Fetal Genetic Disorders Lead to Abortion Essay Example for Free

Fetal Genetic Disorders Lead to Abortion Essay When a woman first finds out that they are pregnant many factors of worry are present. One is particular is the worry of a genital defect. As women age their percentile chance of having a baby with a genital defect changes drastically. Common genetic disorders are trisomy 13, Patau syndrome, trisomy 18, Edward’s syndrome, and trisomy 21, Down syndrome. Although these can be treatable if a baby lives to adult age they will have a long list of medical problems to live with. Genital defects in babies is directly linked to the rate at which abortions occur. Although it may be easier to abort a baby with a genital defect it is still as wrong no matter what the circumstances. In order for someone to fully understand what having a baby with a specific genital disorder would be like, they must first understand the effects and symptoms of these disorders. When a baby is formed they have 46 chromosomes, 23 from their mom, and 23 from their dad. When nondisjunction occurs, no full separation of a chromosome pair is when genital disorders become present. Nondisjunction of two chromosomes 18 during the formation of an egg or sperm is by far the most common cause of Edwards syndrome. † (Gale Encyclopedia of Genetic Disorders) The interesting thing is that nothing before or during pregnancy causes this and nothing can be done to prevent it. The only well supported factor is that as the mother’s age increases there is a larger chance for complications. â€Å"Unlike Down syndrome, the developmental issues caused by Trisomy 18 are associated with medical complications that are more potentially life-threatening in the early months and years of life. (Trisomy 18 Foundation) Because of this 50% of babies with Trisomy 18 taken to term will be stillborn. (Trisomy 18 Foundation) Though there have been rare cases of people living to adulthood with this disease, they face life threatening complications that will be present until the day they die. Abortion has been present since the early 1800s and is still a major issue today. The most well known case dealing with abortion is that of Roe vs. Wade. In this case Wade was fighting against Roe by saying that if they rule abortion unconstitutional they â€Å"improperly invade a right said to be ossessed by a pregnant women, to choose to terminate her pregnancy. †(Herring 86) The final ruling on this case was that women should have the legal rights to her body and should be able to choose whether or not they will terminate their pregnancy. Several factors determine why a mother would choose an abortion. Single parenthood, not enough income, just doesnt want the baby, and/or medical issues. But one of the more rising issues is the fact that women will abort babies when they get a bad diagnosis. If their baby is going to be mentally retarded then why have it, the easier thing would be to just get rid of it. This has been the growing choice among mothers these days, especially the younger ones. By age 32 a women is 67% likely to have a baby with a genital defect, and is therefore 45% more likely to have an abortion. (Herring 193) The rising controversy of abortion can be directly linked to the diagnosis of fetal genetics disorders. If a woman receives the diagnosis that her baby will be born with Down syndrome and a series of other health issues then why give birth? If the baby is not going to be perfect then there are several women out there that feel the baby has no worth living. Every fetus becomes present at conception and deserves to live whether or not they have a genital defect. Most defects are treatable today and even the ones that are not if the baby is going to die anyway then why not let it die on it’s own terms, instead of terminating it. This is the argument that has been present since the early 1800s. In Roe vs. Wade the Supreme Court ruled that they did not have the right to tell a woman what to do with her body. But murder is a capital crime as well. So the real debate should not be that abortion is legal, the real issue should be whether or not abortion is seen as murder. Webster’s dictionary defines murder as the unlawful premeditated killing of a human being by another and also defines abortion as the deliberate termination of a human pregnancy. But when is a baby considered a human? When they are conceived, or when they are born? It would be considered murder if someone killed a baby after they were born, so why is it not considered murder if someone kills a baby before they are born. This is the true underlying issue of abortion. If the legal system can realize their gaps in their logic then maybe they can figure out that murder is murder no matter how big or how small a human is. Everyone has different morals and beliefs on what they think is right or wrong. But know matter what their moral or spiritual background n one can deny a human being life. So whatever the reason for abortion there need only be one reason against abortion. It is killing plain and simple. If killing is illegal then so is abortion.

knowledge :: essays research papers

2.4 There can be differences between the knowledge people access through school and that they feel to be really useful. Interview two members of your family about their views of school knowledge and what they have found to be really useful for them. Drawing on the reading for this Unit, analyse these interviews and discuss how what factors might have impacted on their view of what constitutes really useful knowledge. The concept of knowledge in any society is a fluid, ever-changing notion which has different connotations depending on time and place. Typically what is thought of as knowledge in any given society is greatly influenced by the demands of the work that society most commonly carries out. Today, for example, in Western twenty-first century society it is claimed that we are now living in a ‘post-industrial’ society or have ‘entered into an information age’ and as such what we define as knowledge has altered in as little time as three decades. Knowledge can be gained independently at one’s own free-will or from life experiences but it is via school that nearly all of British people gain the foundations of their own personal knowledge. What makes education such an interesting subject for scholars is that it is governments who define what knowledge should be taught in schools and what knowledge is ‘useful’ despite what pupils themselves may think. For the purpose of this essay I have interviewed two former students who both studied in state schools in Edinburgh albeit a generation apart. I wish to analyse what both these individuals thought constituted ‘useful’ and ‘useless’ knowledge taught during their schools lives and if the fact that one was at school in the 1960’s and the other attended school in the late 1990’s/early 21st century resulted in any differentiation in their opinions. Knowledge at school can be taught in three ways; Academic knowledge, practical knowledge and radical knowledge. Each of these systems has their own unique method of delivering knowledge to the pupil and have varying degrees of ‘usefulness’. Academic knowledge could also be known as the ‘traditional’ form of delivering information to school pupils. Proponents of such methods would claim that it is not the actual information which academic knowledge presents to the pupil, rather the methods in which this information is delivered that is beneficial. In this sense then it could be claimed that academic knowledge is merely knowledge for knowledge’s sake or ‘useless’.

Alzheimer’s Disease Research Paper Essay

Abstract: Alzheimer’s disease is the most common cause of dementia in elderly individuals. Currently, 4.5 million people in the United States approximately have Alzheimer’s disease. (Burns) Alzheimer’s disease presents the victim with a sharp decline in memory, language, visuospatial perception, executive functioning and decision-making. Because this disease is so harsh on people’s personality, behavioral and psychiatric symptoms are frequently present in Alzheimer’s disease. The impact Alzheimer’s disease has on health care is significant and estimated to cost $100 billion dollars per year and predicted to rise as it is a demand to find new medication and the number of Alzheimer’s disease individual rise. (Burns) There is medication available, however there is currently no cure, the medications that are given have symptoms that do not alter the negative progression of the disease. Alzheimer’s disease is defined as progressive, degenerative disorder that attacks the brain’s nerve cells and neurons resulting in a loss of memory, thinking, language skills, and behavioral changes. (Burns) Alzheimer’s disease is characterized by cognitive dysfunction, psychiatric symptoms, behavioral disturbances, and difficulty performing daily activities. Alzheimer’s disease is currently the 6th leading cause of death in the United States and presently 4.5 million Americans are living with it. Alzheimer’s disease is the leading cause of dementia in elder individuals. (Burns) Even though there is no cure for Alzheimer’s disease, the health care costs are extremely high, being just over 100 billion dollars per year. The hopefulness of the development of a cure or new therapies becomes more desperate every year for new advances in the future. (Burns) The symptoms of Alzheimer’s disease in every individual vary; the disease can be extremely severe and other times slightly mild. Because Alzheimer’s disease is progressive it advances as time goes on, it starts off as the individual becomes forgetful and looses a small amount of memory and continues to severe dementia and loosing memory completely. The cognitive dysfunction of a person with Alzheimer’s disease includes memory loss, language difficulties, and executive dysfunction, which consists of a loss of higher level planning and intellectual coordination skills. (Burns) The psychiatric symptoms and behavioral disturbances can be anything from depression and agitation to hallucinations. The psychiatric symptoms of Alzheimer’s disease can also be collectively termed as non-cognitive symptoms. (Burns) The general symptoms of memory loss is always the first symptom of a majority of the cases of Alzheimer’s disease. The gradual onset of memory loss has the same symptoms as normal aging, because ageing shows symptoms of some dementia as well, this can understandably become confusing to diagnose, and however Alzheimer’s disease is not a normal part of aging. (Burns) The onset of Alzheimer’s disease is sly and emerges with a mild loss of memory and continues on with difficulty in finding the right word to go along with sentences. A diagnoses occurs only when the symptoms interfere significantly with everyday life such as social and work functions. Personal and emotional changes within the individual are very common for people who have Alzheimer’s disease. Major depressive disorder occurs in 20-35% of cases, while anxiety reaches 15-25% of people who have been diagnosed with Alzheimer’s disease. (Burns) Every 67 seconds someone in the United States develops Alzheimer’s disease. Women seem to get his the hardest with this disease. In a women’s 60’s, the estimated risk for developing Alzheimer’s is 1 in 6 and two thirds of Americans with Alzheimer’s disease are women. (Burns) Not only are women more likely to have Alzheimer’s, women are also more likely to be caregivers of those with Alzheimer’s disease. Alzheimer’s disease leads to nerve cell death and tissue loss throughout the brain. Over time, the brain shrinks dramatically because of this, affecting nearly all of its functions, especially the memory. The cortex of the brain  shrivels up and damages areas involved in thinking, planning, and remembering. (Fackelmann) Shrinkage is especially threatening in the hippocampus, which is the area that forms new memories. The ventricles, which are the fluid-filled spaces within the brain, grow larger to fill in the places that have shriveled up. The tissue within an Alzheimer’s patient has fewer nerve cells and synapses than a healthy brain. Nerve cells and synapses are what carry messages throughout the brain they are crucial to the biological computations that make up perception and thought. The dead nerve cells contain tangles, which are made up of twisted strands of another protein. The small clumps can clock the synapse and can activate the immune system to trigger inflammation. (Fackelmann) The plaques and tangles spread throughout the cortex in a predictable pattern as Alzheimer’s disease progresses. The rate of the progression of the tangles and plaques within the brain varies significantly. (Fackelmann) People with Alzheimer’s disease live an average of 8 years, but some individuals can survive up to 20 years. In a severely advanced Alzheimer’s disease most of the cortex is severely damaged. (Fackelmann) This is where the brain had shrunk dramatically because of widespread cell death. In this stage, individuals lose their ability to communicate, recognize their family and loved ones, and to care for themselves in their daily activities. The cause of Alzheimer’s disease is unknown, however researchers have linked several risk factors with Alzheimer’s disease such as an increasing age, family history, head injury (anti-inflammatory drugs have been associated as a reduction of risk), depression, hypertension, high cholesterol, low physical and cognitive activity, diabetes, diseases that cause mutations of chromosomes 1, 14, and 21, ApoE genotype, and individuals diagnosed with down syndrome eventually develops the neurological symptoms of Alzheimer’s disease. (Fackelmann) The genetic contribution to Alzheimer’s disease is a risk. The risk for the first degree of relatives of people with the disease is estimated at 10-40% higher than unrelated people. (Whalley) The fact that monozygotic twins (twins who share 100% of their genetic material) have a higher concordance rate than dizygotic twins indicates that there is a significant genetic  component to Alzheimer’s disease. (Whalley) Because of the risks stated above, researches suggest that environmental factors are also a contribution to the diagnoses of Alzheimer’s disease. Environmental factors is confirmed by the fact that the strongest association is not true across all races; 50% of white patients with Alzheimer’s disease do not carry an e4 allele (ApoE genotype), which is a significant risk in getting Alzheimer’s disease. (Whalley) The cure for Alzheimer’s disease is uncertain and is mainly focused on therapeutic treatments that help some dementia and other symptoms associated with it. For clinical reasons, non-drug interventions should be used initially, especially if the symptoms are not causing stress or placing the individual at risk to themselves or to others. If non-drug remedial interventions have no effect, cholinesterase inhibitors are the conventional drug treatment of choice for Alzheimer’s disease. Cholinesterase inhibitors have a moderate beneficial symptoms associated with the drug. The drug modifies symptoms in the minority of people with Alzheimer’s disease because it is nicely tolerated in the majority of individuals. Memantine is a drug that is a glutamatergic antagonist that trials have found effective in individuals that have severe dementia, however it is restricted to those in clinical trials. Cholinesterare inhibitors and memantine are known to produce little identifiable improvements in the activities of daily life. Non-drug approaches are not effective in helping memory loss, even though there are therapeutic techniques that help retain memory and can offer support for people with mild dementia. Sources Burns, A. Alzheimer’s Disease. British Medical Journal, 338, 467-471. Retrieved June 2, 2014 Fackelmann, K. Forcasting Alzheimer’s Disease. Science News, 149, 312-313. Retrieved June 2, 2014 Whalley, L. Genetics of Alzheimer’s Disease. British Medical Journal (clinical research edition), 1556. Retrieved June 2, 2014

Literary Analysis: Sonny’s Blues

In â€Å"Sonny’s Blues,† by James Baldwin, the two main characters, Sonny and the narrator, face many conflicts with each other. These conflicts all contribute and lead to the climax of the story, the scene in the narrator’s apartment. The first conflict between these two characters occurs after their mother dies when the narrator discovers Sonny’s dream to become a jazz piano player, which the narrator believes is a waste of his life. Their inability to see eye-to-eye on this matter is what causes so much tension in their relationship throughout the rest of their lives. The narrator feels that it was his job to steer Sonny in the right direction after remembering the promise he made to his mother, a promise he made before she died. To help his brother, the narrator decides Sonny should live with his wife’s family, Sonny reluctantly agrees, which leads to the next conflict. The narrator believes that it is in Sonny’s best interest for him to live with his wife’s family while he is finishing college. Sonny is not thrilled with the idea but reluctantly agrees in order to avoid another argument. While living with his sister-in-law’s family, Sonny spends all of his spare time practicing the piano, which his hosts do not care for. Then, despite Sonny’s efforts to hide it, his sister-in-law’s mother discovers Sonny’s truancy. The two fight and Sonny understands the burden he has put onto the family, causing him to join the navy. When Sonny finally comes back from the war, the two brothers finally see each other weeks after Sonny returned home, leading to the climax of the story. When Sonny returned from the war to New York, the two brothers did not see each other for quite some time. When they finally did see each other they get into a huge fight about Sonny’s decisions in life. The narrator is upset about Sonny’s drug abuse and decision to waste his life and become a jazz pianist. Sonny is angered at his brother for abandoning him when he needed his brother most and for his brother’s inability to see him as a musician. The narrator learns about Sonny’s frustration but still cannot see his brother’s point of view and ends up walking away commenting on how Sonny will need him one day. This brutally honest argument serves as the climax between these brothers in the story. The two conflicts at the beginning of the story pave the way to the major argument towards the end of the story. The reoccurring problem between these two is the narrator’s inability to understand and be there for his brother. Each of the conflict between the two never gets resolved, just brushed off to the side, building up tensions between the two and end up boiling over. The narrator believes that his brother is below him because of his drug abuse and life choices. Most of his life he wants nothing to do with him because he cannot understand him. He ends up pushing Sonny away for most of the story after each conflict, not caring where Sonny is or whether he is alive or not. Unfortunately this is a reoccurring problem with sibling, especially with the older sibling. Like the narrator, many older siblings believe that they know best for their younger sibling, and when their brother/sister goes against what they say the two begin to become distant. Luckily for Sonny and the narrator, they were able to put aside their differences and the narrator was there for Sonny when he performed, and watching him on stage allows the narrator to finally understand Sonny and realize what he is made of. Due to their upbringing and the differences between Sonny and the narrator, they went through many conflicts in the story which all led up to the climax of the story. Their arguments all consisted of the narrator’s misunderstanding of Sonny and who he really is, and trying to change who he wanted to be. Also, each of their arguments never were really solved, just brushed of to the side causing more tension between the two. All these arguments eventually add up to the final big argument between the two. Surprisingly enough, this argument is what brings them together and allows the narrator to get to know Sonny and learn that he never really knew who his brother was.

The History of Medicine and Major Medical Inventions

The History of Medicine and Major Medical Inventions By defintion, medicine is the science of diagnosing, treating, or preventing disease and damage to the body or mind. A medical invention would be any instrument, machine, implant, or similar article that is useful in the diagnosis, treatment, or prevention of disease, for example: the thermometer, artificial heart, or a home pregnancy test. A Ambulance, Antibody Labeling Agent, Antiseptics, Apgar Score, Artificial Heart, Aspirin B Band-Aids, Blood Bank C Cardiac Related, Cataract Laserphaco Probe, Catheter, Catscan, Cloning, Contact Lenses, Cortisone, CPR D Dentistry, Diabetes Related, Dialysis Machine, Disposable Diapers E,F,G EKG Electrocardiography, Fetal Monitor, Genetics, Glasses (Eye) H Heart Lung Machine, Hepatitis Vaccine, HIV Protease Inhibitors I,K,L Insulin Process, Laser Eye Surgery, Liposuction M Microbiology Related, Microscope, MRI N,O Nystatin, Oral Contraceptives P,Q,R Pap Smear, Pasteurization, Penicillin, Pentothal, Polio Vaccine, Prosthetic, Prozac, Respirator S On June 5, 1984, the Safety Cap for Medicine Bottle (Child-Proof) was patented by Ronald Kay, Safety Pin, Smart Pill, Stethoscope, Syringe T Tagamet, Tampons, Tetracycline, Thermometer U,V, Ultrasound, Vaccination Needle, Viagra, Vitamin Production W,X,Y,Z Wheelchairs, X-Ray History of Medicine The History of MedicineA timeline of medical discoveries, inventions, advances, and events from prehistoric times to the present.History of MedicineA museum dedicated to collecting 20th century medical research instruments and computers at the National Institutes of Health.Ancient Medicine: From Homer to VesaliusAn on-line exhibition prepared in conjunction with the Colloquium Antiqua Medicina: Aspects in Ancient MedicineAndreas Vesalius De Humani Corporis Fabrica, 1543Modern medicine began in 1543 with the publication of the first complete textbook of human anatomy, De Humanis Corporis Fabrica by Andreas Vesalius (1514-1564).

What You Need to Know About Diploma Mills

What You Need to Know About Diploma Mills A diploma mill is a company that awards unaccredited degrees and provides either an inferior education or no education at all. If youre considering attending an online school, learn as much about diploma mills as you can. This article will teach you how to spot them, how to avoid them, and how to take action if youve been a victim of a diploma mills false advertising. The Difference Between Unaccredited Programs and Diploma Mills If you want your degree to be accepted by employers and other schools, your best bet is to enroll in a school accredited by one of the six regional accreditors. Your degree may still be considered acceptable if it is from a school accredited by another organization recognized by the United States Department of Education (USDE) and/or the Council for Higher Education Accreditation (CHEA), such as the Distance Education Training Council. Being accredited by an agency approved by the USDE or CHEA adds legitimacy to the school. However, not all unaccredited schools can be considered diploma mills. Some new schools are undergoing the lengthy process required to receive accreditation. Other schools have chosen not to seek formal accreditation because they do not want to follow outside regulations or because they do not believe it is necessary for their organization. In order for a school to be considered a diploma mill, it must award degrees with little or no work required. The Two Types of Diploma Mills There are thousands of fake schools in the billion dollar diploma mill industry. However, most diploma mills fall into one of two categories: Diploma mills that openly sell degrees for cash - These schools are straight-up with their clients. They offer customers a degree for cash. Both the diploma mill and the recipient know that the degrees are illegitimate. Many of these schools do not operate under a single name. Instead, they let clients select the name of any school they choose. Diploma mills that pretend to be real schools - These companies are more dangerous. They pretend that they offer legitimate degrees. Students are often allured by promises of life experience credit or fast-track learning. They may have students do minimal work, but they usually award degrees in a very short amount of time (a few weeks or a few months). Many students graduate from these diploma mills thinking that they have earned a real degree. Diploma Mill Warning Signs You can find out if a school is accredited by an organization approved by the Department of Education by searching an online database. You should also keep an eye out for these diploma mill warning signs: Prospective students are bombarded with extreme promises about the degree program.Students are given one bill for the degree instead of being charged tuition for each class or credit hour.The schools website has no phone number.The schools address is a P.O. Box or apartment number.Promotional materials focus heavily on credit for life experience.The school does not have a .edu web address.There are no names of deans, directors, or professors on the website.The schools name is very similar to the name of a traditional, well-known school.Degrees are awarded in a very short period of time - only a few weeks or months.The school claims to be accredited by an organization that is not listed as an accreditor approved by the Department of Education. Diploma Mills and the Law Using a diploma mill degree to get a job could lose you your job, and your respect, in the workplace. Additionally, some states have laws that limit the use of diploma mill degrees. In Oregon, for example, prospective employees must inform employers if their degree is not from an accredited school. What to Do if You've Been Tricked by a Diploma Mill If youve been deceived by a diploma mills false advertising, immediately request a refund of your money. Send a registered letter to the companys address explaining the deception and asking for a full refund. Make a copy of the letter you send for your own records. Chances are low that theyll send the money back, but mailing the letter will provide you with the documentation you may need in the future. File a complaint with the Better Business Bureau. Filing will help warn other potential students about the diploma mill school. It takes just a few minutes and can be done completely online. You should also file a complaint with your states attorney general office. The office will read complaints and may choose to investigate the diploma mill school. List of Diploma Mills and Unaccredited Schools It is difficult for any organization to put together a complete list of degree mills because many new schools are created each month. It is also difficult for organizations to consistently tell the difference between a diploma mill and a school that is simply unaccredited. Oregons Student Assistance Commission maintains the most comprehensive list of unaccredited schools. However, it is not an exhaustive list. Be aware that the schools listed are not all necessarily diploma mills. Also, a school should not be considered legitimate just because it is not on the list.

Operations Management Essay Example | Topics and Well Written Essays - 1500 words - 10

Operations Management - Essay Example 29). Through measuring the effectiveness of the new applications at the CEUPU, it becomes easy to calculate the cycle time for the applications process. What is more, comparing the application process with other different units can be a comparable way of doing the calculations. The processing of an application involves several tasks and operations and so a large number of people are usually involved in the long run. Without doubt, the processing of applications is a prolonged course of action that requires watchful examination by several checkers taught to develop assessments (McFarlan & Delacey, 2003, p. 315). In order to calculate the number of people involved in the processing of an application, it is worth taking a look at some essential elements. To begin with, it is undeniable that a unit deals with roughly over 200 applications on a weekly basis. Reflecting on this point of view, several tasks have to be completed by different employees such as clerks, secretaries, and managers, for the process to run smoothly in due course. What this means is that the number the number of people involved in the process will be determined by the type of execution required in the system. More than 10 members of staff can be helpful towards running the entire procedure. However, it is worth noting that the increased number of people available to run the process may bring confusion when it comes to the allocating of duties. Therefore, it is advised when calculating the number of people involved in the process to consider a small number of people in order to ensure effectiveness is given the first priority. Citing on the fact that the entire processing unit is programmed to perform various tasks, it may be difficult to locate an individual file. Worth mentioning, for to be in position to locate an individual file, several calculations and requirements must be met accordingly. In one way or the other, the central processing unit is designed in such