A Sixteen-Year-Old Female Athlete Case Study †Health Paper

A Sixteen-Year-Old Female Athlete Case Study – Health Paper Free Online Research Papers A Sixteen-Year-Old Female Athlete Case Study Health Paper A sixteen-year-old female athlete presents complaining of a gradual reduction in form. In addition, the athlete appears to be susceptible to infections and has had numerous colds and episodes of lethargy. She says she is finding it harder and harder to train and you suspect that she might be suffering from overtraining. Overtraining syndrome is a serious problem with features of decreased performance; increased fatigue, persistent muscle soreness, mood disturbances, and feeling burnt out or stale. The diagnosis of overtraining is usually complicated, there are no exact diagnostic criteria, and physicians must rule out other diseases before the diagnosis can be made. Further studies are needed to find a reliable diagnostic test and determine if proposed aids to speed recovery will be effective. Unlike with diagnoses of most diseases, physicians have no exact criteria for the overtraining state. The diagnosis is based on three points: (1) patient history, (2) carefully ruling out other diseases, and (3) laboratory findings. History taking includes a careful account of symptoms and signs. Changes in training regimen are of utmost importance. Performance decrement with an increased feeling of fatigue (subjective and objective evaluation) is the main sign of overtraining. The history of running nose, generalise aching and coughing suggest post-viral infection. History of repeated vomiting or induction of vomiting by stimulating of through suggested the possibility of anorexia nervosa. The overtraining state can only be diagnosed after clinical examination has ruled out other conditions. Diseases such as Addisons disease, anemia and other nutritional deficiencies, asthma and allergies, cardiac diseases (e.g., hypertrophic cardiomyopathy), diabetes or glucose intolerance, hypo- and hyperthyroidism, infections, muscle diseases, and psychiatric disorders can mimic overtraining. Laboratory tests for differential diagnosis and laboratory findings that can be connected to decreased performance capacity are helpful. Several laboratory parameters have been proposed to indicate an impending or actual overtraining state: a decrease in testosterone and increase in cortisol concentration, or a decrease in their ratio; decrease in nocturnal catecholamines; changes in catecholamine concentration in blood during rest and after exercise; decrease in maximal blood lactate concentration; decrease in plasma glutamine concentration; increase in uric acid and creatine kinase concentrations (reflecting overload at the muscle level); decrease in the ratio of blood lactate concentration to ratings of perceived exertion; changes in morning heart rate; and changes in initial heart rate response to orthostatic stress. Laboratory Tests for the Differential Diagnosis of the Overtraining State General assessment Complete blood picture, Erythrocyte sedimentation rate Blood glucose Sodium, potassium, calcium Alanine aminotransferase, alkaline phosphatase Assessment of anaemia (nutritional problem) Ferritin Transferrin, albumin Creatine kinase Cortisol and testosterone (free testosterone) Hormonal assessment Thyroxine, thyroid-stimulating hormone Estrogen, follicle-stimulating hormone, luteinizing hormone Adrenocorticotropic hormone (stimulation test) Catecholamines (urine) and catecholamine metabolites Infection assessment to eliminate the possibility of post-viral syndrome. Differential leukocyte count Immunoglobulin (IgE) Assessment of serious metabolic disorders Magnesium, zinc Further specific examinations if needed If there is no disease found, we can assume that the athlete is suffering from overtraining syndrome. The best treatment for the overtraining syndrome is prevention. Tapering the training regimen combined with rest, proper nutrition, and sleep help the body heal. Recognition and treatment of depression is important. Therapies such as massage and sauna baths can speed recovery. Periodization of training with enough recovery should prevent overtraining. Periodization means that correct loads of training stimuli are administered followed by adequate recovery periods. The training and recovery time should be individualized since different persons have his/her individual conditions. Through the one year, the training can be divided into phases of training emphasis called macrocycles. Each training week is called a microcycle (microcycles can be also longerup to 10 days), and each microcycle includes both strenuous and recovery days in an appropriate proportion. Three or 4 microcycles compose a mezzocycle. Each mezzocycle consists of 2 to 3 microcycles with higher training loads and 1 recovery microcycle. Macrocycles with different training regimens can be classified as preparation, precompetition, competition, and tapering; all preparing for optimal performance in competition. As noted before, careful follow-up of athletes subjective feelings and some objective parameters are also an important part of prevention. If the overtraining state persists in spite of all efforts to prevent it, effective treatment is needed. The best treatment is to rest and avoid sport activities for approximately 2 weeks. After the resting period, the patient can start light training. Athletes should try different sports, like swimming, ball games, cycling etc. Training should progress very slowly, with the pace determined by carefully listening to the patients feelings. Psychological state of athletes is also important; athletes should forget the past and concentrate on the future. Otherwise, they can easily start comparing their performance and feelings to the time before the overtraining state, inducing a neurotic attempt to recapture the previous feeling. This can delay recovery and highlights the huge role of psychological factors in recovery. Professional psychological help is sometimes recommended for athletes who are seeking to overcome an overtraining problem. Depression is one of the biggest psychological problems among overtrained athletes, and differentiation between primary depression and overtraining with secondary depression is difficult. Training history, discussions with coaches and other athletes, and a family history can help clarify this question. Adequate nutrition is one of the most important background factors behind a positive training effect and is also very important for overtrained athletes. If the diet is balanced, additional supplements and nutritional modifications have not been proven to speed recovery. The most common deficiency, especially in female endurance athletes, is iron. Zinc, magnesium, and calcium deficiencies have also been reported in endurance athletes, especially those who deliberately restrict their diets. In those cases, supplementation is needed. Adequate sleep is important during recovery. All additional stressors should be minimized. Traveling can increase tiredness, but in some cases, changing the environment and finding new hobbies can be good for recovery. Increased sexual activity may aid a recovering athlete, as it relaxes and modulates neurotransmitters beneficiently. 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What Does it Cost to Attend Cooper Union for the Advancement of Science and Art?

College expenses are a concern for many families. This fact is relatively predictable given the rising cost of attending college. CNN reported that by 2016 , the average family was paying over $100,000 out of pocket for a four-year degree from a private university. It comes as no surprise that more than 85% of college students receive some type of financial aid to help defray college costs. What does come as a surprise for many families, though, is the difficulty of predicting college costs in advance. Wide variability in a number of different factors means that narrowing down college costs can be almost as intimidating as paying for them in the first place. That’s why we at have analyzed the costs of attending over 1000 different colleges to bring you this series. In this post, we look at how much your family might pay for a degree from Cooper Union for the Advancement of Science and Art. Simply put, college costs vary widely because of the sheer number of factors that impact them. With so many cards at play, it’s rare that they will align in the same way from any one family to another. This means that price tags from one family to the next are bound to vary widely, but understanding some of the factors that influence them can help you to narrow in on what your own costs might be. The first factor in college cost and arguably the most important is a college’s list price. This is basically the raw amount that it costs to attend a school including tuition, room and board, and any necessary fees. Sometimes people refer to the list price as a sticker price. The sticker price at a college can give you a baseline for comparing it to other colleges, but always confirm exactly what a sticker price includes before you draw any conclusions. While list price gives you a good starting point for comparing college costs, net cost can be a more revealing data point. The average net cost at a college is the average amount that families pay out of pocket for their students to attend. Net cost is impacted by three primary factors. They are federal, state, and local aid, institutional aid, and merit scholarships. While average net cost is just a small glimpse of how much a family might pay to attend college, for many families it provides a clearer picture of college expenses. The list price at Cooper Union for the Advancement of Science and Art was $63,435 in the 2016-2017 school year. Cooper Union is a private college, so list price and other costs are the same regardless of where a student lives. Having said that, few students actually pay list price. In general, only those families with a combined annual income exceeding $175k will pay the list price. Variation in familial income is a large factor in the variability of college costs at almost any given university. The net cost to attend Cooper Union is $54,996 for students who qualify for financial aid. For students who do not qualify for financial aid, the net cost is $42,379. The amount that a family receives for financial aid varies most significantly based on a family’s income. For our purposes, breaking down college costs according to family income then seems very reasonable. At Cooper Union, the college costs based on family income are as follows: In 2017, merit aid was generous at Cooper Union. In fact, 100% of students who did not qualify for aid based on their financial needs, were offered merit aid. The average merit aid award for a student without financial need was $21,056. This places Cooper Union at 45th in the pool over 1000 schools we analyzed for merit aid generosity. Estimating your chance of getting into a college is not easy in today’s competitive environment. Thankfully, with our state-of-the-art software and data, we can analyze your academic and extracurricular profile and estimate your chances. Our profile analysis tool can also help you identify the improvement you need to make to enter your dream school. Loans are another common way of helping to pay for Cooper Union. In 2017, 88% of students at Cooper Union had loans. The average federal student loan per undergrad student was $1,308. Paying for college can be thought of as a long term investment in the future. The initial expense is justified by long term increase in earning potential. Considering student outcomes can help to predict the possible return on your investment. At Cooper Union, 86% of students who begin degree complete it within six years and the average salary ten years out is $64,900. Cooper Union is located in New York, NY. This is one of the most expensive places to live in the country, so planning for increased spending should be an important consideration. The cost of living index in New York City is 209.3 , meaning it is roughly twice as expensive as the national average. Groceries, transportation, and utilities are all significantly more expensive in New York, but the most significant expense is housing. For students who want to live off campus in New York, rent prices are not cheap. A studio apartment averages over $1700/month and a three-bedroom goes for around $2600/month. The job market in New York is around average. Unemployment rates and projected job growth are in line with national averages.   Ã‚  The minimum wage in New York state is currently $11.10 and it is slated to increase to $15/hr in coming years. The median hourly wage in NY is over $21/hr. Scholarships can be a great way to help fund a college education. The National Merit Scholarship Program is one of the most widely recognized programs in the country. It attracts more than one million participants annually, as every high school junior who takes the PSAT is eligible. More than 50,000 students receive recognition and other awards are also given by the National Hispanic Recognition Program and other specific corporations and individual colleges. You can find more information about the program in our post How to Qualify for the National Merit Scholarship Program . Many students find other scholarship opportunities that are good fits for them. These can range from large national contests to smaller, local or more specialized scholarship organizations. You can learn more about some of the scholarship opportunities available to you through these posts: Paying for college represents a significant financial hurdle for many families, sometimes made worse by the amount of uncertainty surrounding college costs. Luckily, there is plenty of help available for families who need it. For more assistance planning for college costs, applying for financial aid, or securing scholarships, consider the benefits of the Applications Guidance service. Here, you will be paired with a personal admissions specialist from a top college who can provide step-by-step guidance through the entire application process, including the funding options available to your family.

Guy Fawkes & The Gunpowder Plot of 1605 Research Paper

Guy Fawkes & The Gunpowder Plot of 1605 - Research Paper Example The paper will therefore, outline the political and historical context of the Gunpowder plot and the effect it had to Britain’s culture. Guy Fawkes is one of the York’s known historical characters, being famous for his involvement in the failed Gunpowder plot. Guy Fawkes was a protestant by birth, born in Stone gate, York in the year 1570, after which he became a Roman Catholic after his marriage. Fawkes was the only son in his parents who lived and married in Scotto. He attended school at St. Peter’s where he received Roman Catholic influences among others. Over the years, those who knew him painted him as ‘a man of great piety’ (Fraser 2010, p. 10-15). In the year 1593, he was enlisted in the Spanish Army and in the year 1596, he participated in the capture of the Calais city by the Spanish, as their war with Henry IV of France was underway. In his service in the army, he was furnished as a bravely man and an expert in mining. In the year 1602, he moved to Madrid where he met with Kit Wright and later with Thomas Winter who enrolled him in the gunpowder plot as a useful expert and was unknown to the authority. He played his part well in the plot and behaved in courage and dignity even after his arrest. For several days, Guy Fawkes withstood torture rather than selling his fellow plotters out (MALAM, & MALAM 2008, p. 20-25). Queen Elizabeth 1 had made England one of the Protestant strongholds in Europe, in which under her reign, the Catholics had suffered because of the anti-catholic laws that had been implemented. Therefore, when she died, the Catholics had hoped that King James 1 would scrap out the laws, but as time went by, the religion became stronger and the king felt that his authority was threatened so he implemented the anti-Catholic laws again. Therefore, Guy Fawkes, Robert Catesby, Thomas Percy, Thomas Wright among others

Gender criminology Essay Example | Topics and Well Written Essays - 3250 words

Gender criminology - Essay Example Some people are sold as slaves; some are tricked into slavery while some serve as bonded labors (Hart 2009). Most governments consider human trafficking as a danger to the democratic way of life and also to the basic rule of law (Morehouse 2009). The victims of human trafficking are mostly poor people with little food and no future in their own homeland. Jobs are scarce and it is difficult to support a family. Under these circumstances, the foreign land seems like a green pasture and the human traffickers use jobs in foreign countries especially the U.K and the U.S as baits and sneak the people in the country illegally. Usually people from Mexico, Cuba and South American countries smuggle into America whereas people from Eastern European states, Africa and Asia consider U.K a goldmine. Of all the European countries, UK faces the most unwanted immigrations. Since 2004, immigration from Central and Eastern Europe increased rapidly as many states which were formerly a part of the communist block joined the European Union which allowed their citizens to freely move into Great Britain (Marshal Cavendish Corporation 2009). The number of people who either smuggle into the United Kingdom or are trafficked to this country runs into thousands annually. There is a marked difference between human trafficking and smuggling. As mentioned in the article â€Å"Human Trafficking and Smuggling† published by The Crown Prosecution Service available online at , human smuggling actually means the illegal entry of a person in any country; it is a voluntary act and â€Å"the immigrants are complicit in the offence so that they can stay in the country† and are hardly forced or cajoled to cross the border. Once the person crosses the border, he is on his own and is not controlled by the smugglers. Also smuggling involves crossing of borders and is illegal (House of Lords et al 2006). Human trafficking on the

Attention Deficit Hyperactivity Disorder Essay -- Diseases/Disorders

Attention Deficit Hyperactivity Disorder (ADHD) is a developmental disorder that displays as distracted, hyperactive, and unable to focus on tasks and activities. Also known as Hyperkinetic Impulse Disorder, Hyperkinesis, Hyperactive Syndrome, Minimal Brain Damage, Minimal Brain Dysfunction, and Undifferentiated Deficit Disorder, ADHD is the most commonly diagnosed neurological disorder in children. Although many children with ADHD are quite intelligent, their lack of focus can frequently lead to poor grades and a low self esteem. The exact cause of ADHD is still unknown, but it is considered highly inheritable. Results from numerous international studies on twins have found that ADHD may have a genetic link. The occurrence of ADHD in one twin is more often mirrored an identical twin who has the same genetic makeup, then in a fraternal twin whose genetics are similar but not identical. It is also believed that if a parent, uncle, or grandparent had ADHD, it is more likely their famil y may develop it as well. No gene has been discovered that directly relates to the disorder. MRI studies comparing the brains of children with and without the condition have shown that children with ADHD have weaker brain activity in the frontal area of the brain when responding to tasks that require inhibition. Because of this, it is thought that ADHD affects certain sections of the frontal cortex, parietal lobe, and possibly parts of the cerebellum. ADHD presents itself in three major categories; predominately hyperactive, predominately inattentive, or a combined hyperactivity and inattention. Predominately hyperactive presents as excessive physical activity and impulsive behaviors. This can include constant fidgeting, an inability to stay in ... ...nd drugs, and exercising can all lessen symptoms. The prognosis for ADHD is promising. Approximately 70-80% of patients treated with stimulant therapy experience significant relief from symptoms. About half of all children outgrow the symptoms as they mature into adulthood, the other half retain symptoms throughout their adult life. Works Cited Hoyle, Brian. â€Å"Attention Deficit Hyperactivity Disorder.† Gale Encyclopedia of Neurological Disorders. 2005. Encyclopedia.com. 17 May. 2012 http://www.encyclopedia.com Zieman, Gayle and Dewan, Naakeesh A. â€Å"Attention Deficit/ Hyperactivity Disorder (ADHD) in Adults.† RelayClinical Education. Feb. 2012 v2012 i1 pNA â€Å"Attention Deficit Hyperactivity Disorder (ADHD).† Tish Davidson, AM., Teresa G. Odle., and Laura Jean Cataldo, RN, Ed.D. The Gale Encyclopedia of Genetic Disorders. 3rd Edition. 2010.

Case Study Counselling in the Work Placement

EA L RN E the learning centre R VIC Diploma in Counselling: Case Study Sixth term: Case Study. Length: 3,500 words (in total) General Points The subject of the case study must be a client whom you have been counselling for at least 6 sessions, preferably more. The case study is about how you and your client have worked together within your core theoretical model of counselling. This involves reflecting on your process in relationship to your client, your client’s process in relationship to themselves and the ongoing process between the two of you.Structure of the Case Study To set the scene for our case study, you need to describe the theory that informs your practice, ie. why you do what you do. We suggest you make reference to the following (this section should be no longer than 1,000 words): †¢ Your personal value system (this may include religious beliefs, your moral code, your philosophy of life) †¢ Theoretical sources (e. g. Rogers, the existentialists †¦) †¢ Ethical code of practice (personal code of practice, e. g. oundaries such as relationships with clients) †¢ Integration of the personal with the professional aspects of self as outlined above (how did you arrive at your current value system and the sources for these? ) It is important that your written case study reflects the particular quality of the relationship you have created with your client. What we would like to see and what we would like demonstrated is the way in which you have achieved this. E E S Writing Skills/Specialist coursework/15. 2 Diploma in Counselling: Case StudyR S PTO/†¦. 1 EA L RN E R the learning centre R VIC 1. Personal History Include age, sex, family history, current relationship, family situation and occupational situation. 2. Counselling arrangements Briefly describe the setting in which the counselling is provided: the frequency and length of counselling sessions, how long you’ve been counselling the client, and the number of sessions which have taken place to date. What was your initial contract with the client, and has this been reviewed? 3. Presenting issuesBriefly outline why the client has requested counselling now. As far as possible, try and use the client’s language. Please include your initial subjective responses to the client, noting your response to differences between you and your client. 4. Your assessment of this client Describe your assessment of the client and the nature of your work together making reference to relevant theory. a. b. c. d. e. On what criteria did you base your initial assessment? What is you client’s concept of self? To what extent do you agree with this?What sense did you make of this person? What was your response to both the client and their presenting issues? How did you decide that you were able to work with this client? What did you agree would be the focus of your work? f. 5. The presenting past Describe the relationship between responses to curren t issues with key events from the client’s past, e. g. loss. PTO/†¦ 2 E E S Writing Skills/Specialist coursework/15. 2 Diploma in Counselling: Case Study S EA L RN E R the learning centre R VIC 6. Counselling processDescribe the counselling process with reference to the beginning, middle and end stages. How do you consider your cl;ient changed? What contribution did counselling make to this? Evaluate your ability to demonstrate the core conditions at the different stages of the process. 7. Supervision Throughout your case study, we would like to see how you have used both your individual and group supervision in working with this client. We would also like to have some sense of how your internal supervisor is evolving during your work. . Practitioner issues In relation to your work with this client, evaluate your ability to hold professional boundaries and work within an ethical framework. You may find it helpful to mention any particular critical experiences to illustra te your practice. You might find it useful to look at Rogers ‘stages of process’ found in ‘On Becoming a Person’ (1961). See also, Mearns and Thorne (1988) Person Centred Counselling in Action, Sage E E Writing Skills/Specialist coursework/15. 2 Diploma in Counselling: Case Study S S 3

Profile of Spanish Dictator Francisco Franco

Francisco Franco, the Spanish dictator and general, was perhaps Europes most successful fascist leader because he actually managed to survive in power until his natural death. (Obviously, we use successfully without any value judgment, were not saying he was a good idea, just that he curiously managed not to get beaten on a continent which saw a vast war against people like him.) He came to rule Spain by leading the right-wing forces in the civil war, which he won with Hitler and Mussolinis help and came to cling on by surviving against many odds, despite the brutality and murder of his government.   Early Career of Francisco Franco Franco was born into a naval family on Dec. 4  1892. He wanted to be a sailor, but a reduction in admissions to the Spanish Naval Academy forced him to turn to the army, and he entered the Infantry Academy in 1907 aged 14. Upon completing this in 1910, he volunteered to go abroad and fight in Spanish Morocco and did so in 1912, soon winning a reputation for his ability, dedication, and care for his soldiers, but also one for brutality. By 1915 he was the youngest captain in the entire Spanish army. After recovering from a serious stomach wound he became second-in-command and then commander of the Spanish Foreign legion. By 1926 he was brigadier general and a national hero. Franco had not taken part in the coup of Primo de Rivera in 1923, but still became director of a new General Military Academy in 1928. However, this was dissolved following a revolution which expelled the monarchy and created the Spanish Second Republic. Franco, a monarchist, stayed largely quiet and loyal and was restored to command in 1932 - and promoted in 1933 - as a reward for not staging a right-wing coup. After being promoted to Major General in 1934 by a new rightist government, he savagely crushed a rebellion of miners. Many died, but he had raised his national reputation still further among the right, although the left hated him. In 1935 he became Chief of the Central General Staff of the Spanish Army and began to reforms. The Spanish Civil War As divisions between the left and the right in Spain grew, and as the country’s unity unraveled after a left-wing alliance won power in elections, Franco appealed for a state of emergency to be declared. He feared a communist takeover. Instead, Franco was sacked from the General Staff and sent to the Canary Islands, where the government hoped he was too far away to start a coup. They were wrong. He eventually decided to join the planned right-wing rebellion, delayed by his sometimes mocked caution, and on July 18,  1936, he telegraphed the news of a military rebellion from the Islands; this was followed by a rising on the mainland. He moved to Morocco, took control of the garrison army, and then landed it in Spain. After a march towards Madrid, Franco was chosen by the nationalist forces to be their head of state, due in part to his reputation, distance from political groups, the original figurehead had died, and partly because of his new hunger to lead. Franco’s nationalists, aided by German and Italian forces, fought a slow, careful war which was brutal and vicious. Franco wanted to do more than win, he wanted to ‘cleanse’ Spain of communism. Consequently, he led the right to complete victory in 1939, whereupon there was no reconciliation: he drafted laws making any support for the republic a crime. During this period his government emerged, a military dictatorship supported, but still separate and above, a political party which merged Fascists and Carlists. The skill he exhibited in forming and holding together this political union of right-wing groups, each with their own competing visions for post-war Spain, has been called ‘brilliant’. World War and Cold War The first real ‘peacetime’ test for Franco was the start of World War 2, in which Franco’s Spain initially lent towards the German-Italian Axis. However, Franco kept Spain out of the war, although this was less to do foresight, and more the result of Franco’s innate caution, Hitler’s rejection of Franco’s high demands, and a recognition that the Spanish military was in no position to fight. The allies, including the US and Britain, gave Spain just enough aid to keep them neutral. Consequently, his regime survived the collapse and total defeat of his old civil-wartime supporters. Initial post-war hostility from the western European powers, and the US – they viewed him as the last fascist dictator – was overcome and Spain was rehabilitated as an anti-communist ally in the Cold War. Dictatorship During the war, and during the early years of his dictatorship, Franco’s government executed tens of thousands of â€Å"rebels†, imprisoned a quarter of a million, and crushed local traditions, leaving little opposition. Yet his repression loosened slightly over time as his government continued into the 1960s and the country transformed culturally into a modern nation. Spain also grew economically, in contrast to the authoritarian governments of Eastern Europe, although all this progress was more due to a new generation of young thinkers and politicians than to Franco himself, who became increasingly distant from the real world. Franco also became increasingly viewed as above the actions and decisions of subordinates who took the blame went things went wrong and earned an international reputation for developing and surviving. Plans and Death In 1947 Franco had passed a referendum which effectively made Spain a monarchy headed by him for life, and in 1969 he announced his official successor: Prince Juan Carlos, eldest son of the leading claimant to the Spanish throne. Shortly before this, he had allowed limited elections to parliament, and in 1973 he resigned from some power, remaining as head of the state, military, and party. Having suffered from Parkinson’s for many years – he kept the condition secret - he died in 1975 following a protracted illness. Three years later Juan Carlos had peacefully reintroduced democracy; Spain had become a modern constitutional monarchy. Personality Franco was a serious character, even as a child, when his short stature and high pitched voice caused him to be bullied. He could be sentimental over trivial issues, but exhibited an icy coldness over anything serious, and appeared capable of removing himself from the reality of death. He despised communism and Freemasonry, which he feared would take over Spain and disliked both east and west Europe in the post-World War II world.