PHI210 (Critical Thinking) Week 9 Assignment 2: Problem Solving

 

Assignment 2:  Problem Solving
Due Week 9 and worth 150 points

 

When faced with a problem, what do you do to solve it? This assignment asks you to apply a six-step to problem solving process to a specific problem scenario. You will write a paper that presents a synthesis of your ideas about solving the problem using this systematic approach. As Voltaire said, “No problem can withstand the assault of sustained thinking.”

 

Choose one (1) of the problem scenarios as a topic choice for your paper (Note: Your professor must approve your topic choice before you begin work on the assignment.)

 

Scenario 1: You have worked at your company for eleven (11) years. You have returned to college to earn a Bachelor’s degree in order to increase your chances for a promotion. You are nearly finished with your degree, when a supervisor’s position in a competing company becomes available in another state. The start date is in two (2) weeks, during your final exam period for your courses. The position offers a $15,000 per year salary increase, a car allowance, and relocation expenses. Your former supervisor works for the company and is recommending you for the position based on your outstanding job performance; if you want the job, it’s yours. All of the other supervisors at this level in the company have Master’s degrees, so you know that you would be expected to earn your Bachelor’s degree and continue on to a Master’s degree. Your present company offers tuition reimbursement, but the new company does not.

 

Scenario 2: Your child comes home from school with an assignment sheet for a school project. He / she is very excited about the project and begins work immediately, doing research on the Internet and gathering materials. You read over the assignment sheet and notice that your child is not including all of the required items in the project, and you have some ideas for how to improve the quality of the presentation. You recently read an article in a parenting magazine about the importance of a child developing responsibility for his/ her own learning. You recall the many ways in which your parents took over your school projects. You, on the other hand, want to encourage your child’s confidence in his / her ability to complete a project independently. The next day, you are at the grocery store when you see a parent of a student in your child’s class. That parent has spent over $30 in supplies for the science project and is taking a day off of work to put the pieces of the project together.

 

Scenario 3: You have two jobs—one during the week from 9:00 am to 6:00 pm, and one on Saturday from 3:00 pm to 11:00 pm. You are taking two classes—one that meets from 6:00 to 10:00 pm, and one class online. You have two kids—one who plays soccer, and one who is in band. You have two elderly parents who no longer drive. You have two siblings—one who lives two (2) miles away, and one who lives in another state. You have two (2) papers due in your classes the same week that one (1) of your children has a soccer tournament, and the other child has a band concert. You are coaching the soccer team, and you are in charge of fundraising for the band. You have a goal to complete your degree in two (2) years. Your doctor tells you that your blood pressure, your cholesterol, and your weight are too high and recommends several medications that cost you nearly $200 per month after your insurance co-pay.

 

Scenario 4: You are a sales representative for a company that encourages staff to log time in the field and away from the office. You are expected to begin and end your day at the office. You notice that each day when you arrive and return another co-worker is already there, and you wonder whether this person spends most of his / her time at the office. At your weekly sales meeting, you are informed of your co-workers’ outstanding sales performance. You suspect that this co-worker is spending more time flattering the boss instead of working leads in the field, and as a result is getting the best client referrals. Your own sales numbers have steadily decreased since this other sales representative was hired.

 

Scenario 5: Professor’s Choice – problem scenario presented by your professor.

 

Scenario 6: Student’s Choice – Problem scenario presented by you.

 

Review the six-step problem solving process outlined in the webtext, based on the article “The Problem Solving Process” located at http://www.gdrc.org/decision/problem-solve.html :

 

Step One: Define the problem

Step Two: Analyze the problem

Step Three: Generate options

Step Four: Evaluate options

Step Five: Make your decision Step Six: Implement and reflect

Write a four to five (4-5) page paper in which you:
1. Define the problem in the scenario that you have chosen.
2. Analyze the problem in the scenario.
3. Generate options for solving the problem in the scenario.
4. Evaluate the options for solving the problem.
5. Decide on the best option for solving the problem.
6. Explain how you will implement the decision made and reflect on whether this option was the most effective.

The paper should follow guidelines for clear and organized writing:

Include an introductory paragraph and concluding paragraph.

Address main ideas in body paragraphs with a topic sentence and supporting sentences. Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

You should follow these submission guidelines: Submit the paper draft to Turnitin.com and then submit the originality report with the draft to Blackboard.

The specific course learning outcomes associated with this assignment are:

Recognize the hindrances to the decision-making process in order to apply problem-solving skills to a variety of situations.

Create written work utilizing the concepts of critical thinking. Use technology and information resources to research issues in critical thinking skills and informal logic.

Click here to view the grading rubric..

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.

 

Points: 150

Assignment 2: Problem Solving

Criteria  

Unacceptable
Below 60% F

Meets Minimum Expectations
60-69% D  

Fair
70-79% C  

Proficient
80-89% B  

Exemplary
90-100% A

1. Define the problem in the scenario chosen.
Weight: 20%

Did not submit or incompletely defined the problem in the scenario chosen.

Insufficiently defined the problem in the scenario chosen.

Partially defined the problem in the scenario chosen.

Satisfactorily defined the problem in the scenario chosen.
.

Thoroughly defined the problem in the scenario chosen.

2. Analyze the problem in the scenario.
Weight: 10%

Did not submit or incompletely analyzed the problem in the scenario.

Insufficiently
analyzed the problem in the scenario.

Partially analyzed the problem in the scenario.

Satisfactorily
analyzed the problem in the scenario.

Thoroughly
analyzed the problem in the scenario.

3. Generate options for solving the problem in the scenario.
Weight: 10%

Did not submit or incompletely generated options for solving the problem in the scenario.

Insufficiently generated options for solving the problem in the scenario.

Partially generated options for solving the problem in the scenario.

Satisfactorily generated options for solving the problem in the scenario.

Thoroughly generated options for solving the problem in the scenario.

4. Evaluate the options for solving the problem.
Weight: 10%

Did not submit or incompletely evaluated the options for solving the problem.

Insufficiently evaluated the options for solving the problem.

Partially evaluated the options for solving the problem.

Satisfactorily evaluated the options for solving the problem.

Thoroughly evaluated the options for solving the problem.

5. Decide on the best option for solving the problem
Weight: 10%

Did not submit or incompletely decided on the best option for solving the problem.

Insufficiently decided on the best option for solving the problem.

Partially decided on the best option for solving the problem.

Satisfactorily decided on the best option for solving the problem.

Thoroughly decided on the best option for solving the problem.

6. Explain how you will implement the decision made and reflect on whether this option was the most effective.
Weight: 10%

Did not submit or incompletely explained how the decision made will be implemented and reflected on whether this option was the most effective.

Insufficiently explained how the decision made will be implemented and reflected on whether this option was the most effective.

Partially explained how the decision made will be implemented and reflected on whether this option was the most effective.

Satisfactorily explained how the decision made will be implemented and reflected on whether this option was the most effective.

Thoroughly explained how the decision made will be implemented and reflected on whether this option was the most effective.

7. Follow APA Style requirements for format, in-text citation of quotes and paraphrases, and references page.
Weight: 10%

Did not complete the assignment or had more than 9 errors in following APA Style requirements.

Had 8-9 errors in following APA Style requirements.

Had 6-7 different errors in following APA Style requirements.

Had 4-5 different errors in following APA Style requirements.

Had 0-3 different errors in following APA Style requirements.

8. Follow guidelines for clear and organized writing: include an introductory and concluding paragraph; address main ideas in body paragraphs with a topic sentence and supporting sentences.
Weight: 10%

Did not submit or incompletely followed guidelines for clear and organized writing.

Insufficiently followed guidelines for clear and organized writing: did not include an introductory and / or concluding paragraph; did not address main ideas in body paragraphs with a topic sentence and supporting sentences.

Partially followed guidelines for clear and organized writing: included a partially developed introductory and / or concluding paragraph; partially addressed main ideas in body paragraphs with a topic sentence and supporting sentences.

Sufficiently followed guidelines for clear and organized writing: included an introductory and concluding paragraph; sufficiently addressed main ideas in body paragraphs with a topic sentence and supporting sentences.

Fully followed guidelines for clear and organized writing: included an engaging introductory and thoughtful concluding paragraph; fully addressed main ideas in body paragraphs with a topic sentence and detailed supporting sentences.

9. Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.
Weight: 10%

Did not complete the assignment or had more than 9 errors in grammar, punctuation, mechanics, spelling.

Had 8-9 errors in grammar, grammar, punctuation, mechanics, spelling.

Had 6-7 different errors in grammar, punctuation, mechanics, spelling.

Had 4-5 different errors in grammar, grammar, punctuation, mechanics, spelling.

Had 0-3 different errors in grammar, punctuation, mechanics, spelling.

 

 
Do you need a similar assignment done for you from scratch? We have qualified writers to help you. We assure you an A+ quality paper that is free from plagiarism. Order now for an Amazing Discount!
Use Discount Code "Newclient" for a 15% Discount!

NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.

Buy Custom Nursing Papers

Final Project Harry and Tonto (1974

 Harry and Tonto ( 1974 )
Rated R
115 min – Adventure | Comedy | Drama

Description: When his apartment building is torn down, a retired lifelong New Yorker goes on a cross country odyssey with his beloved cat Tonto.

Director: Paul Mazursky
Writers: Paul Mazursky , Josh Greenfeld
Stars: Art Carney , Ellen Burstyn , René Enríquez

You have the freedom to view this movie by any means you have at your disposal. You may want to watch it as a free Streaming video on Netflix – just sign up for a free 30 day trial of Netflix and cancel your membership before 30 days expire: http://movies.netflix.com/WiMovie/Harry_and_Tonto/60010427?sod=search-autocomplete

Note: This movie is rated R: It has strong sexual language and vulgarity. If you want to watch a different movie please contact the instructor.

Final Project Instructions

This project is intended to tie together all that you have studied during this course. Write a four to five page paper that incorporates the content of this class with the information gleaned from the movie, Harry & Tonto.

For example as you watch the movie do you see any examples of ageism, myths of aging, or examples of attitudes toward aging? If you do see examples of these concepts then write about the examples and explain the concepts.

You can write about any suggested idea about theories of aging that the movie might suggest. Basically you should review the writings of each week and then look for content from the course and explain the course content in light of the movie.

You may note the one of the outcomes of this course is, “To develop a healthy perspective on one’s own aging and one’s role in aging families and societies.” You could write your entire paper developing concepts about one’s own aging and role. There are plenty of family members and younger people in the movie that will help you craft this venue if you should choose to write from this perspective.

Write a four to five page paper, not including the cover and resource page that includes:

·         A minimum of ten concepts noted with citations from the course material and applied to the characters in the movie. Some of the topics you write about might only be implied or spoken about in the movie but not seen.

·         Citations can come from the course materials or research you have done.

·         No only should you give detail of the movie that illustrations the point you are making, but also make sure you explain the concepts from the course that you are applying to the movie.

·         The paper should have an introduction and a conclusion. Please write the paper so that it flows easily through the topics you want to discuss.

·         The paper should give a glimpse of all that you have studied during this course.

Support your statements with evidence from the required studies and your research.

 

 
Do you need a similar assignment done for you from scratch? We have qualified writers to help you. We assure you an A+ quality paper that is free from plagiarism. Order now for an Amazing Discount!
Use Discount Code "Newclient" for a 15% Discount!

NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.

Buy Custom Nursing Papers

Criminal Profiling

APA format 6th ed.

Plagiarism free

Good references

More info by handshake

4 -5 pages

 
Do you need a similar assignment done for you from scratch? We have qualified writers to help you. We assure you an A+ quality paper that is free from plagiarism. Order now for an Amazing Discount!
Use Discount Code "Newclient" for a 15% Discount!

NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.

Buy Custom Nursing Papers

writing a 3 page double-spaced summary of the attached article"Narcolepsy"

 

make sure to discuss the following

 

•             your understanding of the purpose of the research 

 

•             what the researchers found (i.e., the results of the research study) 

 

•             the broader implications or practical application of the research

 

•             any problems you see in the research study 

 

•             what the researchers might have done differently to improve their study

 

•             future research that might be conducted in this particular research area

 

 
Do you need a similar assignment done for you from scratch? We have qualified writers to help you. We assure you an A+ quality paper that is free from plagiarism. Order now for an Amazing Discount!
Use Discount Code "Newclient" for a 15% Discount!

NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.

Buy Custom Nursing Papers

PSY325 PSY325: Statistics for the Behavioral & Social Sciences (COK1431A)

Week 2 Assignment

Impact of smoking

 
Do you need a similar assignment done for you from scratch? We have qualified writers to help you. We assure you an A+ quality paper that is free from plagiarism. Order now for an Amazing Discount!
Use Discount Code "Newclient" for a 15% Discount!

NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.

Buy Custom Nursing Papers

short question essay

must be 100% original

 
Do you need a similar assignment done for you from scratch? We have qualified writers to help you. We assure you an A+ quality paper that is free from plagiarism. Order now for an Amazing Discount!
Use Discount Code "Newclient" for a 15% Discount!

NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.

Buy Custom Nursing Papers

PSYC-2009-1, DISCUSSION QUESTION REFERENCES NEEDED 2PARAGRAPHS

a description of a specific theory of personality  and identify what you consider to be its biggest limitation. Explain why you think of it as a limitation. Then, explain how social-cognitive theories address this limitation.

 
Do you need a similar assignment done for you from scratch? We have qualified writers to help you. We assure you an A+ quality paper that is free from plagiarism. Order now for an Amazing Discount!
Use Discount Code "Newclient" for a 15% Discount!

NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.

Buy Custom Nursing Papers

Hot! Psy Discussion Questions – Theories of Behavior

Discussion 1 – How Reinforcing is My Reinforcer? – Discuss in 100 – 150 words with in text citations –  In Chapter One, our author discusses a ‘general rule’ that reminds us to make sure we have a true reinforcer before spending time trying to reinforce behavior.    Please share an example that illustrates the importance of this rule.   Have you ever attempted to use a reinforcer that did not truly act as a reinforcer?   Please explain.

Discussion 2 – The Nature of Reinforcement -– Discuss in 100 – 150 words with in text citations – Reinforcement is typically thought of as a ‘good’ thing. Do you agree or disagree? Why? Can you think of a time when reinforcement can produce an undesired behavior? What is an example of this? 

Discussion 3 – Positive Reinforcement vs. Negative Reinforcement -– Discuss in 100 – 150 words with in text citations – How does positive reinforcement differ from negative reinforcement?    How are these concepts the same?   What are some examples of each?

Discussion 4 – Stimuli – Discuss in 100 – 150 words with in text citations – Determine if a stimuli is functioning as a reinforcer.

Discussion 5 – Reinforcing contingency – Discuss in 100 – 150 words with in text citations – Explain the function of a reinforcing contingency.

 

Discussion 6 – Aversive Stimuli – Discuss in 100 – 150 words with in text citations – Explain the relationship between aversive stimuli and negative reinforcement.

 
Do you need a similar assignment done for you from scratch? We have qualified writers to help you. We assure you an A+ quality paper that is free from plagiarism. Order now for an Amazing Discount!
Use Discount Code "Newclient" for a 15% Discount!

NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.

Buy Custom Nursing Papers

Week 5_Comm 102

1) Participation

 

2) Create a 1- to 2-slide Microsoft ® PowerPoint ® presentation with speaker notes that you would use to train coworkers on effective presentation techniques. 

Demonstrate the effective use of visual resources by including at least 3 images. Be sure to cite the sources for your images. 

 

Note. In creating your presentation, be sure to actively model the effective presentation tips you are teaching your audience.

Present your Effective Presentation Training. 

 

 Include the following:A description of how using presentations can help enhance the understanding of important information – Slide 5 & 6 only

  For Online Campus and Directed Study students, these are Microsoft® PowerPoint® presentations with detailed speaker notes.

 

 
Do you need a similar assignment done for you from scratch? We have qualified writers to help you. We assure you an A+ quality paper that is free from plagiarism. Order now for an Amazing Discount!
Use Discount Code "Newclient" for a 15% Discount!

NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.

Buy Custom Nursing Papers

case5

Module 5 – CaseSTRESS EFFECTS ON THE EXCRETORY AND REPRODUCTIVE SYSTEMSNote: If you have trouble viewing some of the course materials, install Quicktime and the Adobe Shockwave Player, both of which can be downloaded free from the Internet.

STOP!!! YOU MUST HAVE COMPLETED THE TUTORIALS AND VIEWED ALL LINKS ON THE MODULE 5 HOME PAGE IN ORDER TO COMPLETE THIS CASE ASSIGNMENT!!!!Case Assignment

Now that you have reviewed the anatomy and physiology of reproduction, let’s continue to investigate the influence of the stress response on human reproductive function. We will begin by investigating the interactions between hormones responsible for regulating female reproductive cycles and the stress hormones.

First read some background on stress and reproduction in the article, “Stress puts double whammy on reproductive system,” By Robert Sanders, UC Berkeley News. 15 June 2009.

Next read the review by Kalantaridou, N.S., et al. Stress and the female reproductive system. Journal of Reproductive Immunology. 2004.62:61–68, and address the following questions in paragraph format:What term is used in this article to describe the regulatory axis of the reproductive system? What is the principle regulatory hormone for this axis?What effects does the HPA axis have on the female reproductive system? What two hormones are described in this article and what are the general effects of these hormones on female reproductive organs?Which female reproductive organs normally respond to CRH? What effect does this hormone have on these organs? What is the role of this hormonal signal in regulating reproduction? Use Table 2 and do a little outside research to look up any unfamiliar terms.Recall the information that you have reviewed in previous modules about unregulated cortisol and stress hormone release on the other systems of the body. What are the implications of dysregulation of CRH and glucocorticoids for human reproduction? Describe the physiological and psychological effects that these hormones can have relative to female reproduction.Assignment Expectations

Organize this assignment by answering the questions above in four paragraphs that align with the numbering above. Answer each question using complete sentences that relate back to the question. Be sure to include a references section at the end of your assignment that lists the websites and articles used above and any additional resources you used to research your answers. Follow the format provided in the Background page.

 Stress puts double whammy on reproductive system

By Robert Sanders, Media Relations  | 15 June 2009

BERKELEY —  University of California, Berkeley, researchers have found what they think is a critical and, until now, missing piece of the puzzle about how stress causes sexual dysfunction and infertility.

Scientists know that stress boosts levels of stress hormones – glucocorticoids such as cortisol – that inhibit the body’s main sex hormone, gonadotropin releasing hormone (GnRH), and subsequently suppresses sperm count, ovulation and sexual activity.

 In the reproductive system, the brain’s hypothalamus (blue oval) produces GnRH, which stimulates the pituitary gland to produce the peripheral hormones luteinizing hormone and follicle-stimulating hormone which in turn stimulate production of testosterone and estradiol and affect sexual behavior. Stress (right) makes the adrenal gland produce glucocorticoids, which act directly on the hypothalamus to suppress GnRH production (red X). UC Berkeley researchers have now found that glucocorticoids also boost hypothalamic GnIH production (red star), which acts to reduce GnRH production as well as to directly lower pituitary secretion of sex hormones (red arrow), thereby suppressing the entire reproductive system.  (Elizabeth Kirby/UC Berkeley)

The new research shows that stress also increases brain levels of a reproductive hormone named gonadotropin-inhibitory hormone, or GnIH, discovered nine years ago in birds and known to be present in humans and other mammals. This small protein hormone, a so-called RFamide-related peptide (RFRP), puts the brakes on reproduction by directly inhibiting GnRH.

 

The common thread appears to be the glucocorticoid stress hormones, which not only suppress GnRH but boost the suppressor GnIH – a double whammy for the reproductive system.

“We know stress affects the top-tier reproductive hormone, GnRH, but we show, in fact, that stress also affects another high-level hormone, GnIH, to cause reproductive dysfunction,” said lead author Elizabeth Kirby, a graduate student at UC Berkeley’s Helen Wills Neuroscience Institute. “This work provides a new target for researchers, a new way to think about infertility and dysfunction. The more we know, the more we can look for ways to treat it.”

The results will be published the week of June 15 in the Online Early Edition of the journal Proceedings of the National Academy of Sciences (PNAS)

The conclusions are based on experiments in rats and inferences from the effects of the hormone in birds. But if this new reproductive hormone acts the same way in all mammals, researchers say the finding could not only change the way physicians look at human reproductive problems, but also affect how breeders approach animal husbandry and captive breeding programs for endangered species.

“There is a growing body of work that points to GnIH as being a big player in the inhibition of reproduction in mammals,” said co-author George Bentley, UC Berkeley assistant professor of integrative biology. “We didn’t have any hint of this stress effect nine years ago, when GnIH was first discovered.”

In humans, chronic stress can lead to a drop in sex drive as well as a drop in fertility. Even the stress of infertility treatments can block their effectiveness, as evidenced by many anecdotes about couples conceiving children after the failure of assisted reproduction.

Animal breeding also is affected by stress. Zoos, in particular, have difficulty getting some animals to reproduce in captivity, Bentley said.

Based on animal experiments, researchers attribute much of this stress effect on sexual function to an increase in glucocorticoids – stress hormones – produced by the adrenal gland. In the brain, these glucocorticoids suppress the main reproductive hormone, GnRH, which in turn causes a shut-down of the release of the gonadotropins luteinizing hormone and follicle-stimulating hormone by the pituitary, and then a suppression of testosterone, estradiol and sexual behavior.

In 2000, however, a new reproductive hormone was discovered in birds and dubbed gonadotropin-inhibitory hormone (GnIH) because it had the opposite effect of GnRH – it inhibited release of gonadotropins, thereby suppressing reproduction.

“It’s very adaptive to not be wasting resources on reproduction during times of acute stress, to just shut down reproduction for 24 hours or so until the stress is gone,” said co-author Daniela Kaufer, a UC Berkeley assistant professor of integrative biology who looks at how stress affects molecular processes in the brain. “These functions go back in evolution a long way.”

Because of the negative effects of GnIH on reproduction, Bentley, who helped establish the critical role played by GnIH in birds, teamed up with Kaufer and Kirby to explore whether stress might affect GnIH levels in the brain. The homologous hormones in mammals have been dubbed RFamide-related peptides, or RFRPs.

Kirby showed that acutely stressed rats showed increased RFRP levels for several hours, but that levels returned to normal by the next day. Chronically stressed rats, however, were left with longer-term elevations of RFRP levels in the dorsomedial hypothalamus area of the brain, and suppression of activity in the reproductive axis – the hypothalamus-pituitary-gonadal hormone cascade – that is associated with lowered sexual activity.

“With chronic stress, glucocorticoids went sky high,” Kirby said.

To determine the role of glucocorticoids, Kirby removed the adrenal glands of male rats, eliminating the source of the hormone. Without adrenals, stress no longer affected RFRP levels in the brain. The researchers also showed that the cells that produce RFRP have receptors for glucocorticoids, a clear indication that these stress hormones can directly affect the cells that produce RFRP.

“Critically, we show that RFRP neurons express the receptors for glucocorticoids, which are released from the adrenal glands in response to stress, and that removal of the adrenal glands prevents the stress-induced, up-regulation of RFRP,” Bentley said. “Thus, we believe we have identified an entirely novel pathway for stress-induced reproductive dysfunction.”

Kirby noted that adrenal hormones are critical to survival, so removing the gland and thus glucocorticoids is not a solution to chronic stress.

However, Kaufer said, it may be possible to block GnIH to reduce some of the effects of stress on reproduction.

The researchers plan to confirm the results in female rats and investigate further the role of GnIH in reproduction.

The work was supported by the National Science Foundation. Other coauthors of the PNAS paper are graduate students Anna C. Geraghty and Takayoshi Ubuka of UC Berkeley’s Department of Integrative Biology. Kaufer, Kirby and Bentley are all members of the Helen Wills Neuroscience Institute.

 Stress and the female reproductive system

S.N. Kalantaridou a , A. Makrigiannakis b , E. Zoumakis c , G.P. Chrousos c , d , ∗

a Department of Obstetrics and Gynecology, Division of Reproductive Endocrinology, University of Ioannina, School of Medicine, Panepistimiou Avenue, 45500 Ioannina, Greece
b Department of Obstetrics and Gynecology, University of Crete, School of Medicine, 7110 Heraklion, Greece c Pediatric and Reproductive Endocrinology Branch, National Institute of Child Health and Human Development, National Institutes of Health, Building 10, Room 9D42, Bethesda, MD 20892-1583, USA
d 1st Department of Pediatrics, University of Athens, School of Medicine, Athens, Greece

Received in revised form 25 September 2003; accepted 25 September 2003

Abstract

The hypothalamic–pituitary–adrenal (HPA) axis, when activated by stress, exerts an inhibitory effect on the female reproductive system. Corticotropin-releasing hormone (CRH) inhibits hypothalamic gonadotropin-releasing hormone (GnRH) secretion, and glucocorticoids inhibit pituitary luteiniz- ing hormone and ovarian estrogen and progesterone secretion. These effects are responsible for the “hypothalamic” amenorrhea of stress, which is observed in anxiety and depression, malnutrition, eating disorders and chronic excessive exercise, and the hypogonadism of the Cushing syndrome. In addition, corticotropin-releasing hormone and its receptors have been identified in most female reproductive tissues, including the ovary, uterus, and placenta. Furthermore, corticotropin-releasing hormone is secreted in peripheral inflammatory sites where it exerts inflammatory actions. Repro- ductive corticotropin-releasing hormone is regulating reproductive functions with an inflammatory component, such as ovulation, luteolysis, decidualization, implantation, and early maternal toler- ance. Placental CRH participates in the physiology of pregnancy and the onset of labor. Circulating placental CRH is responsible for the physiologic hypercortisolism of the latter half of pregnancy. Postpartum, this hypercortisolism is followed by a transient adrenal suppression, which may explain the blues/depression and increased autoimmune phenomena observed during this period.
© 2004 Elsevier Ireland Ltd. All rights reserved.

Keywords: Decidualization; Implantation; Luteolysis; Maternal tolerance; Ovulation; Parturition; Reproductive corticotropin-releasing hormone; Stress

∗ Correspondingauthor.Tel.: + 1-301-496-5800;fax: + 1-301-402-0884. E-mail address: [email protected] (G.P. Chrousos).

0165-0378/$ – see front matter © 2004 Elsevier Ireland Ltd. All rights reserved. doi:10.1016/j.jri.2003.09.004 62 S.N. Kalantaridou et al. / Journal of Reproductive Immunology 62 (2004) 61–68

1. Introduction

The hypothalamic–pituitary–adrenal (HPA) axis exerts an inhibitory effect on the female reproductive system ( Chrousos et al., 1998 ). In addition, the hypothalamic neuropeptide corticotropin-releasing hormone (CRH) and its receptors have been identified in most fe- male reproductive tissues, including the ovary, uterus, and placenta. Furthermore, CRH is secreted in peripheral inflammatory sites where it exerts strong inflammatory actions. Thus, “reproductive” CRH is a form of “tissue” CRH (CRH found in peripheral tissues), analogous to the “immune” CRH ( Chrousos, 1995 ). “Reproductive” CRH is regulating key reproductive functions with an inflammatory component, such as ovulation, luteolysis, implantation, and parturition.

2. Interactions between the hypothalamic–pituitary–adrenal axis and the female reproductive system

The hypothalamic–pituitary–adrenal axis along with the arousal and autonomic nervous systems constitute the stress system. Activation of the stress system leads to behavioral and peripheral changes that improve the ability of the organism to adjust homeostasis, and increases its chance for survival ( Chrousos and Gold, 1992 ).

The principal regulators of the HPA axis are CRH and arginine–vasopressin (AVP), both produced by parvicellular neurons of the paraventricular nucleus of the hypothalamus into the hypophyseal portal system ( Chrousos and Gold, 1992 ). CRH and AVP synergistically stimulate pituitary adrenocorticotropic hormone (ACTH) secretion and, subsequently, cor- tisol secretion by the adrenal cortex.

The female reproductive system is regulated by the hypothalamic–pituitary–ovarian axis. The principal regulator of the hypothalamic–pituitary–ovarian axis is gonadotropin-releasing hormone (GnRH), produced by neurons of the preoptic and arcuate nucleus of the hypotha- lamus into the hypophyseal portal system ( Ferin, 1996 ). GnRH stimulates pituitary follicle stimulating and luteinizing hormone secretion and, subsequently, estradiol and progesterone secretion by the ovary.

The HPA axis, when activated by stress, exerts an inhibitory effect on the female repro- ductive system ( Table 1 ). Corticotropin-releasing hormone and CRH-induced proopiome- lanocortin peptides, such as -endorphin, inhibit hypothalamic GnRH secretion ( Chen et al.,

1992 ). In addition, glucocorticoids suppress gonadal axis function at the hypothalamic, pi- tuitary and uterine level ( Sakakura et al., 1975; Rabin et al., 1990 ). Indeed, glucocorticoid

Table 1
Effect of the hypothalamic–pituitary–adrenal axis on the female reproductive system Hypothalamic–pituitary–adrenal axis

CRH -Endorphin Cortisol Effect on the female reproductive system

Inhibition of GnRH secretion
Inhibition of GnRH secretion
Inhibition of GnRH and LH secretion, inhibition of ovarian estrogen and progesterone biosynthesis, inhibition of estrogen actions S.N. Kalantaridou et al. / Journal of Reproductive Immunology 62 (2004) 61–68 63

administration significantly reduces the peak luteinizing hormone response to intravenous GnRH, suggesting an inhibitory effect of glucocorticoids on the pituitary gonadotroph ( Sakakura et al., 1975 ). Furthermore, glucocorticoids inhibit estradiol-stimulated uterine growth ( Rabin et al., 1990 ).

These effects of the HPA axis are responsible for the “hypothalamic” amenorrhea of stress, which is observed in anxiety and depression, malnutrition, eating disorders and chronic excessive exercise, and the hypogonadism of the Cushing syndrome ( Chrousos et al., 1998 ).

On the other hand, estrogen directly stimulates the CRH gene promoter and the central noradrenergic system ( Vamvakopoulos and Chrousos, 1993 ), which may explain women’s mood cycles and manifestations of autoimmune/allergic and inflammatory diseases that follow estradiol fluctuations. Indeed, suicide attempts and allergic bronchial asthma attacks significantly increase when the plasma estradiol level reaches its lowest level, i.e. during the late luteal and early follicular phases of the menstrual cycle ( Fourestie et al., 1986; Skobeloff et al., 1996 ).

3. “Reproductive” corticotropin-releasing hormone

CRH and its receptors have been identified in several female reproductive organs, in- cluding the ovaries, the endometrial glands, decidualized endometrial stroma, placental tro- phoblast, syncytiotrophoblast and decidua ( Mastorakos et al., 1994, 1996; Makrigiannakis et al., 1995a; Grino et al., 1987; Clifton et al., 1998; Frim et al., 1988; Petraglia et al., 1992; Jones et al., 1989; Grammatopoulos and Chrousos, 2002 ). “Reproductive” CRH partici- pates in various reproductive functions with an “aseptic” inflammatory component, such as ovulation, luteolysis, implantation and parturition ( Table 2 ).

Ovarian CRH is primarily found in the theca and stroma and also in the cytoplasm of the ovum ( Mastorakos et al., 1993, 1994 ). Corticotropin-releasing hormone type 1 (CRHR-1)

Table 2
Reproductive corticotropin-releasing hormone, potential physiologic roles and potential pathogenic effects Reproductive CRH Ovarian CRH

Uterine CRH

Placental CRH Potential physiologic roles

Follicular maturation Ovulation
Luteolysis
Suppression of female sex steroid production

Decidualization Blastocyst implantation Early maternal tolerance

Labor
Maternal hypercortisolism Fetoplacental circulation Fetal adrenal steroidogenesis Potential pathogenic effects

Premature ovarian failure ( ↑ secretion) Anovulation ( ↓ secretion)
Corpus luteum dysfunction ( ↓ secretion) Ovarian dysfunction ( ↓ secretion)

Infertility ( ↓ secretion)
Recurrent spontaneous abortion ( ↓ secretion)

Premature labor ( ↑ secretion)
Delayed labor ( ↓ secretion)
Preeclampsia and eclampsia ( ↑ secretion) 64 S.N. Kalantaridou et al. / Journal of Reproductive Immunology 62 (2004) 61–68

receptors (similar to those of the anterior pituitary) are also detected in the ovarian stroma and theca and in the cumulus oophorus of the graafian follicle. In vitro experiments have shown that CRH exerts an inhibitory effect on ovarian steroidogenesis in a dose-dependent, interleukin (IL)-1-mediated manner ( Calogero et al., 1996; Ghizzoni et al., 1997 ). This finding suggests that ovarian CRH has anti-reproductive actions that might be related to the earlier ovarian failure observed in women exposed to high psychosocial stress ( Bromberger et al., 1997 ). Interestingly, CRH and its receptors have also been identified in Leydig cells of the testis, where CRH exerts inhibitory actions on testosterone biosynthesis ( Fabri et al., 1990 ).

There is no detectable CRH in oocytes of primordial follicles in human ovaries, whereas there is abundant expression of the CRH and CRHR-1 genes in mature follicles, suggesting that CRH may play auto/paracrine roles in follicular maturation ( Mastorakos et al., 1993, 1994; Asakura et al., 1997 ). However, polycystic ovaries present diminished amounts of CRH immunoreactivity, suggesting that decreased ovarian CRH might be related to the anovulation of polycystic ovarian syndrome ( Mastorakos et al., 1994 ). Finally, the concen- tration of CRH is higher in the premenopausal than the postmenopausal ovaries, indicating that ovarian CRH may be related to normal ovarian function during the reproductive life span ( Zoumakis et al., 2001 ).

The human endometrium also contains CRH ( Mastorakos et al., 1996; Makrigiannakis et al., 1995a ). Epithelial cells are the main source of endometrial CRH, while stroma does not express it, unless it differentiates to decidua ( Mastorakos et al., 1996 ; Makrigiannakis et al., 1995a,b ; Ferrari et al., 1995 ). In addition, CRH receptors type 1 are present in both epithelial and stroma cells of human endometrium ( Di Blasio et al., 1997 ) and in human myometrium ( Hillhouse et al., 1993 ), suggesting a local effect of endometrial CRH. Estro- gens and glucocorticoids inhibit and prostaglandin E 2 stimulates the promoter of human CRH gene in transfected human endometrial cells, suggesting that the endometrial CRH gene is under the control of these agents ( Makrigiannakis et al., 1996 ). The endometrial glands are full of CRH during both the proliferative and the secretory phases of the cycle ( Mastorakos et al., 1996; Makrigiannakis et al., 1995a ). However, the concentration of CRH is significantly higher in the secretory phase, associating endometrial CRH with intrauter- ine phenomena of the secretory phase of the menstrual cycle, such as decidualization and implantation ( Zoumakis et al., 2001 ).

Early in pregnancy, the implantation sites in rat endometrium contain 3.5-fold higher concentrations of CRH compared to the interimplantation regions ( Makrigiannakis et al., 1995b ). Furthermore, human trophoblast and decidualized endometrial cells express Fas ligand (FasL), a pro-apoptotic molecule. These findings suggest that intrauterine CRH may participate in blastocyst implantation, while FasL may assist with maternal immune tolerance to the semi-allograft embryo. A nonpeptidic CRH receptor type 1-specific an- tagonist (antalarmin) decreased the expression of FasL by human trophoblasts, suggesting that CRH regulates the pro-apoptotic potential of these cells in an auto/paracrine fash- ion ( Makrigiannakis et al., 2001 ). Invasive trophoblasts promoted apoptosis of activated Fas-expressing human T-lymphocytes, an effect potentiated by CRH and inhibited by CRH antagonist. In support of these findings, female rats treated with the CRH antag- onist in the first 6 days of gestation had a dose-dependent decrease of endometrial im- plantation sites and markedly diminished endometrial FasL expression ( Makrigiannakis S.N. Kalantaridou et al. / Journal of Reproductive Immunology 62 (2004) 61–68 65

et al., 2001 ). Thus, locally produced CRH promotes implantation and maintenance of early pregnancy.

The human placenta contains CRH as well. Placental CRH is produced in syncytiotro- phoblast cells, in placental decidua and fetal membranes ( Riley et al., 1991; Jones et al., 1989 ). Placental CRH expression increases as much as 100 times during the last 6–8 weeks of pregnancy ( Frim et al., 1988 ). The biologic activity of CRH in maternal plasma is at- tenuated by the presence of a circulating CRH binding protein (CRH-BP), produced by the liver and placenta ( Challis et al., 1995; Linton et al., 1993 ). Nevertheless, CRH-BP concentrations decrease during the last 6 weeks of pregnancy, leading to elevations of free CRH ( Challis et al., 1995; Linton et al., 1993 ). Thus, placental CRH is responsible for the hypercortisolism observed during the latter half of pregnancy. This hypercortisolism is followed by a transient suppression of hypothalamic CRH secretion in the postpartum period, which may explain the blues/depression and autoimmune phenomena seen during this period ( Chrousos et al., 1998; Magiakou et al., 1996; Elenkov et al., 2001 ).

Placental CRH induces dilation of uterine and fetal placental vessels through nitric oxide synthetase activation, and stimulation of smooth muscle contractions through prostaglandin F 2alpha and E 2 production by fetal membranes and placental decidua ( Chrousos, 1999; Grammatopoulos and Hillhouse, 1999 ). Placental CRH secretion is stimulated by glucocor- ticoids, inflammatory cytokines, and anoxic conditions, including the stress of preeclampsia or eclampsia ( Chrousos et al., 1998; Robinson et al., 1988; Goland et al., 1995 ), whereas it is repressed by estrogens ( Ni et al., 2002 ).

CRH may be the placental clock triggering the onset of parturition ( McLean et al., 1995; Challis et al., 2000; Majzoub and Karalis, 1999 ). Of note, experimental data have shown that CRH receptor type 1 antagonism in the sheep fetus, using antalarmin, can delay the onset of parturition ( Cheng-Chan et al., 1998 ).

4. Conclusions

The HPA axis exerts an inhibitory effect on the female reproductive system. CRH inhibits hypothalamic GnRH secretion, whereas glucocorticoids suppress pituitary LH and ovarian estrogen and progesterone secretion and render target tissues resistant to estradiol ( Chrousos et al., 1998 ). The HPA axis is responsible for the “hypothalamic” amenorrhea of stress, which is observed in anxiety and depression, malnutrition, eating disorders and chronic excessive exercise, and the hypogonadism of the Cushing syndrome ( Chrousos et al., 1998 ).

In addition, CRH and its receptors have been identified in female reproductive organs, including the ovaries, the endometrium and the placenta. “Reproductive” CRH partici- pates in various reproductive functions with an inflammatory component ( Chrousos et al., 1998 ). Ovarian CRH participates in the regulation of steroidogenesis, follicular maturation, ovulation and luteolysis. Endometrial CRH participates in the decidualization, blastocyst implantation, and early maternal tolerance. Placental CRH, which is secreted mostly during the latter half of pregnancy, may be responsible for the onset of labor and the physiologic hy- percortisolism seen during this period. This hypercorticolism causes a transient postpartum adrenal suppression, which may explain the blues/depression and autoimmune phenomena of the postpartum period ( Magiakou et al., 1996; Elenkov et al., 2001 ). 66 S.N. Kalantaridou et al. / Journal of Reproductive Immunology 62 (2004) 61–68

References

Asakura, H., Zwain, I.H., Yen, S.S.C., 1997. Expression of genes encoding corticotropin-releasing factor (CRF), type 1 CRF receptor, and CRF-binding protein and localization of the gene products in the human ovary. J. Clin. Endocrinol. Metab. 82, 2720–2725.

Bromberger, J.T., Matthews, K.A., Kuller, L.H., Wing, R.R., Meilahn, E.N., Plantinga, P., 1997. Prospective study of the determinants of age at menopause. Am. J. Epidemiol. 145, 124–133.

Calogero, A.E., Burrello, N., Negri-Cesi, P., Papale, L., Palumbo, M.A., Cianci, A., Sanfilippo, S., D’Agata, R., 1996. Effects of corticotropin-releasing hormone on ovarian estrogen production in vitro. Endocrinology 137, 4161–4166.

Challis, J.R., Matthews, S.G., Van Meir, C., Ramirez, M.M., 1995. Current topic: the placental corticotropin-releasing hormone-adrenocorticotrophin axis. Placenta 16, 481–502.

Challis, J.R.G., Matthews, S.G., Gibb, W., Lye, S.J., 2000. Endocrine and paracrine regulation of birth at term and preterm. Endocr. Rev. 21, 514–550.

Chen, M.D., O’Byrne, K.T., Chiappini, S.E., Hotchkiss, J., Knobil, E., 1992. Hypoglycemic “stress” and gonadotropin-releasing hormone pulse generator activity in the rhesus monkey: role of the ovary. Neuroen- docrinology 56, 666–673.

Cheng-Chan, E., Falconer, J., Madsen, G., Rice, K.C., Webster, E.L., Chrousos, G.P., Smith, R., 1998. A corticotropin-releasing hormone type 1 receptor antagonist delays parturition in sheep. Endocrinology 139, 3357–3360.

Chrousos, G.P., Gold, P.W., 1992. The concepts of stress and stress system disorders. Overview of physical and behavioral homeostasis. JAMA 267, 1244–1252.

Chrousos, G.P., 1995. The hypothalamic–pituitary–adrenal axis and immune-mediated inflammation. N. Engl. J. Med. 332, 1351–1362.

Chrousos, G.P., Torpy, D.J., Gold, P.W., 1998. Interactions between the hypothalamic–pituitary–adrenal axis and the female reproductive system: clinical implications. Ann. Intern. Med. 129, 229–240.

Chrousos, G.P., 1999. Reproductive placental corticotropin-releasing hormone and its clinical implications. Am. J. Obstet. Gynecol. 180 (Suppl), 249–250.

Clifton, V.L., Telfer, J.F., Thompson, A.J., Cameron, I.T., Teoh, T.G., Lye, S.J., Challis, J.R., 1998. Corticotropin-releasing hormone and proopiomelanocortin-derived peptides are present in human my- ometrium. J. Clin. Endocrinol. Metab. 83, 3716–3721.

Di Blasio, A.M., Giraldi, F.P., Vigano, P., Petraglia, F., Vignali, M., Cavagnini, F., 1997. Expression of corticotropin-releasing hormone and its R1 receptor in human endometrial stromal cells. J. Clin. Endocrinol. Metab. 82, 1594–1597.

Elenkov, I.J., Wilder, R.L., Bakalov, V.K., Link, A.A., Dimitrov, M.A., Fisher, S., Crane, M., Kanik, K.S., Chrousos, G.P., 2001. Interleukin 12, tumor necrosis factor-alpha and hormonal changes during late pregnancy and early postpartum: implications for autoimmune disease activity during these times. J. Clin. Endocrinol. Metab. 86, 4933–4938.

Fabri, A., Tinajero, J.C., Dufau, M.L., 1990. Corticotropin-releasing factor is produced by rat Leydig cells and has a major local antireproductive role in the testis. Endocrinology 127, 1541–1543.

Ferin, M., 1996. The menstrual cycle: an integrative view. In: Adashi, E.Y., Rock, J.A., Rosenwaks, Z. (Eds.), Reproductive Endocrinology, Surgery, and Technology, vol. 1. Lippincott-Raven, Philadelphia, PA, pp. 103–121.

Ferrari, A., Petraglia, F., Gurpide, E., 1995. Corticotropin-releasing factor decidualizes human endometrial stromal cells in vitro. Interaction with progestin. J. Steroid Biochem. Mol. Biol. 54, 251–255.

Fourestie, V., de Lignieres, B., Roudot-Thoraval, F., Fulli-Lemaire, I., Cremiter, D., Nahoul, K., Fournier, S., Lejonc, J.L., 1986. Suicide attempts in hypo-estrogenic phases of the menstrual cycle. Lancet 2, 1357– 1360.

Frim, D.M., Emanuel, R.L., Robinson, B.G., Smas, C.M., Adler, G.K., Majzoub, J.A., 1988. Characterization and gestational regulation of corticotropin-releasing hormone messenger RNA in human placenta. J. Clin. Invest. 82, 287–292.

Ghizzoni, L., Mastorakos, G., Vottero, A., Barreca, A., Furlini, M., Cesarone, A., Ferrari, B., Chrousos, G.P., Bernasconi, S., 1997. Corticotropin-releasing hormone (CRH) inhibits steroid biosynthesis by cultured hu- S.N. Kalantaridou et al. / Journal of Reproductive Immunology 62 (2004) 61–68 67

man granulosa-lutein cells in a CRH and interleukin-1 receptor mediated fashion. Endocrinology 138, 4806–

4811.
Goland, R.S., Conwell, I.M., Jozak, S., 1995. The effect of preeclampsia on human placental corticotropin-releasing

hormone content and processing. Placenta 16, 375–382.
Grammatopoulos, D.K., Hillhouse, E.W., 1999. Role of corticotropin-releasing hormone in onset of labour. Lancet

354, 1546–1549.
Grammatopoulos, D., Chrousos, G.P., 2002. Structural and signaling diversity of corticotropin-releasing hormone

(CRH) and related peptides and their receptors: potential clinical applications of CRH receptor antagonists.

Trends Endocrinol. Metab. 13, 436–444.
Grino, M., Chrousos, G.P., Margioris, A.N., 1987. The corticotropin releasing hormone gene is expressed in human

placenta. Biochem. Biophys. Res. Commun. 148, 1208–1214.
Hillhouse, E.W., Grammatopoulos, D., Milton, N.G., Quartero, H.W., 1993. The identification of a human myome-

trial corticotropin-releasing hormone receptor that increases in affinity during pregnancy. J. Clin. Endocrinol.

Metab. 76, 736–741.
Jones, S.A., Brooks, A.N., Challis, J.R., 1989. Steroids modulate corticotropin-releasing hormone production in

human fetal membranes and placenta. J. Clin. Endocrinol. Metab. 68, 825–830.
Linton, E.A., Perkins, A.V., Woods, R.J., Eben, F., Wolfe, C.D., Behan, D.P., Potter, E., Vale, W.W., Lowry, P.J.,

1993. Corticotropin releasing hormone-binding protein (CRH-BP): plasma levels during the third trimester of

normal human pregnancy. J. Clin. Endocrinol. Metab. 76, 260–262.
Magiakou, M.A., Mastorakos, G., Rabin, D., Dubbert, B., Gold, P.W., Chrousos, G.P., 1996. Hypotha-

lamic corticotropin releasing hormone suppression during the postpartum period: implications for the increase of psychiatric manifestations during this time. J. Clin. Endocrinol. Metab. 81, 1912– 1917.

Majzoub, J.A., Karalis, K.P., 1999. Placental corticotropin-releasing hormone: function and regulation. Am. J. Obstet. Gynecol. 180 (Suppl), 242–246.

Makrigiannakis, A., Zoumakis, E., Margioris, A.N., Theodoropoulos, P., Stournaras, C., Gravanis, A., 1995a. The corticotropin-releasing hormone in normal and tumoral epithelial cells of human endometrium. J. Clin. Endocrinol. Metab. 80, 185–193.

Makrigiannakis, A., Margioris, A.N., Le Goascogne, C., Zoumakis, E., Nikas, G., Stournaras, C., Psychoyos, A., Gravanis, A., 1995b. Corticotropin-releasing hormone (CRH) is expressed at the implantation sites of early pregnant rat uterus. Life Sci. 57, 1869–1875.

Makrigiannakis, A., Zoumakis, E., Margioris, A.N., Stournaras, C., Chrousos, G.P., Gravanis, A., 1996. Regulation of the promoter of the human corticotropin-releasing hormone gene in transfected human endometrial cells. Ne

 
Do you need a similar assignment done for you from scratch? We have qualified writers to help you. We assure you an A+ quality paper that is free from plagiarism. Order now for an Amazing Discount!
Use Discount Code "Newclient" for a 15% Discount!

NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.

Buy Custom Nursing Papers