The Arkansaw Bear - A One-Act Play

The Arkansaw Bear - A One-Act Play In The Arkansaw Bear, Tish, a little girl, is upset over the impending death of her beloved grandfather. Her mother and great aunt, both voiceover roles, do not want her to see her grandfather dying in a hospital bed. She runs away from them and reaches a beautiful tree where she makes a wish on a star called Star Bright. Star Bright arranges for Tish to meet two members of a traveling circus- a Mime and the World’s Greatest Dancing Bear. The Bear is old and fleeing from something neither Tish nor the Mime can see. It turns out that The Ringmaster, an incarnation of death, is searching for the World’s Greatest Dancing Bear to take him to the â€Å"center ring.† Together the characters learn that death does not have to be final. The skills and stories that one generation passes on to the next, generation after generation, become a form of immortality. Aurand Harris (1915-1996) was a prolific children’s playwright. He specialized in tackling difficult topics, such as the death of a loved one in The Arkansaw Bear, and discussing those topics on stage. His characters use gentle language and many of his productions notes are about making costumes, sets, and lighting non-threatening. For example, a lighting note in The Arkansas Bear is, â€Å"Never is the stage dark, eerie, or frightening.† For the Mime character, he notes, â€Å"He is not in white face, but his face is natural, friendly, and expressive.† In the notes in his 29-page play, Harris instructs directors that there should be no masks or grotesque make-up. The young audience members should find the whole experience a welcoming, gentle, and encouraging place. Harris’s does not want a child’s fear of and confusion about death compounded with a scary mask or dark stage. Setting: Somewhere in Arkansas Time: The present Cast Size: This play can accommodate 6 actors plus 3 voiceover roles. Male Characters: 5* Female Characters: 1 Female Voiceover Roles: 2 Characters that may be played by either males or females: 3* *The script denotes the male roles as him/he, but it may be possible to have females play the roles of Star Bright, The Ring Master, or Mime. Roles Tish is a little girl who is confused and frightened for her grandfather. She is his â€Å"chip off the old block.† She is seeking a way to make peace with this major event in her life. Star Bright is the first star out in the night. He takes pride in granting wishes. Sometimes he must be subtle about granting the wish, as in helping Tish see that she keeps her grandfather alive by being his chip off the old block. Sometimes he can grant a wish through sheer power as when he traps death in a tree until the World’s Greatest Dancing Bear can teach all his dances to Little Bear. Mime is the friend and assistant of the World’s Greatest Dancing Bear. He speaks no words but is understood by everyone. He is sad to see his best friend go to the center ring and to know that Tish is losing her grandfather, but he is determined to help them both through to the end. World’s Greatest Dancing Bear is the descendant of a prima ballerina bear from Spain and his father was Russia’s greatest dancing bear. He has earned medals for his dancing and has danced for presidents and royalty all over the world. He is scared of The Ringmaster/death but more scared of seeing his life’s work disappear. The Ring Master is a grand figure. He is not evil or biased in any way. He even allows the group a few spare hours to train Little Bear. In the end, he has a show to put on and it is the World’s Greatest Dancing Bear’s cue. Little Bear is a young bear that has lost both his father and grandfather. His mother has urged him to keep on living since that is the best way to say goodbye to loved ones. He agrees to learn the older bear’s dances in order to honor all of his loved ones and become The Arkansaw Bear. Voiceovers: Mother, Aunt Ellen, Announcer Content Issues: Death In this video, see some clips of a production that used child actors. The Arkansaw Bear and many of Aurand Harris’s other plays may be ordered through Dramatic Publishing. It can also be found in the book, Theatre for Youth: Twelve Plays with Mature Themes, edited by Coleman A. Jennings and Gretta Berghammer.

Mothers Who Kill Their Children

Mothers Who Kill Their Children The nation is always shocked by criminal cases such as Andrea Yates, a mother of five who methodically drowned her children in a bathtub then calmly called the police to report it, but mothers who kill their children is a more common crime than we might think. According to the American Anthropological Association, more than 200 women kill their children in the United States each year. Three to five children a day are killed by their parents. Homicide is one of the leading causes of death of children under age four, Yet we continue to persist with the unrealistic view that this is rare behavior, says Jill Korbin, an expert on child abuse, who has studied at length about mothers who killed their children. We should detach from the idea of universal motherhood as natural and see it as a social response, Nancy Scheper-Hughes, medical anthropologist says. Theres a collective denial even when mothers come right out and say, I really shouldnt be trusted with my kids. The three major factors that often play a role when mothers have killed their children are - postpartum psychosis, psychotic breakdowns brought on by factors such as jealousy and abandonment and domestic violence. Postpartum Depression and Postpartum Psychosis Postpartum depression is a common problem that can occur within four weeks of delivery of a baby. It can affect both mothers and fathers, although only a small percentage of fathers experience it. Common symptoms include depression, feelings of hopelessness, anxiety, fear, guilt, the inability to bond with the new baby, and a feeling of worthlessness. If left untreated, it can lead to postpartum psychosis. Postpartum psychosis is much more severe and dangerous. Symptoms include extreme insomnia, obsessive behavior, and auditory hallucinations where voices instruct the mother to commit suicide or to mutilate and/or murder her child/children. Often the mother believes such acts will save the child from a life of misery. Psychotic Breakdowns In some cases, children are murdered as a result of the mother experiencing a psychotic breakdown brought on by an intense feeling of abandonment and jealousy in cases where the father of the children has left the home. In some cases, the need to seek revenge overtakes reason. A look at the roles of women who are currently on death row, and the crimes that put them there, shows that women who kill their children are indeed not as rare as we would like to believe. Patricia Blackmon was 29 years old when she killed her 2-year-old adopted daughter in Dothan, AL in May 1999. Kenisha Berry at age 20, covered her 4-day-old son with duct tape resulting in his death. Debra Jean Milke was 25 when she killed her 4-year-old son in Arizona in 1989. Dora Luz Durenrostro killed her two daughters, age 4 and 9, and her son, age 8 when she was 34 years old in San Jacinto, California in 1994. Caro Socorro was 42 years old when she killed her three sons, ages 5, 8 and 11, in Santa Rosa Valley, California in 1999. Susan Eubanks murdered her four sons, ages 4, 6, 7 and 14, in San Marcos, California, in 1996 when she was 33. Caroline Young was 49 in Haywood, California when she killed her 4-year-old granddaughter and 6-year-old grandson. Robin Lee Row was 35 years old when she killed her husband, her 10-year-old son and her 8-year-old daughter in Boise, Idaho in 1992. Michelle Sue Tharp was 29 years old in Burgettstown, Pennsylvania when she killed her 7-year-old daughter. Frances Elaine Newton was 21 when she murdered her husband, 7-year-old son and 2-year-old daughter in Houston, Texas. Update: Frances Elaine Newton was executed on September 14, 2005. Darlie Lynn Routier was 26 in Rowlett, Texas when she was convicted of killing her 5-year-old son. Teresa Michelle Lewis killed her 51-year-old husband and 26-year-old stepson in Keeling, Virgina when she was 33 years old. Korbin said that there are usually clues that are obvious to those who are around parents who end up killing their children. Prior to a homicide, lots of lay people know these men and women are having difficulty parenting. The public has to be better educated in recognizing how to intervene and how to support child abuse prevention, she said.

Human Resources Management Research Paper Example | Topics and Well Written Essays - 500 words - 1

Human Resources Management - Research Paper Example The job knowledge tests are based on multiple-choice questions (MCQs) that may either be administered via a computer or paper and pencil. Personality tests tend to assess the candidate’s personality characteristics that relate to the job. Such factors include extraversion, openness, conscientiousness, conflict avoidance and resolution skills, and agreeableness. These tests may be based on MCQs or True/False questions and are also administered via a computer or paper and pencil. Situational judgment tests provide the candidates with situations in which they are required to tell how they would perform. These situations are usually the ones the candidates would be encountering at work. These tests may either be administered in written form or may be videotaped. These tests tend to evaluate the informed decision making skills of the candidates in tough circumstances and with very little time to make the decision. Interview is amongst the most widely employed methods of selection. Most interviews are unstructured which means that there are no definite questions and these interviews are without any agreed-upon standards of evaluation of the candidate’s performance. These interviews may be conducted face-to-face, over the phone, or in a group. Structured interviews, on the other hand, evaluate the candidate’s skills with the help of a definite set of questions previously set by the interviewer. Like the unstructured interviews, the structured interviews are also conducted either face-to-face, over the phone, or in a group. Interviewing is a technical process and requires very fine skills on the part of the interviewer for the skills of the candidate to be appropriately judged. There are certain strategies and precautions that can help an interviewer make the interview effective. Some organizations take the services of an employment agency to conduct the

Date Rape Essay Example | Topics and Well Written Essays - 1750 words

Date Rape - Essay Example Sometimes called 'contact rape' or 'sleep rape', the act is performed with the help of drugs like ketamine, Gamma-Hydroxybutyric acid (GHB) and benzodiazepines such as Flunitrazepam ('roofies')1. Keith Burgess-Jackson in a recent book on rape called A Most Detestable Crime: New philosophical Essays on Rape (OUP, 1999) states that rape is such a confounding idea that it is tough to restrain it within a definition. There are too many kinds of it and hence the comprehensiveness of one definition can be measured only by the exclusions it suggests. should it be conceived as forced sex, violent sex, coerced sex, compelled sex, nonconsensual sex, pressured sex, exploited sex, involuntary sex, expropriated sex, objectified sex, unwanted sex, nonmutual sex, or bad sex. Here the philosopher must do more than provide a definition. He or she must formulate a theory a theory of the concept. It may be that no single theory accommodates all of the data, in which case the most we can hope for is a theory that illuminates more than any other2.(4) The idea of date rape adds one more bizarre dimension to this array of human bestiality. In fact, the process of classifying rapes has itself come under scrutiny. Feminists have argued that there has always been a salacious element in the naming and description of this private female trauma. Both men and women were callous enough to excuse such 'aberrations' within the sphere of life. But, of late, things have changed. In an interesting book called Representing Rape: Language and Sexual Consent (Routledge, 2001), Susan Ehrlich argues that continued resistance to male linguistic appropriation have resulted in a new glossary of the female psyche. She says that "when one group holds a monopoly on naming, its bias is embedded in the names it supplies and the names it does not supply. Thus, innovative terms such as sexism, sexual harassment and date rape are said to be significant in that they give a name to the experiences of women. a few years ago they were just called life." (12) Rape is much more prevalent than believed. Social, cultural and even educational factors prevent women from reporting acquaintance rape. Quite often, the victimizer is shrewd enough to convince the victimized that the act was not rape, that it happened because of circumstances, that it was an uncontrollable expression of emotion and so on. Since a majority of the women involved in such cases are credulous or nave, such verbal excuses assume significance too. The result is that date rapes are not as systematically reported as are 'rapes.' This mystifies it; more so because it is common knowledge that any act of forceful sex is not subsumed under the definition of rape. The prevalence rate of acquaintance rapes are often found to be erratic simply because the victims are either ignorant of the crime perpetrated on them or they do not want to add on to the unedifying aftermath (including legal formalities) of an acquaintance rape. In an inspired study called Violence in Dating Relationships: Emerging Social Issues, editors Maureen A Pirog-Good and Jan E.Stets contend that when the victimizer is an acquaintance, women are often reluctant to identify the person let alone label the event as rape3. This is the reason why we do not have authentic statistical data on this social

Folk Heroes versus Modern Role Models :: essays research papers

There are six different qualities of folk heroes. Three are self-sacrifice, the willingness to go on a search for something of value, and someone who is willing to ask for help from others. Therefore, we need to examine our modern role models of today to see if they have any of these qualities of a folk hero. The first quality is that a folk hero must show values of his or her culture. A folk hero must be someone who is a good community member who puts the needs of their community above their own needs. In other words, they must be open to self-sacrifice. However, we don’t really see any celebrities or politicians risking for their teams, peers, neighborhood, or country. There is no one famous in the headlines that show that they have strength and are willing to undergo pain without complaint. There don’t seem to be any role models today who are intelligent. We don’t seem to care about personality. Our societal value seems to focus on money and recognition. Thus, our role models should be those who put others before themselves and show that they care for other people. The second quality of a folk hero is the willingness to leave the familiar in order to quest for something of value. They don’t have to leave their country, but they just need to be open to the unknown, willing to risk it all to attain a worthy goal. They have to be willing to give up money and fame, which is very rare for someone to do in today’s world. In today’s society it seems that only ordinary people are risking their lives and no one hears about them. So, our role models and heroes in the modern world should be those risking their lives for us instead of someone who memorizes lines and then gets paid for it. The third quality is that a folk hero must be willing to seek help from others either from spiritual or physical mentors. They need to be seeking help from those with knowledge, insight, and wisdom. They cannot be full of themselves thinking they can do everything and know everything. This seems to be the only quality that some of our role models have. Some of our celebrities and politicians do have people that they go to for advice.

Rights of Drug Administration

THE SIX RIGHTS OF DRUG ADMINISTRATION Right Drug Many drugs have similar spellings and variable concentrations. Before the administration of the medication, it is imperative to compare the exact spelling and concentration of the prescribed drug with the medication card or drug profile and the medication container. Regardless of the drug distribution system used, the drug label should be read at least three times: 1. Before removing the drug from the shelf or unit dose cart. 2. Before preparing or measuring the actual prescribed dose 3.Before replacing the drug on the shelf or before opening a unit dose container (just prior to administering the drug to the patient) Right Time When scheduling the administration time of a medication, factors such as timing abbreviations, standardized times, consistency of blood levels, absorption, diagnostic testing, and the use of p. r. n. medications must be considered. 1. Standard Abbreviations—The drug order specifies the frequency of drug a dministration. Standard abbreviations used as part of the drug order specify the times of administrati0n.The nurse should also check institutional policy concerning administration of medications. Hospitals often have standardized interpretations for abbreviations. The nurse must memorize and utilize standard abbreviations in interpreting, transcribing, and administering medications accurately. 2. Standardized Administration Times—For patient safety, certain medications are administered at specific times. This allows laboratory work or ECGs to be completed first, in order to determine the size of the next dose to be administered. 3.Maintenance of Consistent Blood Levels—The schedule for the administration of a drug should be planned to maintain consistent blood levels of the drug in order to maximize the therapeutic effectiveness. 4. Maximum Drug Absorption—The schedule for oral administration of drugs must be planned to prevent incompatibilities and maximize abs orption. Certain drugs require administration on an empty stomach. Thus, they are given 1hour before or 2 hours after meals. Other medications should be given with foods to enhance absorption or reduce irritations.Still other drugs are not given with diary products or antacids. It is important to maintain the recommended schedule of administration for maximum therapeutic effectiveness. 5. Diagnostic Testing—Determine whether any diagnostic tests have been ordered for completion prior to initiating or continuing therapy. Before beginning antimicrobial therapy, assure that all culture specimens (such as blood, urine, or wound) have been collected. If a physician has ordered serum levels of the drug, coordinate the administration time of the medication with the time the phlebotomist is going to draw the blood sample.When completing the requisition for a serum level of a medication, always make a notation of the date and time that the drug was at last administered. Timing is impo rtant; if tests are not conducted at the same time intervals in the same patient, the data gained are of little value. 6. P. R. N. Medications—Before the administration of any p. r. n. medication, the patient’s chart should be checked to ensure that the drug has not been administered by someone else, or that the specified time interval has passed since the medication was last administered. When a p. rn. medication is given, it should be charted immediately.Record the response to the medication. Right Dose Check the drug dosage ordered against the range specified in the reference books available at the nurses’ station. 1. Abnormal Hepatic or Renal Function—Always consider the hepatic and renal function of the specific patient who will receive the drug. Depending on the rate of drug metabolism and route of excretion from the body, certain drugs require a reduction in dosage to prevent toxicity. Conversely, patients being dialyzed may require higher than nor mal doses. Whenever a dosage is outside the normal range for that drug, it should be verified before administration.Once verification has been obtained, a brief explanation should be recorded in the nurses’ notes and on the Kardex 9or drug profile) so that others administering the medication will not be repeatedly contacted with the same questions. The following laboratory tests are used to monitor liver function: aspartame aminotransferase (AST), alanine aminotransferase (ALT), gamma glutamyl transferase (GGT), alkaline phosphatase and lactic dehydrogenase (LDH). The blood urea nitrogen (BUN), serum creatinine (Crs), and creatinine clearance (Ccr) are used to monitor renal function. 2.Pediatric and Geriatric Patients—Specific doses for some drugs are not yet firmly established for the elderly and for the pediatric patient. The nurse should question any order outside the normal range before administration. For pediatric patients, the most reliable method is by proporti onal amount of body surface area or body weight. 3. Nausea and Vomiting—If a patient is vomiting, oral medications should be withheld and the physician contacted for alternate medication orders, as the parenteral or rectal route may be preferred. Investigate the onset of the nausea and vomiting.If itbegan after the start of the medication regimen, consideration should be given to rescheduling the oral medication. Administration with food usually decreases gastric irritation. Consult with a physician for changes in orders. Right Patient When using the medication card system, compare the name of the patient on the medication card with the patient’s identification bracelet. With the unit dose system, compare the name on the drug profile with the individual’s identification bracelet. When checking the bracelet under either system, always check for allergies, as well.Some institutional policies require that the individual be called by name as a means of identificatio n. This practice must take into consideration the patient’s mental alertness and orientation. It is much safer ALWAYS to check the identification bracelet. 1. Pediatric Patients—Never ask children their names as a means of positive identification. Children may change beds, try to avoid you, or seek attention by identifying themselves as someone else. Check identification bracelets EVERY TIME. 2. Geriatric Patients—It is a wise policy to check identification bracelets, in addition to confirming names verbally.In a long-term care setting, residents usually do not wear identification bracelets. In these instances, only a person who is familiar with the residents should administer medications. Many errors may be voided by carefully following the practices just presented. Make it a habit to check the identification bracelet EVERY TIME a medication is administered. The adverse effects of administration to the wrong medication to the wrong patient and the potential for a lawsuit can thus be avoided. Right Route The drug order should specify the route to be used for the administration of the medication.Never substitute one dosage form of medication for another unless the physician is specifically consulted and an order for the change is obtained. There can be a great variation in the absorption rate of the medication through various routes of administration. The intravenous route delivers the drug directly into the bloodstream. This route provides the fastest onset, but also the greatest danger of potential adverse effects such as tachycardia and hypotension. The intramuscular route provides the next fastest absorption rate, based upon availability of blood supply.This route can be quite painful, as is the case with many antibiotics. The subcutaneous route is next fastest, based on blood supply. In some instances the oral route may be as fast as the intramuscular route, depending on the medication being given, the dosage form (liquids are absorbed faster than tablets), and whether there is food in the stomach. The oral route is usually safe if the patient is conscious and able to swallow. The rectal route should be avoided, if possible, due to irritation of mucosal tissues and erratic absorption rates.In case of error, the oral and rectal routes have the advantage of recoverability for a short time after administration. Right Drug Preparation and Administration Maintain the higher standards of drug preparation and administration. Focus your entire attention on the calculation, preparation, and administration of the ordered medication. A drug reconstituted by a nurse should be clearly labeled with the patient’s name, the dose or strength per unit of volume, the date and time the drug was reconstituted, the amount and type of diluent used, the expiration date/ or time, and the initials or name of the nurse who prepared it.Once reconstituted, the drug should be stored according to the manufacturer’s recommendation . †¢ CHECK the label of the container for the drug name, concentration, and route of appropriate administration. †¢ CHECK the patient’s chart, Kardex, medication administration record, or identification bracelet for allergies. If no information is found, ask the patient, prior to the administration of the administration of the medication, if he or she has any allergies. †¢ CHECK the patient’s chart, Kardex, medication administration record for rotation schedules of injectable or topically applied medications. CHECK medications to be mixed in one syringe with a list approved by the hospital or the pharmacy for compatibility. Normally, all drugs mixed in a single syringe should be administered within 15 minutes after mixing. Immediately prior to administration, ALWAYS CHECK the contents of syringe for clarity and the absence of any precipitate; if either is present, do not administer the contents of the syringe. †¢ CHECK the patient’s identity EVERY TIME a medication is administered. †¢ DO approach the patient in a firm but kind manner that conveys the feeling that cooperation is expected. DO adjust the patient to the most appropriate position for the route of administration (for example for oral medications, sit the patient upright to facilitate swallowing). Have appropriate fluids ready before administration. †¢ DO remain with the patient to be certain that all medications have been swallowed. †¢ DO use every opportunity to teach the patient and family about the drug being administered. †¢ DO give simple and honest answers or explanations to the patient regarding the medication and treatment. DO use a plastic container, medicine cup, medicine dropper, oral syringe, or nipple to administer oral medications to an infant or small child. †¢ DO reward the child who has been cooperative by giving praise; comfort and hold the uncooperative child after completing the medication administration. †¢ D O NOT prepare or administer a drug from a container that is not properly labeled or from a container where the label is not fully legible. †¢ DO NOT give any medication prepared by an individual other than the pharmacist. ALWAYS check the drug name, dosage, frequency, and route ofadministration against the order.Student nurses must know the practice limitations instituted by the hospital or school and which medications can be administered under what level of supervision. †¢ DO NOT return an unused portion or dose of medication to a stock supply bottle. †¢ DO NOT attempt to administer any drug orally to a comatose patient. †¢ DO NOT leave a medication at the patient’s bedside to be taken â€Å"later†; remain with the individual until the drug is taken and swallowed. †¢ DO NOT dilute a liquid medication form unless there are specific written orders to do so. BEFORE DISCHARGE: (1) Explain the proper method of taking prescribed medications to the p atient. (2)Stress the need for punctuality in the administration of medications, and what to do if a dosage is missed. (3)Teach the patient to store medications separately from other containers and personal hygiene items. (4)Provide the patient with written instructions reiterating the medication names, schedules, and how to obtain refills. Write the instructions in a language understood by the patient, and use LARGE BOLD LETTERS when necessary. (5) Identify anticipated therapeutic response. 6)Instruct the patient, family member(s), or significant others on how to collect and record data for use by the physician to monitor the patient’s response to drug and other treatment modalities. (7)Give the patient, or another responsible individual, a list of signs and symptoms that should be reported to the physician. (8)Stress measures that can be initiated to minimize or prevent anticipated side effects to the prescribed medication. It is important to do this further encourage the p atient to be complaint with the prescribed regimen.Right Documentation Documentation of nursing actions and patient observations has always been an important ethical responsibility, but now it is becoming a major medicolegal consideration as well. Indeed, it is becoming known as the sixth right. Always chart the following information: date and time of administration, name of medication, dosage, route, and site of administration. Documentation of drug action should be made in the regularly scheduled assessments for changes in the disease symptoms the patient is exhibiting.Promptly record and report adverse symptoms observe. Document health teaching performed and evaluate and record the degree of understanding exhibited by the patient. †¢ DO record when a drug is not administered and why. †¢ DO NOT record a medication until after it has been given. †¢ DO NOT record in the nurses’ notes that an incident report has been completed when a medication error has occurre d. However, data regarding clinical observations of the patient related to the occurrence should be charted to serve as a baseline for future comparisons.Whenever a medication error does occur, an incident report is completed to describe the circumstances of the event. An incident report related to a medication error should include the following data: date, time the drug was ordered, drug name, dose, and route of administration. Information regarding the date, time, drug administered, and dose and route of administration should be given, and the therapeutic response or adverse clinical observations present should be noted. Finally, record the date, time, and physician’s ordered given. Be FACTUAL; do not state opinions on the incident report.

What is Stress Essay - 1093 Words

Stress is something that affects many people each and every day. Life is full of hassles, deadlines, frustrations, and demands. For some people stress is so common it is a way of life. Stress can be very harmful and or helpful. It could help motivate you to meet a deadline and perform a task under pressure. Stress can also be very harmful, such as memory problems, moodiness, aches and pains, and eating more or less. So what is stress? Stress is a normal physical response that happens when you feel threatened or upset. When you feel that you are in danger whether it is real or imaged. Your body has a response when stress occurs and it is a way of actually protecting you. Many times, stress helps people stay more focussed and energetic.†¦show more content†¦Stress can affect the mind, body, and behavior. These affects could cause your relationships with others can be affected with your girlfriend, parents, or anyone else who is significant in your life. Stress has many different symptoms the most often and most common is having a headache. On your body the effects of stress are muscle tension or pain, chest pain, and fatigue. The effects of stress on your mood is anxiety, restlessness, and lack of motivation or focus. Finally, the effects of stress on your behavior is overeating or under eating, drug or alcohol abuse, and social withdraw. Since anyone at any age can be stressed there is no certain population that is effected the most. I would say that teenagers get stressed easily due to school, spots and or jobs. The thing that stresses most high school student out is picking and choosing what they are going to do after high school and what college they will be going to if any. People a little bit older after college could be stressed by trying to find a job or trying to find or support a family. Older people could be stressed if they are running out of money but besides that older people are probably the least stressful people in are population. Stress is not only affected in the work place and at home, it is also affected during sports. There is a ton of pressure in many high school sports especially individual sports. Stress is the body’s way ofShow MoreRelatedWhat Is Stress7162 Words   |  29 PagesWhat Is Stress? Stress is your bodys way of responding to any kind of demand. It can be caused by both good and bad experiences. When people feel stressed by something going on around them, their bodies react by releasing chemicals into the blood. These chemicals give people more energy and strength, which can be a good thing if their stress is caused by physical danger. But this can also be a bad thing, if their stress is in response to something emotional and there is no outlet for this extraRead MoreWhat is Stress Essay856 Words   |  4 PagesStress is the combination of psychological, physiological, and behavioral reactions. Most people have a response to events that challenge or threaten them. Stress good and bad. Good stress is called eustress. According to Hans Selye, a series of physiological reactions to stress occurring in three phases. Those phases are alarm, resistance, and exhaustion. This is also known as the general adaptation syndrome. General adaptation syndrome describes the bodys short-term and long-term reactionRead MoreWhat Is The Stress Distributionss?1061 Words   |  5 Pages Outer layer This layer was modelled as an infinitely long isotropic hollow cylinder with an axial forceã€â€"(Tã€â€"_3), inside and outside surface pressuresã€â€" (pã€â€"_2) and ã€â€"(pã€â€"_3=0) (Fig.3). Therefore, relying on Boresi et al. (2003) the stress distributions are: ÏÆ' _r ^o = (p _2 c _2 ^2 - p _3 c _3 ^2 )/(c _3 ^2 - c _2 ^2 ) - (c _2 ^2 c _3 ^2 ( p _2 - p _3 ) )/(c ^2 ( c _3 ^2 - c _2 ^2 ) ) , Read MoreEssay about What Stress Is2586 Words   |  11 Pagespaper is to define stress and how it effects the bodys physiological systems. This paper will include the normal functions and organs involved in the following five physiological systems, cardiovascular, gastrointestinal, respiratory, immune and musculoskeletal. This paper will also include a description of a chronic illness associated with each physiological system and how the illness is affected by stress.   Ã‚  Ã‚  Ã‚  Ã‚  Stress means different things to different people and stress effects people in differentRead MoreWhat Is Post Traumatic Stress Disorder?977 Words   |  4 PagesWHAT IS POST-TRAUMATIC STRESS DISORDER? What is post-traumatic stress disorder? 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Individuals that suffer fromRead MoreWhat Is Post Traumatic Stress Disorder?2151 Words   |  9 PagesAugusto Gutierrez ENGLISH 1303 Instructor Zachary Turpin October 20, 2014 What is Post Traumatic Stress (PTS)? What are the effects and why should it not be considered a disorder? What is Post traumatic Stress Disorder or more commonly known as PTSD? It is unfortunately an affliction that has been generalized to a veteran issue as a negative side effect of enlistment and deployment to Iraq or Afghanistan, it is the â€Å"Agent Orange† of my generation. If you are unaware â€Å"Agent Orange† was a chemicalRead MoreWhat Is The Mediators Of The Human Stress Response?1203 Words   |  5 PagesThe mediators of the human stress response are commonly found within the hypothalamic-pituitary-adrenal (HPA) axis, and it is through this pathway where the body is coaxed back into homeostasis after exposure to stress (28). This axis is regulated through the synthesis and secretion of corticotropin-releasing factor (CRF) from the hypothalamus, which through a ligand-receptor interaction on the anterior pituitary gland, stimulates the release of adrenocorticotropic hormone (ACTH) into the systemicRead MoreWhat are the effects of Post-Traumatic Stress Disorder o n a Soldier?1229 Words   |  5 PagesPost-Traumatic Stress Disorder We usually think of war injuries as being physical, although one of the most common war injuries is Post-Traumatic Stress Disorder (PTSD), and the effects can be devastating. Post-Traumatic Stress Disorder is an emotional illness classified as an anxiety disorder and usually develops because of a terribly frightening, life-threatening, or otherwise highly unsafe event, often experienced in combat. Although this condition has likely existed since humans have enduredRead MoreWhat Happens When Women s Source Of Stress?1256 Words   |  6 Pages Women often seek out their female friends in times of stress.1 But what happens when women’s source of support becomes the source of stress? Conflict with peers is in fact a major cause of stress for women, particularly young women. Social exclusion, derogation, gossip, and other forms of â€Å"relational aggression† are common among young women.2 In 2013, the CDC reported that 23.7% of high school girls were bullied on campus with in the past year.3 Similarly, a previous study estimated that 24.6% of