The Role Of The Gastrointestinal Tract And Diabetes Mellitus

Introduction: This study examines the ATP binding cassette transporters, ABCA1 and ABCG1 and their presence in the small intestines (GI tract) during a chronic inflammatory disease, diabetes mellitus (type 2 diabetes). ABCA1 and G1 are important in the regulation of glucose levels in the blood in the small intestine when type 2 diabetes is present. The relationship of the gastrointestinal tract and diabetes mellitus has become increasingly important in the scientific community. The GI tract plays a key role in glucose homeostasis. The GI tract becomes inflamed in the presence of diabetes mellitus causing various complications. ABCA1 and ABCG1 play important parts in glucose homeostasis, insulin secretion, and cell survival. However, these transporter proteins, in normal conditions, are overshadowed by other molecules with similar functions. Interestingly, ABCA1 and ABCG1 have inflammatory functions as well. Type 2 diabetes is an inflammatory disease. If ABCA1 and ABCG1 are increased in an inflamed intestine, as in the case of diabetes mellitus, then these molecules are a direct alteration from this disease because these molecules have anti-inflammatory functions and the inflammation of the intestine is a primary cause. Before the study was done, the researchers needed to have a significant understanding of diabetes mellitus: How a patient could obtain this disease, and how to actually diagnose this disease and not mistake it for type 1 diabetes. They obtained otherShow MoreRelatedInternational Conference On Harmonization Guidelines1612 Words   |  7 Pagesis available in Canada as Apo-Metformin but Vildagliptin (Glavus) is not available in Canada and is needed to shipping from US under the Health Canada Regulations (Part C, Division 5). 1.1 Background Diabetes mellitus is a common diseases in the world and Canada is diabetes mellitus. Diabetes Mellitus has been starting to grow all over the world. 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Midterm essay exam Free Essays

Q#1: Regarding science and religion, what historically has changed? Explain. It is a fact that in history, science and religion are always having conflict with each other. This should not be the scenario since the history had proved that in the Western culture, there were two books entitled The Book of Nature and the Book of Scripture that was believed to be bought created by God. We will write a custom essay sample on Midterm essay exam or any similar topic only for you Order Now The history of science had been associated with many religious works. During the Middle Ages, there was a time that the Islamic countries had embraced the science of mathematics, and astronomy that was being turned away by the Christian Europe. The scientific teachings were based from the ancient Greek discoveries. The Islamic people consisting of Muslim scholars had done additional developments in the field of scientific teachings. However, in the thirteenth century the Christian Europe again had decided to embrace the scientific heritage. They were commonly called the Christian monks and Christian theologians. In the entire duration of the late Middle Ages and even in the Renaissance period, almost all the scientist was also the people who leads the church. As the history continued in the eighteenth century, more and more men of science were also deep believers of different religions. The church had also begun to take part in influencing the universities and all institutes that promote higher form of teachings. Schools for the trainings to become clergy and other church functionaries were also being established. An essential breakthrough in the seventeenth century which is called the â€Å"scientific revolution† had again involved men from the religious groups who were the great pioneers and founders of the renewed science. Almost all the science founders aimed that they could put harmony in their works in science and their obligations in their religion. Not until the start of the nineteenth century, this was the common thought of the scientist. The start of the nineteenth century up to these days had marked a notable change in the history of science and religion. The warfare for science and religion had started with the revolutionary book Charles Darwin entitled â€Å"On the Evolution of Species by Means of Natural Selection†. Many scientists had several views that pertain to the thought that religion is a great threat to science which was carried until these days (Faith and Reasons, 2007). Q#2: Discuss the importance of the circle as a symbol for indigenous religions. Circle as a symbol for the indigenous religions refers to the sacred space. The sacred space describes a magical ritual. The magical ritual is a practice that is being utilized in the Ritual Magic and In Wicca. The magical ritual came from the practices of the medieval magic and witchcraft. This symbol was shared by most of the folk magicians in many countries. The temple of initiation which is circular simply means that it is a representation of the universe is the main point of the Zoroasteric mysteries of Persia. In the circular temple there is a sun located in the east which is also represented as a circle that symbolizes the universe. A celebration in Athens termed as the great mysteries of Eleusis indeed given points that the circle is the symbolism for the universe. According to one of the officers from St. Chrysostom, the circular figure represented the sun. Moreover, in the Egyptian mysteries of Osiris also contains the sun as referred to the representation of the universe. They have this so called Sun-god who appeared into the Earth in the sun’s settings. The temple of initiation of the Celtic mysteries of Druids is also an oval or a circle. It is an oval because the circular temple of initiation represents the routinary egg which symbolizes the earth. Some temples of initiation of the Celtic mysteries is also circular aside from being oval because for them, the circular figure was the symbol of the universe. The temple of initiation sometimes is also built following the cruciform. The reason of the cruciform is that it represents the reference to the four elements. The four elements are commonly termed as the components of the universe. The use of the circle as an important symbol for the indigenous religions had only proven the many uses of the circle in the ancient times. Moreover, the many uses of the circle had also proven its universality as an important symbol in the ancient times (Emick, 2007). Q#3: What is the foundational core of Buddhist teachings? Explain. Buddhism is known to be a dharmic religion. It is also regarded as a philosophy. It is commonly known as the Buddha Dharma or the Dhamma. Buddha Dharma signifies the â€Å"teachings of the awakened one†. It was founded by Siddharta Gautama around the fifth century BCE. Siddharta Gautama was referred to as â€Å"The Buddha†. Siddharta Gautama had introduced the Four Noble Truth that was considered to be the fundamental core of the Buddhist teachings. The Four Noble Truth was a way for them to attain the bodhi and the termination of pain and suffering or what is commonly called the Nirvana. The first noble truth of the Buddhist teaching is the Dukkha. Dukkha is called the noble truth of suffering. The noble truth of suffering is a part of all the stages in the life of a person. Since birth until the death of a Buddhist, he experience suffering. Moreover, Buddhism principles are also centered with suffering. Sufferings in the life of a Buddhist include sufferings during his birth and aging. Having a disease or illness is also part of the Buddhist sufferings. The second noble truth is called the Samudaya which means that the sufferings in the first noble truth are solely caused by desire. The result of the sufferings is simply explained by the Samudaya. Expectations that are linked to the desires of a believer and most especially the attachment of the believer to the desires are the ones that explain the Samudaya (Boddhi, 2000). Nirodha is the third noble truth. It symbolizes the termination of suffering. As the sufferings had ended and were being forgotten by the Buddhist, these means that the understanding of the right meaning of the Nirodha had been inculcated in him. And in order for the believer to entirely forget and free himself from a suffering, he must be able give up and surrender the pains he had gone through. The forth and the final noble truth is the termination of the desires or what is called as the Magga. In order for the believer to get rid of his desires he must follow the Eightfold Path. The Noble Eightfold Path consists of the right view, right intention, right speech and right action. Right livelihood, effort, mindfulness and concentration are also included in the Noble Eightfold Path (Yamamoto, 2000). Q#4: What was the role of the Temple for ancient Judaism? According to the book of Chronicles, the First Temple was built in the 10th century BCE. This was built by King Solomon for seven years to replace the Tabernacle of Moses and the Tabernacles of Shiloh, Nov and Givon. These Tabernacles were also once the center point for the Jewish faith. The First Temple had symbolized the center of ancient Judaism. For the entire millennium, the First Temple had continued to be the central point for all the services done by the Jewish. As time had passed, the First Temple was destroyed by the Babylonians in 586. After seventy years, it was again built by Cyrus the Great in 516 BCE. The temple had been the Second Temple. There are many roles of the in the ancient Judaism. During the time when the course of the bible of Hebrews was being carried out, the temple serves to be the place for offerings. The offerings include the daily and the morning ones. Offerings done on Shabbat and Jewish holidays which are considered special for the Hebrews were also celebrated in the Temple. During the course of the offerings, there will be a certain time when the Levites recite psalms. Psalms such as the Psalm of the Day and special psalms for the new month are the ones recited by the Jewish. The temple for the ancient Judaism is meant to be the model and recreation of the Garden of Eve. That is the reason while the courtyards of the Temple contained plenty of trees, flowers and fountains (Stager, 2000). For the Jewish, the temple is viewed as central or the focal point wherein rituals are done. It was then considered to be the only place wherein the creation of contact between men, women and the higher spheres were done.   It is the place considered to be the eternal dwelling place for the Jewish in order for them to do contact with the powers above them. Moreover, it was also a place which they believed the place where their gods have crossed in order to surpass their celestial environment to be able to descend on earth (Nibley, 1992). References: Bhikkhu Bodhi (2000). â€Å"The Collected Discourses of the Buddha: A new translation of the Samyutta Nikaya†. Somerville: Wisdom Publications. Retrieved July 27, 2007 from http://en.wikipedia.org/wiki/Four_Noble_Truths#_ref-1   Emick, Jennifer. (2007). Your Guide to Alternative Religion. The New York Times Company. Retrieved July 27, 2007 from http://altreligion.about.com/library/texts/bl_symbolismfreemasonry17.htm Faith and Reasons. (2007). History of Science and Religion. Retrieved July 27, 2007 from http://www.pbs.org/faithandreason/intro/histo-frame.html Mackey, Albert. (2007). The Symbolisms of Free Masonry. The New York Times Company. Retrieved July 27, 2007 from http://altreligion.about.com/library/texts/bl_symbolismfreemasonry17.htm Nibley, Hugh W. (1992). The meaning and functions of Temples. Encyclopedia of Mormonism, Vol. 4. Macmillan Publishing Company. Retrieved July 26, 2007 from http://www.lightplanet.com/mormons/temples/purpose.html Stager, Lawrence. (2006). Garden of Eve. Biblical Archaeology Review. Retrieved July 26, 2007 from http://en.wikipedia.org/wiki/Temple_in_Jerusalem Yamamoto, Kosho. (2000) The Mahayana Mahaparinirvana Sutra in 12 Volumes (Nirvana Publications. Retrieved July 27, 2007 from http://en.wikipedia.org/wiki/Four_Noble_Truths#_ref-1    How to cite Midterm essay exam, Essay examples

Problem and its backgroud free essay sample

Actually what Jesus and other religious leaders id was not identified as scientific experiment in human relations because there was no real need at that time for the scientific study of human situations. In Modern living however, there can be found innumerable symptoms of misunderstanding and conflict at all levels of the society. For example, the labor disputes between employees and employers, the increase in uprising against the government, the numerous crimes, the fast turnover in employment, increasing divorce rate, student demonstrations and the like are some of the symptoms to date.Recent development in psychology and psychiatry has introduced principles bout understanding the relations between human beings. It emphasizes that industrialization of civilization has indicated the need for research in human relations to better understand the personal interactions of men as they affect production. In fact, one study conducted on the problem of human relations was done by the Wester n Electric Company to determine the factors of high productivity among workers. One of the most interesting of the conclusion Of this study was the external factors, such us physical working conditions, had little effect on production.Changes in social and psychological organizations played an important part. It was found that it was not the music that played over loud speakers in factory rooms, or the lounges that were provided for rest periods, that affected production, but rather how will one worker got along with another and/or with the boss. Expounding the importance of human relations, James Tarry (1991 ) in his book Love and Profit: the Art of Caring Leadership, says Good management is a largely a matter of love. Or if you are uncomfortable with that word, call it caring.The apostle Paul put it this way, If I had the gift of able to speak in onuses, and could speak in every language there is in all of heaven and earth, but I didnt love others, it would be of no value whatever. I could only be making a lot of noise like a loud gong or clanging cymbal (1 C orinthian 13:1, New Living Bible, 1996). Stephen Covey calls it seeking first to understand rather than to be understood (Covey, 1990). Auteur the apostle Paul and Covey have all discovered and articulated a principle that effective instructional leaders seek to practice in their lives human relation skills.The leadership literatures gave examples of individuals who have the accessory competence to do their jobs they just dont have people skills. There are many well-meaning school administrators who have all the necessary certification, know good instruction, and even have vision of what their school could and should become. But they are remarkably like Deed, a CEO, described by Warren Bennie (1989) He was very competent and very ambitious. But he was a also a tyrant. He was impulsive and frequently abusive of people who worked for him. They would actually cower in his presence.He had a desperate need to control both people and events. He was incapable of thanking anyone or a job well done he couldnt even give a complement. On the other hand, Mclean (1998) emphasized that effective instructional leaders (e. G. Deans, principals and department chairmen) are confident about their human relation skills. They are able to articulate what they do well and are always willing to learn. Nancy Carbon, a school leader, as interviewed by Mclean summarized her daily task this way: I think the main human relations skill possess is the willingness to give people a voice in the daily business of the school.I firmly believe that inviting people to participate in decision making is what makes a school ark best. I am willing also to admit when I am wrong and to change a course of action if most of the staff feel it is note advisable for the school. Hinds (1 998), a practicing PRO and author of the book Human Relations Practices in Schools, underscored that human relations practices must top the learned skills by the school administrators. The administrator/dean/ principal school leader has contact with the public in many ways.He works with people individually and in formal and informal groups, both inside and outside the school system. Hence, school administrator needs to understand owe and why people behave so that he may be in the better position to predict and perhaps con trol their behavior. To date, human relations top the list of problems reported by practicing administrators. Hinds explain that human relations problems in educational organizations are likely to be posed bathe top people. The coldness of a department head, for example, presents the rests of the department with anxieties and inhibitions in the friendship relations.The quality of faculty and staff relationships depends a great deal upon the school administrator, action speaks louder than words. The manner in which he school administrators relates with faculty, staff, students and general public will demonstrate whether or not he has sincere belief in the worth of the individual. The emphasis upon human relations in school administration is a part of the new shift in concepts of administration in general. It can, therefore, be said that no workers in any others profession serving the people need greater understanding of human relation than the school administrators. Likewise, recent experiment in human relations has gradually evolved from examples set by business Organizations and forward looking school system. In fact, human relationships have been with us as long as there have people, but the attempt to deal with them on a planned basis is relatively new. Even if the entire process of education becomes entirely electronic, it must be acknowledge that, in order for institutions like schools to function effectively, the human relations have to be given serious attention.Learning institutions can no longer keep up the pretence that relationships do not affect performance, either academic or professional. There is of course, a wide range of attitudes to do this issue. There are teachers who claim that heir prime responsibility is to organize their students intellectual development, whereas other argues and quite legitimately, that the major source of difficulty in their work has to do with the problem of relating to their school heads, students an d colleagues, and once this has been sorted out, the academic issues are relatively simple.Rogers (2003) revealed that there is definite evidence that putting the emphasis on the quality of human relations in educational institutions can have a positive effect on the one area which is normally held sacrosanct i. E. Academic achievement It therefore appears that everyone is now seeing the wisdom of a more humanistic approach to education which places a strong emphasis on establishing good relationships in and outside the classrooms. To achieve this, Hewitt (1998) suggests: Success in life is controlled largely by our ability to build relationships and communication is the fuel and the currency of relationship.However, among all the researches done on human relations, there are comparatively few dealing with human relations in higher learning institutions among academic and non-academic personnel. It seemed for the researcher, hat there should be more consideration given to human interactions in colleges or universities administrators based upon the democratic principle that the individual is of supreme worth and the only concrete reality which we can deal with.In the light of the recent findings, insights and current events in human relations which suggest that educational leadership first b egins with a connection to the heart and not with management skills, this researcher advocates that deans and service directors visa-a-visa with their faculty and staff resolve their academic or personal differences in a spirit of goodwill and cooperation. Clearly, openness and trust are essential for human relations. It is in this context that this researcher got interested in undertaking this study entitled, Relationships and Effects of the Human Relations Practices of College Administrators of College De San Lorenz on Morale and Organizational Commitments of their Faculty Members. The researcher would like to test whether or not human relations practices Of college administrators have directs or indirect effects on the performance, morale and commitment of their faculty and staff. Theoretical Framework The theory underlying this study is the Theory of Human Relations by Elton Mayo and company (Lousier, 1993).Mayo believed in addition to skill development, managers should develop the will or motivation of employee so that they will not only be productive but also be satisfied. The two aims of organization are productivity and satisfaction. As a refinement of human relation theory, subsequent studies were conducted and generated these two major findings: 1) Happiness and Productivity. Many behavi orists have attacked some Hawthorne findings, calling them Anae and in certain case erroneous. One of the most vigorous attacks has been made against the oppositely Hawthorne generated findings that happy workers will be productive workers.This stinging attack has so stigmatize human relations that in many colleges of business the term is no longer used because it carries the connotations that happiness automatically leads to productivity. The term organizational behavior is used instead; and 2) The Role of Participation. A second misunderstanding revolved around the role of participation. For many of the post Hawthorne human relations, participation was viewed as lubricant that would reduce resistance to company directives and would insure greater cooperation.Over the past 50 years this view has changes. Human relation realized that it is important to allow people to participate, feel important, belong as member of a group, be informed, be listened to, and exercise some self-direction and self-control. However, this is not enough. All these things ensure that the workers will be treated well, but modern relations now realized that the personnel do not want only to be treated well, they want to be used well (Hodges, 1996).It is the belief of this researcher that no workers in any other profession serving the people need greater understanding of human relations than do he school administrators. After all, these school administrators do have contact with the general public in many ways, both inside and out side the school system. Hence, they need to understand how and why people behave that way so that they will be in a better position to predict and perhaps control their clientele behavior. More so, human relations management does not imply simply liking people.It is not a belief that workers adversely affect productivity, or that participation leads to job satisfaction, and greater be on ways to make workers feel like contributors worthwhile task accomplishment, and that they re do ing something constructive and meaningful about working relationship within the organization. In the Seven Habits of Highly Effective people (1 990), author Stephen Covey presents a holistic, integrated, principle centered approach for solving personal and professional problems.With anecdotes Covey reveals a step- by-step pathway for living with fairness, integrity, honesty, and human dignity principles that give us the security to adapt to power to take advantage of the opportunities that change creator. From seven habits of highly effective people which undoubtedly very valuable to our dealings with people, the allowing are applicable in human relations: Be proactive; Think win-win; Seek first to understand then to be understood and synergies (See Figure 1).This researcher personally believe that the aforementioned human relations theory applied in educational administration/management gave him basic concepts, insights, direction and anchorage in undertaking this investigation. Conceptual Framework In this particular study, the researcher will use IV-DVD Model to clearly e xplain whether there is relationship between human relations practices of college administrators and the morale and commitment of faculty and staff in an academe setting. The IV is an abbreviation for independent variables (i. E. In this study it refers to human relations practices of college administrators and also their personal profile such as age, gender, civil status, educational attainment, and years of experience). On the other hand, DVD is an abbreviation of dependent variables representing the morale and organizational commitment of the faculty and staff and likewise the proposed management intervention designed to assure and maintain a healthy working relationships between/among the college administrators and their faculty and staff. Figure 2 below illustrates the IV-DVD Model as conceptual paradigm of the study. Figure 2.Conceptual Paradigm Statement of the Problem This study aims to investigate the relationship and effects of the human relations practices of college administrators on the morale and organizational commitment of their faculty and staff and results of the study will be a basis for developing school management intervention scheme. Specifically, it sought answers to the following sub- problems: 1. What is the profile Of the administrators in terms Of: 1. 1 age, 1. Gender, 1 . Civil status, 1 Educational attainment, . Enough of service as college administrator, and 1. Number of trainings and seminars on human relations attended? 2.How do the faculty and staff respondents assessed the human relations practices of their administrators? 3. Is there significant difference between the faculty and staff in their of the human relations practices of their administrators? 4. Assessment What is the level of morale and commitment of the faculty and staff? 5. DO the human relations practices of the college administrators significantly affect the morale and commitment of the faculty and staff? 6. Do human elations practices of college admit instigators, morale and organizational commitment of the faculty and staff significantly moderated by the profile of the administrators? . Based on the findings of this study, what management intervention scheme can be developed to assure a healthy working relationship between/among college administrators and the faculty and staff? Hypotheses of the Study 1. There is no significant difference between the faculty and staff in their assessment Of the human relations practices Of their college administrators. 2. The human relations practices of the college administrators do not significantly affect morale and commitment of their faculty and staff. 3.The human relations practices of the college administrators and the morale and commitment of the faculty and staff is not significantly moderated by the profile of the college administrators. Significance of the Study The findings fifths study can be useful and significant to the following: School Administrators. This study will provide essential information on the effects of healthy and faulty human relations practices of school administrators and therefore serving as wake up call for them to be more unman, subtle and courteous in dealing with their faculty and staff.Likewise this study suggests that some college administrators, faculty and staff received no training in human relations. It is, therefore, imperative, that administrators, faculty and staff should undergo training on human relations as step gap solution that would create social bonding or feeling of community that would increase levels of openness and trust been college administrators and faculty/staff. Policy Maker s of Tertiary Schools. The empirical information as outcome of this study would be helpful to policy Akers (i. E. , board of trustees or board of directors) in formulating policy on the use/application of human relations practices among deans, faculty, staff and students aimed at establishing a climate of mutual respect in the campus that will contribute morale and organizational commitment of academic and supportive personnel to the learning institution, leading to enhance the capability of the school to achieve competitive advantage.Faculty. Implications of this study is designed to professionalism the practices of faculty, that teachers should be given the opportunity and encourage to articulate in team building activities, such as membership to committees, involvement in curriculum planning, and organization of school events. This academic practice could resolved differences of school heads and faculty in the spirit of goodwill and cooperation. Researchers.