Steroids in the World of Sports Essay Example for Free

Steroids in the World of Sports Essay During the 1930s, scientists discovered that anabolic steroids could help the growth of muscle in laboratory animals, which led to abuse of these drugs by bodybuilders and weightlifters and then by athletes in other sports. Ever since the beginning of sports there has been different techniques used in order to gain an edge over opponents. The question that has been most frequently asked is, which of these techniques is considered cheating, and which ones are fair game. The use of steroids is now the most well known form of cheating in recent sports history, and has drove many sports commissioners into a full investigation, that has lead to unique unprecedented punishments. Professional stars must realize that they are huge role models in today’s society, and are influencing young athletes all over the world. Any player in today’s society knows that there is a major punishment for using any kind of performance enhancing drugs. Not only do they get suspended immediately but if and when they return are often booed by fans, and are basically embarrassed in front of the entire league. Since steroids has been such a major subject of late, and such closely watched, I think anyone who tries is just asking for trouble. If an athlete in one of the major sports is caught using performance enhancing drugs there is immediate media frenzy. Many people believe that if your caught using performance enhancing drugs, any accomplishments you made during your career should be erased. You then might ask yourself, what would drive an athlete to risk their playing career by using steroids? Steroids are manufactured to enhance testosterone and are usually taken to build muscle, boost performance, and improve appearance. Often older players use steroids when they are injured because they do not recover as fast as they usually would when they were younger. In sports, size is extremely important, and that extra thirty or forty poun ds will have a major factor in how an athlete will play. One of the biggest problems with performance enhancing drugs is that scientist keep coming up with new drugs that the public doesn’t know about. All of the major sports now drug test their athletes, but since these newly developed drugs aren’t well known there is no way they can regulate the test. We have seen baseball players like Mark McGwire and Jose Conseco admit to the use of a drug called Andro. Andro is now one of the performance enhancing drugs being tested by the league. During the time that Mark McGuire and Jose Conseco were playing not to many people knew about the drug, and was considered to be legal. As the major sports try to put an end to this steroid era, we see some of the biggest stars being linked to steroid use. It is very easy to link this to the amount of teenagers in high school and college that are now using performance enhancing drugs. Over the past decade the percentage of young adults that have admitted to using steroid has almost tripled. Since most of the players being caught are major stars, it is easy for young adults to think all they need to do is take steroids and they’ll have that extra edge. The sport that has been affected most by this steroid era has been Major League Baseball. Ninety-five percent of the people who vote on the Baseball Hall of Fame agree that if a player has been associated with the use of steroids, they would never vote that athlete into the Hall of Fame. This is a very important subject because there have recently been a number of baseball players that would be a lock for the Hall of Fame if they were not linked to steroid use. It is very hard to determine the penalty for these players because nothing like this has ever happened before. Some fans believe that the use of steroids have very little effect in certain sports, and do not understand the big deal. Some have actually suggested making steroids legal, and the athletes can take them at there own risk. Although I think this idea is fascinating, I do not believe I could ever happen. The pressure for players to use steroids would be almost impossible to resist, and would lead to everyone to take them. The style of play in most sports would change from skill and technique to power and strength, which would take away from the beauty of the game. The most important reason they could never legalize steroids in sports is because of the health reasons involved with taking steroids. Steroid use is one of the most controversial subjects in today’s society because of many different reasons. There are so many supplements that are considered to be legal, but there is just as many that are considered to be illegal. Athletes must ask themselves if it is worth it to risk their careers on trying to just get an edge. The problem with this is that most people do not think of the consequences until after they get caught. The most important thing most major league players don’t think about when they use steroids is how it affects young athletes in today’s society.

Minireview of A Study Essay Example for Free

Minireview of A Study Essay Synaptic transmission in vertebrate neuromuscular junctions forms the basis of this study. The communication between neurons in the nervous system occurs largely due to neurotransmitter release at the synapses. Messages on the various significant nervous system functions are coordinated through the synaptic junctions and the release of neurotransmitters. Ryanodine receptors are found in the somata of the Purkinje cells, basket cells and pre-synaptic terminals of specific synapses and terminals of basket cells. Calcium in the extracellular fluid triggers the neurotransmitter release. Now it is understood that pre-synaptic stores could participate in this same function. Ryanodine-sensitive stores of calcium also play a role. The quantum is the amount of spontaneous signals occurring in the absence of pre-synaptic action potentials and is equivalent to the release of one neurotransmitter vesicle (Katz, 1969). The action potentials are called miniature currents. For central synapses in the brain, large miniature currents are believed to arise from the release of many neurotransmitter or presynaptic vesicles and in the range of several quanta (Bekkers, 1994). Yoshida’s study (1994) revealed that these multivesicular miniature events could actually be tetrodotoxin-resistant action potentials in the pre-synaptic terminals. Other researchers have tried to explain the phenomenon from another angle, using the presence of intracellular calcium stores in the pre-synaptic terminals. Nakanishi et al localized inositol triphosphate receptors in the neural tissue of the developing and adult mouse brain (1991). These were immunolocalised in the pre-synaptic terminals of the deep cerebellar nuclei and the retina of the eyes. Narita’s studies (1998, 2000) revealed the action of ryanodine-sensitive calcium stores at the frog neuromuscular junctions. It was discovered that agents which influence the ryanodine-sensitive Calcium stores also increased the intracellular Calcium in the pre-synaptic cells and regulated acetyl choline release during high frequency stimulation. Mothet et al (1998) studied the action potentials at the pre-synaptic terminals of the buccal ganglia in Aplysia. They indicated that ryanodine inhibited while the pre-synaptic injection of Cyclic ADP Ribose augmented the action potential evoked release of acetyl choline at synapses. Studies also showed that caffeine with or without ryanodine modifies Calcium stores at the pre-synaptic terminals in autonomic ganglia (Peng, 1996; Smith et al, 1996) and in photoreceptors (Krizaj, 1999). Studies on hippocampal pyramidal cells have shown that Caffeine or thapsigargin influences the frequency of miniature IPSCs. Making an assumption, from prior studies described above, that spontaneous Calcium release from pre-synaptic Calcium stores may provide the synchronisation mechanism that causes multivesicular miniature IPSCs and the fact that such a hypothesis has not been tested systematically previously, the authors have taken up this topic for their study on cerebellar interneuron Purkinje cells. This Study   Methods Experiments were conducted on the sagittal cerebellar slices of decapitated rats aged 10-14 days of age. During the experimental recordings, the slices were perfused in saline containing prescribed concentrations of NaCl, KCl, Na H2PO4, NaHCO3, CaCl2, MgCl2 and glucose with 95:5 mixture of oxygen and carbon dioxide. Experiments were done at room temperature. For tight-seal whole-cell recordings, pipettes filled with a solution of appropriate concentrations of CsCl, MgCl2, HEPESCs, BAPTA-Cs (Molecular Probes, Eugene, Oregon), CaCl2, Na-GTP and Na-ATP and of pH 7.3 were used. Capacitance cancellation and series resistance compensation had been done. Kynurenic acid had been added to the extracellular solution to block the inotropic gluatamate receptors. TTX was present in the solution for all recordings. The calcium free solutions were prepared by leaving out Calcium and adding EGTA Na. Membrane potential was maintained at -60mV and the current was filtered at 1.5-2 kHz. Sampling was done continuously with brief interruptions. Detection and analysis were done using the IGOR-Pro programming environment. In experiments needing a Calcium channel blocker, cytochrome was added to the external solution. The toxin was prepared while the ryanodine was purchased. Testing the Calcium The Calcium in the basket cells were tested using the Two-photon laser scanning Fluorescence microscopy. For studying the action potential-evoked calcium increases, bicuculline was added to the external solution and the calcium sensitive probe Oregon Green was put into the pipettes. Scans were done and pulses were applied at the end of each 8th scan. This was repeated every minute in external solution which contained saline in order to get a baseline. The external solution was then changed to the solution containing ryanodine and recording proceeded for another 15 minutes. Another set of recordings were done with external solution not having calcium but having EGTA Na. The internal solution also had EGTA and Cs instead of K as the main cation. The responses in Spontaneous Calcium transients also were recorded using molecular probes in the external solution. A pseudo line scan was also done. For immunocytochemistry, a rabbit polyclonal anti-serum was raised to the 16 amino-acids found in all mammals. A C terminal cysteine enabled conjugation to haemocyanin. The conjugated peptide was used to immunize rabbits. Then the ELISA confirmed the specificity. The sarcoplasmic and endoplasmic reticulum microsomes derived from the skeletal muscle, cardiac tissue, whole brain and cerebellum were used for immunoblot analysis. Effects of external Calcium concentration. Large amplitude miniature IPSCs in cerebellar Purkinje cells were found sensitive to extracellular Calcium. With calcium free solution, the mIPSC frequency fell suddenly to half the control level. Continued exposure to the low level of external calcium caused the frequency of mIPSC to continue declining but at a slower rate. On washing after this, the frequency recovered and reached its initial level. The amplitude of the mIPSCs on the other hand showed a steady decline all through and no recovery on washing. With high levels of Calcium, the frequency of the mIPSCs increased rapidly and significantly. The change in amplitude varied from no response to a minimal increase. The inference was that Calcium strongly influenced mIPSCs in the Purkinje cells though frequency and amplitude were differently affected. The rapid change in frequency was interpreted as the reaction of intracellular Calcium to external Calcium changes. The slow change in amplitude was considered due to the extracellular influence on the pre-synaptic stores. The prolonged extracellular calcium removal could have caused selective elimination of large amplitude miniature IPSCs. Repeating with a calcium-free solution, many large amplitude miniature IPSCs were seen again. Then there was a sudden drop and then the amplitudes reduced to become concurrent with the control and the IPSCs were also less. The reduction seen when external Calcium was removed was not due to post-synaptic modifications. On returning to the calcium-rich solution, a slight recovery of both amplitude and frequency occurred. Paired Student’s t-tests indicate significant changes in mean amplitude and frequency between mIPSCs recorded during a 3-min control period and after 15–18 min in Calcium-free external solution. 6 sham experiments were also conducted by keeping the slices in Calcium containing external solution all throughout and these showed no obvious change. The time course of decay of the IPSCs was slower in calcium-free external solution when compared to depolarization-induced calcium transients. Effects of elevated intracellular Calcium Elevated intracellular Calcium in the Purkinje cells caused a speedy frequency reduction and a slow increase in amplitude. This sudden fall could not be explained by the intracellular calcium as BAPTA buffered the Calcium in the cells and could not have caused the IPSCs. Effect of the axons in large amplitude miniature IPSCs The immediate slow changes in the amplitude of IPSCs on withdrawal of external calcium for 3 minutes could not be attributed to the delayed removal of external calcium from pre-synaptic release sites. The effect was also not due to local Calcium influx caused by the TTX insensitive axonal depolarization. For the latter test, external Cd,   a non-selective channel blocker, was used. It reduced the action potential-evoked pre-synaptic Calcium transients seen in the axons and pre-synaptic terminals of cerebellar interneurons. The slow changes in amplitude were therefore not connected to rundown or altered post-synaptic receptors or delayed extracellular calcium removal. The only remaining explanation was that multivesicular release under the pre-synaptic calcium stores could have caused the changes in amplitude. The lack of recovery after external Calcium restoration could be due to the slow store refilling of intracellular Calcium when action potentials and subsequent calcium influx are blocked. Rise Time Kinetics The multi-vesicular release also could not completely explain the slow changes in amplitude. Rise time of IPSCs as a function of amplitude was studied after extended external calcium removal. In 6 of the 8 cells tested, the rise time was heterogenous in nature where two subpopulations were concerned. Slower decay kinetics was also noted. A faster rise time was seen in the proximal dendrites and soma. Faster IPSCs were more sensitive to external calcium removal than slow ones and these IPSCs arose at somatic synapses. The origin being multivesicular, synchronisation time must have been in the range of submillisecond. Some IPSCs had slower rise time and decays and were less sensitive to external calcium removal. These IPSCs could be arising from dendrites and could be having synchronisation of 1-4ms. Ryanodine receptors The two photon laser illumination was used to focus on the ryanodine receptors stained with a high-affinity Calcium-sensitive dye, Oregon Green BAPTA-1. Transient rises of Calcium in the stained ryanodine receptors in response to short trains of action potentials were measured. The fluorescence rises were noted. Ryanodine-sensitive Calcium stores are associated with the large amplitude mIPSCs. In the experiment Ryanodine in large concentrations of 100 ÃŽ ¼M blocked the receptors. The response recorded showed that Ryanodine reduced the mean amplitude and frequency of mIPSCs simultaneously. The responses to muscimol were not affected by ryanodine and the researchers assumed that ryanodine had no post synaptic effect. Axonal spots with calcium stores were identified in pre-synaptic terminals by recording responses to short action potentials. The intracellular Calcium fluctuations in response to differing concentrations of external calcium to which small concentrations of ryanodine were added was checked. Repeated scanning in the presence of TTX was done. Spontaneous calcium transients were noted before and after addition of ryanodine. Bright spots of fluorescence were noted at the pre-synaptic terminals. This signified the presence and increase of Calcium at the pre-synaptic terminals. Experiments were then done with small concentrations of Ryanodine 10 ÃŽ ¼M. Large amplitude mIPSCs were recorded. High frequency bursts and amplitudes of the responses were greatly increased. The bursts could reflect the response at multivesicular and monovesicular sites. The histogram comparing the amplitudes in the control and after ryanodine was added showed a significant difference. The spontaneous Calcium transients occur at basket cell axons and their frequency was increased by small concentrations of ryanodine.

Gender Differences In Mathematics Performance

Gender Differences In Mathematics Performance This study investigates gender differences in performance on the mathematics component on the Standard 3 National Assessment in Trinidad and Tobago. Of interest is whether there is a relationship between attitudinal differences regarding mathematics and student beliefs in their mathematical abilities and student gender classification. Results indicate that whereas girls performed better than boys on all categories and all skill areas on the test, the effect sizes were small. The results of a MANOVA with follow-up descriptive discriminant analysis also indicate that while boys and girls did not differ with regard to the perception of the school environment, educational values and goals, and general academic self-concept, they differ significantly on the persistence and mathematics self-concept factors. Girls tend to persist more, but hold lower mathematics self-concept than boys. Keywords: persistence, mathematics self-concept, Caribbean Despite some inconsistencies in results, most of the early studies on mathematics achievement found that boys, consistently scored higher than girls on a number of indicators of mathematical proficiency (Fennema Sherman, 1977; Kloosterman, 1988; Manning, 1998; Peterson Fennema, 1985; Randhawa, 1991, 1994). This study examines the phenomenon in the English speaking Caribbean, specifically Trinidad and Tobago, where girls consistently have outperformed boys, and has become a matter of concern for Caribbean governments and educators (Caribbean Education Task Force, 2000). A review of the literature from the USA and other Western societies on gender and mathematics achievement has revealed an inconsistent relationship between gender and mathematics attainment during the early years of schooling. For example, in a 3-year longitudinal study conducted in the USA that examined the strategies that students in the lower primary grades (grade 1-3) utilized in solving mathematics problems, Fennema, Carpenter, Jacobs, Franke, and Levi (1998) did not find gender differences in the ability to solve mathematics problems in grade 3 (8-10 year olds). They found however significant differences in problem-solving strategies in which girls tended to employ concrete solution strategies like modelling and counting, while boys tended to use more abstract solution strategies that reflected conceptual understanding (Fennema Carpenter, 1998, p.4). However, Tapia and Marsh (2004) contend that up to 1994, measurable gender differences in mathematics scores are apparent only f rom age 13 and since that time, whatever gap existed seems to have disappeared. Hanna (2003) contends similarly with regard to the disappearance of the gender gap, while Hyde et al. (1990) and Leahey and Guo (2001) extend this argument and caution against the assertion that there is an evident gender difference in mathematics achievement favouring males. Leahey and Guo (2001) further state that at the elementary level existing differences were not consistent across mathematics skill areas, and where differences existed, were small but in favour of girls. Nevertheless, they did confirm that at the secondary level, males exhibited a consistent but slightly superior performance in the areas of problem-solving (Hyde et al., 1990) and reasoning skill and geometry (Leahey Guo, 2001). Brunner, Krauss and Kunters (2007) examined the performance on mathematics items of students in Germany. In their study they compared gender differences in overall mathematics ability (which as they explain is the standard model commonly found in the literature), and specific mathematics ability, i.e., an ability that influences performance on mathematics items over and above general cognitive ability (p. 405). They found that girls slightly outperformed boys on reasoning ability, but on specific mathematics ability, boys had a significant advantage over girls. Cooper and Dunne (2000) in their study of the influence of the socio-cultural background on students interpretation of realistic mathematical problems on the National Curriculum in England also found that the means for boys were higher than those for girls. Overall, they noted that service class students those from the higher socio-economic levels exhibited superior performance on realistic items than students in the lower socio-economic categories. However, they also observed that boys achieved slightly better scores than girls on realistic items (i.e. items to which they could relate, or were part of their experiences) in comparison to esoteric items (i.e. items that were more abstract.) More recent studies provide additional support for the above findings. For example, Williams, Wo and Lewis (2007) in their investigation of 5-14 year old students progress in mathematics attainment in England indicated that in the early years of schooling, individual differences in mathematics attainment are difficult to establish. In extending the discussion, Neuville and Croizet (2007) in a study of 7-8 year olds conducted in France, found that when gender identity is salient, girls perform better than boys on easy problems. On the other hand, boys performance on mathematics was not affected by gender identity. They were not subjected to stereotype threat that made negative assumptions about their mathematical ability, and so, they performed better on the more difficult problems. The study concluded that young girls are more susceptible to the salience of their stereotyped gender identity than boys. An examination of the Fourth Grade data from the International Association for the Evaluation of Educational Achievement (IEA)s Third International Mathematics and Science Study (TIMSS), to some extent, contrasts slightly with Leahey and Guos (2001) findings. The TIMSS data show that in the majority of the participating countries boys attained higher mean scores in mathematics, however in only three countries Japan, Korea and the Netherlands- were these means statistically significant at alpha = .05. The averages of all country means were: males = 535 and females = 533 (Mullis, Martin, Fierros, Goldberg Stemler, 2000) indicating that differences attributed to gender were minimal and random. In an analysis of the OECDs 2000 Programme for International Student Assessment (PISA), Marks (2008), found that in most countries, girls on average, have à ¢Ã¢â€š ¬Ã‚ ¦ lower scores in mathematics than boys and the average across-country gender gap was 11 score points in favour of boys (p.96). He further explains that while in 15 of the 31 countries the gender difference in mathematics was not significant, in three countries, the difference was a sizable 27 score points, and in another two, the gap was moderate. In only three countries did girls do better than boys but the difference was not statistically significant (p.96). Despite the consistency in the research, there remains a growing concern over the academic performance of boys, a concern which is echoed loudly in England (Gorard, Rees Salisbury, 1999; Office for Standards in Education (OFSTED), 1996; Younger, Warrington Williams, 1999) as evidenced from the running debate and commentaries in the BBC News (09/18/2003), and the mentoring programme for underachieving Afro-Caribbean boys implemented by the British Government (Odih, 2002). From the above review, while there are slight inconsistencies in the findings, we can conclude that overall at the primary or elementary level, there is no significant difference in the mathematics performance of boys and girls. The differences only become noticeable at the secondary level where boys perform better than girls in geometry and on the more difficult mathematics items. Mathematics Achievement Patterns: The Trinidad and Tobago Contexts The concern over the gender differential in mathematics performance remains the subject of intense debate in the English-speaking Caribbean (Caribbean Education Task Force, 2000). Specific to Trinidad and Tobago, and in contrast to the literature coming out of the U.S. and Western Europe, Jules and Kutnick (1990), Kutnick and Jules (1988) found that girls perform better than boys on teacher-made tests at all ages between 8 and 16, across all curriculum areas and in all curriculum subjects. They achieve better results on the Secondary Education Assessment (SEA) taken in Standard.5 (Std. 5) (age 11-12) and also achieve better results on the Caribbean Secondary Education Certificate (CSEC), the Caribbean equivalent to the British GCSE, administered by the Caribbean Examinations Council (CXC), taken at age 16-17 in Form 5 (Kutnick, Jules Layne, 1997; Parry, 2000). Brown (2005) corroborates the above findings, at least for students in the lower primary school classes. In examining the performance of 7-9 year olds on the mathematics component of the 2000 Trinidad and Tobago National Test, he found that overall the mean achievement score of girls was higher than that of boys. Additionally, he found that the non-response to items was significantly greater for boys than girls, and a significantly greater number of boys than girls were in the lower tail of the distribution. In an attempt to determine whether the tests were biased in favour of girls, Brown and Kanyongo (2007) conducted differential item functioning (DIF) analysis on test items on the mathematics component of the 2004 National Test: Std. 1 (age 7-9). They found that though five of thirty items on the test significantly differentiated in favour of girls, in practical terms, the differences in item function were negligible and therefore could not explain the gender differential in perfo rmance on the test. With regard to Kutnick et al. (1997) and Parrys (2000) observation of student performance on the CSCE, a review of the 2000-2002 CSEC ordinary level results for Trinidad and Tobago allows for alternative interpretations. The results showed that of the students taking mathematics at the general proficiency level, a greater percentage of boys than girls earned Grades I-III (Brown, 2005). This finding seems to give support to the claim that boys on average perform better in higher-level mathematics (Leahey Guo, 2001; Manning, 1998; Randhawa, 1991, 1994); however, it needs to be qualified by the fact that a greater percentage of girls take general proficiency level mathematics the more rigorous course whereas more boys take basic level mathematics (Brown, 2005). Caribbean scholars have tried to understand this phenomenon and have offered a number of possible explanations. Miller (1994) frames his argument in the context of the historical marginalization of the black male in the Caribbean of which disinterest in education has been an inevitable outcome. Chevannes (2001) and Parry (2000) contend; while Conrad (1999) implies that the problem may be due to socialization practices and cultural expectations of gendered behaviour which for males conflict with the ethos of the school, but alternatively, encourage females to be academically successful. Figueroa (1997), on the other hand, posits that what the Caribbean has been witnessing is the result of the traditional independence of Caribbean women, and historic male privileging of which one consequence has been male educational underachievement. The explanations presented all seem plausible. However, with the possible exception of studies by Kutnick et al. (1997) and Parry (2000) which looked at classroom variables, they are yet to be tested. In 2004-2005, the Trinidad and Tobago Ministry of Education (MOE) began collecting data that went beyond analysis of student performance on the National Tests. While the instrument did not address socio-cultural factors, it addressed affective factors that predict academic achievement. From the instrument, we extract items that examine student motivation, academic self-perception, emphases on the value and purpose of education, and perception of the school. Each of these factors has been found to be predictors of academic achievement in previous research. (Dweck Leggett, 1988; Marsh, 1992). Student Motivation, Academic Self-perception and Beliefs Dwecks Motivation Process Model (Dweck Leggett, 1988) posits that performance is impacted by an individuals belief about his or her ability (or lack thereof). This argument she frames within the concept of learning goals and performance goals. Students with high learning goal orientation are focused on the acquisition of new knowledge or competencies. They place an intrinsic value on knowledge, which is reflected in a desire to learn. Implicit to the desire to learn, is the willingness to make the effort to achieve their goal. As a result, they are more likely to persist with challenging material, responding with increased effort to master the material. Performance oriented students, although also motivated to achieve, place greater emphasis on proving their competence (Grant Dweck, 2003). In the present competitive atmosphere of the school, this often means achieving a desired grade: not as a validation of their learning, but as validation of their ability. The conceptualization of ability as a reflection of ones performance (Burley, Turner Vitulli, 1999) creates the tendency to avoid material that could result in poor performance. They display what Dweck and Leggett (1988) refer to as helpless response low persistence when challenged by difficult material. The emphasis is on demonstrating ones competence and avoiding the appearance of incompetence (Ryan Deci, 2000, Lapointe, Legault Batiste, 2005). Researchers have studied the motivational orientations and student academic self-perception from a variety of theoretical perspectives (Dweck Leggett, 1988; Heyman Dweck, 1992; Ryan and Deci, 2000; Ryan Patrick, 2001; Schommer-Aikens, Brookhart, Hutter Mau, 2000). A summary of the findings suggests a positive relationship between student motivation, self-esteem, academic engagement and academic achievement (Nichols, 1996; Singh, Granville, Dika, 2002). Further, the literature shows that underlying motivation is the individuals beliefs self theories (Lepper Henderlong, 2000). It is this belief in ones ability and its relation to achievement that drives persistence. Therefore, with regard to this study, students who believe in their mathematics ability, and further believe that their ability is linked to their effort in learning mathematics are motivated to work harder and as a result achieve at a higher academic level. But there are other factors both intrinsic and extrinsic to students that are related to their performance in mathematics. While we recognize that the classroom environment created by the teacher and other institutional variables are critical elements in student learning, we also recognize it is students perception of the school and classroom environments that make these environmental factors powerful motivators or demotivators to their academic performance (Ireson Hallam, 2005; Ryan Patrick, 2001). Additionally, student attitude toward mathematics is highly correlated with achievement in mathematics (Ma, 1997; Ma Kishor, 1997). Their belief that mathematics is important to achieving their future goals results in greater effort to succeed in mathematics and as a result, higher achievement scores (Bouchey Harter, 2005). Therefore, students scores on items that address these factors are expected to be related to their scores on the mathematics component on the national test. As part of the growing interest in gender differential in academic performance that is evident at all levels and across disciplines in Trinidad and Tobago, this study seeks to determine whether students attitude towards mathematics and students beliefs in their mathematical abilities are related to the differential in mathematics attainment between boys and girls. Specifically the study asks: Do mean achievement scores differ by gender on a Std. 3 (age 9-10) large-scale mathematics assessment in Trinidad and Tobago? Is there a difference between boys and girls on their perception of school, their persistence when faced with academic challenges, their general academic self-concept and mathematics self-concept, and their educational values? Method Trinidad and Tobago Education System: A Brief Review Trinidad and Tobago is a multi-ethnic, multi-religious society in which no area is exclusive to one ethnic or religious grouping. The education system is run by a central authority the Ministry of Education (MOE). The country is divided into eight educational districts which, with the exception of Tobago which is predominantly of African descent, are representative of all socio-economic levels, ethnic and religious grouping in the country. Each educational district is headed by a School Supervisor III (SS III) assisted by SSIIs responsible for secondary schools and SSIs responsible for primary schools. Early Childhood Care and Education is a separate department in the MOE. All educational policies and mandates emanate from the central office to the respective supervisory levels (Oplatka 2004). The public education system of Trinidad and Tobago comprises four levels: early childhood care and education (3-4 year olds), primary education (5-11/12 years) the secondary education (12-16/17 years) and the tertiary level. The public primary education system consists of 484 schools. Of this number, 30 percent are government-funded and managed non-religious schools. The remaining 70 percent are government-funded schools but managed by denominational boards representing Christian, Hindu and Muslim religious persuasions (MOE, 2001). Parents have the right to send their children to any school within their school district. Each primary school is divided into an infant department where students stay for two years (1st and 2nd year infants), and the primary level where students stay for five years Standards (Std.) 1-5. Participants The participants were 561 public elementary school students from an educational district in northern Trinidad. The choice of the educational district was appropriate because its student population is representative of the student populations in the other six educational districts in Trinidad ensuring that the sample represented the demographic make-up of the country (See the-world-factbook). Sixteen students were removed before analysis due to failure to include the student identification code, leaving 545 students (girls = 253, boys = 292, age range 8-10 with a mean of 9.53 years). Of these students, 226 identified themselves as Trinidadian of African descent, 201 of East Indian descent, 4 Chinese, 3 White and 100 Mixed. Eleven students did not indicate their racial/ethnic origin. However, it is important to point out that ethnicity is not a variable of interest in this study. Instruments The national test. Two sources provide the data for this study; student scores on the mathematics component of the Std. 3 National Test and their responses to items on the questionnaire to provide supplementary data. The examination consisted of 25 items which fell into either of the following categories: Number: 11 items, Measurement and Money: 8 items, Geometry: 3 items, and Statistics: 3 items. The national exam tested the following competency (skill) areas: knowledge computation (KC), algorithmic thinking (AT), and problem solving (PS). Some items had multiple parts, with each part testing a different skill, whereas some items tested all three skills simultaneously (Table 1). Items on the examination were dichotomously scored as either 1 for a correct response or 0 for an incorrect response, or polytomously scored as either 2 correct, 1 partially correct or 0 incorrect. The cut scores on the test separated students into the following four mastery levels: Level 1: Below Proficient. Score range 0-17. Level 2: Partially Proficient. Score range 18-29. Level 3: Proficient. Score range 30-39. Level 4: Advanced Proficiency. Score range 40-55. Table 1 Examination questions (items) by category and skill area Category Standard 3 (n=45 parts) KC AT PS No. Parts Total Score Number (11 items) 9 8 4 21 24 Measurement and money (8 items) 7 5 4 16 19 Geometry (3 items) 1 1 1 3 5 Statistics (3 items) 1 3 1 5 7 Entire exam 18 17 10 45 55 We consulted with a mathematics education expert to determine the cognitive demand of the items on the test. The majority of the items were at the procedural without connections, or memorization difficulty level as described by Stein, Grover and Henningsen (1996), and therefore, elicited low-level thinking and reasoning. Only four items were at the level of procedures with connections and had the potential to elicit high-level thinking (Stein et al., 1996). The following are examples of the types of items on the test. Ruth had 7/8 of a kilogram of cheese. She used 3/8 of a kilogram to make pies. How much cheese was left? Answer _______________________ Mrs. Jack is teaching a lesson Measuring Distances to her Standard 3 class. She teaches that 100 centimetres = 1 metre Petrina used a tape marked in centimetres to measure the length of her classroom. She got a measurement of 600 centimetres. 1. Write what Petrina must do to change the length of the classroom into metres. 2. The length of the classroom is ________ metres Figure 1. Examples of types of test items. The questionnaire. Factor analysis was performed on the questionnaire to develop the five factors (Persistence, Academic self-concept, Values and Goals, School Environment, and Mathematics self-concept) that were used in this study as dependent variables. Because these five dependent variables were considered simultaneously, (with gender as the independent variable), we utilized the multivariate analysis of variance (MANOVA) procedure. Although one of the assumptions for the use of factor analysis is that the data are measured on an interval scale, Kim and Mueller (1978) note that ordinal data may be used if the assignments of ordinal categories to the data do not seriously distort the underlying metric scaling. In a review of the literature on the use of data collected on Likert scales, Jaccard and Wan (1996) concluded that, for many statistical tests, rather severe departures from intervalness do not seem to affect Type I and Type II errors dramatically. Other researchers like Binder (1984) and Zumbo and Zimmerman (1993) also found the robustness of parametric coefficients with respect to ordinal distortions. Additionally, we used the Principal Axis Factoring procedure as our method of extraction because it seeks the least amount of factors that account for the most amount of common variance for a given set of variables. We also employed oblique rotation because it often reflects the real world more accurately than orthogonal rotation since most real-world constructs are correlated. (See Fabrigar, Wegener, MacCallum and Strahan, 1999; and Preacher and MacCallum, 2003 for a detailed but non-technical discussion of the topic). The five constructs that we extracted in this study are correlated, another justification for using MANOVA with the five constructs as dependent variables. The questionnaire comprised 50 items. Items 1 to 10 sought demographic information. Of the remaining forty items, twenty eight were variables of interest. These measured academic self-esteem, perception of school/classroom environment, relationship with teacher, goals and value of education, mathematics self concept and persistence on a 5-point scale anchored by 1 disagree very much and 5 agree very much. To test whether the items really measured the underlying dimensions of interest, we subjected the items to a Principal Axis Factoring with Oblique rotation, suppressing loadings on variables lower than .40. This yielded a six-factor solution. The sixth factor accounted for only an additional four percent of variance; therefore, five factors were specified. This resulted in the four items pertaining to student-teacher relationship loading on student perception of school/classroom creating the school environment factor. All other factors remained the same. Additionally, two of the i tems measuring academic self-concept yielded loading values less than .40, and therefore, were deleted from the scale leaving 26 items to provide the data for the study. Two items addressed mathematics self-concept. These items consistently loaded together yielding loadings of .846 and .772 respectively (see Appendix). Table 2 Eigenvalues and variance percentages and scale reliability values Factors Eigenvalues % of Variance Cumulative % Cronbachs alpha Persistence 7.397 28.449 28.449 .85 General self-concept 2.953 11.359 39.808 .80 Math self-concept 2.112 8.123 47.931 .79 Values and goals 2.001 7.696 55.628 .74 School environment 1.297 4.988 60.616 .85 Overall scale reliability: Cronbachs alpha = .90 On this sample, the five factors accounted for 60.62 % of the variance in the set of variables with the first and second factors accounting for 28.45% and 11.36% of the variance. All factors yielded inter-item correlations > .35 with several correlations > .70. Inversely, matrices of partial correlations were very low supporting the presence of factors. The factors were: perception of school/classroom (8 items) e.g., I am glad I go to this school, persistence (6 items) e.g. When work is difficult I try harder, general academic self-concept, (6 items), e.g., I can learn new ideas quickly in school, goals and values (4 items) e.g., Doing well in school is one of my goals, and mathematics self concept (2 items) e.g., I am good at mathematics. Internal consistency reliability for the entire instrument was .90. Table 2 shows the five sub-scales (factors) in the final instrument and their reliability values as well as the percentage of the variance they account for. Procedure Using the student ID numbers, student scores on the mathematics assessment were paired with their responses on the supplementary data questionnaire. Before conducting the statistical analyses, all appropriate statistical assumptions were tested. The assumptions homogeneity of variance and covariance, and linearity were tenable. As expected, all factors displayed negative skewness. To reduce skewness and kurtosis, and by doing so, achieve a better approximation to a normal distribution, variables displaying moderate to substantial skewness and kurtosis were subjected to either a square root or logarithmic transformation. Despite these transformations, some variables still yielded skewness and kurtosis slightly greater than 1, (Sk = 1.5 and K = 1.27). However, with N > 500, and pairwise within group scatterplots revealing no discernible patterns, these small deviations from normality should not present any concerns. Tests for multivariate outliers identified five cases with values abov e the criterion, à Ã¢â‚¬ ¡Ã‚ ² (df, 4) = 18.47, p =.001. To remove their undue influence, these cases were deleted from the sample. Further screening identified an additional case. This case was removed resulting in a final sample n = 539. Data Analysis First, to investigate gender differences on the mathematics assessment, independent t-tests were performed. Second, to determine the extent to which the male and female examinees differed on the five constructs, a univariate analysis of variance (ANOVA) was conducted on the school environment factor because this was not correlated with the other factors. Third, a multivariate analysis of variance (MANOVA) was performed on the four correlated factors (persistence, mathematics self-concept, general self-concept, and goal values) as dependent variables. Descriptive discriminant analysis was conducted as follow-up to a significant multivariate F to determine which variable or variables contributed most to differences between the groups. We used effect size to measure the magnitude of the difference between the mean score for boys and girls on each mathematics category tested. Effect size was obtained by dividing the difference between boys and girls mean by the pooled within-gender stand ard deviation. According to (Cohen, 1992), effect sizes of less than .20 are considered small and represent small practical significance; effect sizes between .20 and .50 are medium and represent moderate practical significance. Effect sizes greater than .50 are considered large. Results The first step in this study sought to determine whether boys and girls differed in performance on a Standard 3 large-scale mathematics assessment in Trinidad and Tobago. To make this determination, we performed an independent t-test between the means of the two samples for each category and skill area. Table 3 shows the means and the effect sizes of the differences between the two samples for each category, cognitive demand level and skill area. In the table, we also report standard error of the means (SEM) to provide an index of the sampling variability of the means. The results indicate that while girls achieved higher mean scores in all categories, difficulty levels and all skill areas on the test, the differences between boys and girls were statistically significant at p Table 3 Mean normal curve equivalent(nce) scores of the test categories, difficulty levels and skills for male and female examinees Category Boys(n=289) Girls (n=250) Sig. Effect Size Mean SEM Mean SEM p D Number 52.20 1.17 57.83 1.22 .001 .29 Measurement and money 52.73 1.18 56.48 1.26 .031 .19 Geometry 52.89 1.20 56.04 1.22 .068 .16 Statistics 50.53 1.16 56.87 1.23 .002 .27 Skill Area Knowledge and computation 51.01 1.16 57.44 1.24 .000 .33 Algorithmic thinking 53.81 1.11 57.92 1.24 .013 .21 Problem-solving 53.60 1.22 58.41 1.25 .006 .24 Cognitive Demand Low memorization 49.08 1.26 51.04 1.31 .754 .09 Low procedural 46.55 1.25 53.92 1.28

Ethical Issues Related to Fetal Tissue Research :: Ethics Religion Essays

Ethical Issues Related to Fetal Tissue Research The use of fetal tissue in biomedical research has been a hot topic for debate in social and political forums ever sense the landmark decision in the 1973 case of Roe vs. Wade (Beller & Weir 182). The decision of the Supreme Court to give women the right to abort a fetus without having a medical reason for doing so, sparked controversy which has affected any medical procedure or research dealing with fetuses (Bellar &Weir 182). Supporters of fetal tissue research believe it has too much potential to provide cures for many of the diseases and medical problems that plague today’s society for it to be halted. Opponents of this type of research believe it should be stopped because it is unethical to take the life of one human being in order to preserve the life of another. Until the ruling in Roe vs. Wade experiments involving fetal tissue were conducted without any scrutiny from the public sector (Maynard-Moody 13). The first documented procedure involving the transplant of fetal tissue was carried out by Italian researchers in 1928, doctors transplanted the pancreas of a fetus into a diabetes patient, the patient showed no signs of improvement (Maynard-Moody 11). Research involving fetal tissue didn’t become widespread until the 1960’s. In 1957, a non-habit-forming sleeping pill was released in Europe. The pill was widely used in Europe, but not approved in the United States. A few years after the release of the drug there was a sharp rise in the amount of European babies born with phocomelia or â€Å"seal limbs† this increase was traced back to the drug (Maynard-Moody 11). Shortly after this medical disaster, the United States government passed legislation that made pharmaceutical companies prove drugs were not harmful to unborn children before they could be prescribed for pregnant women. The need to test pharmaceuticals prompted an explosive growth in the amount of money and resources used for fetal tissue research (Maynard-Moody 13). During the late 60’s and early 70’s this research was viewed as a new and exciting field of medicine and many important medical advances were made. But after the ruling in Roe vs. Wade fetal tissue research was brought under the scrutiny of pro-life advocates, seeking to protect the rights of unborn children (Maynard-Moody 13).

you know you live in la when :: essays research papers

You're driving on the 101 and see a clear cut definition of where the smog begins and ends You go to a karaoke bar and battle with seven year old divas-in-training who are trying to steal your thunder You're sitting in traffic for at least an hour at any given part of the day You go to the beach and see that real lifeguards actually do look like the lifeguards from Baywatch You see purple and gold and the word "Threepeat" on every corner You begin to "lie" to your friends about where you are (i.e. "Yeah I'm like 20 minutes away") - when you know that it'll take you at least an hour to get there). You eat a different ethnic food for every meal You look around at the nice cars around you during traffic, thinking it'll be your favorite Laker or WB star. You make a conscious choice to watch Jay Leno over David Letterman You mourned for Tupac and not for Biggie You know it's best not to be on the 405 at 4:05 pm. Getting anywhere from point A to point B, no matter what the distance, takes about "twenty minutes". You know what neighborhood someone lives in by the degree of damage incurred during the riots. You've inadvertently learned Spanish. You've got to bring the cat/plants in when it drops to 55 degrees. In the "winter", you can go to the beach and ski at Big Bear on the same day. You've bumped into a celebrity at El Pollo Loco. You know what "sigalert", "PCH", and "the five" mean. Your pizza delivery guy is also on contract with Warner Bros. If your destination is more than 5 minutes away on foot, you're definitely driving. You have a gym membership because it's mandatory. Your TV show is interrupted by a police chase. You can't fall asleep without the lull of a helicopter flying overhead. When tourists ask where they can get souvenirs, you direct them to Venice Beach. You know someone named Freedom, Rainbow, Persephone or Destiny. You've trespassed through private property to get to the "Hollywood" sign. You've partied in Tijuana at least once. You know Hollywood has a "lake". You don't stop at a STOP sign, you do a California Roll. You've lost your car in the Century City Shopping Center parking lot. You've ever bought oranges, flowers, cherries or peanuts on a freeway off-ramp. You think that Venice is a beach. You drive next to a Rolls Royce and don't notice. You've started crossing a street and returned to the curb when the DON'T WALK sign started flashing. you know you live in la when :: essays research papers You're driving on the 101 and see a clear cut definition of where the smog begins and ends You go to a karaoke bar and battle with seven year old divas-in-training who are trying to steal your thunder You're sitting in traffic for at least an hour at any given part of the day You go to the beach and see that real lifeguards actually do look like the lifeguards from Baywatch You see purple and gold and the word "Threepeat" on every corner You begin to "lie" to your friends about where you are (i.e. "Yeah I'm like 20 minutes away") - when you know that it'll take you at least an hour to get there). You eat a different ethnic food for every meal You look around at the nice cars around you during traffic, thinking it'll be your favorite Laker or WB star. You make a conscious choice to watch Jay Leno over David Letterman You mourned for Tupac and not for Biggie You know it's best not to be on the 405 at 4:05 pm. Getting anywhere from point A to point B, no matter what the distance, takes about "twenty minutes". You know what neighborhood someone lives in by the degree of damage incurred during the riots. You've inadvertently learned Spanish. You've got to bring the cat/plants in when it drops to 55 degrees. In the "winter", you can go to the beach and ski at Big Bear on the same day. You've bumped into a celebrity at El Pollo Loco. You know what "sigalert", "PCH", and "the five" mean. Your pizza delivery guy is also on contract with Warner Bros. If your destination is more than 5 minutes away on foot, you're definitely driving. You have a gym membership because it's mandatory. Your TV show is interrupted by a police chase. You can't fall asleep without the lull of a helicopter flying overhead. When tourists ask where they can get souvenirs, you direct them to Venice Beach. You know someone named Freedom, Rainbow, Persephone or Destiny. You've trespassed through private property to get to the "Hollywood" sign. You've partied in Tijuana at least once. You know Hollywood has a "lake". You don't stop at a STOP sign, you do a California Roll. You've lost your car in the Century City Shopping Center parking lot. You've ever bought oranges, flowers, cherries or peanuts on a freeway off-ramp. You think that Venice is a beach. You drive next to a Rolls Royce and don't notice. You've started crossing a street and returned to the curb when the DON'T WALK sign started flashing.

President Bill Clinton :: Biography

Introduction This paper will discuss the life and work of William Jefferson Blythe III @ Bill Clinton. It will summarize his early life, his rise in American politics, his achievements as the leader of the world's superpower, his extremely infamous affair and his post-presidential career. Early Life The 42nd president of the United States of America was born on August 19, 1946 in Hope, Arkansas. Named after his father, who died 3 months before he was born, he was raised by his mother, Virginia Dell Cassidy and later his step-father, Roger Clinton. He assumed his last name "Clinton" legally when he was 14, according to Bill, his father was an alcoholic who regularly abused his mother and half-brother, Roger Jr. Bill Clinton excelled while in high school, both academically and through extra-curricular activities. He was a talented saxophonist and at a point, considered dedicating his life to music. However, his interest in politics surfaced after a class trip to the White House to meet the current president then, John F. Kennedy. He then pursued a Bachelor of Science, majoring in Foreign Services at Georgetown University. He won a scholarship to University College, Oxford. After Oxford, Juris Doctor Degree from Yale Law school. It was here that he met his wife Hilary Rodham. They wedded in 1975 and were blessed with a daughter, Chelsea in 1980. Political Career In 1978, Bill Clinton was elected Governor of Arkansas. He was defeated for a second term due to an unpopular motor vehicle tax and anger by the public over escaped Cuban prisoners. However, in 1982 he won back the post and it was during his time as the 52nd Governor of Arkansas that he began to rise in great heights. He was elected as president in 1992 when he won against George H.W. Bush by 43% of the votes. During his administration, the U.S enjoyed the most peace and economic well being than any other time in history. He achieved budget surplus, achieved the lowest unemployment rate of modern times, the lowest inflation rate in three decades, the highest home ownership in the country's history, dropping crime rates in many places, and reduced welfare rolls. The States had five consecutive years of real wage growth, after declining 4.3 percent during the two preceding administrations. This represented the longest consecutive increase since a period in the 1960's and 1970's. Record breaking home ownership at 2/3 of households being homeowners with minority homeownership also reaching new heights represented another of his great achievements.

The Destructive Growth of Alcoholism in America

Drinking alcohol has become a past-time for teenagers and adults during weekends. People drink to relax, feel more confident or to forget temporarily any worries that they currently have. Everyone knows that alcohol in moderation do not harm one's body or society at large. The problem lies when drinking becomes uncontrollable and excessive. The social, health and mortality problems associated with alcohol have been perceived as early as 1920's, which was when the Temperance Movement started.The consumption of alcohol began in 1600-1700. People drank alcohol because they had no other alternative. The milk was unpasteurized and the water was unsanitary. In addition, the price of tea and coffee did not fit the budget of most people. According to the article What in American's history could lead to prohibition, â€Å"the average American was drinking 7 gallons of pure alcohol. † During the early years of the American colony, drunkenness was not viewed as offensive.The History of A lcohol article enumerated how people in the colonies â€Å"showed little concern over drunkenness, [in fact] spirituous liquors had become the greatest factors in colonial commerce. † Later on, the demand for alcohol created Saloons where people could drink and take part in different form of vices. The History of Alcohol article stated that â€Å"[i]t was not uncommon to find one saloon for every 150 or 200 Americans, including those who did not drink.Hard-pressed to earn profits, saloon keepers sometimes introduced vices such as gambling and prostitution into their establishments in an attempt to earn profits. † However, people soon realized that alcohol drinkers acted differently and far worse after they have consumed liquor. Prohibition or temperance, which simply meant a â€Å"reduction or elimination of the use of alcoholic beverages,† was enacted to combat these â€Å"social ills† that were developing due to the effects of alcohol.Hence, according t o the History of Alcohol, â€Å"[i]n 1920 America saw prohibition in an effort to prevent the social problems caused by alcohol abuse. † Thornton, an economics professor, expressed that during 1920-1933, â€Å"national prohibition of alcohol [in the US was a] ‘noble experiment'- undertaken to reduce crime and corruption, solve social problems, reduce the tax burden created by prisons and poorhouses, and improve health and hygiene in America. † Supporters of the Temperance Movement firmly believed that alcohol had â€Å" addictive properties.† In addition, the History of Alcohol stated that â€Å"the Temperance movement swept across the United States preaching that alcohol was immoral and destroyed family life. † The same article also says that the benevolent intentions of the Temperance Movement finally materialized when the government included the ban on alcohol in the 18th Amendment, which took away the business licenses of â€Å"brewers, distill ers, vintners, and the wholesale and retail sellers,† of the Constitution. Despite genuine concern about the negative effects of alcohol, liquor cannot be eliminated from the market.The History of Alcohol states that people started to bootleg alcohol from Canada, Mexico and the Caribbean- since Americans were prohibited from producing liquor- to cater to their growing customers. Organized crime was established to meet the increasing demand of the public for the prohibited product. According to the What in American's history could lead to prohibition article, the illegal nature of alcohol led â€Å"criminal organizations [to] resort to real crimes in defense of sales territories, brand names, and labor contracts. †Eventually, the government realized that their efforts only increased the reliance on alcohol and made the social ills imposed by it more severe. Therefore, they repealed prohibition in 1933. Even though the Temperance Movement was dissolved, the criminal group s that were formed out of it still remained intact. These groups â€Å"branched out into narcotics, gambling, prostitution, loan sharking and extortion, concerns they still control today,† according to The History of Alcohol article. Moreover, societal problems incurred from alcohol also affect family dynamics.Parents who constantly drink might end up spending more time outside the house and neglect their responsibilities to their children and spouse. Thus, the article entitled Scientific Facts on Alcohol brought up the point that â€Å"[d]rinking can impair how a person performs as a parent, [and] a partner as well. † Likewise, the Scientific Facts on Alcoholic indicated that â€Å"[t]he financial costs of alcohol purchase†¦ can leave other family members destitute. † This is because parents may end up using their salary to sustain their habit to the extent that their children become hungry in the process.Children of alcoholics may not be adequately taken care of as well because their basic needs, such as clothing and shelter, are not provided for because indulgence in the habit makes their parents lose focus on what is important in their lives. The detrimental effects of alcohol become exacerbated to the point that it manifests itself in physical violence or abuse towards other people. A relationship might be jeopardized because the man, as is usually the case, beats up his wife or girlfriend after consuming immense amount of liquor. The wife or girlfriend has a toleration limit in allowing this kind of dismal treatment.After awhile, she is bound to leave him if the behavior does not stop or improve. Information contained in the Alcohol and Women article provided by Loyola Marymount University states that â€Å"57% of female victims [experience] intimate violence (i. e. , current or former spouses, boyfriends, etc. ) [and] reported that the offender had been drinking at the time of the offense. [While] 62% of female victims of alco hol-related violence reported experiencing some form of injury. † Unfortunately, these victimized women have a high likelihood of sticking by their man.As a result, they may end up drinking as well to deal with the abuse that they experience. Furthermore, the article entitled Alcohol, Violence, and Aggression notes that aggressive behavior of alcohol drinkers’ result in â€Å"86 percent of homicide offenders, 37 percent of assault offenders, 60 percent of sexual offenders, up to 57 percent of men and 27 percent of women involved in marital violence, and 13 percent of child abusers. † Excessive alcohol drinkers engage in such actions because according to the Alcohol, Violence, and Aggression article, alcohol has been known toweake[n] brain mechanisms that normally restrain impulsive behaviors, including inappropriate aggression. By impairing information processing, alcohol can also lead a person to misjudge social cues, thereby overreacting to a perceived threat. Simultaneously, a narrowing of attention may lead to an inaccurate assessment of the future risks of acting on an immediate violent impulse. Besides aggressive behavior that is exhibited due to the lessening of inhibition, ease of interaction amongst a group of people also ensues.Thus, men usually drink with acquaintances or colleagues at work to develop rapport and comradeship. Hence, the Alcohol and the Workplace article indicate that â€Å"[s]tudies of male-dominated occupations have described heavy drinking cultures in which workers use drinking to build solidarity and show conformity to the group. † On the contrary, alcohol can be harmful in the workplace when an individual's job performance suffers. Limitless alcohol consumption can result in people suffering from a hangover the following day, which affects and hampers concentration, memory and motor skill.Thus, the Alcohol and the Workplace article state that hangover has a positive correlation between â€Å"the frequ ency of feeling sick at work, sleeping on the job, and having problems with job tasks or co-workers. † The same article also mentions that productivity losses are attributed to alcohol. Performance at work may be affected both by the volume and pattern of drinking. Co-workers perceive that heavy drinkers have lower performance, problems in personal relationships and lack of self-direction, though drinkers themselves do not necessarily perceive effects on their work performance.In addition, the aforementioned article also explains that There is ample evidence that people with alcohol dependence and drinking problems are on sick leave more frequently than other employees, with a significant cost to employees, employers, and social security systems†¦. Therefore, constant and excessive alcohol consumption can negatively affect work performance. Persistent pattern of alcohol drinking becomes a problem because it does not enable the employee to finish tasks, has a drastic effec t on one's output at work and will hurt the company in the long-run if an employee repeatedly accumulates absences.Nevertheless, the negative impact of alcohol on someone’s means of livelihood is still not enough to detract people from taking it. Writer Caroline Ryan of BBC News says that the reason being is alcohol triggers the internal composition of our body. Alcohol releases dopamine which â€Å"which produces feelings of satisfaction. It also increases the production of the brain's natural painkiller – endorphin – which scientists think could be the means by which the brain becomes trained to crave†¦. Scientists believe this effect is part of the development of tolerance to, and dependence on, alcohol.† Also, excessive alcohol drinking can contribute to health issues. According to Dr. Berman, alcohol can either directly or indirectly cause: cancers of the mouth, throat, liver, larynx, and esophagus; stomach ulcers and bleeding in the upper gastr ointestinal tract; pancreatitis; cirrhosis of the liver; hypertension; cardiac arrhythmias; congestive heart failure; peripheral nerve problems; increased susceptibility to infections. Nissl, author of Alcohol and Drug Problems, also indicates that â€Å"[l]ong-term heavy drinking damages the nervous system, heart, and brain.It also can lead to stomach problems, medicine interactions, sexual problems, osteoporosis†¦ † While an article entitled Alcohol Myth says that sparse drinking will still result in the â€Å"slow[ing] down [of] the heart rate, lower[ing] [of] your blood pressure, and slow[ing] [of] your breathing rate. † Also, food digestion is inhibited from fully functioning. The Alcohol and Nutrition article exhibits that alcohol interferes with the nutritional process by affecting digestion, storage, utilization, and excretion of nutrients†¦ Alcohol inhibits the breakdown of nutrients into usable molecules†¦Alcohol impairs nutrient absorption by damaging the cells lining the stomach and intestines and disabling transport of some nutrients into the blood†¦ Even if nutrients are digested and absorbed, alcohol can prevent them from being fully utilized by altering their transport, storage, and excretion†¦ alcohol can impair the mechanisms by which the body controls blood glucose levels, resulting in either increased or decreased blood glucose. Again, the said article also explains that lack of nutrients can result in deficiencies that can lead to â€Å"severe and permanent effects on brain function.Specifically, thiamine deficiencies, often seen in alcoholics, [which] can cause severe neurological problems such as impaired movement and memory loss. † It is also a fact that mental and emotionally faculties can also be affected. According to Green Facts, anxiety, fear and depression are common problems encountered by family members of an alcoholic and the alcoholic himself. For alcoholics, the Why Do People Drin k Alcohol article discusses that alcohol intake actually causes depression since alcohol is a depressant.While feelings of a depressed person is magnified two-folds when depression medicine stays in the system at the same time that alcohol is in one’s body. Despite the health risks involve with excessive alcohol consumption, some women may still engage in the act even when they are pregnant. According to Nemours Foundation, â€Å"[i]t's estimated that each year in the United States, 1 in every 750 infants is born with a pattern of physical, developmental, and functional problems referred to as fetal alcohol syndrome (FAS), while another 40,000 are born with fetal alcohol effects (FAE).† Fetal Alcohol Syndrome results in birth defects in infants that can debilitate or permanently damage one's normal capabilities and functioning. Indeed, alcohol can become toxic when there is too much of it. Infinite amount of liquor can be the cause of death for a relatively few people. This unfortunate incident is known as alcohol poisoning, also called acute alcohol intoxication. The Alcohol Myth article explains that in this specific instance, alcohol acts as a poison that attacks the body and results in death.On a lighter note, a mild form of sleep disturbance can be induced by alcohol especially among college students who usually have the notion that â€Å"alcohol is not as bad as what people claim it to be. † The Alcohol and Sleep article points out that â€Å"[t]he more one drinks, the faster the person will fall asleep, but the likelihood of sleep disturbances increases. Alcohol consumed up to 6 hours before bedtime can affect sleep patterns. † And we are all aware that lack of sleep can make a person feel easily irritated and unfocused on the tasks at hand.Also, we should not exclude the fact that financial costs can dampen one's available resources. According to Estimating the Economic Cost of Alcohol Abuse article, the health cost of alcoh ol dependence behavior which include medical, alcohol abuse and dependence treatment does not come cheap. Furthermore, hospital bills and medical inconvenience does not end there. Accidents caused by drunk driving, which endanger public safety, can accrue more damages to the physical and financial well-being of a person. Also, mental irregularities can happen when an alcoholic attempts to commit suicide.According to Women and Alcohol article, â€Å"40% of alcoholic women attempted to commit suicide, compared to 8. 8% of non-alcoholic women. [While] [y]ounger women who are alcoholics are nearly twice as likely to attempt to commit suicide (50. 5%) than older women who are alcoholics (25. 5%). † Tendencies like this transpire because a person is emotionally unstable. The main reason why alcoholics turn to alcohol for comfort is to numb their feelings or to forget their problems. They fail to realize that trying to forget about their unpleasant situation is only fleeting and doe s not solve anything in the long-run.For instance, the Why Do People Drink Alcohol article explains that drinking alcohol to deal with a break up or death in one’s family â€Å"delays the healing process because the people aren’t giving themselves a chance to heal. † This is because they are not confronting their problem and letting themselves experience emotions that naturally surface in this kind of circumstance. Hence, the behavior that they are engaging in-regularly drinking loads of alcohol-does not help them at all even though they will like to think so otherwise.Thus, immense alcohol consumption may unfortunately lead to death. According to Dr. Berman, the â€Å"third leading cause of mortality in the United States, and is responsible for approximately 100,000 preventable deaths per year,† is alcohol. Hence, premature death due to excessive alcohol consumption is within our ability to control and avoid from happening. Also, if death does not occur due to reckless driving, diseases that take over the body gradually-as was mentioned earlier- can also take away one's life.If an alcoholic somehow manages to stay out of harm's way, alcohol can contribute to risky behaviors like unprotected sexual activity, use of tobacco and illegal drugs. The article entitled Alcohol: An Addictive Drug tackles the fact that alcohol â€Å"is frequently the entry-level drug that leads to harder drugs, such as cocaine and heroin. † These acts that may seem â€Å"harmless†-especially to those actively taking part in the habit- cost the government money because they shoulder any expense that is brought up. This is because effective law enforcement has to be increased and strengthened via mandatory regular training to deal with misdemeanors.Also, according to Estimating the Economic Cost of Alcohol Abuse article, other parts of society are involved like the â€Å"criminal justice system, social welfare administration-† just to name a few- to ensure that society is not greatly troubled by the reckless behavior that alcoholics enact. Overall, limitation and prohibition of alcohol will never be successful as demonstrated by the Temperance Movement. This is because people find ways to get around the system and defy laws that go against what they want to do with their personal lives.The key to the problems that alcohol presents is not to eliminate the source of the problem, in this case alcohol itself, but to educate young people about the adverse effects that alcohol places on them and on society as a whole. Also, tough enforcement of established laws regarding alcohol should be done. In addition, assistance should be available and given to alcoholics so that violence, alcohol craving and health issues that they have are addressed in a timely manner. Finally, people should keep in mind that alcohol does not solve anything.It only creates or increases the existing problems that one faces. Additionally, people have the power to change the glamorized notions about alcohol consumption-how it is the â€Å"in† thing to do because all the â€Å"cool† kids are doing it- and its supposed positive effects which mostly deals with a smoother social interaction with other people. The media plays a crucial role in changing this persistent view. The media should stress-via their print publication, billboard ads, television and radio programs- that the negative impact of alcohol outweighs any positive impact that may be derived from it.Also, it is essential that alcoholics are aided in finding ways to control their urges and direct it to an outlet that will be more beneficial for them. It will also be important to make people aware that proper and moderate alcohol consumption is an obligation that they should perform and abide by at all times because it is for their best interest. Hence, alcohol regulations serve people by protecting their well-being. References â€Å"Alcohol and Sleep. â₠¬  (2006). Loyola Marymount University. â€Å"Alcohol and the Nutrition. † October 1993. Alcohol Alert.22. 29 January 2008. National Institute on Alcohol Abuse and Alcoholism. â€Å"Alcohol and the Workplace. † July 1999. Alcohol Alert. 44. 29 January 2008. National Institute on Alcohol Abuse and Alcoholism. â€Å"Alcohol Myths. † (2006). Loyola Marymount University. 30 January 2008. â€Å"Alcohol, Violence, and Aggression. † October 1997. Alcohol Alert. 38. 29 January 2008. National Institute on Alcohol Abuse and Alcoholism. Berman, James. January 2003. â€Å"Alcohol and drug addiction†. University of Pennsylvania Health System. 29 January 2008 â€Å"Fetal Alcohol Syndrome. † 2008. Nemours Foundation. 30 January 2008. â€Å"History of Alcohol. † (n. d). 30 January 2008 Nissl, Ian. 23 February 2007. â€Å"Alcohol and Drug Problems. † Peace Health. 29 January 2008. Ryan, Caroline. Why alcohol is addictive. 15 March 200 4. BBC News. 30 January 2008. http://news. bbc. co. uk/2/hi/health/3537387. stm â€Å"Scientific Facts on Alcohol. † (2008). Green Facts. 29 January 2008. â€Å"The History of Alcohol. † (2005). Drug-Rehabs. org 30 January 2008. Thornton, M. (1991). â€Å"Alcohol prohibition was a failure. † CATO institute. 30 January 2008. Walters, G. D. (2002).The heritability of alcohol abuse and dependence: a meta-analysis of behavior genetic research. American Journal of Drug and Alcohol Abuse, 28(3), 557- 584. â€Å"What in American's history could lead to prohibition? † (n. d). 30 January 2008. Why Do People Drink Alcohol? (n. d) 30 January 2008. Women and Alcohol. (2006). Loyola Marymount University. 30 January 2008. Alcoholism in America I. History of Alcohol A.lack of other drink alternatives B. American Revolution C. Emergence of Saloons D. Temperance Movement 1. Definition of Temperance 2. Reasons for the movement 3. Problem with Temperance II. Personal Problem with Alcohol now A. Family problem 1. ineffective parent 2. money spent on alcohol instead B. Violence 1. between partners a. statistical information b. victimized women 2. statistics of criminal offenses C. Alcohol at the workplace 1. reason to bond especially with men 2. negative effect on work performance a. productivity b. absence D. Alcohol Cravings E. health problem 1. damages parts of the body2. slows down bodily functions 3. interferes with digestion process 4. nutritional deficiencies 5. mental health problem 6. fetal alcohol syndrome 7. alcohol poisoning 8. sleep disturbances 9. health related costs F. Accidents 1. different damages accrued 2. suicide statistical evidence G. Deaths 1. statistical evidence III. Other negative effects of alcohol A. Vices associated with alcohol B. Government expenditures Note cards page â€Å"Alcohol, like nicotine and marijuana, is frequently the entry-level drug that leads to harder drugs, such as cocaine and heroin. † †Å"Alcohol: An Addictive Drug.† (2006). Covenant Health. 30 January 2008. The nutrients from digested food are absorbed from the intestines into the blood and carried to the liver. The liver prepares nutrients either for immediate use or for storage and future use. Alcohol inhibits the breakdown of nutrients into usable molecules by decreasing secretion of digestive enzymes from the pancreas (2). Alcohol impairs nutrient absorption by damaging the cells lining the stomach and intestines and disabling transport of some nutrients into the blood (3).In addition, nutritional deficiencies themselves may lead to further absorption problems. For example, folate deficiency alters the cells lining the small intestine, which in turn impairs absorption of water and nutrients including glucose, sodium, and additional folate (3). Even if nutrients are digested and absorbed, alcohol can prevent them from being fully utilized by altering their transport, storage, and excretion†¦ Even wh en food intake is adequate, alcohol can impair the mechanisms by which the body controls blood glucose levels, resulting in either increased or decreased blood glucose (glucose is the body's principal sugar)†¦Ã¢â‚¬Å"Alcohol and the Nutrition. † October 1993. Alcohol Alert. 22. 29 January 2008. National Institute on Alcohol Abuse and Alcoholism. â€Å"Disturbances of sleep lead to fatigue and sleepiness during the day. The more one drinks, the faster the person will fall asleep, but the likelihood of sleep disturbances increases. Alcohol consumed up to 6 hours before bedtime can affect sleep patterns, increasingthe longevity of disturbances alcohol causes in the body’s sleep cycles. † â€Å"Alcohol and Sleep. † (2006). Loyola Marymount University. â€Å"Studies of male-dominated occupations have described heavy drinking cultures in which workers use drinking to build solidarity and show conformity to the group (4,5). Some male-dominated occupations therefore tend to have high rates of heavy drinking and alcohol-related problems. † â€Å"Alcohol and the Workplace. † July 1999. Alcohol Alert. 44. 29 January 2008. National Institute on Alcohol Abuse and Alcoholism. Myth: â€Å"The worst thing that can happen is that I’ll pass out and have a hangover tomorrow. â€Å"The fact is that death can and does occur from drinking too much alcohol. This is known as alcohol poisoning or acute alcohol intoxication and occurs when the level of alcohol in the body acts as a poison, causing death from the drug overdose. Another way that alcohol can cause death is due to alcohol related accidents, such as drunk driving, falls, and suicide. Myth: â€Å"People pass out from drinking all the time. It’s nothing to worry about. â€Å"†¦ Alcohol is a central nervous system depressant that works to slow down the heart rate, lower your blood pressure, and slow your breathing rate.Once your brain has been depressed eno ugh by the alcohol, you pass out. â€Å"Alcohol Myths. † (2006). Loyola Marymount University. 30 January 2008. â€Å"Based on published studies, Roizen (3) summarized the percentages of violent offenders who were drinking at the time of the offense as follows: up to 86 percent of homicide offenders, 37 percent of assault offenders, 60 percent of sexual offenders, up to 57 percent of men and 27 percent of women involved in marital violence, and 13 percent of child abusers†¦. Direct Effects of Alcohol.Alcohol may encourage aggression or violence by disrupting normal brain function. According to the disinhibition hypothesis, for example, alcohol weakens brain mechanisms that normally restrain impulsive behaviors, including inappropriate aggression (5). By impairing information processing, alcohol can also lead a person to misjudge social cues, thereby overreacting to a perceived threat (6). Simultaneously, a narrowing of attention may lead to an inaccurate assessment of t he future risks of acting on an immediate violent impulse (7)† â€Å"Alcohol, Violence, and Aggression. † October 1997. Alcohol Alert. 38. 29 January 2008.National Institute on Alcohol Abuse and Alcoholism. The Dangers of Alcohol Alcohol is the third leading cause of mortality in the United States, and is responsible for approximately 100,000 preventable deaths per year†¦. alcohol abuse can cause long term problems in virtually every organ system in your body including: 4. Cancers of the mouth, throat, larynx, and esophagus 5. Stomach ulcers and bleeding in the upper gastrointestinal tract 6. Pancreatitis, cirrhosis of the liver, and liver cancer 7. Hypertension, cardiac arrhythmias, and congestive heart failure8. Sexual dysfunction, including loss of libido and impotence 9. Peripheral nerve problems 10. Increased susceptibility to infections Berman, James. January 2003. â€Å"Alcohol and drug addiction†. University of Pennsylvania Health System. 29 January 2008 Alcohol (wine, beer, or liquor) is the leading known preventable cause of mental and physical birth defects in the United States. When a woman drinks alcohol during pregnancy, she risks giving birth to a child who will pay the price — in mental and physical deficiencies — for his or her entire life.Yet many pregnant women do drink alcohol. It's estimated that each year in the United States, 1 in every 750 infants is born with a pattern of physical, developmental, and functional problems referred to as fetal alcohol syndrome (FAS), while another 40,000 are born with fetal alcohol effects (FAE). â€Å"Fetal Alcohol Syndrome. † 2008. Nemours Foundation. 30 January 2008. In the 1890 the Temperance movement swept across the United States preaching that alcohol was immoral and destroyed family life. This movement radically altered peoples views†¦In 1920 America saw prohibition in an effort to prevent the social problems caused by alcohol abuse. This cause d a surge in gangster brawls as gangs fought to take control of distributing alcohol on the black market†¦. However, this trend slowly started to alter as physicians started to link alcohol to a number of diseases and social problems. By the early 1900 Dr Rush documented the addictive behaviour of alcohol and in 1935 Alcoholic Anonymous was set up. â€Å"History of Alcohol. † (n. d). 30 January 2008 Alcohol-related motor vehicle accidents are the leading cause of death in teenagers. People who drink alcohol are more likely to engage in high-risk sexual behavior, have poor grades or job performance, use tobacco products, and experiment with illegal drugs. Long-term heavy drinking damages the liver, nervous system, heart, and brain. It also can lead to high blood pressure, stomach problems, medicine interactions, sexual problems, osteoporosis, and cancer. Nissl, Ian. 23 February 2007. â€Å"Alcohol and Drug Problems. † Peace Health. 29 January 2008. â€Å"Alcohol triggers the release of dopamine – a chemical which produces feelings of satisfaction. It also increases the production of the brain's natural painkiller – endorphin – which scientists think could be the means by which the brain becomes trained to crave. † Ryan, Caroline. Why alcohol is addictive. 15 March 2004. BBC News. 30 January 2008. http://news. bbc. co. uk/2/hi/health/3537387. stm 73% reported feelings of anxiety, fear, and depression†¦ Heavy drinking at the workplace may potentially lower productivity.Sickness absences associated with harmful use of alcohol and alcohol dependence entails a substantial cost to employees and social security systems. There is ample evidence that people with alcohol dependence and problem drinkers have higher rates of sickness absence than other employees†¦. lower performance, lack of self-direction and problems in personal relations were found to be related to heavy drinking, particularly when collateral re ports were used. †¦ alcoholism has had adverse impacts on productivity in the workplace and increased absenteeism†¦.It is estimated that drinking and alcoholism have reduced labor productivity by some 10%†¦ Drinking can impair performance as a parent, as spouse or partner, and as a contributor to household functioning†¦. In many societies, drinking may be carried out primarily outside the family and the home†¦. Drinking also costs money and can impact upon resources particularly of a poor family, leaving other family members destitute. Scientific Facts on Alcohol. † (2008). Green Facts. 29 January 2008. Americans during the time of the American Revolution, for the most part showed little concern over drunkenness, and spiritous liquors had become the greatest factors in colonial commerce†¦. To expand the sale of beer, brewers expanded the number of saloons. Saloons proliferated. It was not uncommon to find one saloon for every 150 or 200 Americans, including those who did not drink. Hard-pressed to earn profits, saloonkeepers sometimes introduced vices such as gambling and prostitution into their establishments in an attempt to earn profits. Many Americans considered saloons offensive, noxious institutions†¦Prohibition in the United States was a measure designed to reduce drinking by eliminating the businesses that manufactured, distributed, and sold alcoholic beverages. The Eighteenth Amendment to the U. S. Constitution took away license to do business from the brewers, distillers, vintners, and the wholesale and retail sellers of alcoholic beverages†¦. The bootleggers (named after the practice adopted by travelers in the Midwest in the 1880's, who concealed liquor in their boots when trading with Indians) began by importing booze over the Mexican and Canadian borders, and from the Caribbean†¦When Prohibition was repealed in 1933, an elaborate syndicate of organized crime, built on the multi-million dollar boo tlegging industry, had survived. The American Mafia branched out into narcotics, gambling, prostitution, loan sharking and extortion, concerns they still control today. â€Å"The History of Alcohol. † (2005). Drug-Rehabs. org 30 January 2008. â€Å"National prohibition of alcohol (1920-33)–the â€Å"noble experiment†Ã¢â‚¬â€œwas undertaken to reduce crime and corruption, solve social problems, reduce the tax burden created by prisons and poorhouses, and improve health and hygiene in America.The results of that experiment clearly indicate that it was a miserable failure on all counts. † Thornton, M. (1991). â€Å"Alcohol prohibition was a failure. † CATO institute. 30 January 2008. â€Å"In the 1600 and 1700's, there were very few things available to drink. One did not want to take a lot of chances with the water and the unpasteurized milk of the time. Also, coffee and tea were expensive items, which left people of the time with one alternative, a lcohol†¦.By the 1820's the average American was drinking 7 gallons of pure alcohol†¦. Criminal groups organize around the steady source of income provided by laws against victimless crimes such as consuming alcohol or drugs, gambling and prostitution. In the process of providing goods and services those criminal organizations resort to real crimes in defense of sales terrorities, brand names, and labor contracts† â€Å"What in American's history could lead to prohibition? † (n. d). 30 January 2008. â€Å"It is impossible to treat depression whilst someone is drinking as the alcohol has the opposite action to the drugs prescribed for depression and of course alcohol itself being a depressant may actually be causing the symptoms rather than treating them†¦. If people find they are frequently using alcohol to cope with stressful and worrying situations in their lives then they may need to consider finding another way of dealing with stress or to face the p roblem and deal with it rather than avoiding it.Alcohol cannot solve these problems and will always cause more problems of its own in terms of health and money etc. In situations such as bereavement or relationship break ups, it actually delays the healing process because the people aren’t giving themselves a chance to heal†¦. † Why Do People Drink Alcohol? (n. d) 30 January 2008. Suicide 3. One study showed that 40% of alcoholic women attempted to commit suicide, compared to 8. 8% of non-alcoholic women. 10 4.Younger women who are alcoholics are nearly twice as likely to attempt to commit suicide (50. 5%) than older women who are alcoholics (25. 5%). 10 Victimization13 2. 57% of female victims of intimate violence (i. e. , current or former spouses, boyfriends, etc. ) reported that the offender had been drinking at the time of the offense. 3. 62% of female victims of alcohol-related violence reported experiencing some form of injury. Women and Alcohol. (2006). Lo yola Marymount University. 30 January 2008.