In my everyday life how do I measure success and failure Essay Example for Free

In my everyday life how do I measure success and failure Essay The aim of this paper is to discuss how to measure success and failure in everyday life. The evaluation of the social concept of success should start with acknowledging that social definition of success varies from culture to culture and even from one social group to another. In other words, every society has its own belief about what social success is. For example, if a person drives a 2007 Jaguar and lives in a nice house, he or she is regarded as successful by society norms. People are trying to move up the social ladder because the society is placing a lot of pressure on them to belong to the highest class possible. Government uses the relationship between social class (lower, middle, and upper) to suggest that society is equally just. Growing up in the city, I could witness stereotypical views of low income families. I could witness people being discriminated because they didn’t have nice suits or dresses, and their vocabulary was not equal to or better than the person they were talking to. Sometimes the idea of social success puts too much pressure on people so they sometimes forget their morals and values. The problem is all they want to do is to reach new social status because that is what society has led them to believe and what society expects of them. My grandfather often cited a southern saying that reads as follows: â€Å"Money is the root of all evil. † Through the years I often wondered if he was correct. Society describes lower class as government assisted or a troublesome group of people. Hanratty and Meditz stated that â€Å"[i]n contrast, the masses were composed of the illiterate and the impoverished who lived on the margin of subsistence and possessed little or no security, skill, or stable employment. † I disagree with Hanratty and Meditz statement: most lower class people do have work-related skills and are literate. In a lower class neighborhood at a local barber shop there are always conversations about how the upper class is destroying the lower class, and why lower class people cannot integrate into the mainstream society. Some would say that their major obstacle on the way to social success is fear or ability to adapt to change. Lower class is aware that they are labeled; however, they are determined to be a driving force in society. The stereotype of a successful family implies that a husband and a wife have an income that allows them to live in a nice neighborhood. Society would classify that family as middle class. Samuelson writes that â€Å"[c]ompounding the stress, the price of entry into the middle class is always rising. The more we can have, the more we must have. Keeping up with the Joneses is the curse of our advances and ambitions† (19). The problem with middle class and the problem of trying to belong there is that the upper class considers itself middle class at times. It forces hard-working middle class people to work harder, often taking on two jobs to maintain their social status. Some upper class people continue to downplay their status as middle class. That would put pressure on truly middle class people to stay (or even move up) in the social status. Expectation of what society requires of the middle class often puts pressure on the middle class to advance. Being born into wealth has been the only way to integrate in the upper class. Today the upper class is comprised of a diverse group of people unlike years before when the rich just had to travel and throw socials. The perception of upper class as seen on television is sometimes different from reality, as the rich have large amounts of money and can abuse their power. The rich are excuse from a lot of mishaps, while the middle and lower class would have not received the same treatment. Domhoff writes that â€Å"[f]rom infancy through young adulthood, members of the upper class receive a distinctive education. This education begins early in life in preschools that frequently are attached to a neighborhood church of high social status. Schooling continues during the elementary years at a local private school called a day school. Higher education will be obtained at one of a small number of heavily endowed private universities. Harvard, Yale, Princeton, and Stanford head the list, followed by smaller Ivy League schools in the East and a handful of other small private schools in other parts of the country† (24). The upper class continues to work hard on staying on top: they put pressure on themselves and their children to stimulate them to stay in the same social class. What we as society fail to realize is that success comes from within. In every culture there are social problems that result from being in a certain situation. Everybody has their own definition of what success is; definitions of success range from being rich, driving a fancy car, and living in a big house to simply being in good health and having a stress-free life. I have read a lot of articles through the years on what it takes to be successful and I stil.

The introduction of clinical governance and high standards

The introduction of clinical governance and high standards The impetus to achieve high standards of care was endorsed by the introduction of clinical governance and according to Upton and Upton (2005) combines the paired concepts of clinical effectiveness and evidence-based practice. Clinical governance accentuates the importance of providing first class care to patients by appropriate professionals, in a secure environment and in accordance with the needs of individual patients, which is central to quality improvement (Palfrey et al, 2004). It is a framework designed to assist nurses, by means of accountability and responsibility, consider the quality of the care they give and encourages a proactive approach to improve through best practice (Tait, 2004). This has contributed to the increasing value assigned to reflective practice. Matthews (2004) defined reflection as a process that encourages experiential learning which enhances knowledge to inform and improve nursing practice. A nurse has a responsibility to engage in reflection which enc ourages critical thinking and problem solving to advance and support their clinical competence and continued professional development (Wilding, 2008). Schon (1987) identified two different types of reflection; reflection-in-action where the nurse reflects on the practice as it occurs; and reflection-on-action which occurs following the event and allows the nurse to explore and learn from practice. Reflection-on-action is frequently used as a foundation of formal assessment and transforms experience into knowledge (Jasper, 2006). According to Benner (1984) reflection is key to experiential learning leading to positive changes in practice and facilitates the progression from novice to expert. Nurses can utilise reflection as a means of continuous development and Gustafsson and Fagerberg (2004) suggests that there are many theoretical models available. Models of reflection including Gibbs (1988), Mezirow (1991) and Johns (2000) enable nurses to consider and reflect on their practice effectively and focus attention on relevant issues within their practice (Freshwater et al, 2008). There are benefits and limitations to each of these models according to Duffy (2007) and nurses can choose the one that is most appropriate for their needs. As Mezirow (1991) model lacks consideration of interpersonal aspects of learning and Gibbs (1988) models descriptive design and lack of focus on practice they will not be used for this assignment. This assignment will provide an in-depth analysis of an experience in practice using Johns model of structured reflection which has been adapted to suit the situation. Johns (2000) model for structured reflection primarily adopts a humanistic approach which focuses on emotions and feelings, where the nurse and patient are considered as equal partners during the encounter; The model offers a systematic structure of simple questions that encourages a consideration of patients individual needs and is appropriate when reflecting on the interpersonal relationship between the nurse and patient (Woods, 2003). Seminal work by Carper (1978) prov ides the foundation for Johns (2000) model and focuses on aesthetics, personal knowing, ethics, empirics and reflexivity which encourages the nurse to adopt reflection as a means to examine and improve their practice. This reflective assignment will be presented in the first person and describes an experience in practice of administering an intramuscular injection which relates to the module 9 outcome of drug administration. To maintain confidentiality as identified by Nursing and Midwifery Council (2008), the patient will be identified as Jane. Description of Event Jane was admitted to the ward as an emergency admission following an episode of severe abdominal pain. She was evidently in pain and was very distressed on admission. Following Janes thorough assessment and examination by the Senior House Officer a morphine based pain medication was prescribed, which was required to be administered via the intramuscular route. I introduced myself to Jane and proceeded to prepare the prescribed pain medication. I was given the opportunity to administer the injection by my placement mentor, as this was one of my competencies that I needed to achieve before the end of my placement. I was made aware that Jane was a nurse, and this forced me to express some concern to my mentor. I had previously had a negative experience in a previous placement whilst administering an intramuscular injection. This initiated a short discussion with my mentor and although she was able to empathise to some degree with my dilemma she encouraged me to proceed as I needed to co mbat my fear and also complete the competency in a positive and efficient manner. To allay my fears my mentor explained she would guide me and provide positive, constructive feedback following the event. I organised the equipment onto a trolley and the medication was prepared allowing consideration for Janes age, physical build and her pre-existing conditions. A full explanation of the procedure and outcomes was given to Jane at the bedside. Following this informed consent was obtained. Jane expressed her approval that I administered the injection as she appreciated the need for student nurses to learn through practice. Prior to the drug administration Janes name, address, date of birth, medication chart and any known allergies were checked. I commenced the injection and whilst administering I reassured Jane throughout to comfort and reduce any anxiety that might have consequentially increased her pain. Once the procedure was completed I disposed of the sharps safely and ensured that Jane was comfortable. During the private conversation with my mentor I was given positive feedback about my management and administration and then my mentor provided me with the opportunity to discuss my thoughts and feelings, and in particular, my initial reticence to give the injection. Aesthetics The definitive aim of performing the intervention was to achieve one of my competency outcomes for the management placement. Competence assessment according to Gustafsson and Fagerberg (2004) is characteristic of nurse training in the UK and accounts for 50% of the Fitness for Practice (National Assembly for Wales, 2002), allowing mentors to judge the students capabilities. It was important that I accomplished this learning outcome as in previous placements there had been limited opportunities to administer intramuscular injections. Whilst it is important to perform the intervention safely and competently Mantzoukas and Jasper (2004) believe that it is also essential that the invasive impact of such an activity on a patients anxiety and discomfort is recognised. Although the practice of giving intramuscular injections is routine for nurses, it is one of the few invasive practices which has the potential to inflict pain in an attempt to provide relief to patients (Wynaden et al, 2006) . In addition to achieving a competence outcome the administration of the injection would also relieve Jane from her pain and anxiety. Nurses have a considerable part to play in pain management and according to Duke (2006) effective communication between the patient and the nurse, together with successful utilisation of analgesia improves patient outcomes. Jane expressed verbally her distress and need for pain relief however I also identified non-verbal cues of facial grimacing and restlessness, which often reveals more about how a patient is feeling and what they are thinking (Kozier et al, 2008). This was reinforced in a study by Manias et al (2005) which revealed that an inadequate awareness of non-verbal communication resulted in poor pain management. Jane received an explanation of the procedure and had constant assurance and reassurance during the consultation in order to demonstrate learned communication skills, which helped to ensure the successful and professional nurse-patien t relationship. The reluctance to administer the intramuscular injection originated from a negative experience during the first year of training. I was asked to give an intramuscular injection to a patient prior to a surgical procedure. The nurse explained the procedure to me and asked the patient for their consent prior to the administration of the injection. The patient was quite emaciated and I believed that the green needle which was normally used for the procedure was too long. I expressed my concerns to the nurse but was told that it would be acceptable to proceed with the green needle. During the administration of the injection contact was made with the patients thigh bone. I rebounded with repulsion as I believed that I had harmed and hurt the patient. I was too naÃÆ'Â ¯ve to express my concerns to the nurse and on reflection following the incident I questioned my own competence and ability. This negative experience had a significant impact on my confidence and initiated feelings of fear, anger and insecurity. Nursing according to Higginson (2006) is a very complex career and the training presents unique situations that stimulate feelings of fear and anxieties. The negative experience, together with the fact that Jane was a nurse, made me question my capabilities as a nurse. Although Jane seemed unaware of my anxieties I assumed that she and my mentor would doubt my ability. The reluctance to perform the intervention made me feel incompetent and negligent of my duties however support and encouragement from my mentor helped to allay my fears. The Royal College of Nursing (2005) highlights the importance that students are adequately supported and given opportunities to learn during their practice placements. By encouraging me to administer the injection the mentor adopted an ethos of learning rather than teaching which promotes independence and active contribution to care (Ireland, 2008). Following the injection Jane expressed her gratitude at being relieved from her pain which increased my confidence and instilled a belief in my competence and abilities as a student nurse. Personal This situation generated many emotions within me of which frustration, fear, disappointment and then relief were the dominant feelings. When my mentor initiated that I was to give the injection my initial feeling was that of fear. Although I attempted to convince myself that I had the confidence to perform the task, the recollection of the previous negative experience emerged and caused increased anxiety. Moscaritolo (2009) believes that high levels of anxiety can affect students clinical performance. However guidance from a placement mentor can facilitate learning, empower students and ensures they are competent in safe and effective practice (Gopee, 2008). Although I was worried about appearing incompetent due to my lack of confidence, especially in front of Jane who was a nurse, my mentor encouraged and supported me throughout the experience. With this encouragement I believed I behaved professionally and competently, ensuring that Jane would be unaware of my anxieties. This incre ased my confidence in my clinical abilities and developed a trusting relationship with my mentor. Whilst the previous negative experience in practice established a fear within of administering intramuscular injections, the fact that Jane was a nurse also generated a preconception that she would review my practice and have an opinion on my abilities as a student nurse. However, on reflection Jane would have been more concerned and preoccupied with her pain and impending diagnosis rather than being focused on the fact that I was a student nurse. As Craven and Himle (2008) believes that appreciating and understanding that patients are individuals is a fundamental part of nursing practice I believed that Jane deserved compassion regardless of my own fears. Her pain and distress would have persisted if immediate treatment was not given therefore it was a moral and professional duty to provide the pain relief (Tan, 2009). I hoped that by giving Jane the medication safely and competently to relieve pain it would establish a trusting relationship between us, which according to Rushton et al (2007) is imperative. Displaying clinical competence ensures that patients are cared for and their needs identified (Iacono, 2007). Sellman (2006) maintains that trust is an essential component of nursing practice and highlights the fragility of it under conditions of immense vulnerability, such as chronic pain or acute illness. I was aware of Janes distress and wanted to provide care based on best evidence and in her best interests which is a prerequisite of good practice. It is crucial that nurses demonstrate clinical competence, display benevolent qualities towards the patient and appreciate the risk involved for the patient, as the equilibrium of power in the nurse-patient relationship is uneven which places the patient in a vulnerable position (Bell Duffy, 2009). Ethics My motivation to pursue a career in nursing was driven by the desire to care for patients whilst appreciating their needs, individuality and autonomous right to excellent care. In pain management, the duty to prevent or relieve suffering is fundamental and as advocates for patients, it is the nurses responsibility to address the current issues (Vaartio et al, 2008). Nurses are committed to the ethical principles of beneficence and nonmaleficence according to Tuckett (2004) and have the best interests of the patients at the centre of their practice which includes achieving optimal pain assessment and management. My action advocated the need for adequate pain relief, ensured that the administration of the injection was safe and I believe that Jane was cared for in a caring and empathetic manner which matched my beliefs of doing what is right and good in a clinical situation, which Carper (1978) described as ethical knowing. The importance of reflecting on previous negative experiences is highlighted by Bulman and Schutz (2004) who encourages nurses to explore their actions, identify problems and develop their future practice. My previous negative experience when administering an intramuscular injection was a traumatic experience however was a powerful catalyst for learning. In health care there is an accepted and elemental predilection for learning from failure which then is used to inform improved practice. The establishment of the National Patient Safety Agency (NPSA) in July 2001 in the UK aimed to improve the safety and quality of care through reporting, scrutinising and learning from adverse incidents in the NHS. I have learned from my negative experience and believe that this demonstrates an ethical consideration to a situation which improves the safety of my patients (Ghaye, 2005). Empirics Carper (1978) describes empirics as scientific knowledge that provides factual evidence that explains, informs and underpins nursing practice. Kozier et al (2008) believes that it is imperative that nurses understand the physiology of pain and have a duty to relieve their patients from this pain where possible. Jane was admitted to the ward for investigations and pain relief however when I observed that Jane was emaciated the feelings that I sensed with my previous experience came flooding back. The situation was a replica of the negative experience and the anxiety, fear and apprehension clouded my judgement. I perceived myself as too inexperienced to administer the injection. Hemsworth (2000) believes that limited opportunities for students to perform injections in practice are associated with restricted knowledge and skills. However this experience helped to inform my practice and provided me with the confidence to choose the needle and the site of administration appropriate for Ja ne. In addition to providing comfort and support through effective communication it was important that I also performed the procedure safely and competently. Student nurses should repeatedly utilise opportunities to participate in learning activities to progress and maintain clinical competence and practice (Wilding, 2008). Following my assessment of Jane I believed that the injection should be administered into the ventrogluteal site using the shorter blue needle. The fact that the ventrogluteal site is the safest and the least painful site for delivering injections and that a shorter needle is advisable for patients who are emaciated provided with me with the rationale for my decisions (Craven Himle, 2008). The administration of intramuscular injections according to Hunter (2008) requires the nurse to possess the knowledge and rationale of the guiding principles that underpin the clinical skill. Bandolier (2003) believes that educating student nurses on injection techniques can lead t o improved and safer practice as the National Patient Safety Agency (2007) states that poor practice can create adverse risks for patients and nurses. Reflexivity During the negative incident I had identified that the patient involved was emaciated and raised my concerns with the choice of needle with the nurse. However as a first year student I lacked confidence to assert my choice to refuse to perform the procedure. This experience damaged my confidence in my abilities and had a negative effect on my future involvement with intramuscular injections. Retrospectively I should have asserted myself further and examined both my actions and the nurses immediately following the incident to address the issues. Nurses according to Baxter and Rideout (2006) have a powerful influence in the development of the students perceptions of themselves and their abilities. I approached this recent experience with an open mind and minimal reference to my previous experience nevertheless my mentor should have been informed at the beginning of the placement of my apprehension of intramuscular injections. Allison-Jones and Hirt (2004) believe that a good communicative relationship between a mentor and a student is an important part of learning with the mentors expertise, competency, approach and communication skills playing a central role (Stuart, 2007). Accepting that every situation is different and adopting an approach of clarity and transparency would improve my outlook and confidence for future practice. Saveman et al (2005) maintains that a good interpersonal and communicative relationship, professional approach, and a caring manner are all essential to build a successful nurse-patient relationship. With the refusal to administer the injection the prospect of building a caring and trusting nurse-patient relationship with Jane would have been unattainable. I am disturbed and frustrated that a negative experience influenced my confidence and could have been avoided if it had been addressed at the time by means of reflection and clinical supervision. Reflection according to Ashby (2006) can encourage nurses examine their practice, increase their self-awareness and uncover implicit knowledge. I am pleased however that I was now able to adopt a spirited and willing approach to combat my fears and carried out the procedure in a considerate and professional manner. The administration of pain medication to Jane demonstrated effective pain and distress management which according to Hall-Lord and Larsson (2006) is central to the prerequisite of first class delivery of nursing car e. Conclusion Johns and Freshwater (2005) define reflection as a process that encourages nurses to examine their actions and learn from experience which enhances and informs their practice. Whether the reflection occurs prior, during or following clinical practice it is a process that nurses can apply to understand and appreciate positive or negative experiences (Schon, 1987). The use of Johns (2000) model supports the need for the student to work with the mentor and has enabled me to explore and make sense of this reflective experience. The model offered a systematic structure of simple questions that encouraged a consideration of Janes individual needs and was appropriate when reflecting on the interpersonal relationship between my mentor, myself, and Jane. It has allowed me to understand how the negative experience in the first year had an effect on my confidence when faced with a similar situation. As Jasper (2006) suggested it has helped explain and resolve my original feelings of incompetenc e and failure. By reflecting on my previous negative experience it proved a catalyst for learning and it informed my knowledge and rationale for deciding on the site of administration and needle size for this practice experience. This experience has highlighted the implications of not reflecting adequately and addressing any issues arising from a negative experience in practice. Stein-Parbury (2005) believes that clinical supervision is an ideal opportunity for nurses to share their knowledge and experiences, improving competence in a supportive environment. I believe that this experience has facilitated the appreciation of the significance of aesthetic, ethical, and personal ways of knowing and has developed empirical knowledge (Carper, 1978). Although I administered the injection competently the initial reservations that I had would not have existed if I had had more confidence in my own abilities and addressed past issues. My mentor empathised with my fear and lack of confidence but imparted her knowledge to guide and support me. Johns (1995) believes that the combination of diverse sources of knowledge and personal knowledge is needed to inform a clinical intervention. Following guidance from my mentor an d personal experience from clinical placements I am now more aware of the improvements that I need to make to become a competent student nurse.

AIDS and the Catholic Church :: HIV Religion Christianity Essays

AIDS and the Catholic Church As the AIDS epidemic in the United States advanced into the 1990s, it became clear that AIDS had a new target population. AIDS was no longer strictly a gay disease but was leaking into the general heterosexual population as well. Moreover, as the decade progressed, new cases of HIV infection were being increasingly identified in poor, minority communities. While the focus of the AIDS epidemic shifted from the high-profile male homosexual population to poor, minority communities, political activism and financial support for the fight against AIDS also began to decline. With the new limitations set by decreased public support and decreased financial resources, policy-makers, humanitarian organizations, and AIDS activists began to analyze how best to extend AIDS-related resources to these new target populations. The US Hispanic community is one such population for which new methods of AIDS programming is being sought. Hispanics comprise a rapidly growing portion of the US minority population but are still over-represented among new cases of HIV infection. According to the CDC, "In 2000, Hispanics represented 13% of the US population (including residents of Puerto Rico), but accounted for 19% of the total number of new US AIDS cases reported that year (8,173 of 42,156 cases)" (CDC 1). In contrast to the gay male communities of San Francisco and New York in the 1980s, Hispanics are lacking the financial resources to combat the spread of AIDS in their communities. As a matter of fact, the Hispanic poverty rate of 20% given by the US Census Bureau is about three times that of caucasians. Thus, it is likely that support for combating the spread of AIDS within the Hispanic population must come from an outside third party. Few institutions are in as ideal a position as the Catholic Church to address the AIDS epidemic in the US Hispanic community. A statistic from The Catholic Almanac says that 80% of US Hispanics are catholic, and hence the Catholic Church has a very influential presence in the Hispanic community. As a community-based institution with international backing, a catholic community church can draw on the resources of its arch-diocese to address community-specific issues. Therefore, an AIDS campaign disseminated through the catholic church would not necessarily rely on the financial support of those communities it benefits most -- namely poor, Hispanic communities. Such a campaign, the National Catholic AIDS Network, was established in 1989 as a resource for all catholic communities dealing with the struggle against AIDS.

Film Contributions of the Sixties Essay -- essays papers

Film Contributions of the Sixties Beginning roughly with the release of Stanley Kubrick’s Dr. Strangelove: Or How I Stopped Worrying and Loved the Bomb in 1964, and continuing for about the next decade, the â€Å"Sixties† era of filmmaking made many lasting impressions on the motion picture industry. Although editing and pacing styles varied greatly from Martin Scorcesse’s hyperactive pace, to Kubrick’s slow methodical pace, there were many uniform contributions made by some of the era’s seminal directors. In particular, the â€Å"Sixties† saw the return of the auteur, as people like Francis Ford Coppola and Stanley Kubrick wrote and directed their own screenplays, while Woody Allen wrote, directed and starred in his own films. Kubrick, Coppola and Allen each experimented with characterization, narrative and editing techniques. By examining the major works of these important directors, their contributions become more apparent. Dr. Strangelove (1964), an adaptation of Peter Bryant’s novel Red Alert, although still bearing the usual traits of a Kubrick film, is something of a departure for him in terms of editing and spatial strategies. The film’s run-time more or less corresponds with the fictional or represented time in the story. This direct correspondence between fictional and real time adds to the sense of temporal compression induced by the film’s insistent editing patterns. Although Dr. Strangelove employs many long takes, it contains the shortest average-shot-length of any Kubrick film. The film consists of roughly 700 shots and has a run time of 94 minutes for an average-shot-length of 8 seconds. Despite the rather short average-shot-length, Dr. Strangelove still resorts to crucial long takes to slow down the rapid momentum of the story (Falsetto, 35). Several spatial and temporal procedures are at work in Dr. Strangelove, such as the use of the long take. Conversely, the B-52 sequences, often accompanied by various versions of â€Å"When Johnny Comes Marching Home,† employ different editing patterns than the rest of the film. These edits reinforce the film’s theme of inevitability. Through editing, the B-52 sequences display a strong cinematic rhythm. The shots are generally shorter than the other sections of the film, and they significantly contribute to the film’s shorter average-shot-length, despite Kubrick’s deliberate use of long takes (Falset... ...ng shots, all three experimented with elements of characterization. Kubrick used both subjective and objective points of view quite deliberately in his films. Coppola took the Mafia, and humanized them more so than previous gangster movies, in addition to redefining what a sequel should be. Woody Allen took comedy back to its roots, and in the process, was able to created some of the most groundbreaking comedy since Charlie Chaplin. In addition, this return of the auteurs paved the way for many of today’s prominent filmmakers. Without Kubrick or Coppola, there would be no Quentin Tarantino, and without Woody Allen, there would be no Kevin Smith. Coppola, Kubrick and Allen have each made enduring films, and continued to do so well after the â€Å"Sixties† had ended. Bibliography: Falsetto, Mario. Stanley Kubrick: A Narrative and Stylistic Analysis. Greenwood Press, Westport, CT. 1994. Girgus, Sam B. The Films of Woody Allen. Cambridge University Press, New York, 1993. Johnson, Robert K. Francis Ford Coppola. Twayne Publishers, Boston, 1977. Mast, Gerald and Bruce F. Kwan. A Short History of the Movies. Allen & Bacon, Boston, 2000.

Beowulf - His Last Words :: Epic of Beowulf Essays

Beowulf - His Last Words In the society in which the poem Beowulf takes place, war and kingship are normal factors in daily life. Beowulf's world is a very violent society with wars as a dominant part of daily life. Dragons and monsters are a constant threat to the Danes and the Geats. Warriors are a necessity to this war-like society. Beowulf is a hero and an example of a great warrior. He fights against monsters. In the section of the poem we are about to discuss, Beowulf is ready to fight a dragon with his thane Wiglaf. He is going to fight a dragon . Beowulf has no fear of the dragon, because he has fought many enemies that were much more ferocious. For example one of Beowulf's great battles is the fight with Grendel. No one other than Beowulf is brave enough or strong enough volunteer to fight Grendel. We are now about to enter a new age of Beowulf's life. With all his great achievements, he finally becomes king of his homeland: Geatland. Even in his old age, his code of honor still obligates him to fight against an evil, fiery dragon. For fifty years he has governed his kingdom well. While Beowulf is governing, the dragon "...kept watch over a hoard, a steep stone-barrow" (Norton 55). Under it lays a path concealed from the sight of men. Over centuries no one had disturbed the dragons kingdom until one day when a thief broke into the treasure, laid hand on a cup fretted with gold This infuriated the dragon. "The fiery dragon had destroyed the people's stronghold, the land along the sea, the heart of the country" (Norton 57). Wiglaf is the only person who stays with Beowulf to serve his lord and to fight the dragon. Everyone else becomes cowardly and runs into the forest to hide from the dragon. It turns out that Beowulf's sword can not even penetrate the dragon. The dragon gets the best of Beowulf, he "...seized all his neck with his sharp fangs: he was smeared with life-blood, gore welled out in waves" (Norton 62). Wiglaf, then, summons his wits and they killed the dragon: "The wound which the dragon had dealt him began to burn and swell; at once he felt dire evil boil in his breast within him"( Norton 62). Our hero is finally defeated. Even though he is seriously injured, he still had the strength to break the fifty foot dragon in half.

Biblical Worldview

Janelle Harris Theo 201 Prof. Gabriel Etzel January 19, 2013 Biblical World View One may wonder if God still has a hand on His creation today and if so, how? Take biology, without plants giving off oxygen we wouldn’t be able to breathe. How does the tree know how to produce oxygen? How do we know how to naturally breathe in and out? Look at Business. How does one know how to be ethical and moral? Well according to the Holy Bible, God is very much still active in His creation and in a variety of ways.First, God works in the universe. As a prophet of God, King David, said in Psalm 19, verse 1, â€Å"The heavens are telling the glory of God; and their expanse is declaring the work of His hands. † One can hardly look at the beauty, the order, and the wisdom of the universe and not see how wise and powerful God is. The God who makes the sun shine and the flowers bloom, the God who regulates times and seasons has such great power and wisdom that it is truly beyond our underst anding.Paul declared in Acts 14, verses 16 and 17: â€Å"And in the generations gone by He permitted all the nations to go their own ways; and yet He did not leave Himself without witness, in that He did good and gave you rains from heaven and fruitful seasons, satisfying your hearts with food and gladness. † Everything we have comes from the blessings of God. Second, God is at work answering everyone’s prayer. The Bible says in Isaiah 65, verse 24, â€Å"It will also come to pass that before they call, I will answer; and while they are still speaking, I will hear. God wants to hear your prayers. He is eager to hear our thoughts and request. He has a desire to have a relationship with His children. The Bible says in James 1, verse 17 that, â€Å"Every good thing bestowed and every perfect gift is from above, coming down from the Father of lights, with whom there is no variation, or shifting shadow. † God loves us enough to hear our prayers and to help us when w e need Him most.The apostle Paul reminds us in Ephesians 3, verses 20 to 21, â€Å"Now to Him who is able to do exceeding abundantly beyond all that we ask or think, according to the power that works within us, to Him be the glory in the church and in Christ Jesus to all generations forever and ever, Amen. † Third, God is busy shaping our everyday lives. He works in us day by day second by second. The Bible says in Philippians 1 and verse 6, â€Å"For I am confident of this very thing, that He who began a good work in you will perfect it until the day of Christ Jesus. God prepares His people to do His work, so that we may live an eternity in heaven with Him. What God is doing in us now prepares us for the life to come. This is happening to people in every major not just bible majors. The Bible says in Philippians 2, verses 12 and 13, â€Å"So then, my beloved, just as you have always obeyed, not as in my presence only, but now much more in my absence, work out your salvatio n with fear and trembling; for it is God who is at work in you, both to will and to work for His good pleasure. God is shaping our hearts, our attitudes, our will, and our lives to conform to His will, so that we could live with Him and He could live with us forever. With a major in Business I know my God is active in every decision making process. Through hiring and firing, expanding or downsizing, and even though negotiations God is at work. The bible says in Deuteronomy 8 verse 18, â€Å"But remember the LORD your God, for it is he who gives you the ability to produce wealth, and so confirms his covenant, which he swore to your ancestors, as it is today. All of our skills and special talents that we use in our businesses are all given to us by God. He gives us the ability to make money and cut deals. He did it for our parents and mentors and he does it for us too. Jesus is not only our Creator; He is also the one who keeps this whole world running together. The Bible says in Col ossians 1, verses 15 to 17, â€Å"And He [that is Jesus] is the image of the invisible God, the first-born of all creation. For by Him all things were created, both in the heavens and on earth, visible and invisible, whether thrones or dominions or rulers or authorities—all things have been created by Him and for Him.And He is before all things, and in Him all things hold together. † God’s power and wisdom created our seasons which cause the earth to rotate every 24 hours making night and day. He created the moon to revolve around the earth every 28 days and it also controls the tides of the oceans. God causes the earth to go around the sun every 365 and one fourth days determining our year and our seasons. There is no way this just happened by its self. No, God has been in control the entire time.

Guava Leaves Extract for Skin Infections

Guava Leaves Extract (Component in making soap) treatment for acne [Bathing Soap] Chapter I: Background of the study: Nowadays people are focusing in herbal plants especially those who are common in the environment. One of the example is the guava plant (Psidium guajava Linn). Based on research this plant is good for healing and treating wounds and other skin infections. So in my research I wan't to make a bathing soap out of it, cause I know that it is effective. People, researchers, scientists were focusing to medicinal plants.They want to prove that there are plants that are more effective against diseases especially in skin. This study refers to a plant that can be made into a bathing soap and improves its quality while using this plant (guava leaves). I want people to handle easily in treating their skin disorders. Instead of boiling the leaves, now it’s easy to apply. Boiling takes much time. Statement of the Problem: I stated that Guava leaves extract is good for skin. Based on my research, it has many constituents that is good for skin. It answers the following questions: * Is there any constituents of guave leaves that is good for skin? What are those? * It can really treat skin disorders/ Acne? Hypothesis: * Guava leaves is good treatment for acne. * It has many components or constituents. * Constituents that is good for skin disorders, especially for acnies. Significance of the Study: You can make a bathing soap with guave leaves extract as treatment for acne. This plant is very common to our environment, and aside of its avaibility; it is easy to cultivate. It contains many components for healing skin disorders. Scope and Limitation: The study of guava leaves and getting their extract is often useful.It has the ability to treat, cure, disinfect skin disorders and capable of being a herbal plant for acnes. Definition of Terms Astringent- antiseptic properties Decoction- infusion of fresh leaves used for wound cleaning and skin to prevent infec tion and to facilitate healing. Good for skin disorders. Volatile- a substance that changes into a vapor at a relatively low temperature. Eugenol- oily liquid from doves. (C10H12O2) Cloves- aromatic spice from the dried flower bud of a tropical tree. Tannin- a brownish or yellowish substance found in plants and used in astringents.Saponins- soap from plants; any group of chemical substances extracted from plants that form a soapy lather mixed with water and are used to make soap and detergent. Amydalin- resin used in paints and adhesives. Resin- yellow or brown color and organic substance from plants. Malic Acid- acid from fruit; a colorless crystalline solid found in fruits such as apples. (C4H6O5) Aldehydes- organic compound; a highly reactive organic compound produced by the oxidation of an alcohol and having a CHO group especially the acetaldehyde. Ash- the powdery substance that is left when omething has been burnt. Guava: Scientific Name: Psidium Guajava Chapter II: Review Rel ated Literature: Database File for: GUAVA (Psidium guajava) Main database Common name Botanical name Ethnic uses Conditions Actions PLANTIMAGES Photos WEBRESOURCESGUAVA Product Search Medline Abstracts USDA BARC DB HEAR Info Purdue Info W? TROPICOS DB Ethnobotany DB Phytochem DB GRIN DB USF DB ITIS DB Plants DB Raintree'sRainforestMission Home Page Company Mission Philosophy Plant Harvesting Plant Images Rainforest Products Rainforest Gallery Rainforest Facts Article Section Rainforest LinksOther Links Print Brochure Print Order Form Contact Us Search Site Privacy Policy Conditions of Use Free Service EspanolPortuguesDeutschItaliano Francais Norsk Family: Myrtaceae Genus: Psidium Species: guajava Common names: Guava, goiaba, guayaba, djamboe, djambu, goavier, gouyave, goyave, goyavier, perala, bayawas, dipajaya jambu, petokal, tokal, guave, guavenbaum, guayave, banjiro, goiabeiro, guayabo, guyaba, goeajaaba, guave, goejaba, kuawa, abas, jambu batu, bayabas, pichi, posh, enandi Part Used: Fruit, leaf, bark From The Healing Power of Rainforest Herbs: GUAVAHERBAL PROPERTIES AND ACTIONS Main Actions Other Actions Standard Dosage stops diarrhea depresses CNS Leaves kills bacteria lowers blood pressure Decoction: 1 cup 1-3 kills fungi reduces blood sugar times daily kills yeast constricts blood vessels kills amebas promotes menstruation relieves pain fights free radicals reduces spasms supports heart Called guayaba in Spanish-speaking countries and goiaba in Brazil, guava is a common shade tree or shrub in door-yard gardens in the tropics. It provides shade while the guava fruits are eaten fresh and made into drinks, ice cream, and preserves.In the richness of the Amazon, guava fruits often grow well beyond the size of tennis balls on well-branched trees or shrubs reaching up to 20 m high. Cultivated varieties average about 10 meters in height and produce lemon-sized fruits. The tree is easily identified by its distinctive thin, smooth, copper-colored bark that flak es off, showing a greenish layer beneath. Guava fruit today is considered minor in terms of commercial world trade but is widely grown in the tropics, enriching the diet of hundreds of millions of people in the tropics of the world.Guava has spread widely throughout the tropics because it thrives in a variety of soils, propagates easily, and bears fruit relatively quickly. The fruits contain numerous seeds that can produce a mature fruit-bearing plant within four years. In the Amazon rainforest guava fruits are much enjoyed by birds and monkeys, which disperse guava seeds in their droppings and cause spontaneous clumps of guava trees to grow throughout the rainforest. TRIBAL AND HERBAL MEDICINE USESGuava may have been domesticated in Peru several thousand years ago; Peruvian archaeological sites have revealed guava seeds found stored with beans, corn, squash, and other cultivated plants. Guava fruit is still enjoyed as a sweet treat by indigenous peoples throughout the rainforest, a nd the leaves and bark of the guava tree have a long history of medicinal uses that are still employed today. The Tikuna Indians decoct the leaves or bark of guava as a cure for diarrhea.In fact, an infusion or decoction made from the leaves and/or bark has been used by many tribes for diarrhea and dysentery throughout the Amazon, and Indians also employ it for sore throats, vomiting, stomach upsets, for vertigo, and to regulate menstrual periods. Tender leaves are chewed for bleeding gums and bad breath, and it is said to prevent hangovers (if chewed before drinking). Indians throughout the Amazon gargle a leaf decoction for mouth sores, bleeding gums, or use it as a douche for vaginal discharge and to tighten and tone vaginal walls after childbirth.A decoction of the bark and/or leaves or a flower infusion is used topically for wounds, ulcers and skin sores. Flowers are also mashed and applied to painful eye conditions such as sun strain, conjunctivitis or eye injuries. Centuries ago, European adventurers, traders, and missionaries in the Amazon Basin took the much enjoyed and tasty fruits to Africa, Asia, India, and the Pacific tropical regions, so that it is now cultivated throughout the tropical regions of the world. Commercially the fruit is consumed fresh or used in the making of jams, jellies, paste or hardened jam, and juice.Guava leaves are in the Dutch Pharmacopoeia for the treatment of diarrhea, and the leaves are still used for diarrhea in Latin America, Central and West Africa, and Southeast Asia. In Peruvian herbal medicine systems today the plant is employed for diarrhea, gastroenteritis, intestinal worms, gastric disorders, vomiting, coughs, vaginal discharges, menstrual pain and hemorrhages, and edema. In Brazil guava is considered an astringent drying agent and diuretic and is used for the same conditions as in Peru.A decoction is also recommended as a gargle for sore throats, laryngitis and swelling of the mouth, and used externally for ski n ulcers, and vaginal irritation and discharges. PLANT CHEMICALS Guava is rich in tannins, phenols, triterpenes, flavonoids, essential oils, saponins, carotenoids, lectins, vitamins, fiber and fatty acids. Guava fruit is higher in vitamin C than citrus (80 mg of vitamin C in 100 g of fruit) and contains appreciable amounts of vitamin A as well. Guava fruits are also a good source of pectin – a dietary fiber.The leaves of guava are rich in flavonoids, in particular, quercetin. Much of guava's therapeutic activity is attributed to these flavonoids. The flavonoids have demonstrated antibacterial activity. Quercetin is thought to contribute to the anti-diarrhea effect of guava; it is able to relax intestinal smooth muscle and inhibit bowel contractions. In addition, other flavonoids and triterpenes in guava leaves show antispasmodic activity. Guava also has antioxidant properties which is attributed to the polyphenols found in the leaves.Guava's main plant chemicals include: alan ine, alpha-humulene, alpha-hydroxyursolic acid, alpha-linolenic acid, alpha-selinene, amritoside, araban, arabinose, arabopyranosides, arjunolic acid, aromadendrene, ascorbic acid, ascorbigen, asiatic acid, aspartic acid, avicularin, benzaldehyde, butanal, carotenoids, caryophyllene, catechol-tannins, crataegolic acid, D-galactose, D-galacturonic acid, ellagic acid, ethyl octanoate, essential oils, flavonoids, gallic acid, glutamic acid, goreishic acid, guafine, guavacoumaric acid, guaijavarin, guajiverine, guajivolic acid, guajavolide, guavenoic acid, guajavanoic acid, histidine, hyperin, ilelatifol D, isoneriucoumaric acid, isoquercetin, jacoumaric acid, lectins, leucocyanidins, limonene, linoleic acid, linolenic acid, lysine, mecocyanin, myricetin, myristic acid, nerolidiol, obtusinin, octanol, oleanolic acid, oleic acid, oxalic acid, palmitic acid, palmitoleic acid, pectin, polyphenols, psidiolic acid, quercetin, quercitrin, serine, sesquiguavene, tannins, terpenes, and ursolic acid. BIOLOGICAL ACTIVITIES AND CLINICAL RESEARCH The long history of guava's use has led modern-day researchers to study guava extracts. Its traditional use for diarrhea, gastroenteritis and other digestive complaints has been validated in numerous clinical studies. A plant drug has even been developed from guava leaves (standardized to its quercetin content) for the treatment of acute diarrhea. Human clinical trials with the drug indicate its effectiveness in treating diarrhea in adults. Guava leaf extracts and fruit juice has also been clinically studied for infantile diarrhea.In a clinical study with 62 infants with infantile rotaviral enteritis, the recovery rate was 3 days (87. 1%) in those treated with guava, and diarrhea ceased in a shorter time period than controls. It was concluded in the study that guava has â€Å"good curative effect on infantile rotaviral enteritis. † Guava has many different properties that contribute to its antidiarrheal effect: it has been doc umented with pronounced antibacterial, antiamebic and antispasmodic activity. It has also shown to have a tranquilizing effect on intestinal smooth muscle, inhibit chemical processes found in diarrhea and aid in the re-absorption of water in the intestines.In other research, an alcoholic leaf extract was reported to have a morphine-like effect, by inhibiting the gastrointestinal release of chemicals in acute diarrheal disease. This morphine-like effect was thought to be related to the chemical quercetin. In addition, lectin chemicals in guava were shown to bind to E-coli (a common diarrhea-causing organism), preventing its adhesion to the intestinal wall and thus preventing infection (and resulting diarrhea). The effective use of guava in diarrhea, dysentery and gastroenteritis can also be related to guava's documented antibacterial properties. Bark and leaf extracts have shown to have in vitro toxic action against numerous bacteria.In several studies guava showed significant antiba cterial activity against such common diarrhea-causing bacteria as Staphylococcus, Shigella, Salmonella, Bacillus, E. coli, Clostridium, and Pseudomonas. It has also demonstrated antifungal, anti-yeast (candida), anti-amebic, and antimalarial actions. In a recent study with guinea pigs (in 2003) Brazilian researchers reported that guava leaf extracts have numerous effects on the cardiovascular system which might be beneficial in treating irregular heat beat (arrhythmia). Previous research indicated guava leaf provided antioxidant effects beneficial to the heart, heart protective properties, and improved myocardial function.In two randomized human studies, the consumption of guava fruit for 12 weeks was shown to reduce blood pressure by an average 8 points, decrease total cholesterol levels by 9%, decrease triglycerides by almost 8%, and increase â€Å"good† HDL cholesterol by 8%. The effects were attributed to the high potassium and soluble fiber content of the fruit (however 1-2 pounds of fruit was consumed daily by the study subjects to obtain these results! ). In other animal studies guava leaf extracts have evidenced analgesic, sedative, and central nervous system (CNS) depressant activity, as well as a cough suppressant actions. The fruit or fruit juice has been documented to lower lood sugar levels in normal and diabetic animals and humans. Most of these studies confirm the plant's many uses in tropical herbal medicine systems. CURRENT PRACTICAL USES Guava, known as the poor man's apple of the tropics, has a long history of traditional use, much of which is being validated by scientific research. It is a wonderful natural remedy for diarrhea – safe enough even for young children. For infants and children under the age of 2, just a cup daily of guava fruit juice is helpful for diarrhea. For older children and adults, a cup once or twice daily of a leaf decoction is the tropical herbal medicine standard. Though not widely available in the U. S . arket, tea-cut and powdered leaves can be obtained from larger health food stores or suppliers of bulk botanicals. Newer in the market are guava leaf extracts that are used in various herbal formulas for a myriad of purposes; from herbal antibiotic and diarrhea formulas to bowel health and weight loss formulas. Toxicity studies with rats and mice, as well as controlled human studies show both the leaf and fruit to be safe and without side effects. GUAVA PLANT SUMMARY Main Preparation Method: decoction Main Actions (in order): antidysenteric, antiseptic, antibacterial, antispasmodic, cardiotonic (tones, balances, strengthens the heart) Main Uses: or dysentery (bacterial and amebic), diarrhea, colic, and infantile rotavirus enteritis as a broad-spectrum antimicrobial for internal and external bacterial, fungal, candidal, and amebic infections to tone, balance, protect and strengthen the heart (and for arrhythmia and some heart diseases) as a cough suppressant, analgesic (pain-reliev er), and febrifuge (reduces fever) for colds, flu, sore throat, etc as a topical remedy for ear and eye infections Properties/Actions Documented by Research: amebicide, analgesic (pain-reliever), antibacterial, anticandidal, antidysenteric, antifungal, antimalarial, antioxidant, antispasmodic, antiulcerous, cardiodepressant, cardiotonic (tones, balances, strengthens the heart), central nervous system depressant, cough suppressant, gastrototonic (tones, balances, strengthens the gastric tract), hypotensive (lowers blood ressure), sedative, vasoconstrictor Other Properties/Actions Documented by Traditional Use:anti-anxiety, anticonvulsant, antiseptic, astringent, blood cleanser, digestive stimulant, menstrual stimulant, nervine (balances/calms nerves), vermifuge (expels worms) Cautions: It has a cardiac depressant effect and is contraindicated in some heart conditions. Traditional Preparation: The fruit and juice is freely consumed for its great taste, nutritional benefit and nutrient content, as well as an effective children's diarrhea remedy. The leaves are prepared in a standard decoction and dosages are generally 1 cup 1-3 times daily. Contraindications:Guava has recently demonstrated cardiac depressant activity and should be used with caution by those on heart medications. Guava fruit has shown to lower blood sugar levels and it should be avoided by people with hypoglycemia. Drug Interactions: None reported, however excessive or chronic consumption of guava may potentiate some heart medications. WORLDWIDE ETHNOMEDICAL USES Amazonia for diarrhea, dysentery, menstrual disorders, stomachache, vertigo Brazil for anorexia, cholera, diarrhea, digestive problems, dysentery, gastric insufficiency, inflamed mucous membranes, laryngitis, mouth(swelling), skin problems, sore throat, ulcers, vaginal discharge Cuba for colds, dysentery, dyspepsia Ghana coughs, diarrhea, dysentery, toothache Haiti or dysentery, diarrhea, epilepsy, itch, piles, scabies, skin sores, sore t hroat, stomachache, wounds, and as an antiseptic and astringent India for anorexia, cerebral ailments, childbirth, chorea, convulsions, epilepsy, nephritis Malaya for dermatosis, diarrhea, epilepsy, hysteria, menstrual disorders Mexico for deafness, diarrhea, itch, scabies, stomachache, swelling, ulcer, worms, wounds Peru for conjunctivitis, cough, diarrhea, digestive problems, dysentery, edema, gout, hemorrhages, gastroenteritis, gastritis, lung problems, PMS, shock, vaginal discharge, vertigo, vomiting, worms Philippines for sores, wounds, and as an astringent Trinidad bacterial infections, blood cleansing, diarrhea, dysenteryElsewhere for anorexia, aches, bacterial infections, boils, bowel disorders, bronchitis, catarrh, cholera, chorea, colds, colic, convulsions, coughs, diarrhea, dysentery, dyspepsia, edema, epilepsy, fever, gingivitis, hemorrhoids, itch, jaundice, menstrual problems, nausea, nephritis, respiratory problems, rheumatism, scabies, sore throat, spasms, sprains, st omach problems, swelling, tonic, toothache, ulcers, worms, wounds, and as an antiseptic and astringent References/Footnotes: Conde Garcia, E. A. , et al. â€Å"Inotropic effects of extracts of Psidium guajava L. (guava) leaves on the guinea pig atrium. † Braz. J. of Med. & Biol. Res. 2003; 36: 661-668.Suntornsuk, L. , et al. â€Å"Quantitation of vitamin C content in herbal juice using direct titration. † J. Pharm. Biomed. Anal. 2002; 28(5): 849-55. Beckstrom-Sternberg, S. M. , et al. â€Å"The phytochemical database. † (ACEDB version 4. 3-Data version July 1994. ) National Germplasm Resources Laboratory (NGRL), Agricultural Research Service (ARS), U. S. Department of Agriculture. Jimenez-Escrig, A. , et al. â€Å"Guava fruit (Psidium guajava L. ) as a new source of antioxidant dietary fiber. † J. Agric. Food Chem. 2001; 49(11): 5489-93. Smith, Nigel J. H. , et al. Tropical Forests and their Crops. London: Cornell University Press. 1992. Arima, H. , et al . Isolation of antimicrobial compounds from guava (Psidium guajava L. ) and their structural elucidation. † Biosci. Biotechnol. Biochem. 2002; 66(8): 1727-30. Morales, M. A. , et al. â€Å"Calcium-antagonist effect of quercetin and its relation with the spasmolytic properties of Psidium guajava L. † Arch. Med. Res. 1994; 25(1): 17-21. Lozoya, X. , et al. â€Å"Quercetin glycosides in Psidium guajava L. leaves and determination of a spasmolytic principle. † Arch. Med. Res. 1994; 25(1): 11-5. Begum, S. , et al. â€Å"Triterpenoids from the leaves of Psidium guajava. † Phytochemistry 2002; 61(4): 399-403. Lozoya, X. , et al. â€Å"Intestinal anti-spasmodic effect of a phytodrug of Psidium guajava olia in the treatment of acute diarrheic disease. † J. Ethnopharmacol. 2002; 83(1-2): 19-24. Wei, L. , et al. â€Å"Clinical study on treatment of infantile rotaviral enteritis with Psidium guajava L. † Zhongguo Zhong Xi Yi Jie He Za Zhi 2000; 20(12): 8 93-5. Tona, L. , et al. â€Å"Biological screening of traditional preparations from some medicinal plants used as antidiarrhoeal in Kinshasa, Congo. † Phytomedicine 1999; 6(1): 59-66. Lozoya, X. , et al. â€Å"Model of intraluminal perfusion of the guinea pig ileum in vitro in the study of the antidiarrheal properties of the guava (Psidium guajava). † Arch. Invest. Med. (Mex). 1990; 21(2): 155-62. Almeida, C. E. , et al. Analysis of antidiarrhoeic effect of plants used in popular medicine. † Rev. Saude Publica. 1995; 29(6): 428-33. Lin, J. , et al. â€Å"Anti-diarrhoeal evaluation of some medicinal plants used by Zulu traditional healers. † J. Ethnopharmacol. 2002; 79(1): 53-6. Lutterodt, G. D. â€Å"Inhibition of Microlax-induced experimental diarrhea with narcotic-like extracts of Psidium guajava leaf in rats. † J. Ethnopharmacol. 1992; 37(2): 151-7. Lutterodt, G. D. â€Å"Inhibition of gastrointestinal release of acetylcholine by quercetin as a possible mode of action of Psidium guajava leaf extracts in the treatment of acute diarrhoeal disease. † J. Ethnopharmcol. 1989; 25(3): 235-47. Coutino-Rodriguez, R. et al, â€Å"Lectins in fruits having gastrointestinal activity: their participation in the hemagglutinating property of Escherichia coli O157:H7. † Arch. Med. Res. 2001; 32(4): 251-7. Abdelrahim, S. I. , et al. â€Å"Antimicrobial activity of Psidium guajava L. † Fitoterapia 2002; 73(7-8): 713-5. Holetz, F. B. , et al. â€Å"Screening of some plants used in the Brazilian folk medicine for the treatment of infectious diseases. † Mem. Inst. Oswaldo Cruz 2002; 97(7): 1027-31. Caceres, A. , et al. â€Å"Plants used in Guatemala for the treatment of gastrointestinal disorders. 1. Screening of 84 plants against enterobacteria. † J. Ethnopharmacol. 1990; 30(1): 55-73. Garcia, S. et al, â€Å"Inhibition of growth, enterotoxin production, and spore formation of Clostridium perfringens by extra cts of medicinal plants. † J. Food Prot. 2002; 65(10): 1667-9. Tona, L. , et al. â€Å"Antiamoebic and spasmolytic activities of extracts from some antidiarrhoeal traditional preparations used in Kinshasa, Congo. † Phytomedicine 2000; 7(1): 31-8. Tona, L. , et al. â€Å"Antiamoebic and phytochemical screening of some Congolese medicinal plants. † J. Ethnopharmacol. 1998; 61(1): 57-65. Nundkumar, N. , et al. â€Å"Studies on the antiplasmodial properties of some South African medicinal plants used as antimalarial remedies in Zulu folk medicine. † Methods Find Exp. Clin. Pharmacol. 2002; 24(7): 397-401. Yamashiro, S. , et al. Cardioprotective effects of extracts from Psidium guajava L. and Limonium wrigth II, Okinawan medicinal plants, against ischemia-reperfusion injury in perfused rat hearts. † Pharmacology 2003; 67(3): 128-35. Singh, R. B. , et al. â€Å"Can guava fruit intake decrease blood pressure and blood lipids? † J. Hum Hypertens. 1993 ; 7(1): 33-8. Singh, R. B. , et al. â€Å"Effects of guava intake on serum total and high-density lipoprotein cholesterol levels and on systemic blood pressure. † Am. J. Cardiol. 1992; 70(15): 1287-91. Shaheen, H. M. , et al. â€Å"Effect of Psidium guajava leaves on some aspects of the central nervous system in mice. † Phytother. Res. 2000; 14(2): 107-11. Lutterodt, G.D. , et al. â€Å"Effects on mice locomotor activity of a narcotic-like principle from Psidium guajava leaves. † J. Ethnopharmacol. 1988; 24(2-3): 219-31. Jaiarj, P. , et al. â€Å"Anticough and antimicrobial activities of Psidium guajava Linn. leaf extract. † J. Ethnopharmacol. 1999; 67(2): 203-12. Cheng, J. T. , et al. â€Å"Hypoglycemic effect of guava juice in mice and human subjects. † Am. J. Clin. Med. 1983; 11(1-4): 74-6. Roman-Ramos, R. , et al. â€Å"Anti-hyperglycemic effect of some edible plants. † J. Ethnopharmacol. 1995. The above text has been printed from The He aling Power of Rainforest Herbs by Leslie Taylor, copyrighted  © 2005 All rights reserved.No part of this document may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system, including websites, without written permission. †  The statements contained herein have not been evaluated by the Food and Drug Administration. The information contained in this plant database file is intended for education, entertainment and information purposes only. This information is not intended to be used to diagnose, prescribe or replace proper medical care. The plant described herein is not intended to treat, cure, diagnose, mitigate or prevent any disease. Please refer to our Conditions of Use for using this plant database file and web site.  © Copyrighted 1996 to present by Raintree Nutrition, Inc. , Carson City, NV