The Norton Anthology Sylvia Plath Essay Example for Free

The Norton Anthology Sylvia Plath Essay Imagery is the essence of all forms of poetry. It is what brings a poem to life it is the key to releasing all the emotions in us. Imagery develops a deeper meaning to the poem and its major themes. Plath uses a lot of images in her poem which reflect her feelings and help the reader to relate to her. The recurrences of related images are the central elements in Sylvia Plaths poetry. The poems of Daddy and Lady Lazarus both use imagery of historical people and events that took place to explain tense and painful emotions. The imagery she employs throughout both poems is intensely personal and centered around her intimate emotions. Due to this fact, this subsequently draws the attention more clearly to the themes of each poem. It is interesting to note that Daddy and Lady Lazarus were written only a fortnight apart, this may help to understand her state of mind at that time. It is conveyed through many related images in both of her poems. These specific images such as the Holocaust and her use of colour imagery effectively stress the themes of the poem which are primarily life and death. Daddy is a disturbing depiction of the father-daughter relationship- A relationship of the oppressor and the oppressed. Her fathers order and brutality is expressed in stereotypical images of a Nazi neat moustache, Mein Kempf look. In Daddy the main theme is that of death and fear. Poor and White is a stark contrast to the Black Shoe All her feeling and emotion has been sapped out by her father. The use of the colour Black represents death and negative images, it is the narrators mental and physical torture and ultimate destruction. This colour brings back the picture of her father. Strong images are used throughout this poem such as in the line Marble Heavy, a bag full of god,Frisco seal suggests the heaviness her fathers authority weighed on her throughout her life. This imagery would suggest that her father represented a threatening and domineering presence in her life. Once again, evoking the theme of fear in the poem. Plath uses the image of a vampire in Daddy to represent her husband and her father. Historically, people who were transformed into vampires became only  monsters who retained only the physical appearance of their former selves. The duality of father and husband in the poem correspond to the vampires dual identity as dead human and living monster. This image of a vampire effectively conveys the terror and intense negativity she is expressing in the poem. It is only natural that she would find an image which would link these two men in her life and using this further highlight the theme of suffering. Just like in Daddy, Sylvia Plath uses the imagery of colour Red Fire, Red Hair to denote one of her major themes. The colour Red is a fierce colour it represents life and vitality therefore it highlights the theme of Re-birth. Plath expresses her need to die in order to be re-born. Here she is confronting her pain through her poetry in an attempt to find internal peace. Images of Lazarus from the bible who was raised from the dead by Christ further highlights this theme of a revival. The theme of life and death is again apparent through her alteration from life to death to life again. The narrator has transformed psychologically in the course of her life, a transformation evident in her treatment and practice of suicide. The controversial Holocaust imagery only appears in the poems she wrote between October and November 1962 of which both Daddy and Lady Lazarus were written. It can be directly linked to the period when the Nazi Lieutenant was executed in 1962. In both poems she equates the horrors of personal suffering with the human suffering on a larger scale. The narrator utilizes a range of images of oppression which develop into horror images. Severely haunting images of the Holocaust such as Herr Doctor (figure of death) Chuffing me off like a Jew, Nazi Lampshade, the rack and the screw combined with the grotesque imagery peel off napkin skin, Full set of teeth. These disturbing images embody her turmoil and capture the essence of her desire to escape from life-which is death. The use of holocaustic imagery is intended to both shock and engage the audience, with strong associations and connotations of extreme horror and disgust. Plath uses these images as vehicles for creating an atmosphere of terror and evil and to further emphasize the theme of death. The definition of Theme is the pattern created within a literary work by the repetitive use of particular images. These images are laden with pain and the tragedy of suicide, the central tragedy of Sylvia Plath. The effect of Sylvia Plaths imagery stimulates a response from the reader. At the same time it allows the reader to draw on their own personal experience, this is the stage where the themes of a poem become clear. Plaths successful poetry can be attributed to her ability to express certain themes in such a diverse way. The theme of death is conveyed on many levels which are distinguished by the persona taking a subjective or objective view and using varied imagery to reflect what she is experiencing. Not only does the imagery in both poems develop the themes of life and death but they also can be seen to have other underlying meanings concerning the themes. After all why does Sylvia Plath concentrate on both the death and rebirth themes when clearly it is a paradox? Perhaps it suggests that maybe Sylvia Plath was as focused on living as she was absorbed by death. Nobody knows! Bibliography http://www.sylviaplath.de/ (14/01/04) http://www.sylviaplathforum.com/ (14/01/04) http://www.cla.sc.edu/ENGL/writingprograms/FirstYrEnglish/edgerton.htm (14/01/04) http://cityhonors.buffalo.k12.ny.us/city/rsrcs/eng/plasca.html (14/01/04) http://cityhonors.buffalo.k12.ny.us/city/rsrcs/eng/placady1.html (14/01/04) http://www.bbc.co.uk/dna/h2g2/A688197 (15/01/04) http://www.womenwriters.net/editorials/whitton0500.htm (18/01/04) http://lion.chadwyck.co.uk (18/01/04)

Exploring Cultural Competencies Essay Example for Free

Exploring Cultural Competencies Essay Being culturally competent of a student’s culture is essential for school counselors within a diverse population. In order for a school counselor to be culturally competent, it is essential for them to be aware of three major ideas: know yourself, know the student, and know the technique. Within these three competencies there are common themes that are utilized throughout each. Beliefs and attitudes, knowledge, and skills are all indispensable within the context of school counseling. Throughout the evolution of school counseling, these concepts have been consistent with multicultural counseling. However, based on recent research counselors are developing reason to believe that it is also imperative to explore spirituality as one of the competencies. These multicultural counseling competencies as well as spirituality will all be explored within this paper in regards to how school counselors (and myself, as a school counselor in training) can best counsel and work through the diverse issues of their students. The competencies being addressed can be further explored in Operationalization of the Multicultural Counseling Competencies (Arredondo, et al., 1996). Counselor Awareness of Own Cultural Values and Biases In order for a school counselor to be effective within this role, they must know their own cultural values and biases that they will be carrying with them throughout their professional journey. By self reflecting on their own attitudes and beliefs, knowledge, and skills a school counselor will help a school counselor to become more self aware of what these values and biases are within their life. Self-awareness is crucial when working with a diverse culture of students as a school counselor. Attitudes and beliefs are consistent across all cultures and generations, regardless of where they are at in their life-span development. Therefore, school counselors also carry their own attitudes and beliefs. Since many school counselors work with diverse student populations, they should learn more about their own attitudes and beliefs and how they are expressed in their life. This is an important standard because students’ ethics, thinking, and perspectives are influenced by their own attitudes and beliefs (Wolf, 2004). It’s common for a school counselor to not be bothered when they are working with students who have similar cultural backgrounds of their own. However, a potential challenge presents itself when school counselors assist students from different cultures, ethnicities, and/or spiritualties (Wolf, 2004). A school counselor must be able to acknowledge their own limits of their own multicultural competencies and expertise, as well as understand when they are beginning to feel discomfort with the differences that will come out between themselves and their students. Along with attitudes and beliefs comes the need for a school counselor to retain knowledge about their own culture. There is specific information within the school counselor’s culture and heritage that can both personally and professionally affect their ability and effectiveness throughout the counseling process. A significant challenge is for school counselors to acquire an understanding and knowledge of racial/ethnic identity development with their own cultural history and then apply that knowledge to students issues and concerns (Holcomb-McCoy, 2004). This allows counselors to acknowledge how their own culture has suffered or maybe even benefited from the cultural racisms throughout history. In order for school counselors to continue to practice cultural competency in counseling, they must maintain the skills and education as this multi-cultural world continues to change. It is essential for school counselors to continue to seek consultation, further training and education, as well as refer students to other mental health counselors (outside of the school system) that could better work with their culture. According to the ethical standards for the school counseling profession (ASCA, 2004) counselors need to be proficient in working with students from diverse backgrounds and within a multicultural framework that supports the cultural contexts in which today’s students develop (Moore-Thomas Day-Vines, 2008). Ethically it is essential for counselors to maintain these skills in order to better serve their students. Counselor Awareness of Client’s Worldview School counselors must be aware of negative and positive emotional reactions that are put off towards students, because this is significant towards the counseling relationship with the student. If a counselor chooses to share their own attitudes and beliefs with a student, it is important for the counselor to remember that they are willing to share those beliefs in a non-judgmental and pushy fashion (Wolf, 2004). Culturally skilled counselors must be aware of their own biases and stereotypes that they hold towards other racial and ethnic minority groups. These preconceived notions need to be addressed so that they are not being outwardly communicated (verbally or nonverbally) to a student that could potentially hinder the counselor-student relationship (Curry, 2010). How the client receives a counselors nonverbal social queues can seriously affect the relationship. In order for school counselors to continue to maintain a positive relationship with a student of a different cultural background than their own, they must obtain the knowledge necessary to do so. Part of that knowledge involves possessing specific knowledge that is strongly linked to understanding the minority identity development that is available from different pieces of literature. School counselors need to be prepared to do additional research regarding different cultures in order to better understand the students they are working with. Along with knowledge, school counselors must also have the skills necessary that will enrich the counseling experience for the student. The following question must always be asked, how can counselors become more actively involved outside of the school system within the minority cultures that they are working with? School counselors can play a major role in the empowerment of ethnic minority families and communities by taking a leadership role in developing school-family-community partnerships (Holcomb-McCoy, 2004). School counselors are not only advocates for mental health and education within the school system, but they are also advocates within the community as well, and their community involvement with diverse cultures is a practical way of obtaining the knowledge needed to work with those students. Culturally Appropriate Intervention Strategies While keeping the other two competencies in mind counselors must consider how they can apply those to the different intervention strategies needed within the context of school counseling. Attitudes and beliefs that a school counselor must have in order to be culturally skilled must reflect a level of value and respect for the student. In some situations, when working with clients from a different culture, there might be a language barrier; therefore counselors must value the ability to reach the student with their language needs. If there is a language barrier within a counseling setting, a counselor must be open to either offering a translator (while maintaining confidentiality) or referring the student to a different counselor or mental health practice that can better serve their needs (Holcomb-McCoy, 2004). Culturally competent counselors have a clear and unambiguous understanding of the generic characteristics of counseling and therapy and how they may clash with the diverse values of various backgrounds. School counselors must consider if there are any institutional barriers that might prevent a student from coming to them for help. If there are any circumstance that would hinder a student from seeing a school counselor, then that needs to be addressed by the administration and see that counseling can still be offered within the school system for the student (Ponterotto, Alexander, Grieger, 1995). It is essential that a counselor have the knowledge of the interventions strategies and techniques to use in order to best work with the multicultural students of the school. School counselors must be able to not only have the attitude and knowledge to work with a diverse population, but they also must have the skills. Skilled school counselors are not above seeking the needed additional trainings, education, and guidance that will enable them to better utilize their skills and techniques when working with diverse clients. The use of theories and techniques within school counseling is essential because of how diverse the students may be, and because of the development stage the students will be in (Ponterotto, et al., 1995). Competencies Applied to an African American Adolescent Appropriate counseling for African American adolescents requires the professional school counselor to carefully consider the discussed competencies. While incorporating many of these, the following case study was conducted when working with an 11-year-old African American student; child’s name in this assessment will be Jane Doe (Moore-Thomas Day-Vines, 2008). Jane Doe is in the sixth grade, and has experienced many behavioral difficulties, however she is not considered a special needs student. Throughout the years, all of Jane’s teachers have reported their concerns of her disruptive behavior. Jane’s mother was concerned about her daughter’s behavior and decided to see the school counselor about what the next step might be, so that it won’t begin to interfere with her academic performance. Jane’s mother reported to the counselor that Jane never had disruptive behavior at home or even at any of their church functions, and so she was surprised that this behavior was occurring within the school day. After meeting with Jane’s mother, the counselor reflected on meeting and decided to explore more information about the community that Jane was living in, as well as the church community that her and her mother were involved in. The counselor was not familiar with their church because it was a different cu lture and religious belief than her own. She began her research online, checking out the church website, and then on her way home from school that afternoon she drove through Jane’s neighborhood. The counselor found that the neighborhood was a lower to middle class neighborhood, and the church a protestant-Baptist church that was only about two blocks from Jane’s address. After the counselor’s research, it was decided that the best behavior plan to start with Jane would be to develop a school-home-community intervention plan that recognized the family’s values, and allowed Jane to express those values not only at home and at church but also throughout the school day. Rather than ignoring Jane’s spiritual and cultural identity, the counselor allowed Jane to embrace it as part of her cultural identity as a central key to her cognitive and academic development. In this case study, the counselor illustrates a professional example of how to best incorporate the multicultural counseling competencies within the school system. First the counselor understands the importance of knowing her own culture and how it is different than Jane’s and therefore, she needs to be sure to not reflect her own biases onto Jane or her mother. The counselor utilized her skills to find a technique that would work best for Jane and Jane’s mother in order to develop change within Jane’s behavior at school. Finally, the counselor worked to conduct research and learned more about Jane’s home, the community she lives in, and specifically her spirituality. Spirituality Spirituality is not a consideration of the multicultural counseling competencies that were addressed in this paper; however after the previous case study and further research it may be culturally incompetent if a counselor does not include a student’s spirituality. In some cultures spirituality plays a vital role in an individual’s culture, values, and beliefs, so to not consider it within counseling could potentially be detrimental to the student’s counseling experience. When considering a student’s spirituality it is essential for a counselor to be aware of not only their own spirituality but also the ethical and legal implications of talking about spirituality within the school system. Ethically, the American School Counselors Association writes in the preamble of the Code of Ethics that school counselors are willing and able to talk to all students regardless of the student’s spiritual beliefs (ASCA, 2010). However, legally the counselor must abide by the First Amendment of the Constitution, the separation of church and state. So, how are school counselors supposed to ethically work with the client’s spiritual needs, but also legal abide by the law that was written to protect the citizens’ freedoms? Very carefully. Spirituality is already a taboo subject within the school system because the first amendment, therefore it is suggested that a school counselor only brings up spirituality if the student approaches the topic first (Wolf, 2004). Working with diverse cultures, spirituality will inevitably come up, either directly or indirectly. However, when they do present themselves within the school counseling setting it is unethical for the school counselor to advocate for their own personal spiritual beliefs. This is not only a constitutional issue, but also a professional and ethical issue (Wolf, 2004). Spirituality is a new found essential when maintaining cultural competencies within counseling. Incorporating spirituality into therapy and interactions with the student will help the student to better focus their own emotional human needs on the spiritual side of their culture. And when this is practiced appropriately, it may help enhance the student-counselor relationship with a foundation built on trust, because of how personal spirituality can be to some cultures. The Importance of Self awareness Self-awareness is the most important aspect that a school counselor (or even mental health counselor, for that matter) can have before entering into the world of counseling, especially within the school system. Without a counselor’s self-awareness of their own cultural background then they will not be able to know when their own personal biases are being expounded upon the student. A counselor needs to know what cultures or groups of people they would have the most difficult time counseling, and why they would have a difficult time counseling those individuals. If there is a specific group of people that the counselor is not comfortable working with, then it would be encouraged that the counselor takes action to work through those biases and develop more competencies with that culture. However, if a counselor is unable to do this, then the counselor should consider referring those students to a different school counselor or even an outside mental health professional. If at any point a student walks through the door of a school counselors office, and the counselor is aware that they are not able to hold their own biases back about the student’s culture, then the counselor needs refer the student to another professional. Otherwise the emotional security and stability of the student’s well-being could potentially be at stake if the counselor helping them is not willing to budge from their own biases. Exploring a Personal Touch in Cultural Competencies Throughout the semester, in this class specifically, I have been able to grasp a better understanding of what cultures I may have a difficult time working with as a school counselor. I did not realize it before, however my self-awareness has helped me to acknowledge that I would have an incredibly difficult time working with the Muslim population. I realize that I feel this way because of some different personal experiences that my family has experienced with this culture, as well as how some Muslim cultures (or countries specifically in the Middle East) treat women. I do not think it’s fair for a woman to be forced into wearing a super black, super thick, and super huge garment that covers their entire body, with the exception of her eyes. I do not think that it’s fair for a woman to be forced into a marriage with a man she doesn’t love, and then lose all of her rights, making her ability to leave the marriage not an option at all. In some Muslim countries woman have been forced into oppression. My mother’s sister (Aunt Julie) was a missionary for several years in different countries of the Middle East. At one point in her mission she was placed in Bahrain for a six-month commitment. While she was there it was Bahrain law for all woman to dress in garments and cloth that would cover their entire body, with the exception of their eyes. At one point in Aunt Julie’s mission, a body part (that wasn’t her eyes) was exposed in public accidently, and she was taken into custody for what would be considered indecent exposure here in the United States. She was in prison for several months, and eventually the United States Embassy of Bahrain was able to rescue her from the persecution, and she came home. That experience really shook up my family, and I believe that it’s because of that situation that I am not completely comfortable about Muslim men in particular. Therefore, I think I would have a really difficult time counseling with that population, because I would not be able to completely apply all of the cultural competencies. Out of all the competencies, I believe that my strength would certainly fall into the realm of knowledge, and desire to learn more about specific cultures that I will be working with. I have a strong passion and desire to learn, especially when it comes to how I can better communicate and relate to people. However, a weakness that I would be forced to work through amongst all of the competencies would be techniques to use. At this time, I feel this way because I don’t feel like I have enough practice and experience using the techniques I have already learned. I also think that I consider this a weakness, because I’m not sure what techniques work best with different cultures. With time and experience I hope to have a better understanding of how different techniques work better with some cultures than others. I think that the most important thing I have learned beyond the facts in the text and theoretical research would certainly be what I have learned through class discussion this semester, the importance of self-awareness. Self-awareness for a counselor is not something you can read about in a book or a journal. You can’t discover your self-awareness by visiting the library or getting on EBSCO-host. You have to learn it through getting to know yourself. Self-awareness can be discovered through talking to classmates about their beliefs, your beliefs, what culture says about the different things in this world, and searching our hearts to see what we believe. The only way we can become completely competent for who we can counsel is by allowing ourselves to discover the self-awareness we have inside of us; by not avoiding any issues or biases we may have, but instead working through those, and allowing our hearts to be transformed to accept and work with all people, however diverse t hey may be. References American School Counselor Association. (2010). Ethical standards for school counselors. Retrieved November 19, 2011, from http://www.schoolcounselor.org/files/ethical Arrendondo, P., Toporek, M. S., Brown, S., Jones, J., Locke, D. C., Sanchez, J., Stadler, H. (1996). Operationalization of the Multicultural Counseling Competencies. AMCD: Alexandria, Virginia. Curry, J.R. (2010). Addressing the spiritual needs of african american students: Implications for school counselors. The Journal of Negro Education, 79 (3), 405-415. Holcomb-McCoy, C. (2004). Assessing the multicultural competence of school counselors: A checklist. Professional School Counseling, 7(3), 178-183. Moore-Thomas, C., Day-Vines, N.L. (2008). Culturally competent counseling for religious and spiritual african american adolescents. Professional School Counseling, 11, 159-165. Ponterotto, J. G., Alexander, C. M., Grieger, I. (1995). A multicultural competency checklist for counseling training programs. Journal of Multi cultural Counseling Development, 23(1), 11-20. Wolf, J.T. (2004). Teach, but don’t preach: Practical guidelines for addressing spiritual concerns of students. Professional School Counseling, 7 (5), 363-366.

Pancreatic Cancer Symptoms: An Overview

Pancreatic Cancer Symptoms: An Overview Pancreatic cancer often goes undetected until its advanced and difficult to treat. In the vast majority of cases, symptoms only develop after pancreatic cancer has grown and begun to spread. Because more than 95% of pancreatic cancer is the adenocarcinoma type, well describe those symptoms first, followed by symptoms of rare forms of pancreatic cancer. Recommended Related to Pancreatic Cancer Understanding Pancreatic Cancer the Basics The pancreas is an organ located behind your stomach next to the top of the small intestine. It is about six inches long but is less than 2 inches wide and functions as two separate organs. It has two big manufacturing jobs in the body: It makes digestive juices that help the intestines break down food. It produces hormones including insulin that regulate the bodys use of sugars and starches. The pancreas is divided into three sections: the head, the body, and the tail. The Pancreatic Cancer Symptoms: Location Matters Initially, pancreatic cancer tends to be silent and painless as it grows. By the time its large enough to cause symptoms, pancreatic cancer has generally grown outside the pancreas. At this point, symptoms depend on the cancers location within the pancreas: Pancreatic cancer in the head of the pancreas tends to cause symptoms such as weight loss, jaundice (yellow skin), dark urine, light stool color, itching, nausea, vomiting, abdominal pain, back pain, enlarged lymph nodes in the neck. Pancreatic cancer in the body or tail of the pancreas usually causes belly and/or back pain and weight loss. In general, symptoms appear earlier from cancers in the head of the pancreas, compared to those in the body and tail. Pancreatic Cancer: Gastrointestinal Symptoms Because pancreatic cancer grows around important areas of the digestive system, gastrointestinal symptoms often predominate: Abdominal pain. More than 80% of people with pancreatic cancer eventually experience some abdominal pain as the tumor grows. Pancreatic cancer can cause a dull ache in the upper abdomen radiating to the back. The pain may come and go. Bloating. Some people with pancreatic cancer have a sense of early fullness with meals (satiety) or an uncomfortable swelling in the abdomen. Nausea Diarrhea Pale-colored stools. If the duct draining bile into the intestine is blocked by pancreatic cancer, the stools may lose their brown color and become pale or clay-colored. Urine may become darker. Pancreatic Cancer: Constitutional (Whole-Body) Symptoms As it grows and spreads, pancreatic cancer affects the whole body. Constitutional symptoms can include: Weight loss Malaise Loss of appetite Elevated blood sugars. Some people with pancreatic cancer develop diabetes as the cancer impairs the pancreas ability to produce insulin. (However, the vast majority of people with a new diagnosis of diabetes do not have pancreatic cancer.) Pancreatic Cancer: Skin Symptoms Jaundice: As pancreatic cancer blocks the duct that releases bile into the intestine (common bile duct), the ingredients of bile build up in the blood. This turns the skin and the eyes yellow, a condition called jaundice. The same blockage causes dark urine and light-colored stools. Itching: People with pancreatic cancer sometimes report itching all over. Blockage of the bile ducts is often responsible. Symptoms of Rare Pancreatic Cancers Islet cell tumors, also called neuroendocrine tumors, arise from the cells in the pancreas that make hormones. Islet cell tumors account for only 1.5% of all pancreas tumors. Like pancreatic adenocarcinoma, islet cell tumors may cause abdominal pain, weight loss, nausea, and vomiting. Hormones released by an islet cell tumor can also cause symptoms: Insulinomas (excess insulin): sweating, anxiety, lightheadedness, and fainting from low blood sugar. Glucagonomas (excess glucagon): diarrhea, excessive thirst or urination, weight loss. Gastrinomas (excess gastrin): abdominal pain, nonhealing stomach ulcers, reflux, weight loss. Somatostatinomas (excess somatostatin): diarrhea, weight loss, abdominal pain, foul-smelling fatty stools. VIPomas (excess vasoactive intestinal peptide): abdominal cramping, watery diarrhea, facial flushing. Pancreatic Cancers Sneaky Symptoms In a very small number of people with pancreatic cancer, early symptoms might be present that could lead to an earlier diagnosis. Unfortunately, researchers have been unable to identify any predictable pattern. One study that surveyed 305 people with pancreatic cancer illustrated the challenge: About 4% reported having a sudden disgust for preferred tastes (like coffee, smoking, or wine) that preceded other symptoms by more than six months. 5% of people had loss of appetite, a feeling of early fullness with meals, or profound weakness, more than six months before more obvious symptoms developed. 1% of people had attacks of acute pancreatitis more than six months before their diagnosis with pancreatic cancer. The rarity and vagueness of these situations points out the difficulty of using early symptoms to catch pancreatic cancer at an earlier stage. That said, symptoms like weight loss, persistent loss of appetite, yellowing of the eyes or skin, dark urine, or light-colored stools should always prompt concern. Consistent or worsening discomfort, nausea, vomiting, or diarrhea are also disconcerting. If you feel somethings not right, see your doctor. MedicineNet, 2013 What are the symptoms and signs of pancreatic cancer? Because the pancreas lies deep in the belly in front of the spine, pancreatic cancer often grows silently for months before it is discovered. Early symptoms can be absent or quite subtle. More easily identifiable symptoms develop once the tumor grows large enough to press on other nearby structures such as nerves (which causes pain), the intestines (which affects appetite and causes nausea along with weight loss), or the bile ducts (which causes jaundice or a yellowing of the skin and can cause loss of appetite and itching). Symptoms in women rarely differ from those in men. Once the tumor sheds cancer cells into the blood and lymph systems and metastasizes, more symptoms usually arise depending on the location of the metastasis. Frequent sites of metastasis for pancreatic cancer include the liver, the lymph nodes, and the lining of the abdomen (called the peritoneum). Unfortunately, most pancreatic cancers are found after the cancer has grown beyond the pancreas or has metastasized to other places. 2013 Pancreatic Cancer UK Signs and symptoms Signs and symptoms are diagnostic tools that help doctors to work out what is wrong with someone and make a diagnosis. Symptoms are the things that you are experiencing, e.g. pain or loss of appetite that you will tell your doctor about. Signs are what the doctor can see when they examine someone, e.g. someone wincing when they touch a painful area. Signs and symptoms of pancreatic cancer Pancreatic cancer doesnt usually give rise to any symptoms or signs in the early stages. This is the main reason it can be so difficult to detect and diagnose. As the cancer grows the symptoms it causes will depend on the type of pancreatic cancerand where it is in the pancreas. Any symptoms people do have can be quite vague and may come and go at first. An example is abdominal pain, which may start off as occasional discomfort before becoming more painful and more frequent. The symptoms can also be a sign of other more common, less serious illnesses. This means that people may end up seeing their GP several times or being sent for a number of different testsbefore pancreatic cancer is even considered. It is important to remember that any of the symptoms described here are common for lots of illnesses and may not be a sign of pancreatic cancer. But if you have persistent unexplained symptoms its important for your GP to refer you for tests to explore what is causing them. It can help to note down the frequency of your symptoms and mention anything unusual you are experiencing, even if it seems unrelated. If your symptoms get worse or you develop any new symptoms suddenly you should always get in touch with your GP. Most common symptoms of pancreatic cancer Most pancreatic cancers are exocrine tumours (90%). Their symptoms can be very vague and depend on whether the tumour is in the head, body or tail of the pancreas. à ¯Ã‚ »Ã‚ ¿Abdominal pain Pain is a symptom in about 70% of pancreatic cancer cases. It often starts as general discomfort or pain in the abdomen (tummy) which can spread to the back. It can be worse after eating or when you are lying down. Sitting forward can sometimes relieve the pain. At first the pain may come and go, but over time it may become more constant. If any of the organs (pancreas, liver or gall bladder) in your abdomen are inflamed or enlarged the area may also be tender to touch. Pain is caused by the cancer affecting nerves or organs near the pancreas. It can also be a result of a tumour causing a blockage in the stomach or duodenum (top part of the small intestines). Jaundice Jaundice occurs in about 50% of pancreatic cancer cases. Its an illness where the skin and the whites of the eyes turn yellow. Other signs of jaundice include dark urine, pale stools and itchy skin. Jaundice develops when there is a build-up in the blood of a chemical called bilirubin. This chemical is always present in the blood. It usually gets removed from the body in the bile fluid produced by the liver which empties into the small intestines through the bile duct. Cancer growing in the pancreas can block the bile duct so that bile and bilirubin keep building up in the body. This is known as obstructive jaundice. Jaundice can be caused by other non-cancerous conditions, such as a gallstone blocking the bile duct, so its important for all the obvious causes to be explored. Weight loss Losing a lot of weight for no particular reason can be a sign that something is wrong. People may also notice a loss of appetite or changes in what they feel like eating. Pancreatic cancer can affect the ability of the pancreas to produce digestive enzymes that help to digest food. This means that the body cant digest food properly or get the nutrients it needs, leading to weight loss. Weight loss is more common with cancers in the head of the pancreas. Other common symptoms of pancreatic cancer These symptoms are also common, though not everyone will have every symptom. People may have these symptoms before a diagnosis, develop them later on, or perhaps not get them at all. Bowel problems A condition called steatorrhoea (stools that are large, pale, oily, floating and smelly) is a common symptom of diseases of the pancreas. It happens because the cancer affects the production of the enzymes needed to digest food, particularly high fat food. Undigested food passing quickly through the body can also cause diarrhoea and subsequent weight loss. Nausea and vomiting Nausea (feeling sick) and sickness can occur for several different reasons. A tumour can block the bile duct or press on the duodenum, which obstructs digestion. It may also cause inflammation around it in the pancreas, or jaundice. Both of these can lead to a chemical imbalance in the body which can make people feel sick. Fever and shivering If the pancreas is inflamed or the ducts are blocked because of the tumour, this can cause a high temperature and shivering. Diabetes Diabetes can develop if a tumour stops the pancreas from functioning properly. This is because the pancreas produces the hormone insulin which the body needs to regulate the amount of sugar in the blood. People with diabetes often feel extremely thirsty, pass more urine than normal, lose weight and feel weak and lacking in energy. Diabetes is particularly associated with pancreatic cancer in older people. If someone develops late onset diabetes with no other explanation their GP should consider the possibility of pancreatic cancer. Symptoms of endocrine pancreatic tumours Less than 5% of all pancreatic cancers are endocrine tumours, which develop in the hormone producing cells of the pancreas. They are divided into functioning and non-functioning tumours, depending on whether or not they overproduce hormones and cause a chemical syndrome. Most endocrine tumours do not produce a clinical syndrome (non-functioning) so they do not cause specific symptoms. As they grow or spread they may cause pain, jaundice or a lump that can be felt in the abdomen. Some endocrine tumours overproduce hormones and cause a clinical syndrome (functioning). These give rise to different symptoms depending on the type of tumour and the hormone it produces. Gastrinomas overproduce gastrin, which causes peptic ulcers in the stomach or duodenum. Symptoms include severe pain, black tarry stools and diarrhoea. Glucagonomas overproduce glucagon. Symptoms include a specific type of skin rash (redness, ulceration and scabbing), anaemia (lack of red blood cells), weight loss and inflammation inside the cheeks and lips. Insulinomas overproduce insulin, leading to hypoglycaemia (low blood sugar levels). Symptoms may include weakness, drowsiness, dizziness or lack of energy. Somatostatinomasoverproduce somatostatin, which causes gall stones, diabetes, diarrhoea and steatorrhoea. VIPomas overproduce a hormone called vasoactive intestinal peptide (VIP). Symptoms include watery diarrhoea, high blood pressure and flushing of the face. 2009, Nick James and the late Sally Tweddle Pancreatic cancer symptoms This page has information on the symptoms of pancreatic cancer. You can find the following information A quick guide to whats on this page Early symptoms Other symptoms of pancreatic cancer Symptoms from endocrine pancreatic tumours More information Open box A quick guide to whats on this page Pancreatic cancer symptoms The most common type of cancer of the pancreas are exocrine tumours. The symptoms can be quite vague. And they vary depending on where the cancer is in your pancreas in the head, body or tail. Early symptoms can include weight loss, pain in the stomach area, back pain and jaundice. More than half of patients have jaundice when they first go to their doctor. Jaundice without pain is the most common reason for first going to the doctor in patients who have pancreatic cancer that can be removed with surgery. Symptoms of jaundice can include yellowing of the skin and whites of the eyes, severe itching, darkened urine, and pale coloured stools (bowel motions). Other symptoms There are other symptoms that you can have with cancer of the pancreas. These include diabetes, itching, sickness, change in bowel motions, fever and shivering. There is an uncommon group of pancreatic tumours called neuroendocrine tumours. About a third of these produce hormones. The symptoms are different for each type, depending on the hormone the tumour makes. You can view and print the quick guides for all the pages in the about pancreatic cancer section. Back to top Early symptoms The commonest types of cancer of the pancreas are exocrine tumours. The symptoms can be quite vague. And they vary depending on where the cancer is in your pancreas in the head, body or tail. Early symptoms can include Weight loss Pain in the stomach area Jaundice More early symptoms Weight loss People diagnosed with pancreatic cancer may have recently lost a lot of weight (at least 10% of their total body weight) for no apparent reason. This symptom is more common in cancers of the head of the pancreas. Pain in the stomach area About 7 out of 10 people with pancreatic cancer first go to their doctors because they have pain. Pain is more common in cancers of the body and tail of the pancreas. People describe it as a dull pain that feels as if it is boring into you. It can begin in the stomach area and spread around to the back. The pain is worse when you lie down and is better if you sit forward. It can be worse after meals. Your abdomen may also be generally tender or painful if your liver, pancreas or gallbladder are inflamed or enlarged. Jaundice More than half of patients have jaundice when they first go to their doctors. Jaundice is yellowing of the skin and whites of the eyes. The urine is darker than normal and bowel motions may be lighter in colour. Jaundice is more common with cancer of the head of the pancreas because the tumour blocks the bile duct. This tube carries bile into the duodenum. If it is blocked the bile ends up in your bloodstream instead. Bile contains a lot of yellow pigments so it turns the skin yellow. Jaundice is a common symptom of many liver and gallbladder diseases. It is often easier to spot in the whites of the eyes rather than the skin. More early symptoms Other early symptoms might include loss of appetite and back pain. Back to top Other symptoms of pancreatic cancer There are other symptoms that you can have with cancer of the pancreas. You may have any of these symptoms from before you are diagnosed. Or you may develop them later. Of course, you may not have all of them. Not everyone has every symptom. But these non specific symptoms are common in pancreatic cancer. You may have Diabetes Itching Sickness Bowel changes Fever and shivering Diabetes Some people diagnosed with cancer of the pancreas are found to be newly diabetic. Some have been diagnosed with diabetes within the previous year. If you have diabetes you are not producing enough insulin. So there is too much sugar in your blood. The sugar is passed out of the body in the urine and takes a great deal of water with it. This causes Thirst Passing a lot of urine Weakness Weight loss and hunger Itching You may have itching if you have bad jaundice. The bile salts in the bloodstream cause itching in the skin. Sickness You may feel or be sick because you have jaundice or an inflamed pancreas. Both these conditions upset the delicate chemical balance of the body, which can make you sick. You may also be sick if the cancer, or inflammation around it, is beginning to block the duodenum. This will stop digested food from passing through to the small bowel. Bowel changes Again, if you have jaundice you may develop a symptom called steatorrhoea. This means fatty stools. You may pass frequent, large bowel motions that are pale coloured and smelly. These bowel disturbances can mean that you are not absorbing your food properly. So this may be a cause of weight loss. Fever and shivering You may have a temperature from time to time because you have jaundice or an inflamed pancreas. When your temperature is high you may feel cold and shivery. Back to top Symptoms from endocrine pancreatic tumours Endocrine pancreatic tumours are uncommon. They are also called neuroendocrine tumours. About a third of these pancreatic tumours produce hormones (functional tumours). The symptoms are different for each type, depending on the hormone the tumour produces. They are Insulinoma Gastrinoma Somatostatinoma VIPoma Glucagonoma Insulinomas Insulinomas produce too much insulin, causing weakness, loss of energy, dizziness and drowsiness. Gastrinomas Gastrinomas produce too much gastrin, causing peptic ulcers in the stomach or duodenum. This leads to severe pain, bleeding causing black tarry stools (faeces), and diarrhoea. Somatostatinomas Somatostatinomas produce too much of a hormone called somatostatin. This causes gallstones, diabetes and diarrhoea with bulky fatty and smelly stools (steatorrhoea). VIPomas VIPomas produce too much of a hormone called VIP. This causes a great deal of watery diarrhoea, flushing of the face, and high blood pressure. Glucagonomas Glucagonomas produce too much of a hormone called glucagon. This causes a very specific type of skin rash (redness, ulceration and scabbing), anaemia, mouth ulcers and diarrhoea. About two thirds of pancreatic neuroendocrine tumours do not produce hormones and so do not cause specific symptoms. As these tumours get larger or spread they may cause symptoms such as pain, a lump in the abdomen or jaundice. The average general health article on pancreatic cancer states flatly that there are no early symptoms of pancreatic cancer. People diagnosed with pancreatic cancer are typically already in the advanced stage of the disease by the time its caught, and the typical prognosis is death within five years. With pancreatic cancer much on everyones mind due to the untimely death of Steve Jobs, it seems like a good time to ask the question thats on all of our minds:Are there any early warning signs of pancreatic cancer? The answer is yes, there are. But to understand these signs and symptoms of pancreatic cancer, its important to understand where the pancreas is, and what it does. Located deep inside the abdomen, the pancreas is only 4 to 6 inches long and shaped like a tadpole. In the tail of the pancreas are cells that produce insulin, and tumors at this end are usually endocrine tumors. Theyre easier to diagnose, but are much rarer. At the other end, the head of the pancreas, are cells that produce digestive enzymes, and tumors at this end are called exocrine tumors. These are by far the most common, and are much more difficult to detect. However, the idea that a pancreatic tumor is asymptomatic is a bit of a myth. Dig deep into journal articles and ask patients what they remember and the result is a long list of odd signs and symptoms of pancreatic cancer to watch out for. Taken one by one, these symptoms could mean many things. But if you find yourself experiencing two or three of these early warning signs of pancreatic cancer, call your doctor and ask for a scan. Imaging techniques such as MRIs can detect pancreatic cancer some of the time, depending on the location of the tumor. Early Warning Signs of Pancreatic Cancer Diabetes, especially if it comes on suddenly. Recently, the Mayo Clinic published startling research showing that 40 percent of pancreatic cancer patients had been diagnosed with diabetes one to two years before discovering they had a pancreatic tumor. Researchers believe the diabetes is caused by tumors that simply havent been detected yet. The problem is, diabetes is very common, and the majority of diabetes isnt pancreatic cancer, so doctors are trying to develop screening tools to tell the difference. Right now, they say family history is an important clue. If youre diagnosed with diabetes that seems to come on suddenly and you have no family history of diabetes, bring this to your doctors attention and ask for further screening for pancreatic cancer. Yellowing of the eyes or skin. Even a small pancreatic tumor can block the bile duct in the head of the pancreas, causing bile to build up. This causes jaundice. Itchy skin, palms, and soles of feet. A little-known side-effect of jaundice is itchy hands and feet. Its due to a skin reaction to the bilirubin, the yellowish brown liver chemical that causes jaundice. Lack of appetite. An Italian study found that six to eight months before being diagnosed with pancreatic tumors, patients reported a sudden drop in their appetite and a tendency to feel full after eating very little. Changes in taste. In the same Italian study, some of the patients surveyed said theyd suddenly lost their taste for coffee, wine, and smoking. In fact, they said, they felt disgust for the smell and taste of coffee and alcohol. Abdominal pain. Pancreatic cancer sufferers remember this pain as a gnawing pain, rather than a sharp cramp or ache, and it radiates toward the back. A characteristic clue: the pain goes away when you lean forward. An enlarged gall bladder. The same blockage of the bile duct that causes jaundice can also cause an enlarged gallbladder, as the bile builds up behind the duct. The good news is that an enlarged gallbladder can be seen on imaging tests, and it may even be possible for a doctor to feel it during a physical exam. Pale, floating, smelly stools. If a pancreatic tumor prevents digestive enzymes from reaching the intestine, the result is an inability to digest fatty foods. So you end up with loose, smelly floaters as a result of the excess fat. Doctors say this symptom, in particular, can be an early clue and is too often overlooked. Dark, tarry stools. Bleeding in the upper intestines causes this symptom. Sudden, unexplained weight loss. Weight loss is not always, as many people mistakenly believe, a sign of advanced cancer thats spread to the liver. It can also happen because a lack of pancreatic enzymes is causing fat to pass through the body undigested. What do you do if youre worried about any of these symptoms? Document all symptoms, and report them to your doctor in as much detail as possible. If your doctor is convinced you have legitimate concerns (and remember, you may have to do some convincing) tests such as an ultrasound, a CT scan, and an endoscopy followed by a biopsy can be used to search for a pancreatic tumor. Theres also a blood test for a biomarker called CA-19-9 that can be used in conjunction with other tests to diagnose pancreatic cancer early. While tragic early deaths like Steve Jobs are the hard reality of pancreatic cancer, there are also people living productive lives thanks to an early diagnosis of pancreatic cancer. Such was the case with Supreme Court Justice Ruth Bader Ginsburg, whos still practicing after having a tiny pancreatic tumor surgically removed. Yes, she got lucky, as she put it but she also got a CT scan, which is how the tumor was found. Further Reading: Islet Cell Tumors (Endocrine Pancreas) Treatment (PDQ ®) Pancreatic Islet Cell Transplantation for Diabetes-Topic Overview Pancreatic Islet Cell Transplantation for Diabetes-Related Information Pancreatic Islet Cell Tumor Islet Cell Carcinoma (Endocrine Pancreas) Islet Cell Carcinoma (Endocrine Pancreas) Islet Cell Carcinoma (Endocrine Pancreas) See All Islet Cell Tumors Topics

The Second World War (WWII) - News Article :: World War 2 II Two

The Bomb Was Dropped Today is the day after the mass destruction of Hiroshima. On Monday, August 6th the first atomic bomb to be used in war fare was dropped. The atomic bomb â€Å"Little Boy† as they called it was drooped at approximately 8:15am Japanese standard time. The B-29 Bomber â€Å"Enola Gay† was the one to have dropped the atomic bomb yesterday which caused mass destruction. When the bomb reached approximately 2,000 feet above the surface it was detonated. Reports say that â€Å"Little Boy† caused a massive wind that leveled houses up to 1.5 miles from the center of the explosion. â€Å"A bright light filled the plane," wrote Lt. Col. Paul Tibbets, the pilot of the Enola Gay, the B-29 that dropped the first atomic bomb. "We turned back to look at Hiroshima. The city was hidden by that awful cloud...boiling up, mushrooming." He was astonished at what they have done. Today the day after the drop of â€Å"Little Boy† it is unknown of the amount of deaths and it is believed to be in the tens of thousands. What will happen next? Will we see Japan surrender the war? In the up coming days we will see how this concludes. Today is the day after the mass destruction of Hiroshima. On Monday, August 6th the first atomic bomb to be used in war fare was dropped. The atomic bomb â€Å"Little Boy† as they called it was drooped at approximately 8:15am Japanese standard time. The B-29 Bomber â€Å"Enola Gay† was the one to have dropped the atomic bomb yesterday which caused mass destruction. When the bomb reached approximately 2,000 feet above the surface it was detonated. Reports say that â€Å"Little Boy† caused a massive wind that leveled houses up to 1.5 miles from the center of the explosion. â€Å"A bright light filled the plane," wrote Lt. Col. Paul Tibbets, the pilot of the Enola Gay, the B-29 that dropped the first atomic bomb.

Disability Worldwide Essay -- Health, Diseases

INTRODUCTION When a person is growing inside of the womb, he or she automatically possess unique gifts or talents that could potentially change the way of life. Blessed with all their beautiful bodily features that operate towards perfection, love and acceptance from their families, peer groups, and communities surround them. They gain respect as individuals and can make their own decisions in life. However, that is not the case with all people. Some were born with one or no limbs, and they cannot function properly without assistance. Others with brain abnormalities, body disfigurement, and etcetera. Instead of earning respect from their community, they are targets for alienation, abuse, and social stigmatization. Disability is something they cannot rid themselves of: It is a part of them. The main goal of the disabled is for their communities to accept them as â€Å"unique individuals.† DEFINITION OF DISABILITY Disability is best defined as a â€Å"state of being disabled; deprivation or want of ability; absence of competent physical, intellectual, or moral power, means, fitness, and the like† (Webster Multilingual Dictionary, 2006). Not all disabilities resulted in birth; accidents or illnesses are one of the other reasons. LEVETICUS 21:17-23: BIBLICAL CONCEPT How does the bible interpret disability? In one passage referred to as ‘†Leviticus,† the Lord spoke: â€Å"Speak to Aaron, saying: No man of your descendants in succeeding generations, who has any defect, may approach to offer the bread of his God. For any man who has a defect shall not approach: a man blind or lame, who has a marred face or broken hand, or is hunchback or a dwarf, or a man who has a defect in his eye, or eczema or scab is an eunuch. No descendant of ... ...m from the center because they felt that it was not of use to him and his mother was home from the hospital to care for him. Nick told the staff that he spends the majority of his time in the bedroom and is carried upstairs without his wheelchair. His social worker has made many attempts to see Nick, but to no avail. Although the social worker and staff show great concern over Nick’s welfare, there was nothing they could do to assist him because he was no longer a minor and he had to be the one to make a complaint about his care or request alternative living arrangements. Despite the rules and regulations, some were meant to be broken in cases like this. It was as if the agency turned a blind eye to the situation or could not go beyond their job description. If the organizations, agencies, or families could or would not assist them, where else can they turn to?

Biology unit 1&2 chapter 3 answers Essay

There must be a higher concentration of wastes in the dialysis tube than in the surroundings. Wastes must therefore be constantly removed from the surroundings to maintain a concentration gradient. b) What special features does it have? If the surrounding solution was not changed, the concentration gradient would become smaller and smaller until diffusion would no longer occur and the same amount of wastes would leave the dialysis tubing as wound enter it. 2. 3. When epithelial cells such as human cheek cells, are studied under a microscope, they are mounted on a slide to which a drop of ‘normal’ saline (salt) solution, rather than tap water, has been added. Explain why this is the best method for preparing these cells. If the person drank the sea water, cells in digestive system would be surrounded by a hypotonic solution and would lose water. Cells would become dehydrated and cease to function. 4. Under what natural conditions might plant cells become plasmolysis? There will be a net movement of water into the Amoeba in freshwater environment. 5. Two cells have the same internal concentration of sugar solution. They are both placed in distilled water. Even though both cells expand over time, one expands faster than the other. What are some reasons for this observation? The disease will cause severe diarrhea. Human body will be infected with bacterium when drinking contaminated water, and sticks to the intestinal lining. . Intestinal cells start secreting sodium and chloride ions into the intestinal fluid. This upsets the balance of fluids, causing a net movement of water out of the intestinal cells into the surrounding fluid which is then excreted with faces, causing diarrhea. Dehydration of body cells may eventually kill infected people. 6. After eating a packet of slated potato chips your lips often feel dry. Explain why? Blood glucose levels are measured in mill moles of glucose per liter of blood (mmol/L). The normal level is around 5 mmol/L. A 5% solution of glucose is roughly equivalent to the normal level of glucose in the blood. If this concentration drastically increases (20%), body cells may be in danger of losing water by osmosis. Increased thirst and excessive urination are two of the symptoms of diabetes, a condition in which the amount of blood sugar rises to unacceptable levels. 7. A student places a living cell into a drop of liquid contains less than 5% sugar. a) Make a hypothesis to explain what caused the change in sugar concentration outside the living cell. It is hypothesis a living cell being placed into a drop of liquid contains less than 5% sugar can cause the sugar concentration outside the living cell. 8. A particle that has been drawn into a cell by phagocytosis is not truly inside the cell. Explain the statement. If salt levels rise, water tends to move from the root tissue in citrus trees to the surroundings by osmosis. There is a lack of water for photosynthesis, causing smaller yields of citrus fruit.

Marketing & Advertising Essay

Agriculture, also called farming or husbandry, is the cultivation of animals, plants, fungi, and other life forms for food, fiber, biofuel and other products used to sustain life.[1] Agriculture was the key development in the rise of sedentary human civilization, whereby farming of domesticatedspecies created food surpluses that nurtured the development of civilization. The study of agriculture is known as agricultural science. Agriculture generally speaking refers to human activities, although it is also observed in certain species of ant and termite.[2][3] The word agriculture is the English adaptation of Latin agricultÃ… «ra, from ager, â€Å"a field†,[4] and cultÃ… «ra, â€Å"cultivation† in the strict sense of â€Å"tillage of the soil†.[5] Thus, a literal reading of the word yields â€Å"tillage of fields†. In finance, a bond is an instrument of indebtedness of the bond issuer to the holders. It is a debt security, under which the issuer owes the holders a debt and, depending on the terms of the bond, is obliged to pay them interest (the coupon) and/or to repay the principal at a later date, termed the maturity.[1]Interest is usually payable at fixed intervals (semiannual, annual, sometimes monthly). Very often the bond is negotiable, i.e. the ownership of the instrument can be transferred in the secondary market.[2] Capitalism is an economic system that is based on the private ownership of capital goods, or the means of production, and the creation of goods and services for profit.[1][2] [3] Elements central to Capitalism include capital accumulation, competitive markets, and a price system.[4] Commerce is the whole system of an economy that constitutes an environment for business. The system includes legal, economic, political, social, cultural, and technological systems that are in operation in any country. Thus, commerce is a system or an environment that affects the business prospects of an economy or a nation-state.It can also be defined as a component of business which includes all activities, functions and institutions involved in transferring goods from producers to consumer. Competition in biology, ecology, and sociology, is a contest between organisms, animals, individuals, groups, etc., for territory, a niche, or a location of resources, for resources and goods, for prestige, recognition, awards, mates, or group or social status, for leadership; it is the opposite of cooperation.[1][2] It arises whenever at least two parties strive for a goal which cannot be shared or which is desired individually but not in sharing and cooperation. Competition occurs naturally between living organisms which co-exist in the sameenvironment.[3] For example, animals compete over water supplies, food, mates, and other biological resources. Humans compete usually for food and mates, though when these needs are met deep rivalries often arise over the pursuit of wealth, prestige, and fame. Competition is also a major tenet in market economy and business is often associated with competition as most companies are in competition with at least one other firm over the same group of customers, and also competition inside a company is usually stimulated for meeting and reaching higher quality of services or products that the company produce or develop. A competition or trade promotion lottery, is also the equivalent of sweepstakes in some countries. consumer An individual who buys products or services for personal use and not for manufacture or resale. A consumer is someone who can make the decision whether or not to purchase an item at the store, and someone who can be influenced by marketing and advertisements. Any time someone goes to a store and purchases a toy, shirt, beverage, or anything else, they are making that decision as a consumer. Credit (from Latin credo transl. â€Å"I believe† ) is the trust which allows one party to provide resources to another party where that second party does not reimburse the first party immediately (thereby generating a debt), but instead arranges either to repay or return those resources (or other materials of equal value) at a later date. The resources provided may be financial (e.g. granting a loan), or they may consist of goods or services (e.g. consumer credit). Credit encompasses any form of deferred payment.[1] Credit is extended by a creditor, also known as a lender, to a debtor, also known as a borrower. A currency (from Middle English curraunt, meaning in circulation) in the most specific use of the word refers to money in any form when in actual use or circulation, as a medium of exchange, especially circulating paper money. This use is synonymous with banknotes, or (sometimes) with banknotes plus coins, meaning the physical tokens used for money by a government.[1][2] deposit 1. Funds placed into an account at a depository institution to increase the credit balance of the account. 2. Down payment given in advance to support the intention to complete a commercial transaction. Depression is not caused by a virus like a cold or the mumps. There is no blood test that declares the presence of depression. There are many theories on the causation of depression but unfortunately none have been conclusively validated. distribution In marketing, distribution is the process of moving a product from its manufacturing source to its customers. In computer software, distribution is the phase that follows packaging. The package will be on some distribution medium, such as compact disc, or may be simply located on a server where customers can download it electronically. dividend A taxable payment declared by a company’s board of directors and given to its shareholders out of the company’s current or retained earnings, usually quarterly. Dividends are usually given as cash (cash dividend), but they can also take the form of stock (stock dividend) or other property. Dividends provide an incentive to own stock in stable companies even if they are not experiencing much growth. Companies are not required to pay dividends. The companies that offer dividends are most often companies that have progressed beyond the growth phase, and no longer benefit sufficiently by reinvesting their profits, so they usually choose to pay them out to their shareholders. also called payout. Economics is the social science that analyzes the production, distribution, and consumption of goods and services. The term economics comes from theAncient Greek ÃŽ ¿Ã¡ ¼ °ÃŽ ºÃŽ ¿ÃŽ ½ÃŽ ¿ÃŽ ¼ÃŽ ¯ÃŽ ± (oikonomia, â€Å"management of a household, administration†) from ÃŽ ¿Ã¡ ¼ ¶ÃŽ ºÃŽ ¿Ãâ€š (oikos, â€Å"house†) + ÃŽ ½ÃÅ'ÃŽ ¼ÃŽ ¿Ãâ€š (nomos, â€Å"custom† or â€Å"law†), hence â€Å"rules of the house(hold)†.[1] Political economy was the earlier name for the subject, but economists in the late 19th century suggested â€Å"economics† as a shorter term for â€Å"economic science† that also avoided a narrow political-interest connotation and as similar in form to â€Å"mathematics†, â€Å"ethics†, and so forth This term export is derived from the conceptual meaning as to ship the goods and services out of the port of a country. The seller of such goods and services is referred to as an â€Å"exporter† who is based in the country of export whereas the overseas based buyer is referred to as an â€Å"importer†. In International Trade, â€Å"exports† refers to selling goods and services produced in the home country to other markets The term import is derived from the conceptual meaning as the goods and services into the port of a country. The buyer of such goods and services is referred to an â€Å"importer† who is based in the country of import where the overseas based seller is referred to as an â€Å"exporter†. [1] Thus an import is any good(e.g. a commodity) or service brought in from one country to another country in a legitimate fashion, typically for use in trade. It is a good that is brought in from another country for sale.[2] Imported goods or services are provided to domestic consumers by foreign producers. An import in the receiving country is an export to the sending country Income is the consumption and savings opportunity gained by an entity within a specified timeframe, that is generally expressed in monetary terms [1] However, for households and individuals, â€Å"income is the sum of all the wages, salaries, profits, interests payments, rents and other forms of earnings received†¦ in a given period of time. In economics, inflation is a rise in the general level of prices of goods and services in an economy over a period of time.[1] When the general price level rises, each unit of currency buys fewer goods and services. Consequently, inflation also reflects an erosion in the purchasing power of money – a loss of real value in the internal medium of exchange and unit of account within the economy.[2][3] A chief measure of price inflation is the inflation rate, the annualized percentage change in a general price index (normally the Consumer Price Index) over time Interdependence is a relationship in which each member is mutually dependent on the others. This concept differs from a dependence relationship, where some members are dependent and some are not. Macroeconomics (from the Greek prefix makro- meaning â€Å"large† and economics) is a branch of economics dealing with the performance, structure, behavior, and decision-making of an economy as a whole, rather than individual markets. This includes national, regional, and global economies.[1][2] Withmicroeconomics, macroeconomics is one of the two most general fields in economics.