The path of blood Essay Example for Free

The path of blood Essay The path blood take from the right femoral vein to lower lobe of the right lung via the pulmonary artery is as follows; we start in the right femoral vein which is located in the thigh and travel to the right external iliac vein. Blood from the femoral vein emptiness in the inferior vena cava but first must travel through the external iliac. The iliac vein joins with the inferior vena cava. The inferior vena cava takes deoxygenated blood form the lower limbs of the body to the right atrium (Thibodeau, Patton, 2008. ). Following the inferior vena cava we travel in to the right atrium of the heart. The purpose of right atrium of the heart is to receive deoxygenated blood from the body through the inferior vena cava and pump it into the right ventricle (MedicineNet.com, 2012). Once we are ready to leave the right atrium we go into the right AV valve (AV is atrioventricular or cuspid, (Thibodeau, Patton, 2008.).The AV valve stops blood from flowing backwards and every time the heart beats the valve opens and closes. The AV valve allows blood to flow into the right ventricle. But before blood goes into the right ventricle it has to travel through the tricuspid valve. The tricuspid valve along with AV and SL are all structures that prevent blood from flowing backwards (Thibodeau, Patton, 2008.). So we now know that the right ventricle receives deoxygenated blood from the right atrium, but what we don’t already know is that the right ventricle sends the [continues]

Educational Goals and Philosophy Essay -- Education Teaching Essays

Educational Goals and Philosophy As a student of education, I have been able to gather many ideas and opinions about practices and ideals I want to implement in my future classroom. My philosophies about education are still being formed and continually change with every class I visit and with every educator I encounter. My ideas, admittedly, come from random experiences and intangible texts, but as I gain more experience in the field through my courses, my philosophies about teaching will become more clearly defined. These few ideas I have now will undoubtedly be added upon as I enter student teaching and my professional career, nevertheless, they are concepts of which I hope to never lose sight. I believe teaching is a privilege and a serious profession. There are few other careers in which you have as great of an effect on other people. The responsibility is great and I take it very seriously. At the same time teaching can be fun and intellectually stimulating. As a teacher, I will have the opportunity to explore and define a subject area that I have committed my career to---Science. What better way to show my enthusiasm for the subject than to teach it? Additionally, I know that there is nothing more rewarding than reaching a student through my teaching and having a profound influence on their curiosity. Good teaching should extend beyond the classroom, and it will if students are inspired to continue their studies on their own. Honestly, I believe that there is no other job that is equally as rewarding. Science education often receives an inaccurate stereotype of being boring or too complex for the average person to comprehend. I have an extreme passion for Science and teaching. ... ...wish to pursue board certification from the National Board for Professional Teaching Standards after I have taught for three years. It is important to me that I never stop learning. I want to exude this quality for the well being of myself and for my students. Maybe through me, students will see that education is not a hassle, but a completely rewarding experience. My philosophy of education has been shaped by experiences within my own life and education, as well as learning about education in college. As I enter the profession, my philosophy will most likely evolve somewhat as I grow and gain experiences as a teacher in the classroom. However, the foundations of my educational philosophy will continue to guide me in the way which I will interact with students and teach within my classroom.

Children of Divorce

Statistics show that each year, over 1 million American children suffer the decision made by their parents to end their relationship (Amato, 2001). Divorce may be a solution to a discordant marriage, however, for many children and their parents, tensions continue and the entire divorce process is a long, searing experience (Amato, 2001). Divorce ends the established order of family, friends, finances, work and in some cases health and well being (Amato, 2001). Divorce is the termination of the family unit, and thus, it is often characterized by painful losses. Psychologists rate divorce as one of the most stressful events in life, just below the death of a spouse (Pedro-Carroll & Cowen, 1985). Divorce has been compared to getting in a life boat. The lifeboat may be the chance to escape from the terrible situation, but abandoning the ship holds little appeal because of the enormous uncertainties (Pedro-Carroll & Cowen, 1985). To a child who is unable to envision possible good outcomes this can be very overwhelming. Decisions to end a relationship can be traumatic, chaotic, and filled with contradictory emotions (Amato, 2001). Research shows that children from divorce families are on â€Å"average† somewhat worse off than children who have lived in intact families (Amato, 2001). Children in divorce homes may have more difficulty in school, more behavior problems, more negative self-concepts, more problems with peers and more trouble getting along with their parents (Amato, 2001). With this research there needs to be an examination of what factors in divorcing families contribute to the children having difficulties and what the factors are that contribute to children’s adaptation. Children’s reactions to the decision of their parents dissolution of marriage depends on three factors (Sarrazin & Cyr, 2007). These factors consist of the quality of their relationship with each of their parents before the separation, the intensity and duration of the parental conflict, and the parents’ ability to focus on the needs of the children (Sarrazin & Cyr, 2007). Divorce itself is usually not the first major change in the affected child’s life. Parental conflict before the separation often leads to internalizing and externalizing behavior problems, even in preschoolers (Sarrazin & Cyr, 2007). Children may â€Å"blame themselves for the deterioration in their parent’s relationship† (Downs, Moore, & McFadden, 2009). After the divorce children may feel that their parents have less time for them (Downs, Moore, & McFadden, 2009). Other contributing factors include increased stress, economic loss, and loss of former supports and resources (Downs, et al. , 2009). When risks are reduced or overcome children will fare better. It is important for parents to be able to support their children through divorce. Sanders and Wolchik (2011) have identified the following actions parents can do to enhance a child’s adjustment to divorce: * Prior to the separation, it may be helpful for both parents to discuss the impending divorce at a level appropriate for the child * Be available to answer questions; Read age appropriate books on divorce with your child * Reassure the child divorce is not his or her fault and let the child know that you will both continue to love him. Put child's needs first * Do not argue with other parent in front of child. * Do not expect your child to meet your emotional needs * Be consistent in your parenting; Make visitations regular and predictable Parents who are struggling themselves through the divorce may fail to be aware of these enhancements. The Wisconsin court system, when filing for divorce requires parents to attend a co-parenting class. Wisconsin has seen success in utilizing this requirement for divorcing parents with children, it often assists in the mediation process and serves as a wake-up call to parents who are not fully aware of the effects that divorce has on their children. These co-parenting classes are ways in which parents can develop effect ways to assist their children from having adverse affects from the divorce proceeds and receive supportive information of where they can receive additional help. Parents who lack the ability to support their children through this difficult situation because of their lack of parental competence or poor adjustment to the situation may have to depend on outside interventions for assisting in this process. Given that divorce has negative effects for children, the utilization of effective prevention programs has great significance in changing the outcomes of these children (Sander & Wolchik, 2011). Children of Divorce Intervention Program (CODIP) is an award winning curriculum that has helped thousands of children in the US. Since 1982 CODIP has helped children understand and accept their feelings and perceptions regarding their parents’ separation (Pedro-Carroll & Cowen, 1985). The goals of the program is to minimize the emotional and behavioral problems that divorce children face, increase children’s ability to identify and express their feelings, reduce children’s anxiety, and build confidence (Pedro-Carroll, & Cowen, 1985). Individuals involved in this program have positive, supportive group environments with peers in school settings, a reduced desire to blame themselves, increase their coping skills and ability to solve problems, and have enhanced positive perceptions of themselves (Lowenstein, 2006). School personnel, community members, or parents can refer children to the program. Group leaders trained in this method will conduct group sessions that target different age ranges giving the correct information and skill-building activities (Lowenstein, 2006). Children may also be referred to therapy to help them adjust to divorce. Activities that are creative and play-based can engage children and help them safely express their thoughts and feelings. Therapy can take on the form of child-focused, residential parent-focused, nonresidential parent-focused and combined residential parent and child-focused therapy (Sanders & Wolchik, 2011). Child-focused programs target skills to cope with stressful divorce-related events, emotional expression skills, and interpersonal resources (e. g. parent-child relationship quality) (Sanders & Wolchik, 2011). Parent-focused programs target factors like parent-child relationship quality, discipline, anger management, and the quality and quantity of contact with nonresidential parents (Sanders & Wolchik, 2011). There is no evidence that doing a combination of child-focused programs and parent-focused programs leads to more success than doing one (Sanders & Wolchik, 2011). In order for therapy services to ef fectively treat children of divorce, a number of key issues need to be addressed. Therapy needs to address developing effective coping skills, facilitating the appropriate expression of feelings, clarifying divorce-related misconceptions, expressing anger through appropriate outlets, disengaging from parental conflict, eliminating self blame, and enhancing positive perceptions of self (Lowenstein, 2006). Studies indicate that active coping that includes problem solving and positive thinking enhances resilience among children (Lowenstein, 2006). Interventions that help children identify their unique strengths further acilitate children’s healthy adjustment (Lowenstein, 2006). Helping children express feelings of anger about the divorce through appropriate outlets is another important treatment goal. When parental conflict has been high prior to divorce and continues after divorce an effective intervention needs to involve an integrated family therapy approach (Amato, 2001). This therapy approach will assist children from disengaging from parental conflict. M any therapeutic agencies in Milwaukee are embracing therapy that is more engaging, innovative, and immersed in play to assist children of divorce. The decision to divorce is a decision being made for the children, they have no voice. Parents make the decision and children react. The court system has taken a step in the right direction by requiring parents to take a co-parenting class. Parents struggling through their own issues and fear with this change in their life often times are incapable of supporting their children the way they need. It is important that through the pain or anger parents have over their marriage ending that they see things through their child’s eyes.References Amato, P. (2001) Children of divorce in the 1990s:An update of the Amato and Keith (1991) meta analysis. Journal of Family Psychology, 15, 355-70. Downs, S., Moore, E., & McFadden, E. (2009). Child Welfare and Family Services; Policies and Practice, 8th edition. Boston, MA: Allyn and Bacon. Lebow, J. & Rekart, K. (2006) Integrated family therapy for high-conflict divorce with disputes over child custody and visitation. Family Process, 46, 79- 91 Lowenstein, L. (2006). Creative Interventions for Children of Divorce. Toronto: Champion Press. Pedro-Carroll, J.L. & Cowen, E.L. (1985). The Children of Divorce Intervention Program: An investigation of the efficacy of a school-based prevention program. Journal of Consulting and Clinical Psychology, 53(5), 603-611. Sander, I. & Wolchik, S. (2011) Encyclopedia on Early Childhood Development. Sarrazin, J. & Cyr, F. (2007) Parental conflicts and their damaging effects on children. Journal of Divorce and Remarriage, 47, 77-93.

Gender And Gender Within Society - 1347 Words

Gender within Society There is a set of â€Å"invisible rules† unique to both men and women. The most effective communication happens when both sexes have a clear understanding of these rules. Men and women function according to different norms and have different views of what is right and wrong; they theoretically have different cultures. Consequently, behavior that is accepted among one gender, may see appalling to the other, and vice versa. Gender throughout society plays multiple roles; gender in the work force, gender in media, and gender in the family. Family is changing noticeably in the recent years. There has been a huge shift, including an increase of divorce, single parents, and older marriage ages. According to research the Families and Research intuitive released in March 2009, the benchmark survey of 3,500 reported that home and work roles are being switched and mixed. The most surprising finding is that women under the age of 29 are just as likely to want jobs w ith power and responsibility as men, this is the first time this has happened in the annual study. It is common that women are less likely to take jobs with more responsibility because they want more time with their child, or are more focused on their children then their career goals. A study showed that â€Å"78 percent of childless women versus 60 percent of women with children wanted jobs with more responsibility† ( Ellen Gillinsky, 9). Due to the fact that such a high percentage of women are notShow MoreRelatedGender Stereotypes Within The Society Essay1785 Words   |  8 PagesIntroduction Gender stereotypes begin to shape when preconceptions are formed through characteristics or attributes that ought to be possessed by either a man and woman. It begins to limit choices about individual daily lives and goals, referring to the specific attributes gender is widely expected to have. Norms are social expectations that guide human behavior and many norms in the society are set to obligate how genders are supposed to act. To stop gender stereotyping, the International HumanRead MoreGender Issues Within The Society Essay1676 Words   |  7 PagesGender issues in society have incited growing debates and an analyzing or in a sense â€Å"a calling out of† of writers, books, movies, celebrities, historical figures on their views. It is really not a surprise that C.S. Lewis being a popular figure back in time has found his work under scrutiny over his views and writing off women. It is quite easy to dismiss his views as being a product of that time and therefore dismissing any claims on labeling him .To some it is not so easy to simply dismiss himRead MoreThe Gender Wage Gap Within Society1281 Words   |  6 PagesThroughout history females have never been treated fairly compared to their male counterparts. The gender wage gap has been a real and prevalent thing in our society. Even in the present, women are inclined to get lower salaries than men throughout the world, and most importantly the United States where the constitution says â€Å"all men are created equal.† All salaries are on a weekly basis and percentages are cents a woman earns per dollar a man earns. Though many are currently working to fix the situationRead MoreThe Gender Wage Gap Within Society1050 Words   |  5 PagesThroughout history females have often times not been treated fairly compared to their male counterparts. The gender wage gap has been a real and prevalent thing in our society. Even in the present, women are inclined to get lower salaries than men throughout t he world, and most importantly the United States where the constitution says â€Å"all men are created equal.† All salaries are on a weekly basis and percentages are cents a woman earns per dollar a man earns. 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Though, this is hypothetical scenario, it is a common one. Within western culture, before birth and even conceptions people opt whether or not they would prefer a girl or boy. During pregnancy and even afterwards a newborn child is expected to either be a boy or a girl based on the genitalia. If the child hasRead MoreGender, Social, And Cultural Aspects Of Gender Essay1613 Words   |  7 PagesIntroduction Gender is one of the most debated sociological topics worldwide and there are a range of views on how humans are constituted as gendered beings. Our gender determines our social function and purpose in society. Gender can be described as, â€Å"psychological, social, and cultural aspects of maleness and femaleness† (McKenna, cited in Wharton, 2005 p.6). In other words, gender is the way our biological sex is represented in society. Ann Oakley (1972), one of the first sociologists to investigate