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More than likely blood pressure chart for excel purchase coumadin 5mg mastercard, it would destroy her fragile family and leave her embittered blood pressure ranges for young adults generic 1 mg coumadin, angry blood pressure low order coumadin 1 mg with visa, unemployed prehypertension yahoo purchase cheapest coumadin, and destined for more trouble. This is a system called "mandatory sentencing," which removes the discretion of judges in disposing of certain kinds of cases. But the negative consequence is that in some instances the automatic sentence can be too harsh-like in this case, where the defendant stood to serve more time behind bars than most armed robbers. Mathers was never known to shrink back from sentencing criminals to long prison terms if the circumstances warranted it. But in this case, he considered the mandatory sentence-with no possibility of early release-to be an "absolute miscarriage of justice. How ironic, I mused, that a law designed to enforce justice threatened to thwart it instead. I could understand the sense of fairness that prompted Mathers to sidestep one-size-fits-all sentencing and instead to impose a punishment that would more appropriately fit the crime. For a long time as a spiritual seeker, I found my sense of justice outraged by the Christian teaching about hell, which I considered far more unjust than a mandatory prison term would have been in the case before Mathers. The doctrine seemed like cosmic overkill to me, an automatic and unappealable sentence to an eternity of torture and torment. What kind of a God enjoys seeing his creatures writhe forever-without hope, beyond redemption-in a torture chamber every bit as ghastly and barbaric as a Nazi concentration camp? I was anxious for my one-on-one encounter with a well-respected philosopher who has wrestled extensively with this troubling doctrine of eternal damnation. He and coauthor Gary Habermas also delved into the nature of the soul, near-death experiences, reincarnation, and the theology of heaven. He has produced more than a dozen books, including Scaling the Secular City; Christianity and the Nature of Science; Does God Exist? Moreland, dressed casually in a short-sleeve shirt, shorts, and deck shoes without socks, greeted me in the driveway of his ranch-style house. I knew he had traveled to San Diego the previous night and watched as his beloved Kansas City Chiefs were humiliated by the lowly Chargers. Inside, after exchanging a few pleasantries, I slumped down on his living room couch and sighed. The subject of hell was big, heavy, controversial, a flashpoint for spiritual skeptics. I thought back to my interview with Charles Templeton, the evangelist-turned-skeptic. Admittedly, he has strong emotions concerning hell, but they seemed to be legitimately fueled by righteous indignation and moral outrage. Frankly, I was a bit wary of completely divorcing the discussion of hell from our emotional response to it-after all, they seemed hopelessly intertwined. Moreland," I began, my voice notching up in intensity, "I interviewed Charles Templeton about this matter and he was very adamant. Then, sounding more accusatory than inquisitive, I capped the question by demanding, "Dr. And despite my charged tone, which almost seemed to imply he was personally responsible for the creation of hell, Moreland took no offense. Certainly that would be news to many generations of Sunday School children who have been frightened into nightmares by gruesome descriptions of the everlasting infliction of fiery agony in Hades. He has made us with free will and he has made us for a purpose: to relate lovingly to him and to others. This is one of the reasons why people have never had a difficult time with the idea of hell until modern times. If people matter, then personal relationships matter, and hell is largely relational. It is exclusion from anything that matters, from all value, not only from God but also from those who have come to know and love him. The punishment of hell is separation from God, bringing shame, anguish, and regret. And because we will have both body and soul in the resurrected state, the misery experienced can be both mental and physical. Hell is something God was forced to make because people chose to rebel against him and turn against what was best for them and the purpose for which they were created. Then he continued: "At the final judgment, our body will be raised and our soul will be reunited with it.

When several students have related incidents arrhythmia prognosis discount coumadin 1 mg without prescription, explore their commonalities and differences and connect the discussion to the readings blood pressure chart spanish cheap 5mg coumadin. Ask students to volunteer one memorable image/scene/event/moment from the reading: "What images remain with you after reading the account of Wounded Knee? After he has asked this question a few times during the beginning of the term heart attack alley coumadin 2 mg for sale, it becomes a game that everyone is willing to play blood pressure extremely low buy 1mg coumadin overnight delivery. The class sifts through the questions, weeding out the irrelevant and focusing on the good ones. A variation of this technique is to pose a question and ask students for their "first approximations"- not a detailed answer, just a glint of useful information. Make the rules known to students: anyone can contribute an idea (no matter how bizarre or farfetched), and each idea is written on the board. Free association, creativity, and ingenuity are the goal; no idea is questioned, praised, or criticized at this point. After a set period of time (live minutes, for example) or when students have run out of ideas, the group begins critically evaluating all the ideas. Ask each group to identify two or three arguments or strong examples to support their position. Distribute a brief set of questions to students, and use their signed responses as the basis for discussion. Daniele, I note that you disagree with Ellen" or "Amber, your answer to question four is intriguing. Assign each student a different role on the panel (for example, experts in particular topics or representatives of particular points of view). Give panel members a week or more to prepare, completing whatever readings, research, or other activities you may suggest for them. Some faculty require a ll students to serve on a panel during the term; others offer panels as an option to a written paper or exam, or for extra credit. Divide a particular problem into three to five subtopics or questions, post each suhtopic or question in large type on a flipchart, and place the flipcharts around the classroom. Divide the class into as many 68 Leading a Discussion subgroups as there are charts. Students are to read the question on their flipchart, write solutions on slips of paper or Post-its-one idea per note- and attach the slips to the chart. This technique encourages the free flow of ideas and keeps students actively involved. Here are examples of questions from a business administration course: "How can the sales reps increase sales? Jot down key points that emerge from the discussion and use these for summarizing the session. Brief interim summaries of the discussion are helpful, as long as the summaries do not cut off the discussion prematurely. For example, hold up your hand to signal stop, to prevent one student from interrupting another. Step back from a student who is speaking so that he or she will see the other faces in the room. Prompt students to speak by an expectant look in your eye, a nod of your head, or slight motion of your hand. To shift the mood and pace of the class, you can move around, sit down, stand up, make notes, or write on the board. If the discussion gets off track, stop and describe what is happening: "We seem to have lost sight of the original point. Remind students to focus on ideas, not on personal attacks, and to show tolerance for divergent points of view. If the discussion becomes too freewheeling and heated, ask students to raise their hand if they wish to speak. You can also use conflicts as the basis for a homework assignment, to be written out away from the heat of the moment. To refresh their thinking, pair students off for a short task or move from theory to application or from method to findings. Indications that a discussion is not going well include the following: · · · · · · Excessive hair splitting or nit-picking Repetition of points Private conversations Members taking sides and refusing to compromise Ideas being attacked before they are completely expressed Apathetic participation Introducing a new question or activity can jump start the discussion.

Salivary glands Tongue Sublingual salivary gland Stomach (Liver) Gallbladder Pancreatic duct Pancreas Common bile duct Small intestine Bile flows in from the gallbladder (via the common bile duct): Fat Bile Emulsified fat Pancreatic lipase flows in from the pancreas (via the pancreatic duct): Pancreatic (and intestinal) Monoglycerides blood pressure medication fluid retention purchase genuine coumadin line, Emulsified fat lipase glycerol hypertension 4 year old cheap coumadin generic, fatty (triglycerides) acids (absorbed) Small intestine Large intestine Large intestine Some fat and cholesterol arrhythmia diet order generic coumadin online, trapped in fiber heart attack 18 year old male buy coumadin 1 mg line, exit in feces. In infants, this enzyme efficiently digests the short- and medium-chain fatty acids found in milk. In the Stomach In a quiet stomach, fat would float as a layer above the other components of swallowed food. But the strong muscle contractions of the stomach propel the stomach contents toward the pyloric sphincter. This churning grinds the solid pieces to finer particles, mixes the chyme, and disperses the fat into smaller droplets. These actions help to expose the fat for attack by the gastric lipase enzyme-an enzyme that performs best in the acidic environment of the stomach. Still, little fat digestion takes place in the stomach; most of the action occurs in the small intestine. The amino acid end is attracted to water, and the sterol end is attracted to fat (see Figure 5-13, p. There, the fats are fully digested as they encounter lipase enzymes from the pancreas and small intestine. The major fat-digesting enzymes are pancreatic lipases; some intestinal lipases are also active. Occasionally, enzymes remove all three fatty acids, leaving a free molecule of glycerol. Phospholipids are digested similarly-that is, their fatty acids are removed by hydrolysis. Most sterols can be absorbed as is; if any fatty acids are attached, they are first hydrolyzed off. The other possibility is that some of the bile can be trapped by dietary fibers in the large intestine and carried out of the body with the feces. Because cholesterol is needed to make bile, the excretion of bile effectively reduces blood cholesterol. As Chapter 4 explains, the dietary fibers most effective at lowering blood cholesterol this way are the soluble fibers commonly found in fruits, whole grains, and legumes. In addition to bile acids and bile salts, bile contains cholesterol, phospholipids (especially lecithin), antibodies, water, electrolytes, and bilirubin and biliverdin (pigments resulting from the breakdown of heme). Small molecules of digested triglycerides (glycerol and short- and medium-chain fatty acids) can diffuse easily into the intestinal cells; they are absorbed directly into the bloodstream. Larger molecules (the monoglycerides and long-chain fatty acids) merge into spherical complexes, known as micelles. Micelles are emulsified fat droplets formed by molecules of bile surrounding monoglycerides and fatty acids. This configuration permits solubility in the watery digestive fluids and transportation to the intestinal cells. Upon arrival, the lipid contents of the micelles diffuse into the intestinal cells. Once inside, the monoglycerides and long-chain fatty acids are reassembled into new triglycerides. Within the intestinal cells, the newly made triglycerides and other lipids (cholesterol and phospholipids) are packed with protein into transport vehicles known as chylomicrons. The chylomicrons glide through the lymph until they reach a point of entry into the bloodstream at the thoracic duct near the heart. It is then bound to an amino acid to improve its ability to form micelles, spherical complexes of emulsified fat. Most bile acids occur as bile salts, usually in association with sodium, but sometimes with potassium or calcium. A look at these lipids in the body reveals the kinds of fat the diet has been delivering. It provides the emulsifier bile to make them accessible to the fat-digesting lipases that dismantle triglycerides, mostly to monoglycerides and fatty acids, for absorption by the intestinal cells. The intestinal cells assemble freshly absorbed lipids into chylomicrons, lipid packages with protein escorts, for transport so that cells all over the body may select needed lipids from them.

Syndromes

• Swelling
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• Respiratory arrest (no breathing)
• Time it was swallowed
• By 1 month
• Painkillers (analgesics)

To identify awkward phrases or words pulse pressure 19 buy coumadin 2mg amex, students can read the paper aloud or have someone read it to them hypertension zinc purchase coumadin 5 mg free shipping. Rather than instructing students to do this or that blood pressure kiosk locations purchase coumadin paypal, help them see the effect of what they have written blood pressure medication reviews generic 5 mg coumadin amex. For example, write, "I think you are saying that affordable housing costs more than market rate housing. If this is different from what you want the reader to think, what can you do to help the reader see what you mean? What about political pressures and financial constraints affecting the decision-making process? Experienced writing teachers believe that students benefit most from a mix of marginal notations and a longer overall comment at the end of the paper. It is also helpful if your comments guide students to rethink their ideas and prepare them to improve on the next assignment. If you have students turn in a folder with all their papers to date, you can monitor their progress and check whether they are incorporating earlier comments and recommendations and whether they are repeating the same mistakes and errors. Some faculty members use a computer to write each student a memo about his or her paper, "recycling" comments (through block and copy) on style or organization (Lidicker, 1991). If you use this strategy, be sure to personalize the comments whenever possible; do not simply rely on canned remarks. Indicate the major problems with a segment of the paper and perhaps rewrite one weak paragraph as an example, but leave the bulk of the revising to students. If you do all their rewriting for them, the main thing they will learn is that you are a better writer than they are. Reinforce strengths and point out areas of grammar, style, and usage that need improvement. Be sure to run the spell checker on your word processor and consult a reference text for the correct use of apostrophes. In yet other C papers, there are only a few technical errors and the organization and ideas are adequate but not noteworthy. The writer has drastically misinterpreted the assignment and written half as many words as requested. Paragraph breaks are random; subjects and verbs, pronouns and antecedents turn against one another in wild discord. Do not feel that you must correct every grammatical error, respond to every idea, or propose alternatives for each section. It is best to focus on only one or two major problems and to look for patterns of errors rather than noting every flaw. Some faculty circle all misspellings and grammatical errors, but others circle them on the first few pages only and make a general note at the end ol the paper: "Try to pay more attention to punctuation; your errors detract from your good ideas. Placing only one or two general comments on a paper and then assigning a grade, even an A, is not very helpful to students. Set yourself three goals: to tell the student what he or she has done well (to build confidence), to make the student aware of errors and weaknesses that need correction, and to inform the student of ways to improve (Persky and Raimes, 1981). As you are commenting on submitted papers, phrase your remarks in terms of these criteria. Split grades tend to reinforce the false notion that content can be divorced from the clarity and precision with which the ideas are expressed. Students often believe that grading essay papers and assignments is purely subjective. The thesis is clear, properly limited, and reasonable, and the prose is generally effective without rising to sustained distinction. C papers are more or less adequately organized along obvious lines, and the thesis tends to be oversimple or imprudent without being wildly implausible. In some C papers, excellent ideas are marred by poor presentation-either development, organization, or technical errors. Grading Develop a brief checklist of your grading criteria, but grade the essay holistically. Use criteria generated through in-class activities or adapt criteria developed by others.

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