Compare and Contrast the Development of B and T Cells

Compare and Contrast the Development of B and T Cells The epithelial surfaces of the body serve as an effective barrier against most microorganisms, and they are rapidly repaired if wounded. Adaptive immunity is initiated when an innate immune response fails to eliminate a new infection, whereby an activated antigen presenting cells (APCs) bearing pathogens antigens are delivered to the draining lymphoid tissues. An adaptive immune response differs from the innate immunity in its ability to target structures that are specific to particular strains and variants of pathogen. T cells are produced in the bone marrow. They are transported still, as pro-thymocytes to the thymus where they undergo the process of maturation and selection. The regulation of T cell maturation in the thymus is termed central tolerance. During gestation, most T cells generated bear the gamma/deta T cell receptor (TcR) on their surface. In the adult, most T cells bear the alpha/beta TcR. The newly formed TcR then, has to be tested for recognition of self-MHC/peptide. The T cells are tested at a stage of development known as double positive, meaning that they bear both CD4 and CD8 receptors on their surface. Cells with TcRs that recognize self-MHC/peptide with very low affinity will die. This process is known as death by neglect. Cells with TcRs with medium affinity for MHC receive survival signals and undergo a process known as positive selection. Finally, cells which receive a high affinity signal via their TcR die by apoptosis, a process known as negative selection. Cells that in teract with MHC class I become CD8 positive T cell, and those that interact with MHC class II become CD4 positive T cells, before migrating out into the peripheral lymphoid system (Wood P, 2006). Mature B cells, like T cell, are also develop form pluripotent stem cells. However unlike T cells lymphocytes, B cell maturation occurs in the bone marrow. There are four different stages of B cell development: pro-B, pre-B, immature B, and mature B cells. During its development, B cells acquire B cell surface marker expression such as B220, CD19, CD20, etc. as well as antigen receptors. The stromal cells lining the bone marrow provide essential growth signals to developing B cells, including cytokines such as IL7 and cell to cell contact, via VLA4/VCAM and Kit/SCF. During B cell development, gene segment rearrangements take place, just like in T cells where TcR rearrangements (central tolerance) also occur. However, for B cells, the immunoglobulin heavy chain gene locus (variable-V, joining-J and diversity-D segments), situated on chromosome 14, rearranges. In haematopoietic stem cells, the Ig heavy chain genes are in germline configuration (Kurosaki T et al., 2009). As B cells deve lop to pro-B cells, a D-J recombination is the first gene rearrangement to take place. The intervening DNA is normally deleted from the chromosome as a circle. Gene rearrangements are mediated by recombinase activitng genes, RAG proteins. As the developing B cell proceeds from pro- to pre-B cell stage, a V-DJ gene arrangement takes place to form the VDJ coding block that encodes the variable domain on the antibody heavy chain. Gene rearrangement takes place on both copies of chromosome 14 in a developing B cell, but once a productive VDJ block has been assembled on one chromosome 14, rearrangement ceases on the other chromosome, ensuring only one type of Ig is produced by any single B cell. This process is known as allelic exclusion. If a developing B cell fails to make a productive VDJ block, it will fail to produce antibody heavy chain and die in the bone marrow (Murphy K et al, 2008). T and B cell activation: T cell activation takes place in draining lymph nodes (also spleen) close to site of infection. T cell recognizes antigen on MHC (Major Histocompatibility Complex) molecules becomes activated and differentiates to effector cells. Effector T cells migrate to site of infection and carry out effector functions. The T lymphocytes arrive through venules, and cross through the endothelial to the lymph nodes. Antigen presenting cells such (APC) such as dendritic cells, and macrophages presented antigens to T cells. On recognition of the antigen, a low affinity interaction is formed. These T cells then leave lymph node though the lymphatic system. Those T cells that recognize the antigens wall with high affinity will be retained and the process of proliferation and differentiation occurs. However, initial B cell activation takes place in T cell zone of secondary lymphatic tissues (i.e. in lyhmph nodes). Mostly IgM producing plasma cells are produced at this state. B cells, unlike T cells, ar e activated by the ineraction with antigen-specific T cell, by linked recognition. Antigen-activated B cell migrates to B cell area of lymph nodes to form organized germinal centres, where additional B cell differentiation processes take place. It is important to note that T cells recognize the peptide, while B cells recognize the coat protein. For T and B lymphocyte activation 2 signals are hypothesized to be required. Firstly, the antigen stimulus signal and secondly, the co-stimulatory stimulus. The absence of the second signal results in anergy or apoptosis. CD28/B7 interaction is the co-stimulatory signals for T cells while CD40/CD40 ligand, on the activated T cells, interaction is for B cells. For both T and B lymphocytes, in it resting G0 cell cycle, the cell appear to have a large nucleus, with little cytoplasm and show little evidence of organelles. However, when these cells enter G1/S/G2 cell cycle, cell shows an increase in cell size, chromatin de-condensation is seen. Cell division occurs rapidly, generating effector cells of either T or B lymphocytes. Effector T cells include Th1, Th2 and T regulatory, as well as T cytotoxic cell and memory T cells. On the other hand, effector B cells include plasma cell and memory B cell. T and B cell effector functions: B cell response to T-dependent protein antigen results in germinal centres formation in B cell areas of lymph nodes, and specialized processes such as Ig class-switching, somatic mutation and affinity maturation, memory B cell and plasma cell generation take place there. Emerging form germinal centres are somatically mutated and class-switched B cells, which no longer just produce IgM. Memory B cells are long-lived, resting and re-circulating cells, responsible for immunization part which helpto generate rapid and vigorous immune response on second encounter for that specific antigen. Plamablast cells migrate to other sites such as bone marrow, and become plasma cells, producing large amounts of secreted antibody. Some of which can live for long periods. The effector functions of B cells refer to what antibodies do after their contact with the antigen. The antibody effector functions include neutralization, complement fixation (IgM, IgG1/2/3), oposonization and antibody dependent cel l-mediated cytotoxicity. In contrast, T cell effector functions differ significantly from B cell effector functions. Antigen presenting cells present peptide via MHC which can either interact with CD4+ or CD8+ T cells. Helper T cells are defined by the cytokines they produce. Naà ¯ve CD4+ T cells (Th0), on interaction with APC, can differentiate to Th1 or Th2 cells, depending on the cytokine environment. Th1 cells co-ordinate inflammatory immune responses to intracellular pathogens while Th2 cells help B cells to make antibodies required for immune responses to extracellular pathogens, this is known as humoral immunity. Th1 and Th2 cells both act to promote the generation of more leukocytes. Besides Th0/Th1/Th2, other CD4+ T cell subsets exist (Zhu J et al., 2010). Resting T cells can differentiate into activated helper T cell, as well as activated cytotoxic T cell (CD8+ T cell). Initially, CD8+ T cells interact with potential target cells via low affinity/non-specific interactions between adhesion molecule s on the T cell (LFA-1 and CD2) and the target cell (ICAM1, ICAM2). This interaction has no effect on the cytoskeleton of the T cell and is a transient interaction unless recognition of specific peptide:MHC complexes occurs. If peptide:MHC I complex is present, the affinity of the adhesion molecule interaction increases and there is clustering of T cell receptor and associated molecules at the point of contact with the target cell forming the immunological synapse. This also signals for cytoskeletal rearrangements organized by the microtubule organizing complex which focuses the cytotoxic granules of the T cell at the point of contact with the target. Notice here, that T cells, unlike B cells do not produce antibodies against antigens. Granules containing perforin and other enzymes including granzymes are released and induce the activation of the cathepsin pathways in the target cell leading to apoptosis. CD8+ T cells can also kill target cells via the Fas/FasL pathway which also in duces apoptosis (Peter EJ 2007). In conclusion, adaptive immune responses occur when individual lymphocytes capable of responding to antigen proliferate and differentiate to become an antigen-specific effector cells and memory cells. The process of lymphocyte cell cycle progression, proliferation and differentiation in response to antigen and stimuli is known as lymphocyte activation. B cell activation is initiated by the ligation of the B cell receptor (BCR) with antigen and ultimately results in the production of protective antibodies against potentially pathogenic invaders. While naive or memory T cells encounter foreign antigen along with proper co-stimulation they undergo rapid and extensive clonal expansion. In human, this type of proliferation is fairly unique to cells of the adaptive immune system and requires a considerable expenditure of energy and cellular resources.

Media And Democracy

?Media democracy is a set of ideas advocating reforming the mass media, strengthening public service broadcasting, and developing and participating in alternative media and citizen journalism. The stated purpose for doing so is to create a mass media system that informs and empowers all members of society, and enhances democratic values. It is a liberal-democratic approach to media studies that advocates the reformation of the mass media with an emphasis on public service broadcasting and audience participation, through the use of citizen journalism and alternative media channels.A media democracy focuses on using information technologies to both empower individual citizens and promote democratic ideals through the spread of information. [1] Additionally, the media system itself should be democratic in its own construction [2] shying away from private ownership or intense regulation. Media democracy entails that media should be used to promote democracy[3] as well as the conviction t hat media should be democratic itself;[4] media ownership concentration is not democratic and cannot serve to promote democracy and therefore must be examined critically.[5] The concept, and a social movement promoting it, have grown as a response to the increased corporate domination of mass media and the perceived shrinking of the marketplace of ideas. The term also refers to a modern social movement evident in countries all over the world which attempts to make mainstream media more accountable to the publics they serve and to create more democratic alternatives The concept of a media democracy follows in response to the deregulation of broadcast markets and the concentration of mass media ownership. In their book Manufacturing Consent: The Political Economy of the Mass Media, authors Edward S.Herman and Noam Chomsky outline the propaganda model of media, which states that the private interests in control of media outlets will shape news and information before it is disseminated to the public through the use of five information filters. [6] In this way, the construction of the mass media as a for-profit enterprise behaves in a way that runs counter to the democratic ideals of a free press. Media democracy advocates that corporate ownership and commercial pressures influence media content, sharply limiting the range of news, opinions, and entertainment citizens receive.Consequently, they call for a more equal distribution of economic, social, cultural, and information capital, which would lead to a more informed citizenry, as well as a more enlightened, representative political discourse. A media democracy advocates: Replacing the current libertarian media model[clarification needed] with one that operates democratically, rather than for profit Strengthening public service broadcasting Incorporating the use of alternative media into the larger discourse Increasing the role of citizen journalism Turning a passive audience into active participantsUsing the mas s media to promote democratic ideals The competitive structure of the mass media landscape stands in opposition to democratic ideals since the competition of the marketplace effects how stories are framed and transmitted to the public. This can â€Å"hamper the ability of the democratic system to solve internal social problems as well as international conflicts in an optimal way. â€Å"[7] Media democracy, however, is grounded in creating a mass media system that favours a diversity of voices and opinions over ownership or consolidation, in an effort to eliminate bias in coverage.This, in turn, leads to the informed public debate necessary for a democratic state. [8] The ability to comprehend and scrutinize the connection between press and democracy is important because media has the power to tell a society’s stories and thereby influence thinking, beliefs and behaviour. [9] The concept of â€Å"democratizing the media† has no real meaning within the terms of politic al discourse in Western society. Contents [hide] 1 Media ownership concentration 2 Media democracy movement 3 Feminism and media democracy 4 Internet media democracy 5 Criticism 6 See also 7 References 8 Further reading 8. 1 Books 9 External links9. 1 Journals and periodicals 9. 2 Other Media ownership concentration[edit] A key idea of media democracy is that the concentration of media ownership in recent decades in the hands of a few corporations and conglomerates has led to a narrowing of the range of voices and opinions being expressed in the mass media; to an increase in the commercialization of news and information; to a hollowing out of the news media’s ability to conduct investigative reporting and act as the public watchdog; and to an increase of emphasis on the bottom line, which prioritizes infotainment and celebrity news over informative discourse.Cultural studies have investigated changes in the increasing tendency of modern mass media in the field of politics to blur and confuse the boundaries between journalism, entertainment, public relations and advertising. [10] A diverse range of information providers is necessary so that viewers, readers and listeners receive a broad spectrum of information from varying sources that is not tightly controlled, biased and filtered. [11] Access to different sources of information prevents deliberate attempts at misinformation and allows the public to make their own judgments and form their own opinions.[12] This is critical as individuals must be in a position to decide and act autonomously for there to be a functioning democracy. [13] The last several decades have seen an increased concentration of media ownership by large private entities. In the United States, these organizations are known as the Big Six. [14] They include: General Electric, Walt Disney Co. , News Corporation, Time Warner, Viacom, and CBS Corporation. A similar approach has been taken in Canada, where most media outlets are owned by n ational conglomerates.This has led to a reduction in the number of voices and opinions communicated to the public; to an increase in the commercialization of news and information; a reduction in investigative reporting; and an emphasis on infotainment and profitability over informative public discourse. The concentration of media outlets has been encouraged by government deregulation and neoliberal trade policies. In the United States, the Telecommunications Act of 1996 removed most of the media ownership rules that were previously put in place. This led to a massive consolidation of the telecommunications industry. Over 4,000 radio stationswere bought out, and minority ownership in TV stations dropped to its lowest point since 1990, when the federal government began tracking the data. Media democracy movement[edit] Several activist groups have formed on both local and national levels in the United States and Canada in response to the convergence of media ownership. Their aim is to spread awareness about the lack of diversity in the media landscape, and direct the public to alternative media. Additionally, these groups press for political solutions to the FCC in the United States and the CRTC in Canada to â€Å"oppose any further media consolidation.† [15] In the United States, the non-profit Media Access Project is a public interest law firm that advocates media democracy by â€Å"protect[ing] freedom of expression, promote[ing] universal and equitable access to media outlets and telecommunications services, and encourag[ing] vibrant public discourse on critical issues facing our society. â€Å"[16] The group has raised numerous concerns with the neoloiberalization of media in the United States in recent years, particularly with regards to media ownership, net neutrality laws, and access to the wireless spectrum.In Canada, OpenMedia.ca is a similar group that promotes media democracy by encouraging open communication systems through online campaigns, events, and workshops. In particular, the group's â€Å"Stop The Meter† campaign to petition against proposed usage-based billing was the largest online appeal in Canadian history. [17] Feminism and media democracy[edit] Though the model aims to democratize the opinions expressed within the mass media as well as the ownership of media entities themselves, feminist media theory argues that the media cannot be considered truly inclusive or democratic insofar as they rely on the masculine concepts of impartiality and objectivity.[18] Creating a more inclusive and democratic media would require reconceptualizing how we define the news and its principles. [18] According to some feminist media theorists, news is like fictional genres that impose order and interpretation on its materials by means of narrative. [19] Consequently, the news narrative put forward presents only one angle of a much wider picture. [19]It is argued that the distinction between public and private informatio n that underpins how we define valuable  or appropriate news content is also a gendered concept. [19] The feminist argument follows that the systematic subversion of private or subjective information excludes women's voices from the popular discourse. [19] Further to this point, feminist media theorists argue there is an assumed sense of equality or equalness implicit in the definition of the public that ignores important differences between genders in terms of their perspectives.So while media democracy in practice as alternative or citizen journalism may allow for greater diversity, these theorists argue that women's voices are framed within a masculine structure of objectivity and rationalist thinking. [20] Despite this criticism there is an acceptance among some theorists that the blurring of public and private information with the introduction of some new alternative forms of media production (as well as the increase in opportunities for interaction and user-generated content ) may signal a positive shift towards a more democratic and inclusive media democracy.[21] Some forms of media democracy in practice (as citizen or alternative journalism) are challenging journalism's central tenants (objectivity and impartiality) by rejecting the idea that it is possible to tell a narrative without bias and, more to the point, that it is socially or morally preferable. [22]Internet media democracy[edit] The World Wide Web, and in particular Web 2.0, is seen as a powerful medium for facilitating the growth of a media democracy as it offers participants,† a potential voice, a platform, and access to the means of production. â€Å"[23] Because the web allows for each person to share information instantly with few barriers to entry across a common infrastructure, it is often held up as an example of the potential power of a media democracy. The use of digital social networking technologies to promote political dissent and reform lends credibility to the media de mocracy model.This is apparent in the widespread protests in the Middle East and North Africa known as the Arab Spring where social media sites like Facebook, Twitter, and YouTube allowed citizens to quickly connect with one another, exchange information, and organize protests against their governments. While social media cannot solely be credited with the success of these protests, the technologies played an important role in instilling change in Tunisia,[24][25] Egypt,[26][27] and Libya.These acts show a population can be informed through alternative  media channels, and can adjust its behaviour accordingly. Criticism[edit] Critics of media democracy note that in order for the system to function properly, it assumes each member of society to be an educated and active participant in the creation of media and exchange of information. In countries with a high illiteracy rate, for example, it would be next to impossible for average citizens to take part and fully engage with media, and adjust their behaviour accordingly in society.[28] Instead of promoting democratic ideals, this would in turn fracture society into an upper-class that actively participates in creating the media, and a lower-class that only consumes it, leaving individuals open to the manipulation of information or media bias. This is not far from Nancy Fraser’s critique of the Habermasian public sphere, with regards to the bracketing of personal inequalities. [29] There is also a problem when trying to blend the role of journalists and traditional journalism within the scope of a media democracy.Although many media outlets are privately owned entities, the journalists whom they employ are subject to intense training, as well as a strict code of ethics when reporting news and information to the public. Because a media democracy relies heavily on public journalism, alternative media, and citizen engagement, there is the potential that all information exchanged be treated as equal by the p ublic. Not only would this negatively effect an individual's agency in a democratic society, but run counter to the notion of a free press that serves to inform the public.

Language Learning & Teaching

‘Mother tongue’, ‘first language’, or ‘L1’ is the language that the child usually learns first by the process of interacting with the parents, family members and the society.   This language is usually not acquired by the process of formal education.   It is passed on from one generation to another by the process of interaction and communication.   It is important to know that the first language of the individual need not always be the dominant language.   For example, if the family relocates from one place to another, then there would automatically be a shift in the dominant language of the child, as the language for social communication would also change.   Suppose a child has very good skills at learning the first language, automatically the skills for learning the second language would be good, as it suggests various cognitive functions required for learning the language (such as thinking, memory, etc).   On the other hand, if th e child develops poor skills at learning the first language, automatically he/she would find it difficult to learn the second language and even others (Clark, 2000).‘Second language’ or ‘L2’ is a language that is different from the first language and is usually acquired by the process of formal education in school.   Usually, the second language is a language other than the first language or the mother tongue.   As in several parts of the world, a greater amount of importance is given to English, which has been the basis for international communication. A lot of research is being conducted to determine the manner in which the second language could be acquired, learnt and retained.   In some parts of the world, the second language is beginning to dominate the first language.   This is because of the greater amount of use of the second language in international communication, corporate sector and as a medium of instruction.   The term second languag e was given as it initially suggested the level of comprehension, understanding and the fluency of an individual with that particular language in comparison with the first language (Clark, 2000 & Ellis, 1994).  Hylenstam (1992) conducted a lot of research to determine the manner in which the second language and the first language skills were acquired and retained.  He found that after the age of 7 years, the child often found it difficult to learn a second language and obtain the skills required as good as that of the first language.   The individual frequently demonstrated a lot of grammatical errors whilst using the second language, after it was acquired following the age of 7 years (Clark, 2000).   However, research conducted by Hylenstam and Abrahamsson (2003) also found that that there was no exact cut-off period at which an individual would find it difficult to learn the second language, and term it as good as the first language.   Even during adulthood, the second l anguage skills could be acquired as good as before the age of 7 provided the individual made an effort and was motivated to learn and acquire the second language (Clark, 2000).Usually, in each and every nation of the world, the child would be learning two languages.   The United States is one of the few nations in which the children would be usually learning one language that is English.   According to Cummins, learning a second language did not affect the development of the child.   However, social interactions helped in development.   Studies based on cognitive functioning and learning abilities have demonstrated that during the phase of mental growth and development, there was no negative effect if the child learnt one language or two.   Children were able to learn a second language easily and utilise it in the same manner as the first language for communication, questioning, thinking and socialising.   All the knowledge gained from the first language could easily be transferred and utilised in the second language by the child (Clark, 2000 & Ellis, 1994).Children cannot learn a second language within a definite period of time.   Strong evidence is currently not available to suggest that children can learn a second language within a short period of time.   Evidence is also currently not available to demonstrate that children would be learning a second language faster than the adults (Clark, 2000 & Ellis, 1994).During the process of learning a second language, the child may experience several problems including improper pronunciation, not able to use grammar appropriately or poor comprehending capability.   It is important to note that several factors such as environmental, learning facilities, educational, ability to socialise, age, sex, motivation, personality type etc, play an important role in the second language development of the child.   It is for this reason that some children learn second language faster, whilst others take a long er time (Clark, 2000 & Ellis, 1994).One of the important factors that need to be considered for acquiring a second language is the age of learning.   This plays an important role compared to several other factors including motivation, cultural circumstances, opportunities etc.   The child should also get a positive response from others whilst learning the second language.   In the native home, some children may find it difficult to learn a second language.   Children whilst learning the first and the second language usually have similar attitudes.   In learning the first language, the child would usually do so at a younger age, and hence the complications and the fear of making mistakes are lesser.   The second language learning age is usually higher than the first language, and hence the complications and the fear of making mistakes are usually present.   Children tend to use the native pattern of pronouncing words (Clark, 2000 & Ellis, 1994).In 1995, Collier was able to demonstrate that even adolescents and adults had some amount of competence in learning a second language.   Children do have the cognitive competence of learning languages and this would enable them to learn and retain a language better than an adult.   A few researchers have contradicting views about the second language learning.   They feel that once a second language is learnt within a very short period of time and at a very young age, then the skills initially acquired of the first language is lost (Bialystok & Hakuta, 1994).   Some of these researchers hence feel that the second language should not be introduced at a very young age to children and hence both the first and the second language need to be imparted (McLaughlin, 1973).Once the first or the second language is learnt, the outcome is usually different.   For example, once the first language is learnt, due to the interactions between the society, parents and family, the fluency and the comprehension improv es compared to the second language.   It may be equally difficult for learning either the first language or the second language, but the role of variables is even greater for the second language (Clark, 2000 & Ellis, 1994).For learning the first and the second language, it is very important that an environment conducive for learning exists.   Communication between the parents, family, friends and society is very important.   The cognitive ability can be developed and the language skills could be improved through positive interactions in the language.   The child should be allowed to express themselves freely with the parents.   The language learning process should be enabled through positive interactions between the parents and the child.   The existent language base and real-life situations play an important role.   The child should be able to use the language at the school, home or in social settings.   The child should be able to use and develop both the languages equally.   For example, some children may not be able to use the second language at home due to inability of the family members to understand it.Besides, some children may also find it difficult to use the first language in school, as they may have another language as a medium of instruction.   This may hamper the learning process.   It is important that the child uses the languages in many instances as possible so as to develop the skill and the knowledge required.   Whilst learning the first and the second language, formal education would only be playing a passive role.   The main ingredient for the success at developing skill in a new language is positive interactions and usage of that language (Clark, 2000 & Ellis, 1994).Some children may find learning a second language a very tedious task.   Especially those children, who have problems in learning the first language, often develop similar problems in learning the second language.   For learning the language, such problems frequently develop as it is very important that the child develops strong relationships with the parents so that such problems can overcome patiently and gradually.   The use of the second language at home should in no manner affect the cognitive development and the learning process.New experiences with the second language and the use of new ideas would definitely help in improving the cognitive processes.   It is frequently seen that once the cognitive development has occurred with the first language, the same skills could be utilized in attaining the skills required for the second language.   Frequently, children who have developed tremendous skills with the first language (due to the cognitive advancement) may find it very easy to learn a second language.   Studies have even demonstrated that children able to excel in the first language may do equally well with the second language (Clark, 2000 & Ellis, 1994).Reading is another area in which the child should deve lop a habit in order to gain competence of the second language.   It helps to improve comprehension, understanding, thinking, flow of ideas, creative expressions, memory etc.   Usually, the first language is learnt through day-to-day communication and the second language is learnt through reading.   However, both communication and constant reading are required to develop skills in learning the language.Thus it can be said that development of the first language would in fact supplement the learning of the second language.   Positive interactions with family, parents, friends and society would help in developing skills with the second language.   Besides, reading would also aid in language development.   The manner in which the first and the second language is learnt is much similar to one another.   It need not always be that the first language dominates the second language.   The dominating language usually depends on the culture the child is exposed to.   In child ren below the age of 7 years, the process of learning the second language is much easier. In adults and adolescents, motivation plays a very important role in second language acquisition.References:Clark, B.A. (2000), First- and Second-Language Acquisition in Early Childhood. [Online], Available: http://ceep.crc.uiuc.edu/pubs/katzsym/clark-b.html, [Accessed: 2007, December 31].Ellis (1994). Differences between L1 and L2 acquisition. [Online], Available: http://homepage.ntlworld.com/vivian.c/SLA/L1%20and%20L2.htm, [Accessed: 2007, December 31].Klein, W., & Jankowski, B. (1986), Second Language Acquisition, Cambridge University Press, Cambridge.NWREL (2003). Overview of Second Language Acquisition Theory. [Online], Available: http://www.nwrel.org/request/2003may/overview.html, [Accessed: 2007, December 31].

Influences on Behavior and Psychological Disorders...

Bipolar Disorder Outline PSY/103 Bipolar Disorder Outline I. Introduction A. Bipolar Disorder Common Behaviors †¢ Start your study assignment by reading the directions for the assignment cautiously so that you undoubtedly understand your instructor’s hopes. B. How The Bipolar Disorder Affects sleep, psychoactive drugs or mediation, and hypnosis on a person. C. How the disorder affects memory. †¢ Genetic Influences †¢ Memory Misrepresentations D. Character Theories †¢ Psychodynamic speculation †¢ Social-Cognitive speculation E. Therapies utilized to treat bipolar disorder †¢ Cognitive behavioral treatment†¦show more content†¦Such researches, yet, do not give information on which or how many genetic materials are involved† (Mental Health, 2009). †¢ Organic Influences ââ€" ª Genetic Factors Hereditary (plays a part in the conduction of vulnerability) ââ€" ª Every age group is affected mutation (an only mutation has all to say concerning whether one will get the disease). â â€" ª Bipolar Disorder is not infectious It cannot be pass on from one person to another It is besides known as hectic-sadness is a psychological sickness †¢ Memory Distortions ââ€" ª Genes little and lasting memory ââ€" ª Lithium ordinary memory distortions ââ€" ª Swiftness of information dispensation ââ€" ª Craze psychological elasticity D. Personality theories: †¢ Psychodynamic assumption- highlights the influence of the insensible mentality and childhood experiences on character. †¢ Societal-Cognitive assumption: This viewpoint says that every one of us has a distinctive individuality as we have individual histories of interactions with the surroundings and since we think about the world and understands what happens to us. E. Therapies used to treat bipolar disorder: †¢ Cognitive behavioral therapy in bipolar disorder: Based on the thought that what we imagine influences our outlooks andShow MoreRelatedMental Health For Children And Adolescents2684 Words   |  11 Pagesconsider formative standards, the developmental status of the adolescent, and the way that psychological health issues for this populace are implanted in family, associate, and peer connections. Mental Health in Adolescents Everywhere you turn mental health is the talk of the world. 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Case formulation can be described as the process of using sound theoretical frameworks to organise interview data, observational data andRead MoreThe Role of the Environment in Personality Development of Children2968 Words   |  12 PagesAbstract Various components influence the overall development of children. It is not simply the society in which each child is born and lives but certain and identifiable parts of the society. Although every aspect of child development involves genetics, environmental factors contribute significantly in the personality development of children. Subcultures of race/ethnicity, economic status, faiths/religion, and locality/region, in addition to particular groups such as friends and family distinctlyRead MoreCapstone Project9055 Words   |  37 Pagescontribute to premature death. Physical activity is determined to be an important factor in improving the quality of life as well as quantity of life for these patients. The main point in my research was to show how the mental health nurse can influence the patient’s perspective of physical health as well as support it by promoting the physical activity and assisting the patient in identifying ways to incorporate physical health in their daily routines. In the first article the argument is madeRead MoreA Case Study Of A Client Case Of Recurring Attention Deficit Hyperactivity Disorder ( Adhd )2837 Words   |  12 PagesThe objective of this paper is to present a case study of a client, J.W., who was seen at Mazique Pediatric PC with a chief complaint of recurring attention deficit hyperactivity disorder (ADHD) -like symptoms and behavior changes. J.W. was first diagnosed with attention deficit hyperactivity disorder at age seven. The management process of his condition will include literature review regarding ADHD, epidemiological data, nursing and medical diagnoses with plans, treatments, evaluation with possible

Justified - Madisons Decision To Change US Foreign Policy...

Is it wrong for a president to do what he thinks is best for his country? As a young nation – which just finished a costly war – could America afford to get involved with another conflict with nations more powerful than itself? Madison – like Adams and Jefferson – had to deal with Washington’s foreign policy. Unlike the other presidents, Madison felt like the foreign policy wasn’t right; so he changed it from isolationism to intervention. The previous foreign policy – known as isolationism – meant that America had to try to stay out of disputes between opposing countries. After Madison changed America’s policy, it became known as intervention: America’s duty was to stand up for itself. Madison did a lot of things before changing the†¦show more content†¦Even though he tried peacefully to end the seizing and impressing, isolationism was not an option. As president, Madison had to decide what options he had next; he could have either keep trying to make a deal, and keep getting attacked, or he could have declared war to show that as a nation, we were willing to protect the security of our citizens. Additionally, as president he had duties to keep; he had to protect the people and he also had to demonstrate that we would stand up and fight if it was necessary. We would not give up easily. The idea that diplomacy wasn’t a logical idea is closely linked to how Britain wanted to undermine our newly formed country. This reveals that the British in Canada secretly aided the Native Americans; they wanted revenge since we were not siding with one side. While some Americans were travelling west to unclaimed territory, Native Americans attacked them (COULD IT WORK IN THE PASSIVE VOICE?). After some state officials examined the battlefield, the noticed that â€Å"Indians attacked an American army, and British guns were found on the battlefield†(â€Å"War of 1812, Mr. Madisonâ€℠¢s War†). Perhaps Britain was taking advantage of how young of a nation we were. Maybe they wanted to push us because they saw us like a child that they could push around. They were wrong. They were too blind to see that we were willing to protect ourselves; we were willing to become a respectedShow MoreRelatedNational Security Outline Essay40741 Words   |  163 PagesREALITIES IN THE VIETNAM DEBATE, Robert F. Turner 97 JNM: Morality and the Rule of Law in the Foreign Policy of the Democracies 100 Notes on DA Koplow: assignment 12 104 CHAPTER 1: National Security Law and the Role of Tipson 1NATIONAL SECURITY AND THE ROLE OF LAW (Tipson) Goal Clarification: What is National Security? -National Security - Possible Definitions (Difficult to define) -Safety from foreign coercion or intimidation -UN Charter Article 2(4) - prohibition against â€Å"the threat orRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesIndividual Decision Making 165 Motivation Concepts 201 Motivation: From Concepts to Applications 239 3 The Group 9 10 11 12 13 14 15 Foundations of Group Behavior 271 Understanding Work Teams 307 Communication 335 Leadership 367 Power and Politics 411 Conflict and Negotiation 445 Foundations of Organization Structure 479 v vi BRIEF CONTENTS 4 The Organization System 16 Organizational Culture 511 17 Human Resource Policies and Practices 543 18 Organizational Change and Stress

Motorcycle Industry Analysis - 1271 Words

The Motorcycle Industry Definition Motorcycles fall into the category called Recreational Vehicle, Motorcycle and Boat Retail Industry. These are companies that retail recreational vehicles, boats, motorcycles, jet skis, and/or related accessories. In Hoover’s classification, based on the North American Industry Classifications System (NAICS) and the older U.S. Standard Industrial Classification (SIC) system, motorcycles fall under a smaller subcategory called Motorcycle, ATV, and Personal Watercraft Dealers Industry. This U.S. industry comprises establishments primarily engaged in retailing new and/or used motorcycles, motor scooters, motorbikes, mopeds, off-road all-terrain vehicles, and personal watercraft, or retailing these†¦show more content†¦Indian closed down production and distribution in 1953. The late 1950s and early 1960s saw the first influx of low-priced, smaller Japanese motorcycles and scooters into the United States. Honda began U.S. distribution of its products in 1959, with the slogan, You meet the nicest people on a Honda, to combat the negative image associated with the sport. Yamaha starting selling motorcycles in the United States during 1960; Suzuki followed in 1963; and Kawasakii joined the competition in 1967. BMW opened a U.S. distribution arm in 1975, incorporating in New Jersey. Harley-Davidson ended years of private ownership in 1965 with a public offering of its stock, and eventually merged with industrial giant AMF in 1969. The oil crisis in the 1970s prompted the popularity of the smaller motorcycles, mopeds, and scooters that were made primarily by Japanese manufacturers. Dealers sold vehicles to those interested in conserving gas and finding cheap transportation. Harley-Davidson s market share, already dropping, was further threatened by Honda s 1969 entrance into the heavy and super heavyweight segment of the market. By the late 1970s Harley-Davidson faced severe production quality problems in addition to stiff competition. A management buyout in early 1981 set the course for the company s revitalization. It was protection under higher tariffs however, recommended by the International Trade Commission that helpedShow MoreRelatedHarley Davidson And The Motorcycle Industry1358 Words   |  6 PagesArthur Davidson created their first Harley- Davidson in their family building. Harley-Davidson and the motorcycle industry wasn’t a big company until after the Second World War. Many people rode moto rcycles during the war, with Harley-Davidson themselves becoming the major supplier not only for the U.S. military but other allied forces as well during this time. Many veterans chose to purchase motorcycles upon returning home, as they enjoyed riding during the war and wanted to continue riding in theirRead MoreHarley Davidson Analysis Report: Solvency and Profitability1435 Words   |  6 Pages| Harley-Davidson, Inc. | Analysis Report: Solvency and Profitability | | | | Introduction: The purpose of this analysis report is to discuss the solvency and profitability of Harley-Davidson, Inc. (HOG) and formulate a measurement for is financial standing and profitability by comparison to the Industry in which it resides. Solvency is determined from data collected in the 2012 SEC Harley-Davidson, Inc. 10K report, and calculated based upon the solvency ratio; Solvency equals AfterRead MoreHarley Davidson External Environment1632 Words   |  7 PagesThe major forces for change in the external environment of motorcycles industry are political, economic, social-cultural, technological, environmental and legal factors (Cadle, Paul, Turner, 2010). 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Harley is one of the survivor à ¶In 1941, World War II, Harley-Davidson produced more than 90,000 motorcycles à ¶In 1947, Harley-Davidson added additional facilities in Milwaukee because demand for motorcycle exploded after the World War II à ¶In 1953, Indian closed and Harley-Davidson was the king of the

Health Is Wealth free essay sample

According to the Concise Oxford English Dictionary, 11th edition, health means no illness or injury; the ability to cope with everyday activities; and a good mental and physical condition. The World Health Organisation (WHO) defines health as a state of complete physical, mental and social well-being and does not only consist of the absence of diseases and infirmities. On the other hand, wealth is defined as abundance of valuable possession. Having said that, what I mean when I say health is wealth is our state of complete physical, mental and social well-being is our most abundant and valuable possession. Health is wealth simply because a healthy life is life in all its abundance, joy and fullness. Without health, life would be full of anxiety and fear towards diseases and injuries. With health on our side, life automatically seems to be full of happiness and laughter, and this will actually promote optimism in one’s mind-set. I will post the results of this after a month. (: HEALTHY LIFESTYLE = BETTER PERSON Specific Purpose: To persuade my audience to watch out for their action, specifically their sleeping schedule, what they eat and their health. Central Idea: Most of us tend to get lazy with what we are doing and feel so negative about certain aspects of their life. This is why we should strive to live a better life by improving our habits. Introduction I. (Attention Getter) â€Å"Ugh, I hate the way I look, I hate feeling like this. Everyone is justbugging me. What’s wrong with me? † II. (Audience Adaption) Have you ever felt this way and wondered why you do? Do you wish you can live a better life than you do right now? III. (Purpose) I am going to help you all realize why you might feel like this and provide you some ideas for how you can improve your behavior. By doing so, you will feel a whole better than you do now. IV. (Preview) Today, I will persuade you all to make the decision to live a better and healthier lifestyle so you can forget about all of your negative feelings. A. First, I will convince you to start watching out for what you eat. B. Second, I will encourage you to start becoming physically active. C. Finally, I will urge you to watch out for your sleeping schedule. TRANSITION: The saying â€Å"you are what you eat† is true to some extent. Body I. What you eat really affects the way you live. A. Healthy foods like fruits and vegetables are very beneficial to your mind and body. All of the following are from Sharon Zoumbaris’s book Nutrition: 1. Proteins are the building blocks of our body, meaning they repair muscle, bone and tissue damage. They also help out your hemoglobin, or the part of the red blood cell that carries oxygen around the body and provide you some energy. You can find protein in fish, meat and eggs. 2. Carbohydrates provide energy for the brain and muscle cells, so it really helps out with our cognition. This can be found in potatoes and rice. 3. Vitamins help prevent certain diseases. There are Vitamins A, B, C, D, and E. Fruits and vegetables contain vitamins since they are the most natural. 4. Water is the most important nutrient of all. It helps us function, cool body temperature, urinates wastes away and makes up part of our blood. B. Junk food should not be consumed as much as they are today because of their lack of nutritional value. 1. Also according to Sharon Zoumbaris’s book Nutrition, you are consuming empty calories, fats, sugar, and they lack nutrients, fiber and protein. This could be the reason why people feel the way they do about themselves, they are not getting the energy they need and not reaching their potential body mass. Excessive consumption of junk food can lead to obesity, diabetes and other diseases, which is not good for our health. TRANSITION: If you continue to follow that habit, just wait and see what will happen to your body. II. Engaging in physical activities also plays a huge role in how you act. A. According to Laura Larsen’s book â€Å"Fitness and Exercise Sourcebook,† 60% of the world population is estimated to not get enough physical activity to achieve recommendation; however exercising has many health benefits for everyone. 1. Everyone should exercise so they do not gain weight and stay in shape. In Tracey Tsang’s article â€Å"Kung Fu Training Improves Physical Fitness Measures in Overweight/Obese Adolescents: The ‘Martial Fitness’† she conducted an experiment on overweight adolescents compared to sham exercise like Tai Chi. They hypothesized that this will help them reach their peak and max aerobic capacity, muscle strength and endurance. b) Most traits that were recorded improved on most of the participants: Improved muscle strength and reached cardiovascular fitness 2. Health risks such as cancer, high blood pressure and stroke will be reduced from engaging in physical activities. It is recommended for everyone to exercise at least half an hour every day. B. As you keep exercising, you feel even better about yourself and everything around you. 1. You feel what they call â€Å"the runner’s high,† meaning your endorphins, or neurotransmitters in your brain, are released during exercise. 2. Endorphins push someone to keep going on with their exercise even though they are exceeding their limit. 3. They release epinephrine, serotonin and dopamine; all are chemicals in your brain that contributes to adrenaline, motivation, and well-being. First I explained why you should eat more healthy food rather than junk food and then explained why you should start working out regularly, now I will tell you about the importance of sleep. III. The amount of sleep we get really affects our behavior throughout the day. A. According to S. Chokroverty’s article â€Å"Overview of Sleep and Sleep Disorders,† sleep is defined as â€Å"the behavior of the person while asleep and related physiological changes that occur to the waking brain’s electrical rhythms in sleep. † B. In Kate Crowley’s article â€Å"Sleep and Sleep Disorders in Older Adults† in the Neuropsychology Review, patients with sleeping difficulties report decrease quality of life as well as higher rates of depression and anxiety. 1. We have a Circadian Rhythm, which is our biological clock in our hypothalamus, or a part of our brain, to let us know how long we should stay awake and asleep. Disruption of this rhythm could cause negative feelings. 2. Sleep is meant to restore the mind and body, so if this gets disrupted, you will feel sluggish, won’t think straight and also cause negative feelings. Sleep has two states: Non-Rapid Eye Movement and Rapid Eye Movement. 1. NREM is the slow-wave sleep, which accounts for 75-80% of sleep time. 2. REM is deep-sleep, letting us know we really fell asleep. 3. Sleep comes in many stages with the states occurring for about 90 to 110 minutes each. This is why we should have eight hours of sleep. Conclusion I. (Summary) Today, I have made my case about why you should live a healthy lifestyle. A. You now understand the effects of your body with healthy foods and junk foods. You have also been urged to start engaging in physical activities every day for thirty minutes. C. Lastly, you now have the knowledge about a good night’s sleep. II. (Motivation) I understand that not everyone has the time to do these things, especiallycollege students. But in the end, your health is more important than anything because thatis your driving force to doing things you can do. A. Start by setting your priorities straight: Figure out what’s most important to you first and then the less important things. For instance school and family is your top priority but you still want to go to the gym so you can stay fit so you find time to go around your other priorities. B. Use your planner! It will seriously save your life. You can set your priorities straight by using it so you know exactly what to expect that same day, week or month. Give yourself time to do your planned activities in a certain time period so you can sleep at the end of the day for the recommended time. C. Lastly, just know there are no excuses for why you should not care about your health. You will become sick if you completely neglect it so always think about that. Think about the consequences if you do not take care of yourself, it is not a great feeling. III. (Closing Statement) You will feel a lot better about yourself and everyone else around you when you take care of yourself. Next time, just watch out for your habits and I will guarantee you will appreciate everything you have done for yourself. Healthy Lifestyle Living a healthier life can not only extend your life, it can also improve the quality. Feeling physically better and having control over your own life can greatly increase your mental health as well. Although there are some aspects of physical and mental health that are beyond an individuals control, there are many things that people can do to improve their quality of life. Some things that can help people reach this goal is nutrition and meal preparation, exercise and physical fitness and maintaining regular check ups with doctors. Our bodies, like cars, need fuel to run. And like cars, the quality of the fuel that we use can affect our performance. Making sure that you are giving your body all the fuel it needs and the best quality fuel you can will improve how your body runs and feels. Our fuel comes from food and the nutrients that food provides. A number of government agencies in the United States (including the Food and Drug Administration [FDA], Department of Health and Human Services, and Department of Agriculture) have spent years researching proper nutrition and developing guidelines for food intake. They have come up with seven general dietary guidelines for healthy adults. These seven general guidelines are Eat a variety of foods to get the energy, protein, vitamins, minerals, and fiber you need for good health. Maintain a healthy weight, This can lower your chances of having high blood pressure, heart disease, a stroke, certain cancers, and the most common kind of diabetes. Choose a diet low in fat and cholesterol; this can lower your risk of heart disease and certain types of cancer. A diet low in fat can also help you maintain a healthy weight. Choose a diet with plenty of vegetables, fruits, and grain products. These types of food provide needed vitamins, minerals, fiber, and carbohydrates, and are generally lower in fat to help you maintain a healthy weight. Use sugar in moderation, sugar has many calories and few nutrients and can contribute to tooth decay. Use salt in moderation, this helps lower your risk of high blood pressure. If you drink alcoholic beverages, do so in moderation. Alcoholic beverages supply calories, but little or no nutrients. Drinking alcohol is also the cause of many health problems and accidents and can lead to addiction. While having a healthy diet can improve your overall health, it is important to remember that even healthy foods can sometimes make you sick if they arent prepared properly. Foods that havent been cleaned, stored, or cooked properly can become home to bacteria and viruses that can make you sick. Buy fresh products that have been stored properly. Many products such as dairy (milk, eggs, yogurt, and cheese), meat, poultry, and fish have a sell-by date printed on the label. Check the sell-by date on products before buying stores should not be selling products that have expired (and you should not be buying them) because it means the food may be starting to spoil. Similarly, dairy products and meats should be stored in refrigerated or frozen sections to prevent spoiling. Dont buy a product if it looks like it has been sitting out or doesnt appear fresh. When buying raw fruit and vegetables, buy the freshest available and wash them before eating; Dont choose fruits or vegetables that are starting to mold, and remember to wash them when you get home and before you eat them. Even if your food comes from a store that is clean or in a package that says pre-washed, you dont know who or what has touched them before you. Dont buy food, drinks, or medicines if the packaging has been damaged. While a slightly crushed box of cereal may not be cause for alarm, in general you dont want to buy packaged foods that have been damaged. Some types of food, for example canned or jarred foods, may start to spoil if the can or lid is dented. And sometimes people tamper with foods (or medicine) in the stores. A good rule of thumb is to never buy something if the package has already been opened. Exercising and staying physically fit are an important part of maintaining your health. Proper exercise and fitness can improve your health in many ways. It can: Improve the health of your heart and lungs (which lowers your chances of heart disease), Lower your cholesterol and blood pressure (which lowers your chances of heart disease, stroke, and other chronic diseases), Maintain your weight (which lowers your chances of heart disease, stroke, and other chronic diseases), Improve your strength and flexibility (which makes daily activities easier and lowers your chance of osteoporosis, broken bones, pulled muscles, and other injuries) and Improve your mental health (by lowering anxiety and depression and increasing feelings of control and well-being). The type of exercises you do and how often you do them can vary greatly from person to person, but all healthcare professionals agree that exercise is beneficial to everyones health. There are many different kinds of exercise (walking, running, swimming, dancing, and weight lifting, to name just a few), but three basic types of exercise. A good exercise program will include some combination of all three of these types of exercise; Cardiovascular exercise improves and strengthens your heart, lungs, and circulation and helps people lose weight. Cardiovascular exercise is any type of exercise that raises your heart rate to a target zone (determined by your age, weight, and health). Some of the most commonly discussed types of cardiovascular exercise include running, aerobics, bicycling, walking, and stair climbing, but could also include dancing, skating, skiing, martial arts, tennis, or any type of exercise that raises your heart rate. Strength training helps you by making you stronger and giving you better endurance (so you can do things longer). This makes day-to-day activities easier and reduces your chances of injury. While many people think of weight lifting when they hear strength training, there are many different types of exercises you can do to improve your strength (and you dont have to be a muscle-man or woman to do them. ) Some common strength training exercises include sit-ups, push-ups, and using nautilus machines, strength bands, and free weights. Exercises that increase your flexibility give you greater range of motion in your joints and make your body more supple, again, making day-to-day activities easier and reducing your chances of injury. Many people do specific stretching exercises to increase their flexibility but other types of exercise (such as dancing, yoga, and martial arts) can also improve flexibility. Prevention is the best cure is a popular saying among healthcare professionals. Hello everyone, Could I please get some feedback and revisions? This is a very rough rough draft of my essay. I would like to mention that the focus of my essay is strongly describing my decision making process in why and how I came to choose PT over other health care careers. I noticed that a lot of other peoples essays focused a lot on their actual experience and what they saw at the clinics they worked in, but no description of their actual decision making process vs other careers. Thanks a lot in advance everyone! J Describe your decision making process in choosing physical therapy as a career choice versus other health care careers. Exercise and living a healthy lifestyle is my greatest passion in life. While many of my friends were inside playing video games, I was always outside engaging in physical activity. I felt such a sense of accomplishment from just running to the park or riding my bike around the block. As I got older, I started to play a lot of sports and found such clarity and freedom from it. I believe that being an exceptional physically active individual all my life has led me to firmly want to pursue something related exercise and fitness. During my sophomore year of high school I had the opportunity to shadow a physical therapist at an outpatient clinic. My experience at this facility immensely ignited my interest in physical therapy. The energy and liveliness that I got from the atmosphere was so appealing to me. I loved every single thing from watching patients being stretched out to them running through a series of exercises. I also found the mixture of the patients that came in to be stimulating. There were all types of patients ranging from athletes to elderly people all of which had different injuries. One significant event that I experienced was observing manipulations and strategies performed by the PT. I was very amazed to see that how his bare hands could have such a healing effect. I was in awe because I was so naive to think that injuries were treated by only prescriptions and drugs. After my experience at this clinic, I was strongly certain that PT was what I wanted to pursue. I entered James Madison University knowing that PT was what I wanted to pursue, but also with an open mind to other possibilities. My interest of the human body was greatly augmented by JMU’s unique anatomy department. Their department offered students to work with dried cadavers. It was so surreal to me that I was able to touch and see actual bones, muscles, tendons and organs. I was able to take it to the next level and take a wet cadaver dissection course. My knowledge of the human body went above and beyond of what I expected it to be for an undergraduate student. This whole experience inspired me even more to want to become a physical therapist. However, during the last year to a year and a half I felt a little compromised. I had the opportunity to be a teacher’s assistant for anatomy lab for a couple of semesters. I found myself absolutely loving to teach other people about the human body. I also found an extreme satisfaction and rewarding feeling from it all. At this point, I was strongly convinced that I wanted to become a professor in anatomy. However, I spent more time thinking about it and found that PT was what I truly wanted. Although I loved to teach, I realized that I enjoyed helping people more physically. I also realized that physical therapists have the best of both worlds of being able to teach and help people physically. After graduating from JMU, I felt that I knew of the PT profession on paper but not by experience. The little time I spent observing a PT during high school did not do it justice. My employment at Integrated Sports Medicine and Physical Therapy brought great light to see this profession for what it truly is. This type of medicine is quite different from all others because patients are not simply just given a pill, but with special techniques and strategies applied patients are healed. I adore the fact that the ways PTs are trained and educated to treat patients are extremely holistic and natural. This is something very unique to me that cannot be found elsewhere, and it has ultimately lead me to know that I truly want to be a part of that. I believe that my passion for exercising and living a healthy lifestyle has transformed into something even greater from my journey. I was once focused on wanting to be physically healthy for myself, however I desire to want that for everyone. I am determined to provide all of services help others grow and improve. I firmly believe that physical therapy is what I am called to do. I hope to find and be given the opportunity to pursue it.