison equates money with power. With this power comes respect and honor. A more careful analysis of both the "General Pro... ... maiden, the knight is turned into the hero of the tale, with the reader hoping for a happy ending for him. "The Wife of Bath's Prologue and Tale" can be seen as both a legend of women's empowerment as well as a reminder of the struggles women encountered daily. Works Cited Abrams, M.H., ed. Norton Anthology of English Literature, v,1. W.N. Norton & Company: 1993 Carruthers, Mary. "The Wife of Bath and the Painting of Lions" The Geoffrey Chaucer Page. 30 June 2000 Chaucer, G. "General Prologue" 81-100. Chaucer, G. "The Wife of Bath's Prologue and Tale" Abrams 117-144. Lee, Brian S. "Exploitation and Excommunication in 'The Wife of Bath's Tale.' Philological Quarterly, v74. (1995): 17(19) O'Brien, Timothy D. "Troubling Waters: The Feminine and the Wife of Bath's Performance" Modern Language Quarterly, v53. (1992): 377(15).

Value and Purpose of Literature

Value and Purpose of Literature Literature is expressed in varying ways, such as poetry, novels, history, biographies, and essays. Depending on which type of work you are reading, the purpose and interpretation is different as it is depending on the person that is reading it. The purpose of literature is to get a diverse set of people to read the same piece of work and comprehend it differently, but still have the same affect on them. The purpose also depends on the genre. History is a guide for the future; it helps us figure out future plans and to help us not make the same mistakes we did back then. Poetry and novels are more of an artistic way to entertain people or to get how you truly feel onto paper and see if anyone else could relate. Biographies and essays are more of an informational bit written to persuade or inform the reader of an occurring problem or of a person who is significant in the work they have accomplished. The Red Badge of Courage, written by Stephen Crane, is a fictional novel talking about a soldier in the Civil War that ditches the war to save his self and then feels guilty and goes back to become one of the best soldiers in his regiment. This novel was written clearly for entertaining the reader and for a little history lesson about who won the war. A Separate Peace, written by John Knowles, is also a fictional novel about a young man at a school readying him for war where he finds what he is capable of. The value of literature is measured on how much the reader enjoyed the book. Reading is a pleasing way to pass the time for some people and can in many ways affect the way you live and the way you think. The value a book can have on a reader is unlimited. It can change the way people live with and influence each other, helps one understand the past and how the world has evolved, teaches a lesson that will inspire the reader to live a better life, and helps us asks questions related to the standards of a â€Å"good† life, but doesn’t always answer them. Literature is one way that humans can communicate their thoughts and feelings to one another. Though the genres, purposes, and interpretations may differ, it is a universal tool and usually affects the reader in more than one way.