8th Grade History Observation free essay sample

I was very excited about this assignment. I enjoy going into the classroom and being able to observe what is going on and how everyone interacts with each other. I decided to attend a classroom at an expulsion school that has 4th- 12th grade students. Every student has a different story of why they are they at this school, some students made a mistake and want to earn their way back to their school site and some do not care about school and to not try to work towards anything positive. The staff explained that working there is a challenge and takes a special type of person that can adjust to a variety of challenging students and still try to accomplish a positive learning environment. I decided to observe the 8th grade history class for an entire chapter. I wanted to get the full experience from the start of the lesson to testing and see how the whole lesson is presented, delivered and received from start to finish. We will write a custom essay sample on 8th Grade History Observation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The text book used is United States History: Independence to 1914. I sat in when the students were learning about the Constitution and Bill of Rights. The book seemed difficult for some students to read and comprehend. There was an aide in the classroom at all times. I sat in a class with 31 students in it and 12 of them had an IEP, 504 plan or BSP. The teacher and aide were constantly walking around and helping the students with a diverse set of challenges. Some students I could see clearly could not read the book. The level of reading was considerably lower that what the textbook was. I could see there were students with a 2nd grade reading level trying to read a 8th grade textbook. There was also one student who caught my eye because he had a one on one aide. The first day of class the teacher passes out a page that is front and back. This has a few vocabulary words that are in the text and has sentences from the text with blanks within the sentences. The student is to read through the text and fill in the blanks and define the vocabulary words. Most students are able to complete this task without help. It took them to look in the glossary or dictionary and copy the definition. The student with a one on one aide did not have the skills to find the words alphabetically. He needed assistance finding the words and then was able to copy the words down on the page. The teacher and aide continued to walk around with the class and that kept everyone on task. I thought this was a good idea and the students seemed to know what to do and got right to work. They are allowed to work in a group of two or independently. The students that seemed serious about getting the work done worked independently. The students who worked â€Å"smarter not harder† split to front and back pages and then copied so that they could finish and have free time. The second day of class was for the students to finish their sheet of work. The students that already finished earned free time. I saw this was a distraction for the students who were still working. They were constantly looing at the students that had free time and could not focus on the job they needed to complete. A few students rushed through their work to earn free time. I did not notice anyone checking their completed work. After this class knowing that all the students were finished I asked the teacher if I could see the answer key and review the students work. He gladly granted my request. Out of 30 students, only 5 students did a great job and it showed in their work that they cared about getting a good grade and had little to no incorrect answers. More than half of the students clearly did not care and wrote in bogus answers. The few that were left copied each other’s work and clearly did not care about what was written. The third day of class the students traded papers and corrected their work with the teacher. He went through every question and had them write in the correct answer if they got it wrong. This was the first time I saw interaction between the teacher and the students. There was no conversation about the information and how this may apply to the students today. The correction of the two sided paper took the whole hour period, mainly because the students were uninterested and wasted a lot of time talking. It was almost like the students did not know how to behave when the teacher was in front of the class. After the students were done correcting their work the teacher collected the papers and recorded their grades. The next day, which was day 4 and the 4th hour of instruction on this lesson, the teacher passed out their work with the correct answers and a similar paper that read â€Å"test†. This format was the same as the assignment and had sentences from the text with blanks for the student to write the correct answer completing the sentence. I reviewed the test and see that the answer or black portion for the student to fill in was the question in the assignment. The question in the assignment was the answer or blank portion in the test. The whole concept seemed a little easy for this age and to be honest very boring and redundant. The next day the teacher had the students watch a history movie on the Constitution and Bill of Rights. The movie had more interest to the kids than the assignment that week. I was disappointed with the teaching aspect of this class. The teacher said he feels this â€Å"packet method† gets through the material and is repetitious for the kids to learn the material. I felt the kids were bored and had no desire to read the material. These kids especially strive for attention and most of the times do not have positive interactions with adults. The Constitution and Bill of Rights is a LARGE part of our history and after this week these kids did not have a better understanding or respect for our country and the rights they take for granted. The teacher and the children were not involved with each other at all with exception to correcting the assignment together. There are many things I would do differently. I would first, to get their attention, had out a blank piece of paper and ask them to make their own rights and make their own Constitution. I would have them do this to grab their interest in the lesson. These kids are more interested in what they think and what they want than anything else so I would use that and ask them what they want. I would then let them speak to the class about what they feel like they should have as right and why. This would teach the kids to respect the student speaking and also teach the kids courage to get up and speak in front of a group of their peers without using foul language. I would want to spark up a conversation about right and how important they are to each and every person. After that I would use the study guide the teacher created and read and answer the study guide as a class. I would also relate the lesson to what the students wrote in their own Bill of Rights. This was a great learning experience for me as an aspiring teacher. I would want more interaction within my classroom and my students. The students were very diverse in the aspect of some wanting to work, some not caring about the work, some unable to do work and some tweeners. I think having control of the classroom is the key in this environment. Being in front of the students and showing them you care about this and they should too, this is the philosophy I would do every day in class. I would have very little time in this environment where the student has the option when they are finished they would have free time. The only incentive there is the quicker you finish the quicker you can do whatever you want. I would have different incentives and a more positive environment that the kids could participate in with me, the teacher, the leader and their peers. In this type of school I feel with the curriculum you are also teaching life skills that they have not had the privilege of learning in their home environment. I cannot wait to have my own classroom and see the outcome of constant interaction and having the students give their personality to the lesson and assignments.

The eNotes Blog 20 Homework Tweets That Made UsLOL

20 Homework Tweets That Made UsLOL We couldnt stop laughing at some of the things  our Twitter  team came across, so we decided to compile a list that made us llol (literally laugh out loud) in the hopes that you do too. has tons of resources to help you write your essays and answer  tough homework problems, so you dont have to take all your homework angst to Twitter. You can also  tweet our team anytime here at  @  or @math (for math specific questions)! 1. sneak peek of my Romeo and Juliet essay sneak peek of my Romeo and Juliet essay http://t.co/qFHVVakLl9 alaina (@lainnn_) March 05, 2015   2. ask me how my grapes of wrath essay is going ask me how my grapes of wrath essay is going http://t.co/HzxMYaWehN michaela (@Michaela_wolski) March 04, 2015   3. Holden Cauliflower still trying to finish catcher in the rye essay ughhhhhhh http://t.co/XpDzP5OkgA C A R A (@asvpmuffin) March 12, 2015 4. Whos got homework due in tomorrow? Whos got homework due in tomorrow? http://t.co/0sNwNJayf2 Scrubs Reactions (@ScrubsReaction) March 01, 2015 5. so I can’t do my math homework cause my duck fell asleep on my calculator. so I cant do my math homework cause my duck fell asleep on my calculator. http://t.co/Bu07SckQh6 Baby Animals (@BabyAnimalsPic) March 05, 2015 6. OH MY GOD I wrote this on my essay and forgot to erase it helpppp OH MY GOD I wrote this on my essay and forgot to erase it helpppp http://t.co/cv5aJPEp6N Emily Storc (@EmilyStorc) March 05, 2015 7. Teacher: Wheres your homework? Me: Teacher: Wheres your homework? Me: http://t.co/wrpp1vCzQK Real Talk (@ReaISayingss) March 05, 2015 8. Should I do my homework? Should I do my homework? http://t.co/fNo4lvedlz Girly Nikki (@JensonNavamjx) March 05, 2015 9. When you try to finish your homework as the teacher is collecting it When you try to finish your homework as the teacher is collecting it http://t.co/8ZAedCm4h1 Bart (@helloitsmebart) March 03, 2015 10. Me writing this Hamlet essay Me writing this Hamlet essay http://t.co/nOILrGO7DD Lauren Shepherd (@shepherd_lauren) March 02, 2015 11.  havent done any homework all break havent done any homework all break http://t.co/c9VtiAxnQp a potato (@ImARealPotato) March 09, 2015 12. *writes essay on Hamlet* *writes essay on Hamlet* http://t.co/HvLQGKsWAM Emily Rivard (@MLErivard) February 13, 2015 13. when u accidentally type hamelt instead of hamlet on your ap lit essay when u accidentally type hamelt instead of hamlet on your ap lit essay http://t.co/p9w8eZ2lBe karsyn (@Karsyn15) January 13, 2015 14. When you finally have to do the essay all the homework you procrastinated on When you finally have to do the essay all the homework you procrastinated on http://t.co/a0Xw4GpVuD Mary (@_maryamir) March 12, 2015 15.  so if you can get out the essay you did for homework please so if you can get out the essay you did for homework please... http://t.co/zpmViA6Uqg harriet ashworth (@harriet_madison) March 08, 2015 16. realize you still have an essay to write When you think you finished all your homework but realize you still have an essay to write http://t.co/jlIhcw5p2P Derrick Gallegos (@dgallegos23) January 09, 2015 17.  When you have a research essay draft on Hamlet due tomorrow and you have only 1/4 done When you have a research essay draft on Hamlet due tomorrow and you have only 1/4 done http://t.co/VudoaejOoT He1en Soko1 (@sokolpunch06) March 01, 2015 18. Havent finished my homework Havent finished my homework Havent started packing Havent studied enough Havent eaten Havent finished my essay http://t.co/w5dTIKm1W1 Kelly Cunningham (@kcvnningham) February 20, 2015 19. When you get no math homework When you get no math homework http://t.co/o8DThKldPZ Kylea (@kyleaannclark) March 10, 2015 20. when your teacher assigns a last minute three page essay as youre walking out the door when your teacher assigns a last minute three page essay as youre walking out the door http://t.co/OqQvB0jgTz sneha from speech (@snehaovolove) March 04, 2015

Loss of Imagination and Magic Essay Example | Topics and Well Written Essays - 1000 words

Loss of Imagination and Magic - Essay Example We arrived at the park just as the gates were being opened. My daughter jumped up and down, her face shining brightly with excitement. It was the last day of summer and the chilly air was already heralding in the beginning of fall. It was surprising to see the crowds that had gathered already, and a certain sense of panic overtook me. I took my daughter’s small, pink hand in mine and held on tight as the park opened and the visitors began to pour in. After purchasing our tickets, we walked into the park. My daughter squealed with delight when she noticed the bright red train that was the Walt Disney World Railroad. This attraction took the visitors all around the park, and it was one of the only attractions that didn’t appear to have a permanent line of people glued to its entrance at all times. My daughter began pulling me toward it. The distant sound of carnival-style music churned through the air, and only a few feet away, I noticed a person dressed as Pluto waving a t the children that passed by. The golden glint of the costume caught my eye, and I started to point this sight out to my daughter, but she was having none of it. All she wanted was to get on that train. It was surprising to see how much determination she had considering everything else that was going on around her. Any other child might be distracted by the overwhelming sights and sounds, but not her. We stood in line with twenty or thirty other people for the better part of a half an hour. Finally, it was our turn, and my daughter’s excitement had proved to be contagious. I knew it was only a train ride, but excitement rose in my chest, blowing up my heart like a balloon when we were finally able to take a seat at the back of the train. Not long after, the train pulled away from its station, and we were off for a jaunt around the park. I attempted to listen to the garbled, tinny voice of the conductor as it blared through the speaker hanging nearby, but it proved to be too much of a headache. Besides, listening to my daughter animatedly point at everything we passed was much more entertaining. In what seemed like no time at all, we ended up back where we started, but by now, my daughter was bursting to go on the other rides she had seen on our tour. With my stomach cramping and grumbling, I knew that I would need some sustenance before going on any more rides, so I took back the reigns and steered us toward the The Crystal Palace which is a buffet style restaurant where diners can eat with their favorite Disney characters like Winnie the Pooh. The smell of scrambled eggs and french toast wafted through the air making me slightly dizzy and sleepy at the exact same time. I grabbed a warm plate from the stack and piled it high with scrambled eggs. My daughter frowned at me slightly when we took a seat at one of the open tables. She was irritated by the dining detour, but she seemed to cheer up when I handed her a bowl full of juicy, green grapes. Her eye s continued to rove around the room, taking in every single sight possible, which gave me just enough time to shovel the eggs into my mouth. When my stomach was sufficiently stuffed, we took off again. There was no mistaking where my five year old daughter wanted to go next: Magic Kingdom. In fact, it was here that we spent the remainder of our day at Disney World. Of course, a

Some historians feel that James VI was a successful king of Scots Essay

Some historians feel that James VI was a successful king of Scots before 1603 but that he sqandered that success after he became king of England. Do you agree - Essay Example His father Henry Stewart but widely known as Lord Darnley. Darnley, he lost his life in a mysterious explosion at his residence. Just seven months after this Mary Queen of Scots was forced to surrender her throne as she was beaten by rebels. Mary went away and James was left alone. James was given the throne of Scotland at the age of fifteen months this is when he became King James VI of Scotland (Harris& McDonald 2006 ). Today, James I of England also known as James VI of Scotland has addressed to Parliament on the divine right of kings. This was very disappointing to Parliament after many conflicts between it and King James. King James made a horrible statement to all religious eyes that kings are a figure like God himself. "Kings are fairly known as Gods, for that they use a manner of likeness of divine power upon this planet." This surprised the listeners as he spoke regarding the similarity of kings and God. This sent awe throughout the square where the speech was made. Many have said that this will send the king straight to hell with no judgment what so ever. The king made some over the edge of the earth similarities between the power of God and the power of kings. This is an exert from his speech showing the similarities: "God has the power to create, or destroy, make, or unmake at his pleasure, to give life, or send death, to judge all, raise low things, and to make high things low at his pleasure, and to God are both soul and body due. And the like power have Kings; they make and unmake their subjects: they have the power of raising and casting down: of life, and of death: judges over all their subjects, and in all causes, and yet accountable to none but God only." (www.thedukeofyork.org/files/pdf/jamesi) This statement surprised a lot of church officials at the time and numerous protesters were there in opposition to the King. One protester held up a sign

Family structural theory Assignment Example | Topics and Well Written Essays - 250 words - 1

Family structural theory - Assignment Example Another way to determine if the family is dysfunctional if the family is based on organization and subsystems, this includes interactions between individuals, with assigned roles and expectations (Minuchin1974) From Minuchin perspective, a family is either functional or dysfunctional depending upon its capacity to adapt to numerous stressors which, in turn, rests upon the simplicity and appropriateness of its subsystem boundaries. The way to determine if the family dysfunctional is if the family:- members from brother to sister do not have love to one another which should latter grow into respect to one another; all the family members feeling shamed, slammed, belittled or dismissed when they state what they have in their minds, opinions, wants dreams and desire; It can be determined by how the family members are accountable to one another; if one has made a mistake the and the guilty one doesn’t apologies to the other, failure of allowing reasonable expression of emotions, discouraging siblings to work together (Minuchin1974). From the study we are able to know what is meant by the term dysfunctional family, and how a structural theory can be used to determine a dysfunctional family with the contribution from Minuchin and Gardano. There are various dysfunctional families and this study has given some aspects on how to identify such kind of a family. Silva, E., Tsatskis, Y., Gardano, L., Tapon, N., & McNeill, H. (2006). The Tumor-Suppressor Gene fat Controls Tissue Growth Upstream of Expanded in the Hippo Signaling Pathway. Current biology, 16(21),

Diabetic With Exertional Dyspnea and Anasarca: Case Study

Diabetic With Exertional Dyspnea and Anasarca: Case Study A fifty year old gentleman, a known diabetic and hypertensive presented with exertional dyspnea and fluid overload. He was detected to have renal failure and associated evidence of cardiac disease, cardiorenal syndrome Type 4. He improved with decongestive therapy and conservative management. In view of the presence of microvascular complications of diabetes, he was diagnosed as diabetic nephropathy stage 5 and initiated on maintenance haemodialysis. The approach to diabetics with renal involvement and the issues in their management is discussed. Case summary A fifty year old gentleman a known diabetic and hypertensive for eight years presented with exertional dyspnea of one month duration. Dyspnoea on exertion had been progressively worsening for one month with orthopnea for one day. He complained of cough accompanied with  ½ a cup per day of mucoid non foul smelling, non blood stained sputum for last one month. He complained of swelling feet with worsening of dyspnoea for last four days. No h/o chest pain, PND, syncope, wheeze or fever. He was a chronic smoker (25 pack yrs) and a reformed alcohol consumer 240 gms/day for 15yrs. What would be your analysis of symptoms? The exertional dyspnea is suggestive of cardiovascular system involvement. In a diabetic, hypertensive and chronic smoker, coronary artery disease or hypertensive heart disease would be common possibilities. Cough with wheeze in a smoker could be COPD in exacerbation with cor pulmonale accounting for the exertional dyspnea and swelling feet, however orthopnea, a sign of left sided cardiac involvement would be uncommon. Additionally, the duration of cough is too short to qualify for COPD. Infective causes of cough like tuberculosis need to be excluded although they cannot account for all symptoms. He also complained of decreased urine output and puffiness of face for last four days. There is no history of altered behaviour, haematuria, smoky urine, nocturia, dysuria, hesitancy or precipitancy. Two years ago patient during evaluation prior to surgery for prolapsed disc was found a creatinine of 1.5mg%. Does the differential diagnosis change in the light of the additional information? The complaints of oliguria and puffiness of face suggests renal failure with fluid overload state. It is common for Type 2 diabetics, especially with accompanying hypertension to present with early renal involvement. Therefore, although the duration of diabetes is only eight years, the cause of renal failure could still be diabetic nephropathy. The presence of renal involvement two years ago is a clue to the chronic nature of renal involvement. An acute on chronic renal failure due to respiratory tract infection could account for the sudden worsening over one month. On examination, pulse 84 / min, regular, BP 190/110 mm Hg, respiratory rate 28/min, thoraco abdominal , JVP 8 cm above sternal angle, Facial puffiness, pallor and pitting edema in upper and lower limbs noted. Trophic skin changes in lower limb were present. No asterixis, Icterus, clubbing, cyanosis or lymphadenopathy seen. Respiratory system examination revealed extensive wheeze and coarse crackles. The heart sounds were normal with no pericardial rub. Liver was enlarged, span 15cm,soft, nontender and ascites was not elicitable. Fundoscopy revealed early nonproliferative diabetic retinopathy. Rest of neurological examination was normal. What is your analysis with the given clinical findings? The patient has anasarca with pallor and hypertension. The presence of diabetic retinopathy also suggests microvascular complications have set in. Diabetic nephropathy with fluid overload state can explain most of the signs and symptoms. An associated cardiac disease like coronary artery disease may be present. Diastolic heart failure is common accompaniment that may be contributing the signs of right heart failure. Cardiac asthma can account for the new onset wheeze in a diabetic. Diabetic nephropathy with a possible cardiac pathology, cardiorenal syndrome is the most likely diagnosis. What is cardiorenal syndrome? Cardiorenal syndrome (CRS) is a pathophysiologic entity involving the heart and kidneys where acute or chronic dysfunction of one organ may result in acute or chronic dysfunction of the other. CRS Type 1 reflects an abrupt worsening of cardiac function as is seen in acute cardiogenic shock or in a patient of congestive heart failure who has decompensated leading to acute kidney injury. CRS Type 2 comprises the group of patient with chronic congestive heart failure resulting in progressive chronic renal failure. CRS Type 3 consists of an abrupt worsening of kidney function (e.g., acute renal failure or glomerulonephritis) causing acute cardiac dysfunction (e.g., arrhythmia, ischemia, heart failure). CRS Type 4 refers to a state of chronic kidney disease (e.g., chronic interstitial nephritis, chronic glomerulonephritis) contributing to left ventricular hypertrophy and poor cardiac function. CRS Type 5 reflects a systemic condition like sepsis resulting in simultaneous cardiac and renal dysfunction. Our patient seems to have Cardiorenal syndrome Type 4. The biochemical parameters, ECG and echocardiography will be needed to make a firm diagnosis. Investigations revealed Hb 10.5g/dl, TLC 13300/cumm, DLC P91L7, platelets 2.78lac/cumm, Urine albumin 4+, granular casts+, blood urea 89mg/dL, serum creatinine 5.8mg/dL, serum Na 115mmol/L, serum K 3.1mmol/L, blood sugar fasting 102mg/dL, postprandial 156mg/dL,HbA1C 6.6%, serum bilirubin 0.5mg/dL, calcium 8.4mg/dL, phosphate 3.2mg/dL, iPTH 6.9pg/ml, CKMB 19mg/dL, serum iron 48  µg /dL, serum TIBC 243 µg/dL, transferrin saturation 19.7%, HBsAg negative, Anti HCV Negative, HIV Negative. Ultrasound revealed medical renal Disease with bilateral renal cysts, size of right kidney 8.5 cms left kidney 9.5 cms. Chest radiograph showed cardiomegaly with prominent hilar markings. ECG showed T wave inversion in I, aVL,V4- V6 suggestive of strain pattern and left ventricular hypertrophy by voltage criteria. 2-D ECHO showed concentric LVH, No RWMA, EF 0.65,diastolic dysfunction, trivial TR and no AS/AR. Could this patient have nondiabetic renal disease? Is there an indication for kidney biopsy to confirm renal diagnosis in this patient? In a diabetic with kidney disease, it would be presumed that the proteinuria and azotemia is due to diabetic nephropathy especially if there is associated retinopathy and normal sized kidneys. There is no necessity to perform a kidney biopsy to confirm diabetic nephropathy as it would make no difference in the management. However, a diabetic is also prone to other nondiabetic renal diseases as in the general population that may need histopathological examination and warrant specific therapy. The clues that the renal failure is due to nondiabetic renal disease requiring a biopsy are summarised. Asymmetric kidneys or small sized kidneys are also clues to a nondiabetic renal disease but donot warrant biopsy. Our patient has near normal sized kidneys (right kidney small) with proteinuria and nonproliferative retinopathy, hence there is no requirement to biopsy. Retinopathy is present in 65% of cases of DMType2 with nephropathy, hence absence of retinopathy doesnot rule out nephropathy. Biopsy not indicated when Typical evolution of renal disease Concomitant retinopathy Biopsy should be considered when Renal manifestations are seen atypically (5-8 g/day) persists despite lowering of blood pressure * Only for Type 1 diabetes What are the stages of diabetic nephropathy? What stage is the patient in? The stages of diabetic nephropathy are as summarised in the table. Microalbuminuria is the earliest clinically detectable evidence of onset of nephropathy in a diabetic. About 20-25% of diabetics develop nephropathy in their lifetimes. The time after diagnosis has been validated after followup of Type1 diabetics and doesnot hold true for type 2 diabetics because the the time of onset of diabetes is not clearcut ina given case. It is not uncommon for clinically evident nephropathy to be present when type 2 diabetes is detected. Our patient has established renal failure, hence is in stage 5 diabetic nephropathy. Stage Glomerular filtration Albuminuria Blood pressure Time interval 1 Renal hyperfunction Elevated Absent Normal At diagnosis 2 Clinical latency High normal Absent 3Microalbuminuria Within the normal range 20-200 ÃŽ ¼g/min (30-300 mg/day) Rising within or above the normal range 5-15 years 4 Proteinuria (overt nephropathy) Decreasing 200 ÃŽ ¼g/min (300 mg/day) Increased 10-15 years 5 Renal failure Diminished Massive Increased 15-30 years What is the difference in nephropathy in Type 1 diabetes and type2 diabetes? Type 1 Diabetes with nephropathy Type 2 Diabetes with nephropathy Follows classical stages Hypertension is usually due to renoparenchymal aetiology Retinopathy 90-100 % concordance Non diabetic renal disease rare Less consistent Primary hypertension commoner (metabolic syndrome) Retinopathy 60% concordance Non diabetic renal disease 20-30% Define microalbuminuria. What is the relevance of finding microalbuminuria in a diabetic? Microabuminuria is defined as the presence of 30-300 mg albumin/24 hrs urine collection or 20-200microgm/mt in a timed urine sample in atleast 2/3 samples over 6 months in the absence of fever, infection, physical exercise, uncontrolled blood pressure or sugar, cardiac failure or haematuria. The importance of the finding is that it indicates endothelial dysfunction and is a predictor of diabetic nephropathy in 80% and 40% Type1 and Type2 diabetics. It is also is a predictor of cardiovascular mortality and is strongly associated with insulin resistance and hypertension. In a given patient it is a clue to the clinician to institute aggressive control of blood pressure and hyperglycemia to prevent progression of diabetic nephropathy. The patient was managed with loop diuretics, plain insulin, inhaled bronchodilators, nitroglycerine drip and oxygen therapy. After initial stabilisation, he continued to have raised serum creatinine, hence was initiated on maintenance haemodialysis as a case of diabetic nephropathy with ESRD. What happens to the hyperglycemia with the onset of diabetic nephropathy? What treatment modifications are required to be made for glycemic control? With the onset of nephropathy, the insulin requirement decreases and patient becomes more prone to hypoglycaemia because the half life of insulin is prolonged, renal gluconeogenesis decreases, food intake is decreased, half life of oral hypoglycemics is prolonged, diabetic gastropathy delays gastric emptying and patient frequently vomits food due to uraemia. Infact if a well controlled diabetic develops episodes of unexplained hypoglycaemia, then one needs to look for evidence of nephropathy. Biguanides and long acting sulfonylureas are contraindicated in the presence of renal failure. Glimepride and glipizide may be used if serum creatinine is less than 2mg/dL. With more advanced renal failure, patient should be shifted to insulin therapy. What are the measures that can prevent the progression of diabetic nephropathy? Large randomised control trials like IDNT and RENAAL have provided clear evidence that angiotensin receptor blockers help to prevent progression of diabetic nephropathy. The ADVANCE trial provided similar evidence for angiotensin converting enzyme inhibitors. A target blood pressure of 130/80 mmof Hg is recommended for diabetics with proteinuria. Intensive treatment of hyperglycemia with tight blood sugar control has shown to reduce the incidence of micovascular complications including nephropatrhy in multiple studies like DCCT, UKPDS and ADVANCE. Cessation of smoking, avoidance of high protein diet and control of hyperlipidemia also seem to be beneficial. Once overt renal failure has set in then tight blood sugar control may not prevent further progression of nephropathy and the risk of hypoglycaemia increases, hence the physician should use discretion in prescribing antidiabetic therapy. What are the issues in dialysis of patients with diabetic nephropathy? Although diabetics with ESRD are candidates for all renal replacement therapy (RRT) options as nondiabetics, there are many factors that make it challenging to provide RRT in a diabetic. Associated coronary artery disease and diastolic dysfunction, high incidence of fistula failure due to atherosclerosed vessels, heparin (given during haemodialysis) related bleed due to associated retinopathy, decreased osmotic gradient and poor clearance in CAPD, poor tolerance to uraemic symptoms, diabetic cystopathy and gastroparesis, preponderance to low turnover bone disease, higher incidence of infections, autonomic neuropathy, elderly age group of patients with attendant social and logistic issues all contribute to poor survival in diabetics compared to nondiabetics. Final diagnosis Diabetic nephropathy in end stage renal disease with Cardiorenal syndrome Type 4 Commentary Diabetic nephropathy has become the commonest cause of chronic kidney disease in both the western world and developing countries. Classical stages of diabetic nephropathy described in Type 1 diabetics may not be evident in the progression of kidney disease associated with Type 2 diabetics. Measures to prevent progression of diabetic nephropathy should be aggressively instituted. Patients of diabetes Type2 with kidney disease additionally have associated cardiac disease making the management of such patients challenging. Cardiorenal syndromes encountered in various situations have been recently described that have improved our understanding of the complex pathophysiology and may open new avenues of treatment in the future. Take home message Diabetic nephropathy is the commonest cause of ESRD and developing countries are likely to face an epidemic in the next two decades. Cardiorenal syndrome (Types1-5) is a recently described pathophysiological condition that has furthered our understanding of the complex interrelation between heart failure and kidney failure in diverse clinical settings. Why Are Informal Networks Important? Why Are Informal Networks Important? Introduction Informal organizations affect decisions within the formal organization but either, are omitted from the formal scheme or are not consistent with it. They consist of interpersonal relationships that are not mandated by the rules of the formal organization but arise spontaneously in order to satisfy individual members needs Ever since the Hawthorne Studies (Mayo, 1949) and the development of the Human Relations school of thought, there has been a widespread tendency towards adopting a less scientific view of organisations. There has also been a relaxation of the assumption of rational behaviour by employees and behaviour that is strictly in tune with the goals of management and the rest of the organisation. As Mayo states: In every department that continues to operate, the workers have, whether aware of it or not, formed themselves into a group with appropriate customs, duties, routines, even rituals; and management succeeds (or fails) in proportion, as it is accepted without reservation by the group as authority and leader (Mayo, 1949) This indicates that individuals in organisations do not stop being social beings while at work. This in turn relates to the very core of the essential question of how to define an organisation. The underlying assumption in this paper will be that organisations are basically a web of coalitions and that coalition building is an important dimension of all organisational life (Morgan, 1997). In consequence, various approaches have been undertaken in order to try and understand organisations. By mainly focusing on communication as the vehicle of social structures, sociologists have described organisations as structures of social interactions in a specific organisational context or culture (White, 1970). Psychologists relaxed and redefined the assumption of rational behaviour in order to understand and describe the needs of individuals in organisations. This has led to a multitude of ways to describe organisational structures, often through metaphors (Morgan, 1997). There has been a shift in the traditional view of the role of the manager and his or her workday (Mintzberg, 1973). By not relying on the normative division of work into planning, organising, coordinating and controlling, Mintzberg suggested that the workday of a manager was much less structured and based on intuition rather than formal decision making processes. What becomes apparent regardless of the method of analysis of the underlying premise is that no organisation can be described or mapped in a satisfactory manner using just formal organisational methods, let alone be managed on that basis. The Structure of Informal Networks It is important to present the concepts associated with intra-organisational social networks. The optimal terminology to describe the informal organisation depends on the purpose of the analysis. There is no one best way to interpret informal networks (Mintzberg, 1989). Informal networks in organisations are likened with the nervous system of a living organism, whereas the bones represent the formal organisation (Krackhardt and Hanson, 1993). Staying with the analogy of the human body, a superficial comparison can be made between the skeleton and the nervous system, and informal/ formal networks within organisations to help understand the function of these networks. The formal organisation is compared to a skeleton which is a strong and rigid frame and the informal organisation is compared to the nervous system which is fragile yet flexible. The skeleton is visible, whereas the nervous system is an entity with no structure without definite subdivisions. Without determined, close obse rvation, it might be difficult to recognise (Han, 1983). Why do Informal Networks Exist? Informal networks exist in every organisation and are an inevitable function within them. Individuals do not stop being social beings when placed in a formal work setting. When highlighting some of the motives for the creation and maintenance of informal networks within organisations, it is important to distinguish between unconscious and conscious reasons for their existence. Affiliation needs: To satisfy the need for belonging to a group, individuals will tend to join networks of friendship and support. As a result, a part of ones individuality is sacrificed to conform to group norms. Identity and self-esteem: Belonging to a group or informal network can develop, enhance and confirm an individuals sense of identity as a result of the personal interaction. Social needs: Traditional formal networks within organisations often offer little room for emotions, feelings or sharing of personal thought, informal networks serve as an agent for structuring and supporting a shared social reality. By relying on this social reality, individuals can reduce uncertainty and stress. Informal groups also help members to compensate for feeling of dissatisfaction with the formal leader, organization or official communication system (Han, 1983). Defence mechanism: In the face of perceived threat or general uncertainty, group cohesion can act as a defence mechanism to reduce (perceived) uncertainty and strengthen each individuals ability to respond to the threat. Risk reduction: Through diluting blame and aggregating praise, a group of workers perceive risk to a lesser extent than they would as individuals. Thus unconscious efforts of individuals to control the conditions of their existence will lead to the creation of informal groups. In addition, often more practical and very clear unambiguous conscious reasons for the creation and development of informal networks also exist. The need to know: One of the primary characteristics of the informal structure within organisations is their communications network, often referred to as the grapevine. Studies have shown grapevine communication to be both fast and surprisingly accurate (Crampton et al., 1998). And in situations when information is critically needed by an individual to perform the task at hand, the grapevine can prove and efficient vehicle for news and information, thus bypassing the formal channels of communication (Mintzberg, 1973). Politics: One of the more conscious reasons for the use of informal networks within organisations is that employees might choose to use informal channels of communication to influence colleagues or superiors in order to gain an advantage in organisational politics. Politics refers to individual or group behaviour, that is informal, ostensibly parochial, typically divisive, and above all, in the technical sense, illegitimate, sanctioned neither by formal authority, accepted ideology, nor certified expertise (though it may exploit any one of these) (Mintzberg, 1983) What is the Informal Organisation? Chester Bernard, a pioneering management theorist who studying organisational behaviour, in the classic The Functions of the Executive, described the informal organisation as any joint personal activity without conscious joint purpose, even though it contributes to joint results. Thus, the informal relationships established between groups of colleagues going for a drink after work on a Friday may actually help in the achievement of reaching organisational goals (Barnard, 1938). More recently the informal organisation has been described as a network of personal and social relations not established or required by the formal organization but arising spontaneously as people associate with one another (Davis and Newstrom, 1985). Thus, informal relationships do not appear on the organisational chart but do include relationships such as chatting together, having lunch or even getting together outside of work hours to socialise together. Informal Group Dynamics at Work Managers are often not aware that within every organisation there are group pressures that influence and regulate employee behaviour, performance and motivation. Informal groups can form their own code of ethics and an unspoken set of standards in establishing acceptable behaviour. Manager needs to be aware of the power and influence informal groups have and that they will almost inevitably form if the opportunity arises. These groups can have an extremely powerful impact on the achievement of organisational effectiveness. However the influence of these groups can be controlled and resisted if handled efficiently. The impact of informal behaviour within the formal organisational setting depends on the norms that the group adheres to. As this is the case it can be surmised that the informal organisation can make the formal organisation either more or less effective depending on how it is managed and controlled and interacts within a company. References BARNARD, C. I. 1938. The functions of the executive, Cambridge, Harvard university press. CRAMPTON, S. M., HODGE, J. W. MISHRA, J. M. 1998. The Informal Communication Network: Factors Influencing Grapevine Activity. Public Personnel Management. DAVIS, K. NEWSTROM, J. 1985. Human Behavior at Work. New York: Mc Graw Hill. HAN, P. E. 1983. The Informal Organization Youve Got to Live With. Supervisory Management 28. KRACKHARDT, D. HANSON, J. R. 1993. Informal networks : the company behind the chart, Harvard Business Review. MAYO, E. 1949. The social problems of an industrial civilization. Routhledge. MINTZBERG, H. 1973. The nature of managerial work, New York ; London, Harper and Row. MINTZBERG, H. 1983. Power in and around organizations, Englewood Cliffs ; London, Prentice-Hall. MINTZBERG, H. 1989. Mintzberg on management : inside our strange world of organizations, New York London, Free Press ; Collier Macmillan. MORGAN, G. 1997. Images of Organization. Thousand Oaks: CA: Sage Publications. SIMON, H. A. 1976. Administrative Behavior. New York: The Free Press. WHITE, H. C. 1970. Chains of Opportunity: System Models of Mobility in Organizations. Cambridge: Harvard University Press.

Negative Effects of High Fructose Corn Syrup on the Human Body Essay

The Negative Effects of High Fructose Corn Syrup on the Human Body Excluding Obesity, Diabetes and Kidney Failure Abstract: This research paper investigates the effects of high fructose corn syrup on the body without discussing obesity and diabetes. While obesity and diabetes are two major consequences of an unhealthy consumption of high fructose corn syrup, they tell only a fraction of the story. Many of the lesser-known effects of high fructose corn syrup are the result of a trickle down effect. When high fructose corn syrup changes the balance of nutrients, it also can lead problems with vitamin and mineral deficiency. The most noticeable effects of high fructose corn syrup include problems with the liver disease, heart failure, minerals, osteoporosis, micronutrients, accelerated aging, and copper deficiency. One of the organs that is most affected by high fructose corn syrup is the liver. High fructose corn syrup is composed of 55 percent fructose and 45 percent glucose. This differs from table sugar which is 50 percent fructose and 50 percent glucose. Researchers have found that high fructose has the same effect on the liver as non-alcoholic fatty liver disease. As fructose is absorbed by the second part of the small intestine, the jejunum, the liver has the task of converting the fructose to triglycerides which is easier than converting glucose into triglycerides. Elevated levels of triglycerides lead to an increased risk of heart disease. A study conducted by the University of Minnesota published by the American Journal of Clinical Nutrition in 2000 concluded that "men, but not in women, fructose â€Å"yielded significantly higher blood levels" than did glucose. The researchers found that "diets high in added fructose may b... ...06, from Osteoporosis: A debilitating disease that can be prevented and treated. Web site: http://www.nof.org/osteoporosis/index.htm (2006, July 30). American Heart Association. Retrieved July 30, 2006, from Understanding Heart Failure Web site: http://www.americanheart.org/presenter.jhtml?identifier=1593 Beyer , PL, Caviar, EM, & McCallum, RW Fructose intake at current levels in the United States may cause gastrointestinal distress in normal adults. PubMed, Retrieved July 23, Retrieve&dopt=AbstractPlus&list_uids=16183355&query_hl=2&itool=pubmed_docsum. Sanda, Bill (2004, February 19). The Double Danger of High fructose Corn Syrup. Retrieved July 24, 2006, from The Double Danger of High Fructose Corn Syrup Web site: http://www.westonaprice.org/modernfood/highfructose.html Squires, Sally Sweet but Not So Innocent. (2003, March 11). The Washington Post, p. HE01.