This study aims to measure the lung function between 1st year sports therapy university students The WritePass Journal

This study aims to measure the lung function between 1st year sports therapy university students Introduction This study aims to measure the lung function between 1st year sports therapy university students IntroductionResultsDiscussionReferencesRelated Introduction This study aims to measure the lung function between 1st year sports therapy university students. This is appropriate to assess the level of severity of lung diseases such as asthma or cystic fibrosis and identify characteristics when diagnosing other participants.   The study tests both static and dynamic lung volumes by measuring the volume of air expired from the lungs as well as the power of which it is expired. These are measured by a Spirometer machine, which calculates the volume of the lungs forced vital capacity (FVC), which is the maximum volume of air, expired after one maximum inspiration. Also forced expiratory volume (FEV1) showing the percentage of FVC expelled over the time in seconds of which the measurement is made. Lastly by calculating the final measurement of the forced expiratory volume to forced vital capacity ratio (FEV1/FVC) we can see the expiatory power to resistance of airflow within the lungs, allowing to show signs of the lungs percentage ability to fo rcibly expel air within the lungs. This study could be seen to look into the physical fitness and ability of the lungs and other pulmonary factors to perform. With the use of the participants we can see the different levels of fitness between subjects and assess other factors, which could contribute to the outcome of the study. The test itself can be described as a random sampling test, subjects were previously assigned you groups that vary in gender and physical fitness. It is conducted by subjects in a seated position on a bench firstly testing FVC values by forcibly expelling as much air as possible, in one rapid expiration after one inspiration into the spirometer. Secondly by forcibly expelling as much air as possible for as long as possible to calculate the FEV1 value. Finally to show an entire resistance to airflow a FEV1/FVC can be calculated. Averages will be taken of each group and higher values can be seen to show a more powerful and resourceful lung function between Subjects. Other variables and factors co nsidered within the tests are the subject’s height, gender and illnesses or conditions to show any outliers or considerable variances between groups. With these in mind the results will be assessed to show the level of performance within the groups and how these could be affected. Results SUBJECT Group INITIALS Gender Height FVC FEV1 FEV1/FVC NOTES 1 A 1012133 M 167 5.2 4.8 92.31 FVC 2 A 0907562 F 171 4.8 4.25 88.54 Group A 3.96 3 A 1028114 M 182 6.6 5.95 90.15 Group B 3.7475 4 A HH M 170 3.75 3.15 84.00 Group C 4.91714286 5 A 0906679 M 171 5.25 4.62 88.00 Group D 4.81111111 6 A 1027186 M 178 5.9 5.5 93.22 Group E 4.77136364 7 A 1005219 M 171 4.28 3.98 92.99 8 A 1012960 F 160 2.93 2.3 78.50 FEV1 9 A 0919586 F 167 4.01 3.43 85.54 Group A 3.38384615 10 A 1003480 F 164 4.45 3.84 86.29 Group B 3.246 11 E JT M 178.5 #DIV/0! Group C 4.26571429 12 E AO F 168 4.1 3.64 88.78 Group D 4.1 13 E DF F 176 3.01 2.54 84.39 Group E 4.12318182 14 E AD F 167.5 3.47 3.19 91.93 SMO 15 E ER F 163 3.19 2.81 88.09 SMO FVC AV 4.44643678 16 E BG F 167 4.04 3.53 87.38 SMO FEV1 AV 3.8291954 17 E BH M 173 5.57 4.77 85.64 18 E SS M 179 5.54 4.63 83.57 19 E JE M 185 6.13 5.01 81.73 20 E JS M 178 5.33 4.68 87.80 21 E SH M 174 4.81 4.42 91.89 22 E FR M 172 5.6 4.6 82.14 23 E OS M 172 5.4 4.6 85.19 24 E MO M 179.4 5.34 4.71 88.20 25 E GN M 172 4.7 4.3 91.49 26 E MONZ M 177 4.45 3.78 84.94 27 E TREVOR M 177 3.88 3.21 82.73 28 E ALI M 168 5.23 4.7 89.87 29 E JOR M 174 5.88 4.74 80.61 30 D CH M 175 4.49 4.01 89.31 31 D HB F 164 #DIV/0! 32 D RM M 175 4.55 3.86 84.84 33 D AS M 172 4.3 4.11 95.58 34 D KC M 183 4.2 3.91 93.10 35 D CO F 168 4.12 3.7 89.81 36 D SL F 168 4.38 3.2 73.06 37 D JT F 154 3.4 2.9 85.29 38 D CP F 164 3.67 3 81.74 39 D TM F 168.5 3.6 3.03 84.17 40 D AL M 180.5 4.55 3.83 84.18 41 D JA M 178.2 4 3.37 84.25 42 D CTK M 176 4.78 4.18 87.45 43 D AB M 179.9 4.62 4.07 88.10 44 D SB M 176 2.8 2.25 80.36 45 C 1014315 F 172 5.65 5 88.50 46 C 1012212 M 191 6.65 6.2 93.23 47 C 1014640 F 156 3.7 3.55 95.95 48 C 1012633 M 167 3.3 2 60.61 49 C 1016163 M 182 5.6 5.05 90.18 50 C 1013151 M 176 5.2 4.4 84.62 51 C 1011941 M 181 5.95 5.4 90.76 52 C 1022773 M 186 6.2 3.4 54.84 53 C 1011809 M 170 4.51 4.1 90.91 54 C F M 3.47 3.19 91.93 55 C S M 167 3.87 3.81 98.45 56 C L F 156.5 3.65 3.12 85.48 57 B JRS M 181 4.95 4.12 83.23 58 B L Dennis M 183 4.8 4.28 89.17 59 B 1023169 M 186 3.7 3.65 98.65 60 B RWJ M 177 3.15 3.02 95.87 SMO 61 B JM M 168.3 6 5.25 87.50 62 B MH F 161.3 4 3.6 90.00 63 B AB M 161.3 5.05 4.33 85.74 64 B BU M 101.8 5.4 4.6 85.19 65 B JW M 179.1 5.4 4.6 85.19 66 B NC M 169.1 4.32 3.26 75.46 67 B EH M 187 5.32 3.88 72.93 68 B 1009373 F 174 3.65 2.92 80.00 69 B CM M 176.7 5.11 4.24 82.97 70 B JR M 176 5.05 4.45 88.12 71 B EK M 171 5.05 4.28 84.75 72 B RB F 165 4.6 4.29 93.26 SMO 73 B 1007117 F 155 3.9 3.5 89.74 74 B 1017573 M 174 4.8 4.5 93.75 75 B 1027814 M 180 4.3 2.89 67.21 Chest inf 76 E 1010245 F 164 2.01 1.25 62.19 77 E 1027206 F 155 2.38 2.26 94.96 Asthma 78 E 1006974 M 176 2.73 2.7 98.90 79 E 1015301 M 176 3.3 3.28 99.39 SMO 80 D 1007703 M 184 5.81 5.07 87.26 81 B 1020415 F 160 2.76 2.15 77.90 Asthma 82 D 1010931 M 1.89 4.52 3.81 84.29 83 D 1026768 F 160 3.64 3.25 89.29 84 C 1012648 F 167 3.71 3.09 83.29 85 A 1027299 M 182 5.32 4.63 87.03 86 A 1003819 F 176 2.47 2.41 97.57 87 B 1005235 F 161 3.43 2.77 80.76 88 C 1013209 F 3.33 2.96 88.89 89 A 1002116 F 4.83 3.53 73.08 (Figure 1) Raw data Collected within the study, outlining the contained variables and data collected. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group A 13 4.5992 1.14036 .31628 (Figure 2.0) One sample T-Test comparing group A’s FVC results to the rest of the year. One-Sample Test Test Value = 4.446436782 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group A .483 12 .638 .15279 -.5363 .8419 (Figure 2.1) One sample T-Test comparing group A’s FVC results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group B 21 4.5114 .84415 .18421 (Figure 2.2) One sample T-Test comparing group B’s FVC results to the rest of the year. One-Sample Test Test Value = 4.446436782 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper VAR00001 .353 20 .728 .06499 -.3193 .4492 (Figure 2.3) One sample T-Test comparing group B’s FVC results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group C 14 4.6279 1.19814 .32022 (Figure 2.4) One sample T-Test comparing group C’s FVC results to the rest of the year. One-Sample Test Test Value = 4.446436782 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group C .567 13 .581 .18142 -.5104 .8732 (Figure 2.5) One sample T-Test comparing group C’s FVC results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group D 17 4.2018 .66987 .16247 (Figure 2.6) One sample T-Test comparing group D’s FVC results to the rest of the year. One-Sample Test Test Value = 4.446436782 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group D -1.506 16 .152 -.24467 -.5891 .0997 (Figure 2.7) One sample T-Test comparing group D’s FVC results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group E 22 4.3677 1.22493 .26116 (Figure 2.8) One sample T-Test comparing group E’s FVC results to the rest of the year. One-Sample Test Test Value = 4.446436782 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group E -.301 21 .766 -.07871 -.6218 .4644 (Figure 2.9) One sample T-Test comparing group E’s FVC results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group A 13 4.0300 1.08923 .30210 (Figure 3.0) One sample T-Test comparing group A’s FEV1 results to the rest of the year. One-Sample Test Test Value = 3.829195402 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group A .665 12 .519 .20080 -.4574 .8590 (Figure 3.1) One sample T-Test comparing group A’s FEV1 results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group B 21 3.8371 .77423 .16895 (Figure 3.2) One sample T-Test comparing group B’s FEV1 results to the rest of the year. One-Sample Test Test Value = 3.829195402 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group B .047 20 .963 .00795 -.3445 .3604 (Figure 3.3) One sample T-Test comparing group B’s FEV1 results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group C 14 3.9479 1.14264 .30538 (Figure 3.4) One sample T-Test comparing group C’s FEV1 results to the rest of the year. One-Sample Test Test Value = 3.829195402 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group C .389 13 .704 .11866 -.5411 .7784 (Figure 3.5) One sample T-Test comparing group C’s FEV1 results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group D 17 3.6206 .64917 .15745 (Figure 3.6) One sample T-Test comparing group D’s FEV1 results to the rest of the year. One-Sample Test Test Value = 3.829195402 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group D -1.325 16 .204 -.20861 -.5424 .1252 (Figure 3.7) One sample T-Test comparing group D’s FEV1 results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group E 22 3.7886 1.02453 .21843 (Figure 3.8) One sample T-Test comparing group E’s FEV1 results to the rest of the year. One-Sample Test Test Value = 3.829195402 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group E -.186 21 .854 -.04056 -.4948 .4137 (Figure 3.9) One sample T-Test comparing group E’s FEV1 results to the rest of the year. Test of Homogeneity of Variances VAR00002 Levene Statistic df1 df2 Sig. 3.835 4 82 .007 (Figure 4.0) One way ANOVA comparing FVC of each group. ANOVA VAR00002 Sum of Squares df Mean Square F Sig. Between Groups 2.007 4 .502 .472 .756 Within Groups 87.208 82 1.064 Total 89.215 86 (Figure 4.1) One way ANOVA comparing FVC of each group. Multiple Comparisons Dependent Variable:VAR00002 (I) VAR00001 (J) VAR00001 Mean Difference (I-J) Std. Error Sig. 95% Confidence Interval Lower Bound Upper Bound Bonferroni A B .08780 .36394 1.000 -.9622 1.1378 C -.02863 .39721 1.000 -1.1746 1.1173 D .39747 .37996 1.000 -.6987 1.4936 E .23150 .36076 1.000 -.8093 1.2723 B A -.08780 .36394 1.000 -1.1378 .9622 C -.11643 .35582 1.000 -1.1430 .9101 D .30966 .33646 1.000 -.6610 1.2803 E .14370 .31462 1.000 -.7640 1.0514 C A .02863 .39721 1.000 -1.1173 1.1746 B .11643 .35582 1.000 -.9101 1.1430 D .42609 .37219 1.000 -.6477 1.4998 E .26013 .35257 1.000 -.7570 1.2773 D A -.39747 .37996 1.000 -1.4936 .6987 B -.30966 .33646 1.000 -1.2803 .6610 C -.42609 .37219 1.000 -1.4998 .6477 E -.16596 .33302 1.000 -1.1267 .7948 E A -.23150 .36076 1.000 -1.2723 .8093 B -.14370 .31462 1.000 -1.0514 .7640 C -.26013 .35257 1.000 -1.2773 .7570 D .16596 .33302 1.000 -.7948 1.1267 Dunnett T3 A B .08780 .36601 1.000 -1.0511 1.2268 C -.02863 .45008 1.000 -1.4006 1.3433 D .39747 .35557 .940 -.7214 1.5164 E .23150 .41016 1.000 -1.0115 1.4745 B A -.08780 .36601 1.000 -1.2268 1.0511 C -.11643 .36942 1.000 -1.2582 1.0254 D .30966 .24562 .893 -.4197 1.0391 E .14370 .31959 1.000 -.8033 1.0907 C A .02863 .45008 1.000 -1.3433 1.4006 B .11643 .36942 1.000 -1.0254 1.2582 D .42609 .35907 .917 -.6951 1.5473 E .26013 .41321 .999 -.9869 1.5071 D A -.39747 .35557 .940 -1.5164 .7214 B -.30966 .24562 .893 -1.0391 .4197 C -.42609 .35907 .917 -1.5473 .6951 E -.16596 .30757 1.000 -1.0829 .7510 E A -.23150 .41016 1.000 -1.4745 1.0115 B -.14370 .31959 1.000 -1.0907 .8033 C -.26013 .41321 .999 -1.5071 .9869 D .16596 .30757 1.000 -.7510 1.0829 (Figure 4.2) One way ANOVA comparing FVC of each group. Test of Homogeneity of Variances VAR00002 Levene Statistic df1 df2 Sig. 1.485 4 82 .214 (Figure 5.0) One way ANOVA comparing FEV1/FVC of each group. ANOVA VAR00002 Sum of Squares df Mean Square F Sig. Between Groups 63.338 4 15.834 .243 .913 Within Groups 5343.195 82 65.161 Total 5406.532 86 (Figure 5.1) One way ANOVA comparing FEV1/FVC of each group. Multiple Comparisons Dependent Variable:VAR00002 (I) VAR00001 (J) VAR00001 Mean Difference (I-J) Std. Error Sig. 95% Confidence Interval Lower Bound Upper Bound Bonferroni A B 2.36465 2.84873 1.000 -5.8539 10.5832 C 1.93275 3.10914 1.000 -7.0370 10.9025 D 1.47376 2.97412 1.000 -7.1065 10.0540 E .57801 2.82387 1.000 -7.5688 8.7248 B A -2.36465 2.84873 1.000 -10.5832 5.8539 C -.43190 2.78518 1.000 -8.4671 7.6033 D -.89090 2.63361 1.000 -8.4888 6.7070 E -1.78665 2.46267 1.000 -8.8914 5.3181 C A -1.93275 3.10914 1.000 -10.9025 7.0370 B .43190 2.78518 1.000 -7.6033 8.4671 D -.45899 2.91330 1.000 -8.8638 7.9458 E -1.35474 2.75975 1.000 -9.3165 6.6071 D A -1.47376 2.97412 1.000 -10.0540 7.1065 B .89090 2.63361 1.000 -6.7070 8.4888 C .45899 2.91330 1.000 -7.9458 8.8638 E -.89575 2.60669 1.000 -8.4160 6.6245 E A -.57801 2.82387 1.000 -8.7248 7.5688 B 1.78665 2.46267 1.000 -5.3181 8.8914 C 1.35474 2.75975 1.000 -6.6071 9.3165 D .89575 2.60669 1.000 -6.6245 8.4160 Dunnett T3 A B 2.36465 2.45780 .979 -5.0407 9.7700 C 1.93275 3.80046 1.000 -9.9166 13.7821 D 1.47376 2.18161 .998 -5.2430 8.1905 E .57801 2.41005 1.000 -6.6911 7.8471 B A -2.36465 2.45780 .979 -9.7700 5.0407 C -.43190 3.74733 1.000 -12.1297 11.2659 D -.89090 2.08768 1.000 -7.1028 5.3210 E -1.78665 2.32536 .996 -8.6439 5.0706 C A -1.93275 3.80046 1.000 -13.7821 9.9166 B .43190 3.74733 1.000 -11.2659 12.1297 D -.45899 3.57227 1.000 -11.8337 10.9157 E -1.35474 3.71619 1.000 -12.9882 10.2787 D A -1.47376 2.18161 .998 -8.1905 5.2430 B .89090 2.08768 1.000 -5.3210 7.1028 C .45899 3.57227 1.000 -10.9157 11.8337 E -.89575 2.03125 1.000 -6.9231 5.1316 E A -.57801 2.41005 1.000 -7.8471 6.6911 B 1.78665 2.32536 .996 -5.0706 8.6439 C 1.35474 3.71619 1.000 -10.2787 12.9882 D .89575 2.03125 1.000 -5.1316 6.9231 (Figure 5.3) One way ANOVA comparing FEV1/FVC of each group. (Figure 6.0) Graph containing the correlation between Height and FVC results. Group Statistics Gender N Mean Std. Deviation Std. Error Mean FVC Females 30 3.6960 .77678 .14182 Males 57 4.8414 .90564 .11995 (Figure 7.0) Independent samples text comparing FVC results between males and females. Independent Samples Test Levenes Test for Equality of Variances t-test for Equality of Means 95% Confidence Interval of the Difference F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference Lower Upper FVC Equal variances assumed 1.665 .200 -5.878 85 .000 -1.14540 .19485 -1.53281 -.75800 Equal variances not assumed -6.166 67.457 .000 -1.14540 .18575 -1.51611 -.77470 (Figure 7.1) Independent samples text comparing FVC results between males and females. Discussion After conducting the study there is much to discuss. Raw data (figure 1) from the tests indicate that some participant did not fill in the required data needed. This can be down to competence of conducting the procedure or observer error asking the question whether this is entirely valid. Furthermore a correct procedure must be outlined and overlooked so that each group performs the same method. Some subjects may have stood up and some may have sat down, possibly causing the results to differ. (Townsend, 1984; Allen et al. 1985) have shown that FVC is affected by body position, 1-2% lower by sitting rather than standing and 7-8% lower supine than to standing. Taking these into account the results could not be described as entirely valid or reliable. As the study looks into identifying and discussing results between student groups we can see how they performed compared to normal values. The subjects appear to deliver between the normal values of 4-5L in males and 3-4L in females for FVC (figure 7.0) this appears to show a significant result meaning males have a higher FVC than females with group C performing the best on average (figure 2.4). (Figure 4.0) shows that the statistic of FVC between the groups has a significance of .007 meaning there is a small difference between them however (figure 4.1) states that the difference is not significant. This essentially shows that although there is an apparent difference between the groups this can be seen as not having an effect on the study. (Figure 3.0) shows that Group A has the highest average FEV1 meaning they have the most power of expiration of air. (Figures 5.0 – 5.1) state that th ere is no significant difference between the values of all the groups with each subject showing results near to the value of 85% this could be seen to have a normal result. With such an apparent loosely based study it is important to consider certain group or subject variances, which can effect the study. Identifying these can create a more reliable and valid study as well as identify further ideas for research. The FVC method is highly effort dependant and has poor reliability as it is measured upon volume of air as well as a less reliable observed rate of exertion. Certain people may not want to exert the entire force needed due to anxiety or other factors such as illness or conditions. (Eston. R. et al. 2009) shows us that although there is no difference between FVC values for healthy people and asthmatics there is a considerable change in dynamic FEV1 values with asthmatics having a much larger decrease in performance from the FVC value. This could be mainly attributed to the fact that asthmatics have difficulty breathing out and therefore exerting a larger force of air from their lungs for a long time could be harder. With this in mind it could be advised that a screening process becomes more prominent before the test it taken these can identify, illnesses, conditions, injuries and even a physical activity questionnaire to see whether more active subject have better results. Any hidden values could the research and discovering more about the subject can help to answer more questions. Height comparisons (figure 6.0) show there is no relationship between the subjects height and FVC value, however it is hard to follow this when it not clear of whether the sitting or standing method has been used. (Ferris et al 1971; Cotes 1979) show that sitting height provides less variability in lung function than standing height, this could show that (figure 6.0) with its varied results show that subjects were standing. (Becklake 1968) explains that there are many other factors that effect lung function results, some of which are not identified within this study. Gender amounts to a change in 30%, body size 22%, age 8% and ethnicity 10% most of which can be identified through a survey. This study may be described as having no significant purpose without the inclusion of further factors detailed by (Becklake 1968). With these included it could be seen to show a purpose and significance with vision to elaborate upon affecting factors however currently this shows a significant variety of results between subject groups. References Becklake,M.R. (1986) Concepts of normality applied to measurement of lung function. American Journal of Medicine; 80: 1158-64. Eston, R. Et al. (2009) Kinanthropometry and Exercise Physiology Laboratory Manual: Tests, Procedures and Data, Volume 2: Physiology. 3rd ed. Oxon, Routledge. Ferris, B et al (1971) correlation of anthropometry and simple tests of pulmonary function. Archives of environmental health; 22: 672-6. McArdle,W.D. et al (2006) Essentials of Exercise Physiology. 3rd ed. Philadelphia, Lippincott Williams Wilkins Townsend, M.C (1984) Spirometric forced expiratory volumes measured in the standing versus sitting posture. American Review of Respiratory Disease; 130:123-4.

How to Conjugate Voler (to Fly, Steal) in French

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History final exam - Essay Example It was some time before the terms and concepts fundamental to Hinduism was defined under the Law of Manu during the Mauryan Empire. The Law of Manu made the concepts of karma, dharma, Brahmins, Kshatriya, Vaisya, Sudras, the Untouchables, jati, as well as Brahma central elements of the Hindu civilisation within Ancient India. When added altogether these concepts and the Law of Manu effectively formed Hindu culture, morality, and religious practices, as well as been the basis of the caste system. At that foundation stage Hinduism, was not linked with any attempt to tightly control the social and economic relationships between everybody within Indian society.1 The Indus civilisation lasted for around a thousand years before it was overrun by the successful incursions of the Aryans. With the Aryans came the caste system that was adopted as part of Hinduism. It was widely believed that this system delayed the development of large cities and meant that the pace of technological developments was slowed down.2 The caste system affected Indian both the social and economic development due to it being used to determine the economic, social, employment, and legal status of all Hindus within the country. The operation of the Hindu caste system did not prevent India from enjoying extensive and lucrative trading links during the Mauriyan Empire. Those trading links stretched as far west as Rome and as far east as China.3 Another reason the caste system has had such a strong influence upon Indian social and economic development was because the ownership of land, as well as the means of production, and the work that people could perform was chiefly determined by the position they were born into. This rigidly adhered to caste system allowed for the concentration of wealth as well as leading to a highly regulated social and economic order. It also arguably meant that people

History of East Saint Louis Essay Example for Free

History of East Saint Louis Essay East Saint Louis, Illinois is a very small city it has a total of 89 streets as of today. Around in the 1860’s the city used to be called Illinois town. It was the fourth largest city in the state of Illinois. People knew one place they could get a job was in this city. The name East Saint Louis came about because of the terrible reputation it had when it was known as Illinois town so they decided to rename it hoping to overcome all the challenges they were facing. Jobs started to vanish, riots broke out and blacks moving there was the cause of all this. Most of the blacks that lived there came from down South where living conditions couldn’t be much worst. If they had a chance to move their children they did. They didn’t want their children to experience the life of picking cotton as they had. The whites there were upset and weren’t going to let the blacks take their jobs. As time grew and more blacks start to come, the more jobs started to leave so as the jobs started to leave the Population started to decline meaning taxes were higher and cuts had to be made. One investor had in mind if he bought some vacant lots that he could make a little money on the side, because the federal government was going to provide funds for â€Å"turnkey housing† to be scattered throughout the city, so the empty property will be his quick get rich scheme. When the housing Authority began building Low-income housing, real-estates agents and developers made a lot of money building and selling houses in West Belleville. The whites started to flee once they started to build in their neighborhoods. As time as started to pass things started to get worst, Violence were people were hurt, Homes being broken into, people being robbed, and killed. The population in the 1960 was around 81,728, as of 2011 the population is 27,000, with an estimated 14,000 resident living in public housing that leaves the tax burden on the 13,000. Forty percent of the residents draw public aid. The blacks who are able are fleeing away from the city as well. This makes the population continue to drop. In 1972, James Williams was the town black first Mayor he defeated Charles Merritts even though Merritts had the support of the white Democrats. Thereafter Merritts was sentence to federal prison for taking kickbacks as president of School District 189 Board of Education and also for putting a contract out to kill Clyde C. Jordan, a great leader for the town who was a fellow school board member and publisher of the Crusader black weekly newspaper. In the present year we can see that nothing has changed. All the corruption of this town has been going on since the beginning of time. Nothing really has change, we might see a new promising building here and now but the wrong people still holds the key to the scene of this all. We as citizens of East St. Louis, IL hopefully one day get the courage to stand up for what’s right and not worry about the consequence we might endure. Change is good and the city of East Saint Louis needs a tremendous change and we as the people can and shall make that happen.

Governmental Involvement in the Business World :: Essays Papers

Governmental Involvement in the Business World The government has played a role in business in our history. They have had positive as well as negative effects on business in America. That is what I am going to be looking at for this essay. The government has played a vital part in issues such as the excessive power that businesses have had. The government has also helped get rid of many kinds of prejudices against women, the elderly, the poor, the disabled, and against many racial and ethnic minorities. These changes began with the New Deal being of Roosevelt. After the implementation of the New Deal the wage gap began to gradually close between the richest and the poorest of Americans. This can be credited to laws and along with other government actions that were put into place during Roosevelt's presidency. Things such as Social Security, unemployment benefits, minimum wage all these things and much more were introduced by the government to better the lives of the working public. Government supervision increased in the 1930s and several industries became regulated by the government, such as trucking, airlines, electric utilities, and interstate gas. Other industries as well were kept under government regulation until the 1970s and 80s when they realized that the New Deal ideas that were passed in an emergency, were inappropriate in the long run for certain industries. The Securities Act of 1933 and the Securities Exchange Act of 1934 required that all companies that were traded on the stock exchanges as well as banking firms and securities industries issue to stockholders and to the government detailed annual reports. These would contain information essential to the consumers. Also railroads and utilities were required to submit annual reports to regulatory commissions. The regulatory commissions and the annual reports were created to make sure that laws would be followed. The laws benefited the investment banking industry in the long run, because it helped companies sell stocks and bonds by giving investors confidence in the decisions they were making. The early 1930s were a time of serious deflation and federal price supports were

Dementia awareness Essay

What is dementia? Dementia is a gradual loss of brain functions. The most common form of dementia is caused by Alzheimer’s disease but there are many other forms of dementia including: alcohol related dememtias,vascular dementia, frontotemporal dementias and Lewy body dementia. Key functions of the brain that are affected by dementia. Each case of dementia is different. The area of the brain affected will depend on the type of dementia. Dementia can affect every area of thinking, feeling, and behaviour. It will eventually also affect the persons physical functions. Why depression, delirium and age related memory impairment may be mistaken for dementia? All the above manifest with similar symptoms. Depression coupled with age related memory impairment looks the same as dementia to the untrained eye. Depression and delirium can be treated with medication. However, once treated, age related memory loss can be assessed. If it is dementia it can not be cured although medication can be used to ease the symptoms. Medical model of dementia Dementia as a clinical syndrome is characterised by global cognitive impairment,which represents a decline from previous level of functioning, and is associated with impairment in functional abilities and, in many cases, behavioural and psychiatric disturbances. The Social Model definition of dementia ‘The loss or limitation of opportunities to take part in the community on an equal level with others because of physical and social barriers’ and refers to being disabled as having an impairment defined as ‘the loss or limitation of physical, mental or sensory function on a long-term or permanent basis’. Why is dementia viewed as a disability? In contrast to a medical model the social model regards dementia as an impairment, where a marked difference can be made to quality of life by the  way people with dementia are supported. Common causes of dementia The main common causes of dementia are age, genetics and medical history. These factors coupled with any possible other medical diseases can cause or accompany dementia, such as: Creutzfeldt-Jakob Disease Dementia with Lewy Bodies Down Syndrome Frontotemporal Dementia Huntington’s Disease Mild Cognitive Impairment Mixed Dementia Normal Pressure Hydrocephalus Posterior Cortical Atrophy Parkinson’s Disease Dementia Traumatic Brain Injury Vascular Dementia Korsakoff Syndrome Dementia risk and possible prevention The main risk factors of dementia are age and genetics, this cannot be changed. However, researchers continue to explore the impact of other risk factors on brain health and prevention of dementia. Some of the most active areas of research in risk reduction and prevention include cardiovascular factors, physical fitness, and diet.

Explain Why Trotsky Did Not Become the Leader of the Ussr

Explain why Trotsky did not become the leader of the USSR After Lenin’s death in 1924 the Bolsheviks (although not out rightly stated) were in need of a new leader. The power struggle occurred from 1923-1929 and eventually Stalin effectively became the leader of the USSR due to many reasons, including the weaknesses of Trotsky. Trotsky had not been a Bolshevik initially – he converted from the Menshevik party in 1917. Therefore some of the party members doubted him as 100% trustworthy.Within the Civil War, he had created and led the ‘Red Army’ which was still very strong, and they feared that if he had the power to do so, Trotsky would use the Red Army to begin a violent coup and take over the whole country himself. On top of this, Trotsky himself hadn’t tried to build up support within the party and consequently after Lenin’s death when the party were in debate as to how the country should be run Trotsky had a difficult time trying to put for ward his ideas as many supported Stalin.In fact Trotsky had widely underestimated Stalin as a contender for the party’s leadership. He had regarded him as inferior, which may have been true if looking at intelligence, however Trotsky’s arrogance blinded him as his disregard for anyone less intelligent than himself again lost him support, whilst Stalin was gaining it throughout the judgements he put forward and the allies he was creating. In hindsight it is clear that this self-importance was Trotsky’s major downfall at this time because not only was he disliked but it caused him to make some crucial errors of judgement.Most significantly the decision with Stalin to not publish Lenin’s final testament, in which it was proven that Lenin disliked Stalin and believed he had too much power and couldn’t be trusted. It is clear that had this been publicised at the time Stalin would have struggled enormously to become the leader with the criticism of a pop ular leader before hand. However it condemned Trotsky as well and although his would’ve most likely had minor effect, he chose to keep his pride.This may have been partly because Trotsky wasn’t as driven as the other leaders in wanting to take over the party as he believed that as a Jew there would be prejudice against him as a leader due to anti-Semitism in Russia. Therefore he didn’t push himself forward. Overall Trotsky did not become the leader of the USSR because he didn’t have much support within the party and his lack of tactics and drive didn’t make him a strong contender. Both of these weaknesses were highly influenced by his self absorbed personality.

Varying Degrees of Stupid

Varying Degrees of Stupid Varying Degrees of Stupid Varying Degrees of Stupid By Maeve Maddox As I browse the Web, skimming comments on various topics, one word comes up again and again: stupid. There’s no end of people or things that some grump somewhere is calling stupid in speech or in writing. For example: The government is stupid. Women are stupid. Men are stupid. April Fool’s Day is stupid. Handwriting is stupid. Classical music is stupid. Riding a bicycle is stupid. What a waste! English speakers are blessed with dozens of words that convey numerous shades of stupidity. First, let’s look at the meaning of stupid. Some speakers regard it as the opposite of intelligent, but that’s misleading. Intelligent people often say and do stupid things. Stupid derives from the Latin adjective stupidus, which in turn comes from the Latin verb stupere, â€Å"to be stunned or benumbed.† English stupid is still used with that meaning. For example, a person might be â€Å"stupid from a blow to the head,† â€Å"stupid with grief,† â€Å"stupid with sleep,† â€Å"stupid from lack of sleep,† or â€Å"stupid with drink.† In these contexts, the stupidity is temporary. It refers to an impaired ability to think and react normally. More commonly, applied to a person, stupid means â€Å"slow of mental perception.† A stupid person is slow-witted, lacking in quickness of mind. Applied to an idea or a thing, stupid means that the thing is dull, uninteresting, or ill-considered. Numerous synonyms for stupid exist. When the intention is to point out a lapse of judgment or careful thought, these are useful options in serious discussions of literature, personal relationships, and public affairs: unintelligent foolish vacuous vapid obtuse nonsensical unwise injudicious inane absurd fatuous asinine unthinking ill-advised ill-considered ludicrous ridiculous laughable risible Some terms common in colloquial speech are considered inappropriate for formal use because they derive from terms once used to describe types of mental deficiencies. For example: idiotic imbecilic moronic cretinous Note: The words ignorant and dumb are also used colloquially to mean â€Å"mentally slow,† but they are unfortunate choices. Everyone is ignorant in some areas. All ignorant means is â€Å"lacking in knowledge.† Likewise, dumb has a meaning unrelated to intellectual ability: â€Å"unable to speak.† An intelligent, well-informed person may for some reason lack the ability to speak. Some words that name impaired thinking also connote ridicule and disdain: dense doltish thick, thickheaded dim, dimwitted dopey dozy pea-brained half-witted brain-dead bone-headed daft crazy cracked half-baked dimwitted cockeyed harebrained lamebrained nutty batty cuckoo simple-minded loony loopy Finally a few adjectives convey the idea of stupidity without the sting of ridicule- among friends, at least. Here are some: daft dopey dozy scatter-brained nutty batty cuckoo loony loopy Admission: Even with all these options, sometimes stupid is the only word that satisfies the feelings of the speaker. For example, â€Å"This stupid app keeps crashing!† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Possessive of Proper Names Ending in SHow to Punctuate Descriptions of Colors15 English Words of Indian Origin

How to Create a Heritage Scrapbook - Family History Album

How to Create a Heritage Scrapbook - Family History Album The perfect place to showcase and protect your precious family photos, heirlooms, and memories, a heritage scrapbook album is a wonderful way to document your familys history and create a lasting gift for future generations. While it may seem a daunting task when faced with boxes of dusty old photos, scrapbooking is actually both fun and easier than you might think. Gather Your Memories At the heart of most heritage scrapbooks is the photos - pictures of your grandparents wedding, your great-grandfather at work in the fields, a family Christmas celebration, and so on. Begin your heritage scrapbook project by gathering together as many photographs as possible, from boxes, attics, old albums, and relatives. These photos dont necessarily need to have people in them - pictures of old houses, automobiles, and towns are great for adding historical interest to a family history scrapbook. Remember, in your quest, that pictures from slides and reel-to-reel 8mm films can be made at a relatively low cost through your local photo store. Family mementos such as birth and marriage certificates, report cards, old letters, family recipes, clothing items, and a lock of hair can also add interest to a family history scrapbook. Smaller items can be incorporated into a heritage scrapbook by placing them in clear, self-adhesive, acid-free memorabilia pockets. Larger heirlooms such as a pocket watch, wedding dress, or family quilt can also be included by photocopying or scanning them and using the copies in your heritage album. Get Organized As you begin to accumulate photos and materials, work to organize and protect them by sorting them in archival safe photo files and boxes. Use labeled file dividers to help you divide the photos into groups - by person, family, time-period, life-stages, or another theme. This will help make it easy to find a specific item as you work, while also protecting the items which dont make it into the scrapbook. As you work, use a photo-safe pen or pencil to write details of each photo on the back, including the peoples names, the event, the location and the date the photo was taken. Then, once your photos are organized, store them in a dark, cool, dry location, keeping in mind that its best to store photos standing upright. Assemble Your Supplies Since the purpose of compiling a heritage scrapbook is to preserve family memories, it is important to start with supplies that will protect your precious photographs and memorabilia. Basic scrapbooking begins with just four items - an album, adhesive, scissors, and a journaling pen. Scrapbook Album - Choose a photo album that contains acid-free pages, or purchase acid-free, PVC-free sheet protectors and slip them into a three-ring binder. The size of your scrapbook is a matter of personal preference (most scrapbooks are either 8 1/2 x 11 or 12 x 12.), but consider the availability and cost of supplies, as well as how many pictures you want to fit on each page when you make your choice. Scrapbook albums come in a variety of styles, with post bound, expandable spine and 3 ring albums being the most popular.Adhesives - Used to secure everything to the album pages, adhesives come in many forms, including photo corners, photo tape, double-sided adhesive strips, and glue sticks.Scissors - Available in both straight-edge and decorative-edge, scissors help cut your photos into interesting shapes and crop out any unwanted areas.Journaling Pens - Acid-free, permanent markers, and pens are necessary for writing down important names, dates, and family memories, as well as f or adding fun doodles and pictures to your scrapbook pages. Other fun scrapbooking supplies to enhance your family history scrapbook include colored and patterned acid-free papers, stickers, a paper trimmer, templates, decorative rulers, paper punches, rubber stamps, computer clipart, and fonts, and a circle or pattern cutter. Next Page Step-by-Step Heritage Scrapbook Pages After gathering the photos and memorabilia for your heritage scrapbook, its finally time for the fun part - to sit down and create the pages. The basic steps for creating a scrapbook page include: Select Your Photos Begin your page by choosing a number of photos for your page which relate to a single theme - e.g. Great-grandmas wedding. For a single album page layout, select 3 to 5 photos. For a two page spread, select between 5 and 7 photos. When you have the option, use only the best photos for your heritage album - photos which are clear, focused, and best help to tell the story. Heritage Tip - If a photo that you wish to use in your album is torn, scratched, or faded, consider scanning in the photo and using a graphic editing program to repair the cracks and clean up the image. The restored image can then be printed and used for your heritage album. Choose Your Colors Select 2 or 3 colors to complement your photos. One of these may serve as a background or base page, and the others for matting photos. A variety of papers, including patterns and textures, are available which can serve as beautiful backgrounds and mats for heritage scrapbooks. Heritage Tip - You can create your own background papers by photocopying precious family heirlooms (such as a bit of lace from your grandmothers wedding dress). If using patterned paper or a photocopied image for the background, then it is usually best to mat photos with plain papers to help them stand out from the busy background. Crop Photos Use a pair of sharp scissors to trim away unwanted background and other objects in your photos. You may want to keep cars, houses, furniture, or other background images in some photos for historical reference while highlighting just a specific individual in others. Cropping templates and cutters are available to help you crop your photos in a variety of shapes. Decorative-edged scissors can also be used to trim photos. Heritage Tip - It is best to make and use copies of any precious heritage photos which you wish to crop, rather than cutting and possibly destroying the only photo you have of a deceased relative. Cropping can also cause crumbling edges and cracking emulsion in older, fragile photos. Mat Photos A bit different than the traditional picture mat, matting to scrapbookers means to glue a photograph on a piece of paper (the mat) and then trim the paper close to the edges of the photograph. This creates a decorative frame around the photo. Different combinations of decorative-edged scissors and straight scissors can help provide interest and help your photos pop from the pages. Heritage Tip - When including original heritage photographs in your scrapbook, it is always a good idea to attach them to your page with photo corners rather than glue or other adhesive options. in case you need to remove them or make additional copies. Arrange the Page Begin by experimenting with possible layouts for your photos and memorabilia. Arrange and rearrange until the layout satisfies you. Be sure to leave room for titles, journaling, and embellishments. When you are happy with the layout to attach to the page using acid-free adhesive or tape. Alternatively, use photo corners or a corner slot punch. Heritage Tip - Always assume that memorabilia is acidic, rather than finding out the hard way. Use a deacidification spray to deacidify book pages, newspaper clippings, and other papers, and enclose other memorabilia in acid-free sleeves. Next Page Add Interest With Journaling Embellishments Add Journaling Personalize your page by writing down names, date, and place of event, as well as memories or quotes from some of the people involved. Called journaling, this is probably the most important step when creating a heritage scrapbook. For each photo or set of related photos, you should follow the five Ws - 1) who (who are the people in the photo), when (when was the photo taken), where (where was the photo taken), why (why is the moment significant), and what (what are the people doing in the photo). When journaling, be sure to use a waterproof, fade resistant, permanent, quick drying pen - preferably black as research has shown that black ink best stands the test of time. Other colors can be used for adding decoration, or other non-essential information. Heritage Tip - When journaling in your heritage scrapbooking, it is important to be specific, adding related memories and details to the names and dates. Grandma in her kitchen on June 1954 is nice, but it is better to write: Grandma loves to cook and is very proud of her kitchen, seen here on June 1954. Her chocolate cake was always the hit of the party. Embellish by adding mementos from the occasion, such as a copy of Grandmas chocolate cake recipe (in her own handwriting, if possible). Add Embellishments To complete your scrapbook layout and complement your photos, consider adding some stickers, die cuts, punch art, or stamped images. Stickers add interest with very little work on your part and help give your page a polished look.Die Cuts are pre-cut shapes cut from cardstock, available in many sizes and colors. They help add pizzazz to your scrapbook without the need for a lot of creative talent. Solid die-cuts also make great spots for journaling. Be sure to select die-cuts made from acid-free and lignin-free paper.Punch Art, the process of using shaped craft punches to cut various shapes from cardstock and them combining those shapes to create completed works of art, is another easy way to add interest to your scrapbook pages. Again, be sure that you use acid-free and lignin-free paper to create your punch art.

Unconscionable contract Essay Example | Topics and Well Written Essays - 250 words - 1

Unconscionable contract - Essay Example The rationale behind the doctrine of unconscionability is to circumvent the enforcement of unfair contracts. In the case at bar, Amy, who was a college student, was led to believe by the salesman that the home theater system, Alpo Model XL2, costs $3,000, when in truth and in fact, the actual standard cost of the theater system is only $1,000. The price given by the salesman was two times higher than the prevailing standard cash market price of the item bought by the buyer. Hence, the â€Å"rent-to-own† contract signed by Amy is considered unconscionable. Under the law, Amy has the remedy to demand the return of the excess $2,000 since the contract price is unconscionable, excessive and unfair on her part. Here, the salesman acted in bad faith at the time of the signing of the â€Å"rent-to-own† contract. Therefore, in order to cure the damage caused to the buyer, Amy can go to court and have the contract declared as unconscionable and oppressive, since there was a violation on the part of the salesman to fulfill his obligation in good faith in accordance with their contract. She can legally demand the refund of excess payment of $2,000. â€Å"It is the judge who has the power to declare whether or not a contract is unconscionable, and not the jury† (Emanuel,

Overview and Objectives of the Network Technology Term Paper

Overview and Objectives of the Network Technology - Term Paper Example The researcher of this term paper presents a study of networks, that is a key part of the training that professionals using IT infrastructure need. This paper relates to the proposed adoption of a new low cost internet based network to help my organization save on network administration costs. There are many internet applications available to organizations that can help build reliable networks. However, there is need for careful analysis of the benefits and the costs of adopting such systems. The major IT applications at the researcher's organization include logging in of patient details, keeping track of the treatment process and recording of prescriptions. In addition, the organization generates and stores data relating to availability of drugs and vendor information. IT also provides support for the billing and accounts department, and is the means through which the other management functions take place. For instance, the management communicates to all members of staff via email g enerated and distributed through the existing network. All these services run from a variety of platforms, some of which are quite expensive to maintain. The proposed low cost network, that is described in this essay and has a very simple design, that may help to reduce the costs the organization incurs in software development and maintenance. Laudon and Laudon point out that â€Å"many business applications are now delivered online as an internet service, rather than as boxed software or custom systems†.