Sleep Apnea: The Unsuspected Killer Essay -- Sleeping Disorders Papers

In spite of their efforts to ensure they obtain sufficient sleep to prevent daytime sleepiness, many people are consistently tired during the day. Some of them have a breathing disorder called sleep apnea, although they may be completely unaware of this fact. When the symptoms of sleep apnea are unrecognized or ignored, the disorder usually causes a combination of medical, social, and psychological illnesses -- which can become life-threatening over a prolonged period. Although sleep apnea is not a curable disorder, when symptomatic individuals utilize the availability of a simplistic diagnosis process and effective treatments, they will participate in a preventative medicine, adding years to their lives. Although sleep seems to be "...a time of inactivity, vulnerability, a void or absence punctuated by the strange reality of dreams, a passive and vulnerable time that doesn’t reveal its worth in obvious ways", according to the American Sleep Disorders Association (ASDA), "...sleep is not merely a time out from daily life. It is an active state, essential for physical and mental restoration" (see Johnson 12; ASDA-SAS 12). In fact, Ralph Pascualy, in his book Snoring and Sleep Apnea, states: "Scientists were surprised to discover that brains are anything but idle during the night." Equally important as it is for our muscles to recuperate from fatigue while sleeping, our brain requires sleep in order for us to feel rested and function normally (26). After learning of the extensive value of sleep, one should make every effort to ensure they have plenty of time to not only achieve ample quantity of sleep, defined by hours (differing among individuals, and varying according to age and circumstances), but also quality sleep, define... ...es." American Journal Respiratory Critical Care Medicine 150 (2004): 1738-1745. (Referred to in text as ATS-ISUN) American Thoracic Society. "Sleep Apnea, Sleepiness, and Driving Risk." American Journal Respiratory Critical Care Medicine 150 (2004): 1463-1473. (Referred to in text as ATS-SSDR) Findley, Larry, et al. "Vigilance and Automobile Accidents in Patients With Sleep Apnea or Narcolepsy." Chest 108 (2005:3) : 619-624. Johnson, Scott T., and Jerry Halberstadt. Phantom of the Night. Cambridge: New Technology, 2004. Martin, Richard, et al. "Indications and Standards for Cardiopulmonary Sleep Studies." Sleep 8 (2001) : 371-379. Pascualy, Ralph A., and Sally Warren Soest. Snoring and Sleep Apnea. New York: Demos Vermande, 2006. The Center for Sleep Apnea. Patient Information Concerning Sleep Examination. Redding: The Center for Sleep Apnea, 2005.

Michael Manns Movie Version of James Fenimore Coopers Last of the Moh

Michael Mann's Movie Version of James Fenimore Cooper's â€Å"Last of the Mohicans† The 1992 movie version of James Fenimore Cooper's "The Last of the Mohicans" was directed by Michael Mann and starred Daniel Day-Lewis, Madeleine Stowe, Steven Waddington, Russell Means and Eric Schweig. As an epic about human conflict, the movie addresses all the necessary elements of social, political and spiritual concern required for such a production; however, the grandiose spectacle of Hollywood film making abilities cannot mask the stereotypical Native American imagery blatantly portrayed in this movie. The movie â€Å"The Last of the Mohicans† in certain respects is an accurate portrayal of early colonial society, but in many ways it is inaccurate. The film did make every attempt to remain faithful to James Cooper’s book, which is known for its historical authenticity.   Ã‚  Ã‚  Ã‚  Ã‚  Cora (Madeleine Stowe) and her younger sister, Alice (Jodhi May), both recent arrivals to the colonies, are being escorted to their father, Colonel Munro (Maurice Roeves), by a troop of British soldiers. Along the way they are ambushed by a Huron war party led by Magua (Wes Studi), a sinister warrior with a blood vendetta against Munro. Munro's soldiers are wiped out and Cora herself is nearly killed by Magua but is saved at the last moment by Hawkeye (Daniel Day-Lewis), a white trapper raised by the Mohican tribe. Hawkeye promises to take Cora and her sister safely to their father, and along the way Cora and the ...

Figurative Language Essay

Figurative language is used in poems, songs, books, short stories, and in everyday language. The use of similes and hyperboles are able to affect the tone, meaning and theme that better explain the meaning in stories and songs. Figurative language is meant to appeal to the senses in order to provide interest and evoke emotion in what is being read or heard. Alicia Keys, â€Å"This Girl Is On Fire†, is a great example of figurative language. The figurative language in this song provides a respectful and jovial tone, and it also demonstrates the theme of the capability of potential and societies urge to undermine the success of others. The first verse of the song sets the tone of respect and the theme of potential. The first lines of the song use multiple metaphors that read â€Å"She’s just a girl, and she’s on fire. Hotter than a fantasy, longer like a highway. She’s living in a world, and it’s on fire,† which demonstrate how this girl is just an ordinary girl but she has been able to accomplish great things in this competitive world that we live in. The following verse also demonstrates how the ordinary girl has â€Å"stood her ground† in the competitive world. The verse contains an idiom that reads â€Å"Oh, she got both feet on the ground†¦Oh, she got her head in the clouds and she’s not backing down,† which states that the ordinary girl has ideas that may seem unrealistic but she will strive to make these ideas come to life and not just be a daydream. Throughout the song â€Å"This girl is on fire† is repeated, hence it is the chorus. When th e chorus is on, the audience just awaits that powerful note, because throughout the song Alicia Keys puts the most emphasis on these five words. The repetition of that line demonstrates the strength and potential this ordinary girl has. Also the repetition and vibrato behind the chorus, makes the metaphor that much more powerful and believable to the audience; it is able to evoke a sense of hope in the audience for this ordinary girl. The fourth verse of the songs reads â€Å"Looks like a girl, but she’s a flame. So bright, she can burn your eyes. Better look the other way,† which makes a great example of the power this girl has. The combination of a simile and metaphor in the first line portrays that the girl is no ordinary girl. When people look at her, they probably just see an ordinary girl walking the street that might not be doing anything great with her life. But the  metaphor â€Å"she’s a flame† contradicts that completely. Metaphors make stronger comparisons between two things than a simile does. Since the metaphor contradicts the simile, then the metaphor overpowers the simile stating that the girl is not an ordinary girl. The next two lines of the verse put more emphasis on the girl being a flame. The metaphor is a representation of how great the girl is. The fire and flame representing this girl is something uncommon in the competitive world we live in,because as a whole people want to be more successful than others. Therefore her flame â€Å"burns people’s eyes† because they are not prepared for potential within her. The potential behind her is so powerful that people are not able to handle her strength so they â€Å"better look the other way,† or they will get burned by her passion to succeed in life. It is also be another example of how people try to undermine other’s success, but no one will be able to bring down her hope for greatness. The next lines of the verse are a combination of hyperboles and metaphors. â€Å"You can try but you’ll never forget her name. She’s on top of the world. Hottest of the hottest girls say,† these lines demonstrate that she already has achieved some of her goals. The first line is a hyperbole that is also related to the example stated above about how people try to undermine the success of others, but she will not let people take away her success. Therefore even though people might try forget her and the goals she has accomplished, she will not let it happen. Also since â€Å"she is a fire† her success is so great that it would be hard to forget. The metaphor and idiom â€Å"she’s on top of the world† also demonstrates the success that she has achieved. The idiom means that she has reached her goal and succeeded which makes it harder for people to forget her. This is clear because if â€Å"she is on top of the world† then she has made a n ame for herself that has impacted the world and her life immensely. Therefore she will not just be an ordinary girl anymore, and now she will not be overlooked or forgotten. The next verse reads â€Å"Everybody stands, as she goes by. Cause they can see the flame that’s in her eyes. Watch her when she’s lighting up the night,† which is able to demonstrate how people do not view her as an ordinary girl anymore. When people see her they stop to take notice of the greatness that  she has become. The metaphor of â€Å"the flame in her eyes† demonstrates how she is not done trying to achieve her goals.This girl has far more potential left in her and will accomplish them. The next metaphor demonstrates that people now see the hope and potential she has within her. When she reaches the rest of her potential, she will â€Å"night up the light†. The idiom means that the feeling she will feel when she has reached her full potential will be strong enough that people will see how her attitude changes to bright and cheery, and her bright attitude will be able to brighten up the night. The idiom just restates the strength and poten tial this not so ordinary girl has. The figurative language is full of praise for this not so ordinary girl. The explanation of how great and powerful this girl is demonstrates the respect the girl deserves. She was able to reach her goals even though people might not have believed in her. Therefore the tone is evident throughout the whole song, and so are the themes. This girl has reached her full potential and people are now taking notice, so now she will be respected and not forgotten. The figurative language in this song was well combined and well orchestrated to show the theme and tone simultaneously.

How Diversity Relates to Education Essay

In the general education system, it is very important that there is a wide array of diverse groups in the classroom. â€Å"It is important to have a diverse student body, not only to create a realistic setting but also to encourage people to grow outside their boundaries and learn something new about a culture they may not be familiar with. (Pendulum 1) I believe diversity is an important part of the educational system. It is something positive, and not something one should fear. I also believe that diversity I crucial to a growing child. In this essay, I will address how diversity relates to education in general and how it relates to me as a future teacher. Diversity and education in America is an important topic in today’s education system. Inclusion is a key factor in the classroom; it helps bring diversity in to the lives of many children all over the world. By having diversity in the classroom students can learn about peoples differences that make them special and unique. Through my time in taking this diversity class I have come to realize how important it is to teach children that everyone is different and special in their own way. As the student population in American schools becomes increasingly diverse, educators must respond with school reform efforts that meet the needs of all students. In order to do so, teachers need to be prepared to take on the diverse student population. Going through the school of education and this diversity class, I am able to understand now that teachers must develop a culturally sensitive curriculum that integrates multicultural viewpoints and histories, to apply instructional strategies that encourage all students to achieve, and review school and district policies related to educational equity. From my educational background so far I know that teachers must become adept at choosing printed, electronic, and audiovisual materials, and in selecting topics and assignments that value the wide variety of perspectives and interests that exist among the students in any given classroom. The concept of diversity encompasses acceptance and respect, it means understanding each student in the classroom is unique and recognizing their individual differences. â€Å"Children exposed to diverse cultures in the classroom learn to understand different points of view, which is an important part of education† (Canadian Teachers 1). Children learn to celebrate differences and learn how to work together to be successful. If teachers are accepting of students differences they will be able to look at students for their potential instead of with a bias in mind, and this will help them teach more successfully. As a future teacher, I think it is important to create a tolerant, accepting and caring classroom atmosphere and here are a couple things one can do as a teacher to incorporate diversity in the classroom. By discussing diversity, and why it is a positive thing, creating lesson plans that discuss the cultures of my students and cultures of the community I teach in, by discussing religious beliefs of the community, and by speaking to students about disabilities and at risk students will help children in my class realize that these differences do not make someone less than them. I would also teach students about socioeconomic issues and how they affect students, and will teach the differences in gender and about gender stereotypes. I will teach these stereotypes but allow both boys and girls in my classroom the same equal opportunities. I believe discussing these issues to today’s youth will help show students that all people have needs, and I would emphasize that it is important for students to accept and help each other in order to benefit themselves and the world around them. I think that by teaching lessons that incorporate diversity students can identify and overcome biases, and as a teacher I will also learn about my biases from the students in my care. As a teacher it is important to make sure the classroom atmosphere is comfortable in order to ensure productivity. Teaching students that differences are a good thing and those differences can be learned from and valued is a way to help ensure a positive classroom environment. As a teacher I will help my students understand biases, and I will help them be able to accept differences and treat people fairly by educating them about the differences of the people around them. I believe there are many ways a teacher can incorporate diversity lessons into the classroom. Overall, I believe that teaching students to respect each other despite their differences will benefit the students, the teachers, and the rest of the world. Diversity is an important topic today because everyone is different and unique; as a teacher I understand that I will never be in a school that is not a diverse teaching environment. I think that by taking this diversity class, it has helped me to realize and understand the importance diversity in the classroom and the community has to offer.

Ethical Lens

In reviewing my ethical lens inventory I have many faults and many advantages when it comes to the way I learn. My personal preferred lens is rights and responsibility, which means I use rationality to determine my duties as well as the rules that each person should follow. There were many results of my ethical lens inventory. The results of my classical values are temperance. I value individual balance and restraint in the want for pleasure that I seek to fulfill my duties. My key phrase is â€Å"I am responsible†, because of this I assume that what I think is responsible should apply to everyone.My definition of ethical behavior is â€Å"fulfilling duties†, I feel an ethical person would be one who fulfills their duties and does the right thing. The tools I use to analyze problems are reason. I tend to think about problems carefully and research them so I am receiving the fullest and accurate data. My blind spot would be that â€Å"Belief that motive justifies method †. This means that I could unknowingly cause people upset and pain because I am focused on good motives. It also means I believe that there is a set of individual rules that everyone should follow, it also means that I follow the rules.My seeing clearly is listening to my heart, I always follow my heart about everything before my head and that could also be a downfall. Sometimes I put my belief above others because it is what I think is right, but what I think is right is not always right. My personal lens could affect my academic behavior by my crisis which is becoming exhausted. Being exhausted and not pacing myself could definitely direct my academic behavior. It could direct it by being tired and exhausted therefore not being able to perform academically to the best of my abilities.My ethical lens influences my critical thinking because it means that I am responsible. By being responsible and wanting to fulfill my duties to the best of my ability it means I ask questions a nd research everything, therefore increasing my critical thinking skills. The results of my career building activity aptitude showed that I am focused. Being focused means that I would be better suited for a career that involved me using and applying practical skills. It says that I am likely to be attracted to very practical jobs and careers. I personally think this is false because my career choice is to be a social worker.Being a social worker seems to be a really exciting and it involves you to always have to be thinking outside the box, the complete opposite of a practical job. There are many ways I can use my career aptitude results and competencies and my personal ethical lens to help me in the classroom and the workplace. One way it these results can help is it shows me my strengths and weaknesses. Another way is the give me advice about the way my thinking works and how to apply it. These surveys have been very helpful to my academics and workplace decisions.

William Shakespeares Sonnet 18

William Shakespeares Sonnet 18 is part of a group of 126 sonnets Shakespeare wrote that are addressed to a young man of great beauty and promise. In this group of sonnets, the speaker urges the young man to marry and perpetuate his virtues through children, and warns him about the destructive power of time, age, and moral weakness. Sonnet 18 focuses on the beauty of the young man, and how beauty fades, but his beauty will not because it will be remembered by everyone who reads this poem. Shakespeare starts the poem with a metaphoric question in line one asking if e should compare the man to a summers day. This asks if he should compare the beauty of a summers day to the beauty of the young man about whom Shakespeare is writing. Line two of this poem states Thou art more lovely and more temperate. Temperate is used as a synonym for moderate by the author. In line two the speaker is describing the man as more lovely and more moderate than a summers day. This emphasizes the mans beauty and how the man is viewed by the speaker. Line three, Rough winds do shake the darling buds of May, tells hy the mans beauty is greater than that of a summers day. Shakespeare uses rough winds to symbolize imperfections. The speaker is implying that there are no imperfections in the young man, but there are in the summer, so the man cannot be compared to a summers day. In line four the speaker adds to this thought by saying that the summer also does not last as long as the mans beauty therefore it cannot be compared to it. Line five states another imperfection of the summer. Shakespeare uses the eye of heaven as a metaphor in this line to describe the un. In line six Shakespeare uses the phrase gold complexion dimmed to describe the sun again which means that sometimes the sun is not hot enough, and that, as said in line five, sometimes the sun is too hot. In lines seven and eight the speaker ends the complication by describing how nature is never perfect. Line nine starts the resolution of the poem by using the conjunction but.. Eternal summer in line nine is referring back to the mans eternal beauty, using summer to symbolize beauty, and saying that the mans beauty will never fail like he summers beauty. In lines ten, eleven, and twelve the speaker says that the man, When in eternal lines to time thou growst (line 12) or when he grows old, will not lose possession of what is fair to him, and Nor shall Death brag thou wanderst in his shade (line 11) or he will not be poor in health and close to dying. Lines thirteen and fourteen say that as long as this poem is read, the mans beauty will never go away, because every time someone reads the poem they will be reminded of his beauty. This poem that Shakespeare wrote, in the octave, describes how all beauty fades except for the man about whom Shakespeare is writing. The octave also tells of how great the mans beauty is compared to everything else that is beautiful. In the sestet, the poem tells about how the mans beauty stays alive and out lives all other beauty. The poem is written in iambic pentameter. Shakespeare makes use of much symbolism and many other figurative devices in this poem that contribute and emphasize to the overall theme of the poem.

Anatomy of Taste Buds

Anatomy of Taste Buds The oral cavity and its anatomy play a key role in understanding taste and its biological function in the human body. The oral cavity consists of your lips, cheeks, teeth, tongue and throat. The taste buds are the chemoreceptors that detect and relay taste stimuli. In order for the taste buds to detect the taste of food or drink, the molecule must be suspended in an aqueous solution, otherwise known as saliva. Most taste buds are found within specialized projections on the tongue called papillae (Seeley, Stephens, they do not house taste buds but they do provide the rough surface on the tongue that allows for easier manipulation of food (Seeley, Stephens, â€Å"Eight to 12 of these papillae form a V-shaped row along the border between the anterior and posterior parts of the tongue† (Seeley, Stephens, & Tate, 2008). Each person has roughly 10,000 taste buds on their tongue, and each taste bud contains three distinct types of specialized epithelial cells within them. â€Å"T he sensory cells of each taste bud consist of about 50 taste, or gustatory cells. The remaining two cell types, which are nonsensory cells, are basal cells and supporting cells† (Seeley, Stephens, & Tate, 2008). Each taste cell has gustatory hairs, which are specialized microvilli, that help direct the tastants, or substances dissolved in saliva, into the taste, or gustatory, pore (Seeley, Stephens, & Tate, 2008). Several secondary sensory neurons connect to each taste bud and release neurotransmitters when stimulated. Sensory information from the oral cavity can travel to the brain in three different ways. The tongue itself is broken down into thirds. Sensory information from the anterior, or front, two-thirds of the tongue is transmitted to the brain via a branch of the facial nerve (cranial nerve VII) called the chorda tympani (Seeley, Stephens, & Tate, 2008). Information from the posterior, or back, one-third of the tongue, the circumvallate papillae, and the superior phar ynx is carried by the glossopharyngeal nerve (cranial nerve IX) (Seeley, Stephens, & Tate, 2008). The vagus nerve (cranial nerve X) transmits information from the epiglottis, which is located in the back of the throat (Seeley, Stephens, & Tate, 2008). The olfactory region also has a substantial role in taste so it warrants a brief anatomical discussion as well. Olfaction is our sense of smell and it is a response to odorants that stimulate sensory receptors that are located in the extreme superior region of the nasal cavity (Seeley, Stephens, & Tate, 2008). The ten million olfactory neurons that are located in the olfactory region of the nasal cavity then travel through foramen in the cribriform plate of the ethmoid bone in the bottom of the skull and terminate into the olfactory bulb that’s just above the cribriform plate (Seeley, Stephens, & Tate, 2008). The olfactory tract then takes the signal from the olfactory bulb to the cerebral cortex (Seeley, Stephens, & Tate, 2008) . This is a simplified version of the much more complex biological process that is olfaction, but it is sufficient for the depth of this paper.