Lunularic Acid in Growth and Dormancy of Liverworts
R. N. Chopra, Satish C. Bhatla in Bryophyte Development: Physiology and Biochemistry, 2019
The basic physiological response of the thallose liverworts tested was an inhibition of growth due to natural, internal accumulation of LNA in the plant or as the result of LNA supplied exogenously. LNA is therefore clearly in the category of a growth inhibitor. The existence of such an inhibitor had been postulated for Lunularia by Nachmony-Bascomb and Schwabe12 and also by Fries11 for Marchantia polymorpha. The mode of action was studied in a series of experiments by Gorham,7 but no firm conclusion could be drawn (see Section VI). In this respect, work on LNA unfortunately does not differ greatly from the situation concerning all other natural plant growth regulator studies. Other physiological effects are described and discussed below under specific headings.
Chemically Dependent Lesbians and Bisexual Women: Recovery from Many Traumas
Brenda L. Underhill, Dana G. Finnegan in Chemical Dependency: Women at Risk, 2018
There is one other category which needs to be considered-that of physiological effects. That abuse has physiological effects is not in question. Krystal (1988) notes that when a person is alexithymic and cannot describe or express her affects, she may well express them through somatic symptoms. Van der Kolk (1987), Courtois (1988), and Herman (1992), among others, clearly describe the physiological effects of trauma. As Herman (1992) comments, Chronically traumatized people no longer have any baseline state of physical calm or comfort. Over time, they perceive their bodies as having turned against them. They begin to complain, not only of insomnia and agitation, but also of numerous types of somatic symptoms. Tension headaches, gastrointestinal disturbances, and abdominal, back, or pelvic pain are extremely common. Survivors may complain of tremors, choking sensations, or rapid heartbeat, (p. 86)
Adjusting and Adapting to Caregiving
Mary E. Braine, Julie Wray in Supporting Families & Carers, 2018
The biological or physiological approach to stress, such as GAS, allostasis and allostatic load, suggests a direct cause and effect relationship and emphasises disease as a consequence. These approaches provide a conceptual basis for quantifying the physiological effects of the stress in carers. The characteristic set of physiological effects as a result of a stressor is referred to as the ‘stress response’. The Hungarian endocrinologist Hans Selye was the first to define and measure stress adaptations in humans in the 1930s, and his seminal research remains influential today. Although the American physiologist Walter Cannon in the 1920s described the fight-or-flight response to perceived danger, it was Selye who argued that it was only the first stage in a series of reactions which he referred to as ‘stress’, a term he coined, and in his model of stress put forward a second stage called “resistance”. Selye (1956) defined stress as …a state manifested by a specific syndrome which consists of all the nonspecifically induced changes within the biological system.
What do we know about the renin angiotensin system and inflammatory bowel disease?
Published in Expert Opinion on Therapeutic Targets, 2022
Sheng Wei Lo, Jonathan P. Segal, John S. Lubel, Mayur Garg
Discovery of the renin angiotensin system began with the description of renin in 1898 by Tigerstedt and Bergman, culminated in the independent discovery and synthesis of a compound by two groups led by Menendez and Page, respectively, eventually named angiotensin in 1958 [1]. Progressively expanding knowledge of the RAS in recent years has revealed an increasingly complex interplay of multiple key enzymes and receptors. The classical or conventional pathway comprising angiotensin converting enzyme (ACE) and angiotensin II is now recognized as only one component of a vast array of pathways and physiological actions throughout the body. A summary of the major components can be seen in Figure 1, and the physiological effects are further detailed in Table 1.
Applying sport psychology in health professions education: A systematic review of performance mental skills training
Published in Medical Teacher, 2022
John Sandars, Liam Jenkins, Helen Church, Rakesh Patel, James Rumbold, Michelle Maden, Mumtaz Patel, Kevin Henshaw, Jeremy Brown
Health professionals are expected to maintain a high standard of performance during a wide variety of clinical situations. Some situations are experienced by the individual as being challenging and stressful, such as when managing cases with an acutely ill patient or performing surgery on a rapidly deteriorating patient. These clinical situations have high complexity and risk that is often combined with the additional pressures of time and multiple distractions (Krage et al. 2014; Anton and Stefanidis 2016). During these types of situations, individuals have high mental and physical arousal which can enhance their performance. However, often stress is provoked with a variety of inter-related cognitive and physiological effects, especially a feeling of loss of control and increased heartbeat and muscle tension. The impact of stress on clinical performance can be potentially significant, with impaired cognitive and motor function, which often leads to worse outcomes for both procedural clinical skills, such as suturing, and higher-level functions, such as decision-making, emotional control, and effective interpersonal communication (Arora et al. 2010). Individuals may develop their own approach to manage their stress in challenging clinical situations, but often their chosen techniques are inconsistently implemented or ineffective (Anton and Stefanidis 2016).
Mindfulness in allied health and social care professional education: a scoping review
Published in Disability and Rehabilitation, 2020
Elizabeth Anne Kinsella, Kirsten Smith, Saara Bhanji, Rachelle Shepley, Andreja Modor, Andrew Bertrim
Participation in certain roles can lead to increased stress in one’s life [21]. According to Severn et al. stress develops when the “environment produces negative psychological and physiological effects” [22,p.3]. It has been reported that certain levels of stress are necessary for academic growth, and that some individuals are motivated during stressful conditions [23,24]. But research has also indicated an inverted U-shaped curve between academic stress and performance levels [25,26]. Jacob et al. report that low levels of stress are related to low levels of performance, an optimal level of stress is related to superior levels of performance and high levels of stress are related to declines in academic performance [27]. Further, when stress levels become too high and are not managed it can lead to unwanted health effects such as increased inflammation, decreased bone density, memory loss, weight gain, increased blood sugar, cholesterol levels, and triglycerides [28].
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