Guillain-Barre Syndrome Essay -- Health Medical Medicine Essays

Guillain-Barre Syndrome Most people do not expect to become paralyzed during the course of their lives. Barring injury to the nervous system or debilitating disease, one does not expect to lose motor function. In spite of these expectations, people of all races, sexes, ages, and classes can be afflicted with a debilitating syndrome that can lead to difficulty in walking or even to temporary paralysis in the most severe cases. This syndrome is known commonly as Guillain-Barre Syndrome, or GBS. GBS is an inflammatory disorder of the peripheral nerves. When the syndrome occurs, the body's peripheral nerves become inflamed and cease to work due to an unknown cause. (1) (3) Around 50% of the cases of GBS appear after a bacterial or viral infection. (1) The syndrome can also appear after surgery or vaccination. GBS can appear hours or days after these incidences or can even take up to three or four weeks to appear. (4) Some theories propose that GBS is caused by a mechanism of the autoimmune system that prompts antibodies and white blood cells to attack the covering and insulation of the nerve cells, which leads to abnormal sensation. GBS is considered a syndrome rather than a disease, because its description is based on a set of symptoms reported by the patient to her doctor. (5) GBS is also known as acute inflammatory demylinating polyneuropathy and Landry's ascending paralysis after Jean B. O. Landry, a French physician who described a disorder that "paralyzed the legs, arms, neck, and breathing muscles of the chest." (4) (1) GBS was named after French physicians Georges Guillain and Jean Alexander Barre who, along with fellow physician Andre Stohl, described the differences of the spinal fluid of those who suffered f... ...undation International, based in Wynnewood, PA. http://www.guillain-barre.com/overview.html 2) Kolata, Gina. Flu: The Story of the Great Influenza Pandemic of 1918 and the Search for the Virus That Caused It. Simon & Schuster: New York. Pgs. 167-185. 3) Guillain-Barrà © Support Group, The homepage for the Guillain-Barre Syndrome Support Group based in the United Kingdom. The organization disseminates information to sufferers of the syndrome and their family and friends. http://www.gbs.org.uk/index2.shtml 4) NINDS Guillain-Barre Information Page, National Institute of Neurological Disorders and Stroke information page on GBS. http://www.ninds.nih.gov/disorders/gbs/gbs.htm 5) GBS - An Overview For The Layperson, An overview of GBS written by Dr. Joel S. Steinberg, a neurologist that once suffered from GBS. http://members.ozemail.com.au/~guillain/gbs.htm

Occupational Psychology

Theories of motivation provide those that are in managerial positions with greater understanding of what makes employees perform to their peak performance. The practice of comprehending motivation can result in influencing and managing the behaviour of a workforce effectively. Motivation is intrinsic or extrinsic and is seen as a desire or need that gives an individual focus and drive in their role, tasks they are employed to do and controls an individual's behavior. We are all motivated by different things and in different ways. Some people are motivated by doing a good job and look for personal recognition and personal growth, whereas others are motivated by money and promotion. When applied to the workplace it is about getting the most from an employee through encouragement in order for them to give the best performance in their role. Two theories that have influenced organizations and are used to date are Maslow's theory ËÅ"hierarchy of needs' and Locke's theory on goal setting'. Maslow's theory is referred to as a content theory of motivation and suggests how an individual behaves in a workplace is dependent on the need or requirement to fulfill certain needs. If an individual does not accomplish these needs they encounter an imbalance which they will try to rectify. The theory suggests we are motivated by basic needs and as these needs are met we move to another level of the hierarchy of needs until we reach the pinnacle of the pyramid. The levels that Maslow proposes we all go through are, basic needs, safety needs, social needs, esteem needs and self-actualization. Once individuals reach the self actualization level, the need continues to act as a motivator, the more they experience the need, the more they want to experience further growth and satisfaction. A study by Parker et al (1991) looked into motivation needs and their relationship to life success. The study looked at the responses of managerial and non-managerial industry workers. It showed that the need to achieve was positively related to success. This included status-wealth, contribution to society and professional fulfillment, but was negatively related to security and when carried out the type of role i.e. managerial and non managerial was an essential predictor of power needs and accomplishment. C.L. Cooper (2001) also supported Maslow's theory of needs believing that they are extremely important because the nature of work is changing, as employment is now insecure or short term contracts. British employment structure is becoming more Americanized, having longer hours, intrinsic job insecurity and employing a bottom line management approach. Cooper proposed that Maslow's theory is far more important today with the British workforce than it was in the last century. P.E. Ajang (2012) also supports the theory that Maslow's hierarchy of needs have been useful in organisations in motivation, believing that in order for them to be effective and efficient, managers and the organisation must be willing to understand and provide factors that motivate employees within their roles and duties. Greenberg & Baron (2003) support the distinction between the growth needs and deficiencies in Maslow's theory but proposed that not all individuals are able to satisfy their higher order needs in employment. Their research found that managers from higher ranks in organisations were able to satisfy both their growth and deficiency needs whereas managers at a lower level were only able to satisfy their deficiency needs at work. Nadler & Lawler (1979) cited in Graham & Messner (1998) believed there were three major criticisms of Maslow's theory arguing that the theory makes assumptions about employees in general. These are that employees are similar, all situations are similar and that there is only one best way to meet their needs. Locke's theory is referred to as a process theory of motivation and proposes that employees are motivated by having specific goals set them and being given the necessary feedback. He suggests that if we are given goals it motivates an individual to achieve a goal which improves overall performance. Goal setting employs key points, referred to as SMART. These are specific, measurable, agreed upon, realistic and time bound. Goals should be specific (so an individual knows what to do), measurable (so an individual knows when they have to be completed), agreed upon (this way an individual has a joint/vested interest in their success), realistic (difficult but realistic to accomplish in period allotted, making sure they are not impractical objectives as this will demotivate them) and time constrained (having a time limit ensures individuals complete the task). Morisano et al (2010) investigated whether goal setting would enhance academic performance for struggling students, following the conclusion that in universities twenty five percent never complete their course. The study found that the students who followed the goal setting intervention showed extensive improvements in their performance compared to those that had not had goals set. They propose that if they are standardized, easily administered and time limited that enhancement in academic performance can be attained in struggling students. Steele-Johnson et al (2000) found in their analysis of goal orientation and task demand effects on motivation, affect and performance that participants with performance goal orientation were more satisfied with their overall performance on an simple task as this offered a better possibility for them to demonstrate their capability. Their results showed that advantages of goal direction were dependent on the type or intricacy of task given. Job complexity affected goal orientation on affect and performance and task consistency moderated goal orientation on intrinsic motivation and self-efficacy. In Latham & Steele's (1983) study on college students performing toy assembly, and whether work strategies or goal setting would boost performance, the results showed that specific goals set by a supervisor led to elevated performance rather than generalized ‘do best' objectives. The study found and supported Locke's theory of goal setting as did other studies by Mento et al (1987), Locke & Latham (1990) and Locke & Latham (2002). Grant's (2012) study on goal setting in teaching and practice saw goal setting as an ideal structure in order for individuals to explore, recognize and modify unhelpful implicit goals. This would promote positive change and a motivational effect on behaviour, but he also felt that it could hinder performance, especially if the task allotted was too complicated, was too exigent or the individual was inexperienced, had low self-efficacy and resources were limited. He also proposed that individuals were more likely to cheat and be unhelpful with peers if there were highly competitive situations or high performance goals. He felt that SMART goals suppress the development of sophisticated comprehension and knowledge. He stated that unclear managerial perception or knowledge of Locke's theory could result in ill informed decision making and incorrect practice. In conclusion the level of influence on performance and motivation is dependent on how a theory is applied and by whom and whether they are proficient at applying the theory. When using Maslow's theory if an individual is inexperienced in teaching or training methods (i.e., supervisors, managers, etc) the theory is absolutely ineffective, although if they are a trained teacher or academic they may have some success in its application. Employers need to be able to work out which level of the hierarchy of needs an individual is at in order to motivate them i.e. if someone is on a low salary and are struggling to get by they are unlikely to be motivated be receiving a credential for a job well done, they are more likely to be motivated with the offer of a salary increase. Problems exist with the theory as individuals aren't always predictable, they can also sometimes be driven to do well by what they feel strongly about and not necessarily by what they require. In contrast Locke's theory seems to have more success and is an established method used in organisations today. It has been shown to be a reliable and effective way of motivating employees. Studies have shown that performance improvements that are related to goal setting can be between ten and twenty percent. Goal setting works because it gives individuals objectives, energizes individuals, provides a challenge and encourages creativeness in an individual in their workplace. To managers and supervisors it is easy enough to employ and can be very useful as the results can be easily understood and supervised. In academics and teachers who are highly proficient it can be very useful as can show levels of attainment and can be a good indicator on how to progress and improve an individual's overall performance and if applied correctly will have great advantages. In summary we all require motivation to work hard, but individual differences in motivation are due to factors such as locus of control and personality. We are all motivated in different ways and by different things, such as personal gain, money, reward or by achievement and personal success. These motivations can alter depending on our circumstances. Locke's theory seems the most useful in addressing human problems in motivation but ultimately it is down to the organisation and which method they employ, that determines whether a theory has been helpful or unhelpful. The competency on the individual using the theory will evidently determine whether motivation of an individual is successful or not in the workplace.

Biography of Jacqueline Kennedy Onassis, First Lady

Jacqueline Kennedy Onassis (born Jacqueline Lee Bouvier; July 28, 1929–May 19, 1994) was the wife of John F. Kennedy, the 35th President of the United States. During his presidency, she became known for her fashion sense and for her redecoration of the White House. After the assassination of her husband in Dallas on November 22, 1963, she was honored for her dignity in her time of grief; she later remarried, moved to New York, and worked as an editor at Doubleday. Fast Facts: Jacqueline Kennedy Onassis Known For: As the wife of John F. Kennedy, she was the first lady of the United States.Also Known As: Jacqueline Lee Bouvier, Jackie O.Born: July 28, 1929 in Southampton, New YorkParents: John Vernou Bouvier III  and socialite  Janet Norton LeeDied: May 19, 1994 in New York, New YorkEducation: Vassar College, George Washington UniversitySpouse(s): John F. Kennedy (m. 1953-1963), Aristotle Onassis (m. 1968-1975)Children: Arabella, Caroline, John Jr., Patrick Early Life Jacqueline Kennedy Onassis was born Jacqueline Lee Bouvier in East Hampton, New York, on July 28, 1929. Her mother was socialite Janet Lee, and her father was John Vernou Bouvier III, a stockbroker known as â€Å"Black Jack.†Ã‚  He was a playboy from a wealthy family, French in ancestry and Roman Catholic by religion. Her younger sister was named Lee. Jack Bouvier lost most of his money in the Depression, and his extra-marital affairs contributed to the separation of Jacqueline’s parents in 1936. Though Roman Catholic, her parents divorced and her mother later married Hugh D. Auchincloss and moved with her two daughters to Washington, D.C.  Jacqueline attended private schools in New York and Connecticut and made her society debut in 1947, the same year she began attending Vassar College. Jacqueline’s college career included a junior year abroad in France. She completed her studies in French literature at George Washington University in 1951.  She was offered a job for a year as a trainee at Vogue, spending six months in New York and six months in France.  At the request of her mother and stepfather, though, she refused the position. Jacqueline began working as a photographer for the Washington Times-Herald. Meeting John F. Kennedy Jacqueline met John F. Kennedy, the young war hero and congressman from Massachusetts, in 1952, when she interviewed him for one of her assignments. The two began dating, became engaged in June 1953, and married in September at St. Mary’s Church in Newport. There were 750 wedding guests, 1,300 at the reception, and some 3,000 spectators.  Her father, because of his alcoholism, was unable to attend or walk her down the aisle. In 1955, Jacqueline had her first pregnancy, which ended in a miscarriage.  The next year another pregnancy ended in premature birth and stillborn child, and soon after her husband was bypassed for an expected nomination as the Democrat Partys vice presidential candidate.  Jacqueline’s father died in August 1957. Her marriage suffered because of her husband’s infidelities. On November 27, 1957, she gave birth to her daughter Caroline.  It was not long before Kennedy was running for the Senate again, and Jackie—as she was fondly known—took part in that, though she still disliked campaigning. While Jackie’s beauty, youth, and gracious presence were an asset to the campaigns of her husband, she only reluctantly participated in politics. She was pregnant again when he was running for president in 1960, which allowed her to bow out of active campaigning.  That child, John F. Kennedy, Jr., was born on November 25, after the election and before her husband was inaugurated in January 1961. First Lady As a very young first lady—only 32 years old—Jackie Kennedy was the subject of much fashion interest.  She applied her interests in culture to restoring the White House with period antiques and inviting musical artists to White House dinners.  She preferred not to meet with the press or with various delegations that came to meet with the first lady—a term she disliked—but a televised tour of the White House was very popular. She helped get Congress to declare White House furnishings government property. Jackie maintained an image of distance from politics, but her husband sometimes consulted her on issues and she was an observer at some meetings, including of the National Security Council. The White House announced in April 1963 that Jackie Kennedy was again pregnant.  Patrick Bouvier Kennedy was born prematurely on August 7, 1963, and lived only two days.  The experience brought John and Jackie Kennedy closer together. November 1963 Jackie Kennedy was riding in a limousine next to her husband in Dallas, Texas, on November 22, 1963, when he was shot.  Images of her cradling his head in her lap as he was rushed to the hospital became part of the iconography of that day.  She accompanied her husband’s body on Air Force One and stood, still in her bloodstained suit, next to Lyndon B. Johnson on the plane as he was sworn in as the next president.  In the ceremonies that followed, Jackie Kennedy, a young widow with children, figured prominently as the shocked nation mourned.  She helped plan the funeral and arranged for an eternal flame to burn as a memorial at President Kennedy’s burial site in Arlington National Cemetery.  She also suggested to an interviewer, Theodore H. White, the image of Camelot for the Kennedy legacy. After the Assassination After the assassination, Jackie did her best to maintain privacy for her children, moving to an apartment in New York City in 1964 to escape the publicity of Georgetown.  Her husband’s brother Robert F. Kennedy stepped in as a role model for his niece and nephew.  Jackie took an active role in his run for the presidency in 1968. After Bobby Kennedy was assassinated in June, Jackie married Greek tycoon Aristotle Onassis on October 22, 1968—many believe to give herself and her children an umbrella of protection. However, many of the people who had admired her so much in the aftermath of the assassination felt betrayed by her remarriage. She became a constant subject of tabloids and a constant target for paparazzi. Career as an Editor Aristotle Onassis died in 1975. After winning a court battle over the widow’s portion of his estate with his daughter Christina, Jackie moved permanently to New York. There, though her wealth would have supported her quite well, she went back to work, taking a job with Viking and later with Doubleday and Company as an editor.  She was eventually promoted to senior editor and helped produce bestselling books. Death Jacqueline Bouvier Kennedy Onassis died in New York on May 19, 1994, after a few months of treatment for non-Hodgkin’s lymphoma, and was buried next to President Kennedy in Arlington National Cemetery.  The nation’s depth of mourning stunned her family.  A 1996 auction of some of her belongings, to help her two children pay inheritance taxes on her estate, brought more publicity and significant sales. Legacy Jackie Kennedy is one of the United States most iconic first ladies, consistently topping polls of the nations most beloved and influential figures. As a style icon, she helped popularize long gloves and pillbox hats, and she continues to inspire couture designers today. She has been depicted in the films Thirteen Days, Love Field, Killing Kennedy, and Jackie. A book written by Jacqueline Kennedy was found among her personal effects; she left instructions that it not be published for 100 years. Sources Bowles, Hamish, ed.  Jacqueline Kennedy: The White House Years: Selections from the John F. Kennedy Library and Museum.  Metropolitan Museum of Art, New York, 2001.Bradford, Sarah.  Americas Queen: A Life of Jacqueline Kennedy Onassis.  Penguin, 2000.Lowe, Jacques.  My Kennedy Years.  Thames Hudson, 1996.Spoto, Donald.  Jacqueline Bouvier Kennedy Onassis: A Life.  Macmillan, 2000.