Literature Review On The Nervous System - 2053 Words

Review of Literature The represent review of literature is classified to four parts: the first part deals with overview of brain anatomy, the second part focus on cerebrovascular stroke and its recurrence, the third part express management of stroke and lastly the fourth part explore complication of stroke, as the following: Part I: Anatomy of Nervous System: The nervous system NS is our processing system, and the system that keeps us in contact with the outside world. It tells us that we exist, and along with the muscles allows us to move and react to stimuli. Our consciousness resides in our nervous systems, as do our thoughts and emotions figure (1), (Langford, 2015). Figure (1): Classification of Nervous System quoted from Singh, V. (2014): Textbook of Anatomy, Head, Neck, and Brain. 2nd ed. USA: Elsevier Health Science, p.89-110. Nervous system (NS) form two major divisions: the central nervous system (CNS), involving the brain and spinal cord, and the peripheral nervous system, including Somatic nervous system (connects with skeletal muscles) and automatic nervous system (connects to smooth involuntary muscles). The automatic nervous system further divided into sympathetic nervous system and parasympathetic nervous system (Langford, 2015). a. Central nervous System: consists of; ï‚ § The brain itself contains more than 20 billion nerve cells that link the motor and sensory pathways, monitor the body’s processes, respond to the internal and externalShow MoreRelatedA Link Between Genetics And Gangliosidosis1577 Words   |  7 Pages Neurodegenerative Disorders: A link between genetics and gangliosidosis. A Review of the Literature Douglas Gilkinson Mercyhurst University – North East Campus Author Note This paper was prepared for English 120 – Writing and Research, taught by Mrs. Matz. 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Candide Voltaire Essay Example For Students

Candide Voltaire Essay In Voltaires Candide the issue of humans being confused creatures is seen through the main character, Candide. Like Candide many wander searching for ultimate happiness which they sometimes mistake for wealth, beauty, or power. In some cases, people become so obsessed with such desires that they lose consciousness of morals. Often resulting in them stealing, lying, or even killing to obtain such needs. In Candides case it was Cunegonde which he thought could fill the void of happiness; although he later learned that happiness comes from oneself. Money is the common desire among most people. Simply because it allows one to live an easier life, a life which one is guaranteed shelter, food, and better health. The quote the good Pangloss had often proved to me that the goods of the earth are common to all men , that each has an equal right to them p34 illustrates Candides reaction to having Cunegondes pistoles and diamonds stolen and how money for survival will cause a desperate person t o steal. The line My lady you have seventy two quarterings and not a penny; it depends on you alone to be the wife of the greatest lord in South America, who has a very handsome mustache; is it for you to pride yourself on an invincible fidelity? p42 depicts how people will consider having money under the worst circumstances. In addition, money can become like a god to anyone who lacks love for themselves. For example, a person may use money to buy friends, approval, or respect. Moreover, one can become so obsessed about having materialistic wealth which brings them short -lived happiness that they turn into a compulsive shopper. The phrase Im going to buy something to make myself feel better is one echoed especially in the United States where mass consumers are popular. In brief, inner happiness can not be replaced by mundane riches. Beauty is another shared desire by people. Good looks are often equated with respect and intelligence. Sometimes people that are not attractive are overlooked as having any human worth. The truth is that it is not outer beauty, but inner beauty which correlates with the notion of self happiness. Thus a person that is beautiful can not be content unless they are happy with themselves just as a person that is not attractive. Furthermore, the lines I grew in beauty in the midst of pleasures, respect, and hopes. Already I inspired love, my bosom was forming; and what a bosom! White, firm, sculptured like that of the Venus de Medici. And what eyes! What eyelids! What black eyebrows! The women who dressed and undressed me fell in to ecstasies when they looked at me in front and behind, and all the men would have liked to be in their place.p36 illustrates an obsession with beauty. Clearly, the comparison to a Venus sculpture, which were made as objects of gaze, and ones body emphasizes a true fixation with outer beauty. In short, the old women narcissistic quality is one that does not bring eternal happiness because once her beauty faded she lost happiness. Power is also like money in that it is necessary for survival. Similarly, when people have power they feel happy by preventing unwanted effects from happening. However, when a person becomes disillusioned with power it leads to terrible misfortunes. For ex ample oppression, war, rape, and death are all outcomes from an obsession with power that are depicted in Candide. Throughout the book, the outcomes of war are a central focus and the lines they slaughtered my father and brother and cut my mother into pieces. A big Bulgarian six feet tall, seeing that I had lost consciousness at the sight of this set about raping me.p30 prove this. In a like manner, the old women shares the same ill luck as Cunegonde when she is raped and witnesses the killings of her soldiers, mother, ladies of honor, and others. To sum up, power can be used for protection as Candide utilized it to defend himself from Senor Don Issachar, but when it is used to maliciously harm it is no longer moral nor does it grant self happiness. .u9d021aeb77f05a1da03274d51e963c0f , .u9d021aeb77f05a1da03274d51e963c0f .postImageUrl , .u9d021aeb77f05a1da03274d51e963c0f .centered-text-area { min-height: 80px; position: relative; } .u9d021aeb77f05a1da03274d51e963c0f , .u9d021aeb77f05a1da03274d51e963c0f:hover , .u9d021aeb77f05a1da03274d51e963c0f:visited , .u9d021aeb77f05a1da03274d51e963c0f:active { border:0!important; } .u9d021aeb77f05a1da03274d51e963c0f .clearfix:after { content: ""; display: table; clear: both; } .u9d021aeb77f05a1da03274d51e963c0f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9d021aeb77f05a1da03274d51e963c0f:active , .u9d021aeb77f05a1da03274d51e963c0f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9d021aeb77f05a1da03274d51e963c0f .centered-text-area { width: 100%; position: relative ; } .u9d021aeb77f05a1da03274d51e963c0f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9d021aeb77f05a1da03274d51e963c0f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9d021aeb77f05a1da03274d51e963c0f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9d021aeb77f05a1da03274d51e963c0f:hover .ctaButton { background-color: #34495E!important; } .u9d021aeb77f05a1da03274d51e963c0f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9d021aeb77f05a1da03274d51e963c0f .u9d021aeb77f05a1da03274d51e963c0f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9d021aeb77f05a1da03274d51e963c0f:after { content: ""; display: block; clear: both; } READ: Genetics EssayLastly, the book Candide vividly describes the horrid outcomes of relying on wealth, beauty or power to fulfill self happiness. The characters help teach how it is common to desire, but wrong to obtain needs unjustly. Although Candides want differed in it being Cunegonde he still realized that like money, beauty, or power another can not offer self happiness. Bibliography:

Understand Child and Young People Development free essay sample

This assignment is intended to provide information on how detecting early signs of speech, language and communicational issues within a child or young person. In this report we will also be looking at what potential risks it may have on a child or young person? We will be analysing the importance of early identification of any potential risks and looking into who (Multi- Agency) may become involved in supporting the child/young person’s development issues and when they should become involved? We will also be looking at how a Multi- Agency approach can be applied? There is also going be four examples of play opportunities and they will be described how they will be put into practice to help support the child/young person in their development of speech, language and communication. A Why is early identification of speech, language or communication delay important for a child/young person’s well-being? The language and communication skills of a child/young person play a massive role in their development, particularly in relation to the cognitive and social and emotional development. We will write a custom essay sample on Understand Child and Young People Development or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Language is the heart of cognitive and social development and language allows you to think, to control your behaviour and give and receive information. If language or communication is not used then this will have a big impact on children and young people and could also limit the child or young person and make them feel isolated. They may find it very difficult to control their behaviour and also interact with other children. Language is also linked to the development of literacy and this can lead to the child or young person who have very poor speech are not being able to understand the link between sounds and letter shapes and this may then delay them in their reading development. The writing side of the development could also be effected has you need to be able to understand words and sounds to be able to write. In addition to the speech and language development, some children or young people have difficulties in communicating and connecting with others. They may also find it difficult to put a full sentence together and this will restrict them from communicating with other children. Detecting this early development issue can be vital to the child or young/person and help to change the potential impact of any sort of difficulty if early support is provided. Children and young people learn every day of their lives from birth onwards and their brains are developing to. Finding ways in which a child or young person communicates is very important for their emotional and social well-being because children with difficulties can become withdrawn, isolated and also grow up to have behavioural issues. B – What are the potential risks for the child/young person’s well-being if any speech, language or communication delay is not identified early? Diagnosing any sort of speech, language or communicational skills early is important as this can affect their behaviour not only at home but in nursery or school as well. If the problems are picked up early enough then the right people can intervene and help support the child or young person. It could affect early nursery/school life as a child may not be confident enough to socialise or make friends as they could be worried that they will be bullied or ostracised by other children. As a child grows older late diagnosis could affect their academic abilities as well as feeling like a social outcast. A hearing impairment or speech impediment may make it hard for a person to communicate; therefore it is crucial that other forms of communication are established i. e. sign language. If interventions and help are set in place early enough then the person will receive the correct guidance and support. This allows agencies or the people involved to ensure the child/young person is reaching their developmental targets and promote positive results for their language and communication. C – Analyse the importance of early identification of the potential risks of late recognition to speech, language and communication delays and disorders. Looking at the early signs of speech, language and communication development issues and analysing the risks if not detected early enough, there is a lot of risks that put a barrier in the way of a child or young person’s development so identifying them in the early stages is very important. Some of the risks are set out below to show what affect it has on the each individual child or young person: Children and young people may not be fulfilling their full potential due to lacking in confidence and self-esteem. Experiencing difficulty in understanding and learning this could be because of cultural, language and speech delays. Struggling to be able to become independent because again of low self-esteem and confidence. Difficulty in or loss of interest in making and keeping friendships not being able to communicate, show emotions and not knowing how to build relationships can be reasons to why a child or young person will find it difficult to maintain a friendship. Depression has the child or young person is growing they find it difficult to come to terms with not being able to communicate properly and makes them feel alone, isolated and also giving them lacking of motivation. Some of the disorders that a child or young person may have whilst growing up is a stutter which then puts a barrier up has depending on how fluent the child or young person may be and how strong their stutter may be for the listener to understand. This is a disorder and it can delay a child/young person’s development. D – Who might be involved in a multi-agency team to support a child /young person’s speech, language and communication development? When working with children and young people and knowing who to be able to contact for extra support if the child/young person requires it is very important. After doing my research I have found a few different people that can be involved in a multi- agency team to support children and young people. Here below are a few that I have found: GP Health Visitor Local Early Years Advisory Teams Special Education Needs Coordinator Speech Therapist Educational Psychologist Manager or Head Teacher of nursery or school Parents and Carers E- How, when and why would a multi- agency approach be applied? Once the parent or carers of a child or young person is identified has needing extra support then a Multi-Agency approach may be used. The parent(s) may go and visit either there GP or Health Visitor and speak to them about any concerns they may have about the child or young person, after speaking with either there GP or Health Visitor then an appropriate referral will be made. This may be to rule out any other issues such as, hearing or visual impairments. In other certain cases the GP may refer directly to a speech and language service, although within some settings they do have ‘drop in’ sessions for parent or carers. For some children and young people an assessment may be carried out by an educational psychologist so that they can understand what extra support is needed for that child/young person. The educational psychologist may only assess a child or young person if they have any communication and/or learning difficulties. Once it has been established what type of support the child/young person actually requires, a collaborative approach will be required in order that all the correct professionals including parents and carers work together to be able to give the support required for the child or young person. F – Give FOUR different examples of play opportunities and describe how you would put them into practice to support the development of a child/young person’s speech, language and communication. Children do not learn language and communication in a vacuum. They do learn from being around adults and other children and they also learn more so when they have fun. Play and activities that become interesting to children and young people help give support towards development of speech and language, this is because they are motivated; for example, sitting and singing nursery rhymes with children and young people encourages speech movements and will become more engaging for a child than simply having to repeat the movements in isolation as an individual and not being part of the group. The table below shows some play types and activities that are particularly seen very useful to help support a child or young person that has any sort of speech, language or communication difficulties.

Hamlet Soliloquy Reflection Essays

Hamlet Soliloquy Reflection Essays Hamlet Soliloquy Reflection Paper Hamlet Soliloquy Reflection Paper Hamlet, is a classic play still read throughout the world to this day. Starring the character Hamlet, and the royal family of Denmark, the play includes everything from murder, betrayal, Incest, love and turmoil. Shakespeare Is renowned for his writing, in Hamlet specifically the seven soliloquies. Soliloquies are monologue type speeches spoken by Hamlet generally and give the sense of the situation and feelings of Hamlet at the time. After carefully annotating the seven soliloquies, one can see the different states of mind, situations and characterizations of Hamlet. The deader can relate to the feelings Hamlet experiences regardless of the fact most readers have never been In situations as extreme as Hamlet. In the first soliloquy titled, O that this too too sullied flesh would . 2), Hamlet speaks about his fathers death and how he is feeling about his mothers new relationship with his Uncle. Like Im sure anyone in his situation would feel Hamlet seems to be unsure. He loves his mother dearly and only wishes her happiness, but the fact she married her dead husbands brother less then two months following his fathers death worries Hamlet. : For myself personally, I have never experienced meeting like my parents divorcing or dying. However, to an extent I can relate because I can see from his point of view how awkward the situation is. I can relate in the aspect however of grief. Less than two months after his fathers untimely death, Hamlet still mourns his loss. However, Hamlet is crudely advised by his mother to Just get over it. She hopes that he can move on and I can relate to that. It Is hard to relate to a parent dying to breaking up with someone, but on a much smaller scale It seems very similar. Last year after I had a year relationship end, I was heartbroken, however he situation only became worse when after a few weeks; I felt a lot of pressure from my friends to just get over the situation. To put it like Shakespeare I am not a beast and I need time to mourn situations like these, time heals all wounds. The second soliloquy Is In Act 1, Scene 5 and Is again a monologue by Hamlet. The section Immediately follows the return of the newly dead king In the form of a split or ghost. This particular passage demonstrated the several emotions Hamlet was experiencing in this state of turmoil. The situation surrounding his fathers death has omen to light and Hamlet is faced with a decision of believing the ghost and avenging his fathers murder or forgetting the ghost ever spoke to him at all and sparing his uncle his life. Although I have never had to (seriously) debate killing someone I can certainly relate to the distress of having no Idea what to do In certain situations and contemplating a decision for hours before making one. Life Is full of compromises and I dont believe there is anyone out there who cant relate to having trouble making an important decision at least once in their lifetime that will have enormous mummifications for everyone around them. Whether it be, should I avenge my fathers murder and kill my uncle or something like should I stop being friends with someone or try and forgive them. These decisions could prove to haunt you In your future or your family as well as prove to be Instrumental In deciding your future character and The third soliloquy happens in Act 2 Scene 2. Hamlet at this point has decided he wants to avenge his fathers death and kill Claudia, but is having trouble and is getting frustrated at the fact that he cant plan and execute the killing as decisively as is father would have wanted. Hamlet is an interesting character because in no way is he either a hero or a villain. He has only the best intentions but regardless he still becomes determined to kill other. Regardless of what he does to convince himself to kill his uncle he cant and deep down I believe that shows that Hamlet truly is a moral person. Both Hamlet and myself are not perfect people. Neither of us are horrible people either, we strive to be the best and most responsible person we can possibly be and I think that is what makes his character so historically and emotionally appealing. In most literature you can see your protagonist as a clean-cut good guy. The fact that Hamlet breaks that stereotype and makes some decisions that many would see as immoral, makes the book that much more interesting. The Fourth of Shakespeare soliloquies begins with To be, or no to be: that is the question. As probably one of the most famous lines of the play, it truly is a great philosophical question about the decisions we make everyday. The quote itself found in act 3 scene 1 accurately describes Hamlets state of mind throughout the scene. Hamlet strongly debates the meaning of his existence at this point in time and whether it would be easier if he Just didnt exist, or if he were to commit suicide if that would simplify everything. Torn between making a decision, he decides he is a coward and that is why he cant kill himself. This whole concept is fairly relatable to the reader because, of course, sometimes its easier to Just want to disappear or die rather then face with the worlds challenges. However, like Hamlet discovers he must keep living because there is a purpose to his life we each resolve to plod on each day attempting to resolve or conflicts and struggles. The following two soliloquies come from the same section(3. 3). In this scene Hamlet definitively decides how he will handle the situation. First by addressing his mother in a cruel, not unnatural way about the situation and second by plotting the murder of his uncle Claudia. In the pursuit of vengeance Hamlet, postpones his killing until after he is done praying, so that rather than go to heaven his uncle can suffer as much as possible for what he has done. Vengeance is a strong emotion and everyone fantasize what it would be like to even the score once in a while, but as Hamlet will later learn, what goes around comes around. The last Hamlet soliloquy is the final act of vengeance for Hamlet. In an epic dual with his uncle, not only does he fatally wound Claudia, but also tragically himself. In the process his mother, the queen also becomes poisoned and essentially the entire royal family dies. At this point Hamlet sees the cost of vengeance. It is a moral we can all relate. For as it seems attractive to aggressively pursue an emotionally satisfying path to rectify a wrong, however, those paths often lead to repercussions one couldnt possibly imagine.

All About the British Princess Who Defied Her Father

All About the British Princess Who Defied Her Father Known for: her second marriage in which Joan rebelled against protocol and expectations; supposed miracles at her grave Occupation: British princess; countess of Hertford and Gloucester Dates: April 1272 - April 23, 1307 Also known as: Joanna Background and Family Mother: Eleanor of Castile, Countess of Ponthieu in her own rightFather: Edward I of England (ruled 1272-1307)Siblings: sixteen full siblings (of whom five survived to adulthood), at least three half-siblingsJoan was descended on both sides from King John of England; on her mothers side, through Johns daughter Eleanor of England.Husband: Gilbert de Clare, 7th Earl of Gloucester, 5th Earl of Hertford (married April 30, 1290, died 1295)children: Gilbert de Clare, Eleanor de Clare, Margaret de Clare, Elizabeth de ClareHusband: Sir Ralph de Monthermer (married 1297)children: Mary de Monthermer, Joan de Monthermer, Thomas de Monthermer, Edward de Monthermer Birth and Early Life Joan was born the seventh of her parents fourteen children, but only one older sister (Eleanor) was still alive at the time of Joans birth. Four of her younger siblings and one younger half-sibling also died in infancy or childhood. Her younger brother, Edward, born 12 years after Joan, became king as Edward II. Joan of Acre was called by that name because she was born while her parents were in Acre at the end of the Ninth Crusade, during the year before Edward returned to England to be crowned as Edward I on his fathers death. A sister, Juliana, had been born and died the year before at Acre. After Joans birth, her parents left the child for a time in France with Eleanors mother, Joan of Dammartin, who was the Countess of Pointhieu and widow of Ferdinand III of Castile. The little girls grandmother and a local bishop were responsible during those four years for her upbringing. First Marriage Joans father Edward began to consider marriage possibilities for his daughter while she was still very young, as was common for royal families. He settled on the son of Germanys King Rudolph I, a boy named Hartman. Joan was five years old when her father called her home so that she could meet her future husband. But Hartman died before he could come to England or marry Joan. Conflicting reports at the time had him dying in a skating accident or drowning in a boat accident. Edward finally arranged for Joan to marry a British nobleman, Gilbert de Clare, who was the Earl of Gloucester. Joan was twelve and Edward in his early 40s when the arrangements were made. Gilberts previous marriage ended in 1285, and it took another four years to get dispensation from the Pope for Gilbert and Joan to marry. They were married in 1290. Edward struck a hard bargain and got de Clare to agree to a large dower for Joan, with his lands held jointly with Joan during their marriage. Joan gave birth to four children before Gilbert died in 1295. Second Marriage Still a young woman, and one controlling quite a lot of valuable property, Joans future was being planned by her father again, as he sought out a suitable husband. Edward decided on the Count of Savoy, Amadeus V. But Joan was already secretly married by then, and likely quite fearful of her fathers reaction. She had fallen in love with one of her first husbands squires, Ralph de Monthermer, and had urged her father to knight him. A member of the royal family marrying someone of such a level was simply unacceptable. First Edward found out about the relationship itself, not knowing it had already progressed to marriage. Edward took possession of Joans lands that she had as dower from her first marriage. Finally, Joan told her father that she was already married. His reaction: to imprison Sir Ralph. By this time, Joan was noticeably pregnant. She wrote her father a letter which contained words that have come down to us as an early statement protesting the double standard: It is not considered ignominious, nor disgraceful for a great earl to take a poor and mean woman to wife; neither, on the other hand, is it worthy of blame, or too difficult a thing for a countess to promote to honor a gallant youth. Edward gave in to his daughter, releasing her husband in August of 1297. He was given her first husbands titles though at his death they went to a son of her first husband, not one of Ralphs sons. And while Edward I accepted the marriage and Monthermer became part of the kings circle, Edwards relationship with Joan was cooler than it was towards her siblings. Joan was also close to her brother, Edward II, though she died earlier in the year he became king, and so was not around through his more scandalous escapades. She did support him through an earlier episode when Edward I took away his royal seal. Death History does not record Joans cause of death. It may have been related to childbirth. With Joan and then Edward I dead, Edward II took the title Earl of Gloucester from her second husband and gave it to her son by her first husband. While we dont know her cause of death, we do know that after her death, she was laid to rest at a priory in Clare, established by her first husbands ancestors and to which she had been a benefactor. In the 15th century, a writer reported that her daughter, Elizabeth de Burgh, had her mother disinterred and inspected the body, found to be intact, a condition connected with sainthood. Other writers reported miracles at her burial site. Â  She was never beatified or canonized.

The history and evolution of Chinese women' rights Research Paper

The history and evolution of Chinese women' rights - Research Paper Example This created way for the formation of the communist government in the country under the name of the People’s Republic of China (Johnson 121). The new government committed to implementing social changes with the aim of uplifting the status of women in the society. The evolution of women’s rights in China has been a slow, painful but steady process discussed in the essay below. The growth and radical changes leading to the modern liberal Chinese society that embraces the gender equality has been slow and with myriad sacrifices, between 1966 and 1976 for example, the country experienced a massive cultural revolution as feminist movements sought the inclusion of women in the governance of the country. At the time of the formation of the new people’s republic of china, the country’s workforce had only seven percent of the women. The new communist government formulated and implemented new radical changes that with the view of increasing the status of women in th e new society but the male dominated society resisted most of such changes. By 1992, the percentage of the women in the country’s workforce had risen to thirty eight percent. Marriage in the traditional Chinese society was an arrangement between families. Young girls would be married off to men of the family’s choosing thus nurturing the women in order to befit specific requirements of the spouse’s family. Such arrangement denied women the right and privilege to fall in love and determine their lives. They simply married the men their families thought right for them. The male dominated society thought such to be effective ways of developing strong social ties but at the expense of the girl children. The great Cultural Revolution between 1966 and 1976 sought to address the social vice that had threatened the development of effective cultures in the society. Prior to the revolution, the communist government had initiated policies that sought to address the vice. I n 1950, the government formulated the marriage law. The law provided for the revocation of all previous family arrangements thus setting women previously bound by their families free. The law was a result of effective government research on the effects of such marriages and family arrangement on the social development of the society. By revoking all such arrangements, the governments sought to formulate better and more ethical policies and systems of marriage in the country. The men in the Chinese society opposed the legislation but through concerted government efforts and the works of the numerous feminist movements in the country, the law successful laws. In 1980, the government formulated another family law that banned arranged and forced marriages in the country. By banning such marriages, the government set the children especially the female children free from the dominance of their parents who used benefited from such arrangements. The marriage law of 1950 further permitted wo men to instigate divorces in the society. This would provide disadvantaged women in the forced, arranged and even purchased marriages the freedom to break away and foster their own independent lifestyles. Prior to the legislation, the society only permitted a divorce if it befitted the man. Additionally, the society also permitted polygamy thus allowing men to marry as many women as they wanted. In fact, the number of women in a homestead symbolized wealth and influence in the society. While

Mare Reproductive Loss Syndrome Essay Example | Topics and Well Written Essays - 500 words

Mare Reproductive Loss Syndrome - Essay Example t the weather at that time in March was unusually cold followed by above normal temperatures in April, which stimulated rapid plant growth and concurrent increase in the number of eastern tent caterpillars. Wild Cherry trees were the principal source of food for these caterpillars. Lack of abortion in areas where these caterpillars did not exist and later experimental intragastric inoculation of pregnant mares with caterpillar extracts confirmed the reason for these abortions (merckvetmanual.com). The MRLS syndrome in addition to early/late fetal loss is characterized by uveitis, pericarditis and encephalitis and occurs due to tissue penetration by barbed setal fragments from Eastern tent caterpillars, Malacosoma americanum (Tobin et al, 2004). After ingestion the barbed setal fragments migrate through moving tissues followed by rapid spread of bacteria, bacterial emboli and septic fragments of setae, collectively known as septic materials (Tobin et al, 2004). A number of bacteria are carried by the setal fragments in moving tissues, blood, uterus and fetal membranes of pregnant mares. Pharmacokinetic studies and studies on the structure of the setae revealed barbs on them which facilitated the rapid spread of bacteria as hitchhikers. Clinically affected tissues show a poor antibacterial response as bacterial contamination of tissues and extracellular fluids is very rapid. It has been proposed that MRLS also includes an immunosuppressive mechanism which predisposes the affect ed horses to opportunistic bacterial infection (Flaminio et al, 2005). Pathological lesions when MRLS is suspected are consistent with bacterial infection as the cause. Streptococcus, Actinobacillus species and Serratia were some of the prominent bacterial species isolated from horses suffering from MRLS. Sebastian M.M. et al (2008) propose two hypotheses for MRLS. According to one, the syndrome is produced due to an Eastern tent caterpillar toxin complicated with secondary bacterial