Belonging Essay

Response A sense of belonging can be found in many different places. But for one to belong to self, group or place one must fully understand one’s past. Peter Skrzynecki’s â€Å"10 Mary Street† and â€Å"Migrant Hostel† are two poems that explore his past, showing his attitudes and his quest to belong. Another text that explores this author’s past is John J. Encarnacao’s short story â€Å"Coming of Age in Australia†. These texts all explore relationships and feelings of cultural isolation. Relationships can be found in all 3 texts. Whether they are in the past or the present, they still form a basis to belong. Skrzynecki’s poem â€Å"Migrant Hostel† depicts the ? rst place that Skrzynecki arrives in Australia. From the beginning, it can been seen that Skrzynecki belongs to a forever changing group, a group of migrants held in a hostel where â€Å"No one kept count – Off all the comings and goings. † These opening lines give a sense of insecurity and instability. However, the â€Å"Arrival of newcomers†, shows the positive side of the migrant group, all embracing each other, and belonging to each other. With out this experience, however negative it may seem, Skrzynecki would not have been able to retell this story, his story, and ? d the places, or groups that he belongs to today. Another poem of Skrzynecki’s that explores relationships is â€Å"10 Mary Street†. Throughout this poem, the reader watches young Skrzynecki grow up and develop. In the beginning of the poem, Skrzynecki is naive to the world around him, â€Å"For nineteen years we departed each morning – Shut the house – Like a well-oiled lock†. He is placed into a routine. He does not know his own way, only to do as he is told. This poem explores the lack of a relationship, this lack that could shape one and possibly damage one’s self. My Parents watered plants – grew potatoes and rows of sweet corn: Tended roses and camellias – Like adopted children†. Skrzynecki feels unloved, like his parents care more for their plants than for their child. Without this relationship of work between parents and child, it would not have developed Skrzynecki personality into the one it is today. A similar type of relationship is shown in Encarnacao’s â€Å"Coming of Age in Australia†. Encarnacao is lost in Australia, his new country, â⠂¬Å"It has taken me 36 years, six kids, a divorce and a dozen jobs to come of age in Australia†. He feels secluded as a child. THe only way that he felt he could belong was to ? ght, â€Å"Fighting was a part of life†, â€Å"you had to ? ght – and win. It was the only way of gaining respect. † Encarnacao was lost, unloved, and didn’t belong. For him to belong in today’s society, â€Å"An Australian will still call me dago – but most of the time, it is over a friendly beer†. He had to ? ght his way through the harm, and become immune to the torment to become a man in Australia. Like every person in the world, Skrzynecki and Encarnacao made judgements, some good and some bad, and some that isolated them from other parts of their new culture. This judgements can be what what shapes a person, the can make a child into a man. Encarnacao’s wrong judgement to ? ght may have helped him develop a sense of belonging to a darker side of the world, but without it he would not have become the man he is today. This can be found in Encarnacao’s â€Å"Coming of Age in Australia†. Encarnacao now understands that what he did, help build the society of today, â€Å"I was not to know that Australia was growing up along with me†. Skrzynecki was faced with similar problems in his childhood. In â€Å"Migrant Hostel† Skrzynecki is in captivity, belonging to a group of so called outsiders. He had only found hope on the darkest of places, â€Å"Needing its sanctions to pass in and out of lives – That had only begun – or were dying†. He thought his only way out was death. Similarly, in â€Å"10 Mary Street† Skrzynecki thinks he ? nds his place of belonging, to belong to Australia, â€Å"We became citizens of the soil – That was feeding us Inheritors of a key – That’ll open no house – When this on is pulled down. † but he has lost his pre-war identity and does not feel like he belongs to Australia. With the bene? t of their current lives, both Skrzynecki and Encarnacao now know that their possible bad judgements, that caused them pain, have helped them to ? nd a sense of belonging today. Skrzynecki and Encarnacao tell their past, a past of exclusion and pain. But without them understanding their past, they would not have been able to ? nd their place or group of belonging that they are a part of today. This is re? ected in Skrzynecki’s â€Å"Immigrant Chronicle† and Encarnacao’s short story â€Å"Coming of Age in Australia†.

Franz Schubert

It was Franz Peter Schubert, who said to a friend â€Å"I have come into the world for no other purpose but to compose†. For someone to be so certain, focused and dedicated at such a young age with extraordinary talent and promise, finding out more about Schubert’s life and astonishing music was a must for me. Franz Peter Schubert was bone in Vienna, on January 31, 1797 to his father, Franz Theodor Schubert and his mother, Elisabeth Vietz.Because Schubert father was a schoolmaster, he began receiving lessons from his father at an early age, as early as age five. A year later Schubert was enrolled in his farther school and taking lessons not only from his farther but also piano lessons from his brother Ignaz. Schubert was very talented and gifted, there were times when his instructor would try to teach him new things which he already had knowledge of. It was at age eleven when Schubert became a choirboy in the court chapel and won a scholarship to the Imperial Seminary.I t was at the Imperial Seminary that Schubert was introduced to the symphonies of Mozart and visits to the opera that strengthen his musical knowledge. At an early age Schubert played the viola and also wrote many of his early string quartets in the family string quartet, with his brothers Ferdinan and Ignaz on violin and his father on the cello. Schubert composed many masterpieces in his late teens while teaching at his father’s school. While teaching Schubert also continued private lessons in composition from Salieri which had a huge impact on Schubert’s musical training than any of his other teachers.By the time Schubert was eighteen he composed 143 songs including The Erlking, which grabbed my attention. The Erlking is rich with emotions and has a physically powerful dialogue. When listening to The Erlking you can visualize the movement and passion so well that it gives you chills. Schubert’s Erlking is one of the earliest and finest examples of musical roman ticism. In Schubert’s Erlking, there is the narrator, father, son, and the Erlking, which is all song by one person. Because the Erlking s done by one person, that one singer is to deliver each character in its fitting tone. The frighten child is song in a high register in minor, while the father is sung in a low register that distinguishes with the high pitched of the son cries, and the Erlking has modest melodies in major keys. The Goethe’s ballad tells a story of a father riding on a horseback through a storm with his ailing child in his arms, as the child is being followed by the Erlking which denotes death.At the very beginning of the Erlking, the piano begins with rapid octaves. It is said that the triplet rhythm unifies the occurrence of the song and suggests that it represent the horse’s dash. The narrator then paints the perfect picture so that you are able to perceive this wild late ride as the farther holds his unwell son so tight and closely to him. As the Goethe ballad continues the son cries out to his father, my father in a forte tone to inform him of the Erlking and his presents.The father, who uses a lower register tone, try to consol the boy and keep him calm by suggesting that the Erlking is a streak of mist and the whispering promises from the Erlking was only wind rustling in the dead leaves. After the son cried out for the last time to his father even louder than before, â€Å"My father, my father, now he is taking hold of me! The Erlking has hurt me! † The piano stops and the father reach the courtyard weary and anxious with his child dead in his arms. It was on You Tube where I first had the pleasure of seeing and not only hearing the performance of The Erlking.Jessye Mae Norman the soprano Opera singer performed The Erlking. Jessye Norman was born in Augusta, Georgia on September 15, 1945 to Silas Norman an insurance salesman, and Janie King Norman. Norman is one of the most admired contemporary opera singer s and recitalists, and is one of the highest paid performers in classical music. Jessye Norman is also known for the direct and emotionally expressive qualities of her singing and for her formidable intellectual understanding of the music and its style.During the performance of The Erlking, Jessye Norman gave great passion thought the recital with her body movement and facial expressions. The distinctions between the narrator, son and father were very obvious and the tones were delivered well. In a New York Times article, Norman explained to John Gruen, â€Å"As for my voice, it cannot be categorized and I like it that way, because I sing things that would be considered in the dramatic, mezzo or spinto range. I like so many different kinds of music that I’ve never allowed myself the limitations of one particular range. Although Norman decides not to label her voice, there are some vocal critics that feel that she is not a dramatic soprano, but deem her to be more of a rare s oprano voice type known as a Falcon. The Falcon voice is an intermediate voice types between the soprano and the mezzo soprano that is similar to the dramatic soprano but with a darker color. Norman, nevertheless, refuses to position any label on her voice. Although Franz Schubert died at such a young age he was able to write over 600 songs, he composed symphonies, string quartets, operas, art song and piano pieces as well.Schubert was recognized to be more than a great song composer only after forty years after his death when the Unfinished Symphony was performed. It was in 1828 when Franz Schubert die, he was only thirty one years old. The cause of his death was said to be typhoid fever, which is a worldwide illness, transmitted by the ingestion of food or water contaminated with the feces of an infected person that contains the bacterium salmonella enterica. Later it was said that Schubert’s cause of death was syphilis.To recognize Schubert a memorial was built in Viennaâ €™s Stadtpartk to honor and always remember his greatness. Schubert’s grave was move to Zentralfriedhof the largest and most famous cemetery in Vienna, where it is now near Beethoven whom he admired deeply.REFERENCEhttp://www. charlierose. com/view/interview/10121http://www. classicalarchives. com/composer/3308. htmlhttp://www. youtube. com/watch? v=Iz5TV8LWbrohttp://www. bach-cantatas. com/Bio/Norman-Jessye. htm Franz Schubert Franz Schubert (1797-1828), the earliest master of the romantic art song, was unlike any great composer before him: he never held an official musical position and was neither a conductor nor a virtuoso; his income came entirely form composition. â€Å"I have come into the world for no other purpose than to compose,† he said. The full measure of his genius was recognized only years after his tragically early death. Schubert was born in Vienna, the son of a schoolmaster. Even as a child he had astounding musical gifts. If I wanted to instruct him in anything new,† recalled his amazed teacher, â€Å"he knew it already. † At eleven, he became a choirboy in the court chapel and won a scholarship to the Imperial Seminary. Schubert managed to compose an extraordinary number of masterpieces in his late teens while teaching at this father's school, a job he hated. His love of poetry led him to the art song; he composed his first great song Gretchen am Spinnrade (Gretchen a t the Spinning Wheel), when he was seventeen, and the next year he composed 143 songs , including The Erlking.When he was nineteen, Schubert's productivity rose to a peak; he composed 179 works, including two symphonies, an opera, and a mass. At twenty-one, he gave up teaching school to devote himself to music. He associated with a group of Viennese poets and artist who led a bohemian existence; often, he lived with friends because he had no money to rent a room of his own. Working incredibly fast, from seven in the morning until early afternoon, he turned out one piece after another.He spent his afternoons in cafes and many of his evenings at â€Å"Schubertiads,† parties where performances in the homes of Vienna's cultivated middle class; unlike Beethoven, he did not mingle with the aristocracy. The publication and performance of his songs brought him some recognition, but his two most important symphonies–the Unfinished and the Great C Major–were not performed in public during his lifetime. Schubert died in 1828, age thirty-one. His reputation was mainly that of a fine song composer, until the Unfinished Symphony was performed nearly forty ears later and the world could recognize his comprehensive greatness. Schubert's Music Along with over 600 songs, Schubert composed symphonies, string quartets and other chamber music, sonatas and short pieces for the piano, masses, and operas. The songs embrace an enormous variety of moods and types; their melodies range from simple, folk like tunes to complex lines that suggest impassioned speech, and their piano accompaniments are equally rich and evocative. Schubert's imaginative harmonies and dissonances provide some of the most poetic moments in music.The spirit of song pervades his instrumental music, too, and his longer works often include variation movements based on his own songs; his famous Trout Quintet in A Major (1819) is an example. Many of the symphonies and chamber works have long, lyr ical melodies, and a number of them–especially the Unfinished Symphony (1822) and the Great C Major symphony (1825-1826)–are comparable in power and emotional intensity to Beethoven's. The Unfinished was written six years before Schubert's death; no one knows why it has only two (rather than four) movements. The Great C Major was discovered ten years after his death by Robert Schumann.

A history of the orchestra and the development of the symphony Essay

A history of the orchestra and the development of the symphony - Essay Example For the music lovers, the orchestra has become one of the most noted sources of enjoyment. An orchestra is a musical ensemble used most often in classical music. Even if the orchestra is classical, this has transcends the passage of time for until now, people are still enjoying the orchestra.The word orchestra originally signified the section in ancient Greek theaters between the stage and the audience that was used by dancers and instrumentalists, between the stage and the audience that was used by dancers and instrumentalists. Orchestra can also refer to various specialized ensembles, such as a balalaika orchestra, a jazz orchestra, or a gamelan (Indonesian tuned-percussion orchestra). In a modern theater the part of the auditorium reserved for musicians is called the orchestra pit, and the term orchestra often also designates the part of the ground floor used for audience seating.Opera and ballet orchestras share with symphony orchestras on the size and structure but they differ i n their ancestry and function. The symphony orchestra performs symphonies, concerti, and other concert music and is normally placed on a stage. Opera and ballet orchestras are part of theatrical performances and are seated in the orchestra pit of a theater. Orchestra can be classified into two, with which the basis of classification is the number of staff and/or musicians. A full size orchestra, also known as the "symphony orchestra" or "philharmonic orchestra usually have over eighty musicians on its staff, in some cases over a hundred, but the number of musicians used in a performance varies according to the work being played. A leading chamber orchestra, on the other hand, might have forty or fifty members; some are much smaller than that (http://en.wikipedia.org/wiki/Orchestra, 2006). Meanwhile there are also different sections in an orchestra. The string section, which forms the backbone of orchestral sound, is divided into four parts, much like a vocal choir: first violins, second violins, violas, and cellos and double basses. The woodwind and brass sections, unlike the strings, normally have only one player per part. Until the late 19th century, the woodwind section consisted of two oboes, two flutes, two bassoons, and two clarinets; the two members of each pair played different musical parts. By the late 19th century three of each instrument was common, with the third player sometimes switching to a related instrument. The brass section typically consists of two trumpets, four horns, three trombones, and a tuba. These are sometimes augmented by other brass instruments, such as the bass trombone or the Wagner tuba designed by the German composer Richard Wagner and used in his scores. The percussion section employs one or. The basic percussion group consists of a pair of timpani, a side drum, a bass drum, cymbals, and a triangle (http://www.mti.dmu.ac.uk/ahugill/manual/intro.html, 2006). History of Orchestra Orchestral playing started in Italy and Germany on 15th and 16th centuries when the households of nobles had musicians to provide music for dancing and the court, however with the emergence of the theatre, particularly opera, in the early 17th century, music was increasingly written for groups of players in combination. Dresden, Munich and Hamburg successively built opera houses. When the 17th century came, opera flourished in England under Henry Purcell, and in France under Lully, who with the collaboration of Molire also greatly raised the status of the entertainments known as ballets, interspersed with instrumental and vocal music (http://en.wikipedia.org/wiki/Orchestra, 2006). As nobility began to build retreats from towns, they began to hire standing bodies of musicians. Composers such as the young Joseph Haydn then fixed body of instrumentalists to work with. At the

Hagar Currie Shipley Essay Example | Topics and Well Written Essays - 750 words

Hagar Currie Shipley - Essay Example She does manage, however, to marry the exciting, thrilling and rebellious part of the human spirit to the hard-working, achieving and socially acceptable side finally, in her grandchildren. Through all of this, Laurence makes Hagar an unforgettable character because we learn through the book she is a real person with wants and needs and dreams. As the reader learns, Hagar Shipley's dreams were so simple, she didn't even know what they were until it was almost too late. At three crucial points in the book, Hagar speaks about the things she wants. The first time is a bluff. When Hagar returns from two years at school "down East," she confronts her father about what she plans to do. "I want to teach. I can get the South Wachakwa school," she defiantly tells him (p. 43). But it is as though she expects a conflict, and is even looking forward to one. She knew that her father was just like her -- very stubborn and blunt -- and she goes in to the confrontation with full knowledge of his response. What it appears that Hagar wants is not to teach, but some affection from her father, or even just some sign that he is capable of affection. The only time Hagar ever saw him express anything resembling an emotion was when she hid in the chokecherry bush at the cemetery as he and No-Name Lottie Drieser's mother apparently terminate an affair (or attempted affair) after the death of her husband. During the confrontation with her father, he reaches an even higher level of rage, which he takes out on the newel post, the knobby carving at the top of the wooden stair railing. He wrings the neck beneath the head-like newel post like the neck of a person. When he expresses, however briefly, that he needs her around, he grips her hand so tightly, it hurts. Instead of recognizing their need for each other, and for the simple expression of affection that is natural for a father and daughter, the encounter ends badly. Hagar pulls away as though she had just touched a hot stove. She has gotten what she wanted: a sign that she is important to him, but in all her pride, cannot go after him when he goes outside. In this she is just like him; they are both proud in destructive ways. This first simple dream, to be loved by one's parent, remains out of her reach because Hagar lets it remain there. At this point in the book, three years pass quickly. Hagar has done what her father wanted, ex cept she rejects all his suitors. In short order, she meets Brampton Shipley and embarks on an ill-advised marriage that flouts everything she was raised to believe. The next time Hagar speaks of a dream, it is many years later when she has returned to the Shipley home while her estranged husband Bram is dying. She insists that what she wants is for her younger son John to be happy. By this point, Hagar has identified John as the true heir of her father, rejecting her hard-working but plain older son Marvin. She has refused, all these years, to see that John is like Bram, and John is the one who must tell her. She had a clue many years before when she gave John her father's clan pin and he just sticks it in his pocket. John later trades the pin for a worthless knife, which ultimately is worth only a pack of cigarettes. The sightless stone angel cannot be expected to see clearly, but the relentlessly prideful Hagar just refuses to. " 'You always bet on the wrong horse,' John said gently. 'Marv was your

Research Proposal Example | Topics and Well Written Essays - 2500 words

Research Proposal Example In democratic countries, the media is allowed the freedom to propagate news without undue influence from the government and the political class. In such nations, the media are free to air and communicate any information to the general public, although they have to follow regulatory rules set by the communications commission’s in their respective jurisdictions. In dictatorial societies, the freedom of mass media is limited, and the political class manipulates what is selected and produced by the media. Such nations are viewed as politically and democratically immature. Citizens who are subjects to repressive governments receive partial information as the government determines the content of every news release. It is widely acknowledged that the news has a momentous impact on the lives of citizens. The numerous parties involved in the news making should be viewed as stakeholders, who have every sort of interests in dynamically determining what the media’s impact on people ’s lives will be. ... This means, there is no clear distinction on who is responsible and who dominates who since the media is so influential that it set a whole nation’s agenda. The media are also powerful in centering masses’ attention on principal issues and assuming others, as well as influencing personal behavior. The cultural selection theory on media holds that any choice of the message has a profound effect on societal members (Fog, 199). In the contemporary world, the media is operating in a free and a competitive market, and are said to have no power whatsoever. Instead, it is the consumers of news, news managers, sponsors and sources who are now setting the newsmakers’ agenda. 1.3 Rationale and purpose of the study Who should select news? When limited resources have to be allocated; and fair and realistic procedures are not readily available, who should apportion such resources becomes a pertinent concern. As a result, it is right to ask who ought to be accountable for the selection and production of news. The news may be too pertinent to leave to journalists alone. Gans (2004) asserts that journalists have always insisted on retaining the sole obligation over a nation’s selection and production news. Gans notes that journalists hold that the audience rights to know is preserved if journalists are allowed to decide on what news are worthy, and when they are detached from the political process. Nevertheless, journalists are not detached for their enduring values are also political values, which imply the backing of one type of social order. Additionally, since news have political implications, and given that journalists select the news in response to source power, they are inadvertently part of the political course. These considerations

QuickTest or WinRunner Essay Example | Topics and Well Written Essays - 1250 words

QuickTest or WinRunner - Essay Example Mercury QuickTest Professionalâ„ ¢ (QTP) and WinRunner (WR) are automated functional Graphical User Interface (GUI) testing tools created by the HP quality management and performance testing solutions subsidiary Mercury Interactive (now HP Software) based in Sunnyvale, CA, with R&D in Israel (Mar, 2007, p. 2) that allow the automation of user actions on a web or client based computer application. WinRunner was introduced in 1995 while QuickTest Pro has been available since about 2002 (LoPorto, n. d., p. 3).The Software Test & Performance 2006, Tester’s Choice Grand Award winner (Award-Winning QA by Any Other Name Would Smell as Sweet, 2007, para.1), Mercury QuickTest Professionalâ„ ¢ is a next-generation automated testing solution. It provides the industry’s best solution for functional test and regression test automation – addressing every major software application and environment including next-generation development technologies such as Web Services, Ma cromedia Flex, .NET, J2EE, and ERP/CRM applications (Mercury Functional Testing: Mercury QuickTest Professional , 2006, p.2). Mercury QuickTest Professionalâ„ ¢ uses the Keyword-driven testing concept to radically simplify test creation and maintenance. Its unique Keyword-driven testing approach enables the test automation experts to have full access to the underlying test and object properties, via an integrated scripting and debugging environment that is round-trip synchronized with the Keyword View (Mercury QuickTest Professional, 2007, para. 2).... d., p. 3). Over the past decade, WinRunner is one of the market leaders when it comes to automated functional testing tools. WinRunner utilizes a "Graphical User Interface (GIU) Map" approach to create an automated test script. Since each object within a test has a minimum set of physical attributes that make it unique (Korhonen, 2000, p. 26) hence WinRunner recognizes objects like buttons and edit fields by their unique properties.It can also be used to create automated scripts for applications created using a range of technologies, including Java, Siebel, PowerBuilder, and Delphi (Mercury WinRunner, 2006, p. 2). It has gain an enormous popularity and thousands of developers has gathered under its flag who have improved their skills in this product over the years of their professional careers. With Mercury WinRunner, the organization reduces testing time by automating repetitive tasks, optimizes testing efforts by covering diverse environments with a single testing tool and maximizes return on investment through modifying and reusing test scripts as the application evolves (Quality Assurance, n. d., pp. 1-3). Although WinRunner has proved to be an efficient testing tool and it has become an industry standard as functional testing technology, yet continuous technological development scenario has highlighted its few short comes or limitations over its applications. In a number of applications, WinRunner has fallen short to recognize a lot of texts, graphics and drop-down lists hence failed to make sure that all of the company's software 100% error-free. To be able to check all of the texts, graphics and drop-down lists, developers have to do more work. This really degrades the automation testers efficiency and makes it impossible for

Principles of quality control relating to business management Research Paper

Principles of quality control relating to business management - Research Paper Example There are many employees who at times do not take adequate measures in order to maintain proper quality. Therefore, in this regard, it can be demonstrated that such an attitude may lead to loss of the customers. On the flip side, the competitors may take the advantage of the market needs. It has been viewed that most of flourishing companies have identified the role of the customers-defined quality on the business. As a consequence of this, most of the companies have focused their attention towards the quality standards. The two successful companies that have identified the customer satisfaction as their top most priorities are Honda Motor Company and Ford Motors. Quality Quality is one of the primary aspects that each and every organization aspires to maintain upon their products and offerings. Quality in their offerings can offer an organization with the added competitive advantage. The definition of the factor quality in business management context generally relies upon the positi on of the people defining it. There isn’t any single description of quality. ... It has gained importance as in due course of time organizations have realized that poor quality might result to high costs. The greatest loss to the company can result when the poor standards of quality transpires to discontented customers. This can ultimately result in loss of consumer as well as business. The term quality can be associated to a few other costs. One group of cost is referred to as the cost of quality control whereas the other group of cost can be referred as the prevention and appraisal cost (John Wiley & Sons, â€Å"Total Quality Management†). Quality Control The term quality control can be defined as sequence of the analytical measurements that can be taken for the purpose of judging the quality of the analytical data (SlideShare, â€Å"Quality Assurance vs. Quality Control†). The concepts of quality as well as productivity run side by side to each other. Thus, it is important to comprehend how the consumers measure the quality. It is generally done by recognizing how efficiently the product serves its own purpose. According to the views of the manufacturers, quality can be measured by the extent to which the product executes as per the predefined standards. The task of creation of the quality standards, the production of the goods that meet those standards and the measurement of the finished goods is the task of the quality control. In order to control the quality, the companies must be highly dedicated so as to manage and work in a manner that can assist in building excellence in every aspects of the operation of the organization (Gitman, L. J. & McDaniel, C., â€Å"The Future of Business: The Essentials†). Quality Control in Modern Business The modern business environment can be characterized as highly complex

Understanding and Teaching the Jewish Life Assignment

Understanding and Teaching the Jewish Life - Assignment Example This is why in this unit; the teacher will emphasize the importance of life events among the Jewish people. Judaism does not recognize these events as passages that are ordinary to normal human life. They are all considered extraordinary, therefore, given extraordinary methods of commemoration and remembrance (Marcus, 2013). Each lesson will take50 minutes. In order to understand one of the Jewish life cycle events, it is important to discuss what life cycle events are. This lesson will introduce the unit by first defining life cycle events, and discussing with the students to ensure that they understand. From then I can introduce the Jewish life cycle events and discuss briefly. Give a take home assignment to enhance understanding. All students are to ask their parents or guardians about any life cycle event that they may know, and the student note two or more activities that are associated with it. The delivery of a child is a wonderful event. The Jewish believe in the bible command that says, they should be â€Å"fruitful and settle the world† (Wein, 2003, p. 13). When a child is born into the world, the Jewish are happy because it is a fulfillment to God’s command. Because of this command, the Jewish have a general rule that seeing children and welcoming children to the world is a blessing. The birth of a Jewish is a national joy as well as personal satisfaction. From the knowledge of the birth of a child as a national joy and personal satisfaction, the teacher can deduce the reasons why a child is valued among the Jews. These reasons are described below, and these can be classified as personal or communal. A child is valued because: Inherent in the link are thousands of years of beliefs, practices, traditions, and a sense of humanity, which the Jewish belief and know, that it is a mission and privilege to carry. The newborn carries hope of bearing the Jewish heritage. The teacher should

Enzyme catalysis lab Essay Example for Free

Enzyme catalysis lab Essay Enzyme catalysis was observed in order to analyze how changes in temperature, pH, enzyme concentration, and substrate concentration affected an enzyme-catalyzed reaction. This experiment analyzed the rate of enzyme-catalyzed reactions and observed the correlation between catalase activity and products formed. It was found out that the rate of an enzyme-catalyzed reaction starts off rapidly, decreases, and levels off or completely stops, and can be further affected by environmental factors, which play a crucial role in regulating enzymes and metabolic processes. Based on this experiment and the data collected one is able to conclude that the optimal environment in which this specific catalase is able to function is around 40 °C and in a pH around 7. This type of environment allows the enzyme to function at its fullest potential and produce the maximum amount of product allotted by the implemented amount of substrate present without the hindrance of environmental factors. Introduction Background: Enzymes, most of which are proteins, have two interrelated roles. One is to act as catalysts and accelerate spontaneous biochemical reactions so they occur with sufficient rates at moderate temperatures. The other is to determine which spontaneous biochemical reactions will be accelerated out of many more possibilities present in the cell. Balance between all the reactions in metabolism is achieved in several ways, by fluctuations in substrate concentrations, by local differences in pH, by changes in enzyme concentration, and by changes in enzyme activation Purpose: Enzyme activity is influenced by many factors; both temperature and pH at which enzymes functions are extremely important. Most organisms have a preferred temperature and pH range in which they survive, and their enzymes usually function best within very narrow temperature and pH ranges. If the environment of the enzyme is too acidic, basic, or hot, the activity of the enzyme may be altered due to a change in the three-dimensional shape of the enzyme. Denaturation, the unraveling or structural changes of an enzyme, may be temporary or permanent depending on the degree of the environmental change. In either case, a denatured enzyme no longer has the shape necessary to interact with the substrate effectively to lower the activation energy. Hypotheses: 1. The hypothesis is as the temperature increases, above 40 ° C, the activity of the enzyme catalyst will increase. 2. The hypothesis for the enzyme activity with the effect of the pH is if the pH is not at the optimum pH value there will be a complete loss of enzyme activity. 3. The hypothesis is as the change in enzyme concentration increases the activity rate of the enzyme will increase if there is a proportional amount of enzyme concentration and substrate. 4. The hypothesis is as the substrate concentration has an increase so will the reaction of velocity if the amount of enzyme is kept constant. Materials: Materials can be found on page 65 in the Bio 110 lab manual. Procedures are found on pages 65 to 68 in the Bio 110 lab manual. Discussion A. In table 5.1, the data that was collected was calibrating the colorimeter. The results should have been 0.000 or 0.001 no matter how long the machine was ran for. B. In table and graph 5.2, the data collected was in a time frame of 0-5minuites and was recorded every 30 seconds. In the cuvette was distilled water and substrate mix. The data collected showed that the longer the experiment ran for the higher the absorbency rate. C. In table and graph 5.4, the data that was collected was for three different amounts of enzymes:  ½x enzyme, 1x enzyme, and 2x enzyme. The hypothesis for this experiment was the more enzyme the faster the absorbance. With the results from the test the hypothesis is true. The 1/2x enzyme was absorbed less and a lot slower then the 2x enzyme. D. In table and graph 5.6, the data collected was the effect of the amount of substrate effects on the absorbency. The data was collected every 6 seconds for 60 seconds. With  ½x substrate the absorbance was the slowest. At 1x substrate the absorbance was the fast, and at 2x substrate the absorbance was in the middle. E. In table and graph 5.8, the data collected was to see how the effects of temperature played an effect on the absorbency. Ice water (4 °c) the absorbance rate was very slow. Room temperature (22 °c) was the normal rate of absorbance. Body temperature (37 °c) had the highest absorbance rate, and boiling water (100 °c) the protein was denatured giving no results. F. In table and graph 5.10, the data collected was to see how the effect of pH affects the absorbance. With the pH2 no reaction happened because pH2 is not a good match, pH7 had the highest absorbance. Ph10 was denatured, pH5 was absorbed but slowly and, pH8 was also absorbed but was absorbed the slowest. G. In table and graph 5.12 we added an inhibitor to see what the effects would be. With the inhibitor added the absorbance rate slow but did increase. Literature Cited Vital Health, Inc. Introduces a Digestive Enzyme for Children, MyZymes. SFGate. N.p., 23 Oct. 2012. Web. 19 Nov. 2012. http://www.sfgate.com/business/prweb/article/Vital-Health-Inc-Introduces-a-Digestive-Enzyme-3973438.php. Kilbourne, Jennifer, and Laurie Montgomery. Laboratory Investigations for Bio 1110. Second ed. Dubuque: Kendall Hunt, 2011. Print. Relevance Digestive Enzyme for Children Vital Health Inc. has introduced a new vitamin called MyZymes, a chewable digestive enzyme for children. This helps the body gain nutrients from food and plays an essential role in facilitating absorption. They are a highly effective digestive enzyme product because it contains a higher activity level of protease, amylase, lipase, cellulose and also includes six other enzymes. The higher activity levels assists in digesting more proteins, fats, carbohydrates and fiber. Enzymes are one of the most essential elements in our body. Enzymes are energized protein molecules found in all living cells. They catalyze and regulate all biochemical reactions that occur within our body. Enzymes also play a part in digestion. They break down proteins, fats, carbohydrates and fiber making it possible to utilize the nutrients found in those foods while removing the toxins. Digestive enzyme supplements help you digest your meals more efficiently and deliver the nutrients from your food to your body. The supplemental digestive enzymes will break down food, thus saving the body from having to release as many of its own enzymes. This allows the body to devote its attention to supplying more metabolic enzymes so the organs and tissues can carry on their daily work. Enzyme supplements are clinically proven to reduce the effects of bloating, gas, occasional heartburn and occasional acid reflux.

Culture and Special Education Essay Example for Free

Culture and Special Education Essay In this paper we concern ourselves with the ways in which schools in general and special education procedures in particular tend to not be successful for those of our students who are from a different culture. (While we focus on Canadian Aboriginals, we also extend our thinking to those children who come from different races, ethnicities, socio-economic backgrounds, etc. ) We outline the stories that have brought us to this place. We then go on to suggest that the adoption of different understandings and approaches could lead to the academic success of children from a variety of different cultures and backgrounds. We conclude with some direction for change. In this paper we, two white educators, concern ourselves with the education of those students of Aboriginal descent who are seen by the school system as special. Our concerns are based on the stories we use to understand ourselves and our actions stories of mistold history, socio-political issues, racism, the misuse of science and the ways those stories disadvantage those who are different. Our hope is that we can begin to explore different more hopeful and empowering stories. There are many reasons to be concerned about the existing state of special education, particularly with our Aboriginal students. Currently the following are common; 1. Our special education classes are top-heavy with Aboriginal and disadvantaged students. 2. We tend to focus on the deficits in other children rather than on the possibilities. We could embrace the position of William Glasser (1986): we choose to be whom and what we, and others, believe we are. [1] 3. We do not concern ourselves with the differences brought to school by children from other than the dominant culture. [2] 4. We are asking all small school children to do the pretty much the same thing at pretty much the same time and to meet some arbitrary standard of what they should or should not be able to do. We act despite current research concerning physiology and early childhood experience, which suggests that children are not ready for the same task at the same time. 5. The tests that we give children to determine the reasons for failure at school tasks are fallible and culturally insensitive and subjective. 6. A label tends to freeze a child in the definition attached to the label. 7. We have a tendency to blame the victim or to blame the social background rather than look at ways we can change. Clearly we need to find another way of viewing children and their learning. We are hoping to uncover stories that currently mediate, impair and colonize our special education practices, thereby beginning a dialogue concerning alternative stories of strength, knowing and power. Stories that Get in the Way History Stories Malia Kaniaupuni (2005) tells us how archeologists and historians have accepted a theory of accidental migration from Polynesia to the Hawaiian Islands to explain a 2200-mile voyage on the open seas. This in spite of evidence to the contrary, which makes it clear that the early Polynesian explorers did indeed have the sophisticated system of navigation needed for a planned and successful voyage. Malia Kaniaupuni’s point is that the assumption of a people with no learning, no culture, no anything but maybe good luck, made it possible for colonizers to take on in their own minds the mantle of rescuer. Iseke-Barnes (2005) is also concerned about the misrepresentation of Indigenous history and science. She wants us to challenge those assumptions that the colonizers found a people in need of saving from their own ignorance. Paulo Freire (1971, 1997) has spent many years studying the impact of oppression on the colonized. In the name of saving a backward people from themselves the colonizers were able to perpetuate acts of cultural genocide and worse. The use of this story continues to impact on how the dominant cultures act out their oppression. History is written by the winner, therefore we need to be highly critical of the history we read. While more blatant misrepresentations of the history of Canada are beginning to disappear, the whole story of colonization is not being told or written or disseminated. Instead, we are still trying to save lost Aboriginal souls. History stories mediate, impair and colonize special education practice, which we will illustrate by describing a socio-political and a scientific rigor story. A Socio-Political Story This is a story of the purpose of education. We suppose schools are places where children are educated. But what are children educated to do or be? Gitlin (2005) gives a disturbing answer to this question: [Public education is] not intended to fill the young of the species with knowledge and awaken their intelligence †¦Nothing could be further from the truth. The aim †¦is simply to reduce as many individuals as possible to the safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States†¦ and that is its aim everywhere else. (p. 22) Many may disagree with this disturbing answer, suggesting that school graduates, for the most part, go on to become productive citizens. But citizenry becomes problematic when referring to Aboriginal peoples – it seems clear that, for the most part, people of Aboriginal heritage do not go on to become productive citizens within the dominant culture. A lack of successful citizenry by Aboriginal peoples seems to justify special education programs that are top heavy with Aboriginal students. But success is politicized. Skovsmose (2005) outlines how schools practice both classic[3] and progressive[4] racism. Such practice allows us as educators not to have to take any responsibility for the failure of the child, as clearly the child brings the cause for his or her weak performance into school. Therefore: Many deficiency theories (theories of the deprived child) follow the approach of racism in explaining away the socio-political dimension of school performances, by privatizing and personalizing the causes of such performance. (p. 5) So: The epistemic interpretation of learning obstacle is not the only one possible. However, processes of exclusion in education can be dressed up in such a way that their political dimension becomes hidden and ignored. It could appear that exclusion is not imposed on students. Instead, exclusion may appear as a consequence of some students so-called low achievement. (p. 4) He goes on to say that this leads to a particular way of organizing teaching/learning processes in ways that prevent students from acting like learners. In other words our story leads to actions that support the story. A Scientific Story A scientifically rigorous story dominates special education practice. The story, in brief, is that learning disability can be attributed to biological and environmental factors. Current models of abnormality are often based on the premise that a person will have a biological disposition toward a disorder, but that the presence of a disorder will also depend on environmental factors (Wortman, Loftus, Weaver, 1999). Brain function consists of biological processes involving genetic tendencies, chemical levels and electrical activity. Normal brain function can be delineated according to normal biological processes. In other words, we assume that learning disability is at least partially caused by excessive deviation from a normal range of biological processes. These biological processes can be measured in terms of genetic profiles, chemical levels (e. g. , hormones found in blood) and electrical levels in the brain. Hence, it is assumed that learning disability can be measured using physiological properties of the brain. These ideas are supported by a dominant scientific culture, where scientific evidence generates facts that cannot be refuted. Special education for children of Aboriginal heritage has been colonized by this scientific rigor story. In schools, we identify learning disabilities as follows: A teacher identifies a student who appears to be struggling, and refers the student to a team of specialists. The specialist tests, diagnoses, labels and sets out a remediation program. The teacher implements the program. It seems like a perfectly reasonable system of trying to help those with disabilities, based on scientifically rigorous knowledge. But the story is flawed in three ways. First, the story of scientific rigor is told by a dominant culture. The colonizers write the books of knowledge, thereby attempting to establish without doubt what is true and what evidence is required to make a truth claim. Culturally laden epistemology certainty invades special education. For example, based on research literature generated by the dominant scientific culture, there is currently little scientific evidence to support a biological cause or disposition for most disorders of the brain (Wortman, et. al. , 1999). It is assumed that biological roots exist that accurately captures a disability label. There is no scientific rigor in labels. The assumptions have pervaded special education and are taken as scientific fact. This is a writing of special education knowledge by colonizers. Second, this scientific rigor story is based on behaviour and biology, while special education practice is based solely on behavior. Teachers, resource teachers, special education consultants and school psychologists base their labels on observing behaviour. Medical technologies are not used to detect genetic make-up, chemical levels or electrical activity in the brain, generating a diagnosis based on deviations from a normal range. We assume that our interpretation of behavior correctly identifies mental disability. But as we are caught inside stories that get in the way, we should not accept our interpretations of behaviour without question. Third, this scientific rigor story is enacted in contradictory ways. To see the contradiction, we need to set the stage by describing physiological and behavioural evidence generated by scientific research. Studies of the physiology of the forebrain and hindbrain have shown that the slow processing of learning cannot occur during a moment of fear (Kalat, 1988). Based on this physiological evidence, educators might wonder about school and classroom environment. If a child is afraid, or afraid to learn, then they will not learn. Researchers have found connections between emotional states and learning (Zimbardo Gerrig, 1996). Evidence of a connection between learning and emotion is accumulating to such an extent that there is a branch of psychological and educational research concerning emotional intelligence (EQ). For example, researchers have found correlations between EQ and ability to learn (Goleman, 1998). It is concluded that emotions should be nurtured as part of intellectual growth. Moving from physiology to behaviour, psychologists have found evidence to support a strong connection between emotion and behaviour. Notable among this research is Glasser’s (1986) claim that as learners we need to have the mental image of ourselves doing that task, we need to know we can do it. For children if we firmly believe that a child could do something and bring them to the same belief, then learning previously thought impossible takes place. We suspect other teachers, based on their personal experiences, have similar beliefs concerning the potential of children to learn. Coupling the physiological and behavioural evidence above suggests that a label is as much responsible for a child’s learning success as any other biological or environmental factor. The stage has been sent for noticing a contradiction in the scientific rigor story within special education. We are colonized to believe the scientific truth that disability is biological and behavioural. Hence, we label disability in hopes of solving the problem. But the same scientific culture generates the truth that labeling at least partially causes the behaviors associated with a disability. We label behaviour, not noticing that our stories mediate, impair and colonize our interpretations of behaviour. Conceptualizing Change There is no doubt in our minds that we are working with the best of intentions. We are not setting out to further disadvantage those who come to us from already established positions of disadvantage impoverished backgrounds, different cultures, stressed families. We are doing the best we can with the knowledge and resources we have. What gets in our way is lack of imagination. We assume that the way we do things is the way to do things. We may be comfortable with some tinkering. But we see ourselves as educated people who are neither racist nor biased, and who are working in a good system, but with damaged and/or deficient people – this story concludes that systemic changes are not required. We have a rigid educational system that states that success is measured in yearly doses and in each of those years students are expected to master a particular body of knowledge. It is an expected linear progression to success. Certain cultural imperatives are in place so that children from the dominant culture will more likely be successful. If you are not successful you are treated. The process of treatment takes away from your sense of competence as a learner, particularly in the school setting. Here we want to become specific. The focus of this paper is on the teaching of Aboriginal learners, and what stops us from being successful. The linear model used in our factory model schools gets in our way. The assumption that we have the one right way gets in our way. History gets in our way. Racism gets in our way. Scientism gets in our way. We are not noticing alternative stories. Previously we wrote (Betts Bailey, in press) about using a different metaphor for education, one that was not linear. We suggested that we use the metaphor of fractal geometry (and all that means in terms of quantum mechanics and chaos theory). In fractal geometry the smallest part is a reflection of the whole. For example a twig is really a little tree. In Aboriginal cosmology the basic unit is the Medicine Wheel, by definition a circular model so nothing is more important than anything else, all is of equal value. Each member of the community is an essential part of the whole. Earth, flora, fauna, human are all part of the circle of life required for existence. Education was a part of the whole, an on-going component of life (Courtney, 1986, Graveline, 1998, Regnier, 1995). We illustrated that a non-linear and holistic story of education was tell-able within ultra-modern Western thinking and within the ancient wisdom of Aboriginal cosmologies. We saw with alternative stories. To see education for children, all of whom are special, rather than special education, as non-linear and holistic seems a place to begin. We also see that a starting part is not enough to catalyze change. It is clear to us that the foreground must be that Aboriginal peoples have been and are oppressed and colonized. We do not need to go into the history of the subjugation of an entire race practiced over the years by the European colonizers. We all know the steps that were taken to destroy any vestige of the civilization that was in place at the time of contact. We get confused as to what to do about it now. After all, it was our ancestors, not us. [5] We see what we are doing now in schools as an extension of that destructive process. Our governments are slowly beginning to allow for the full participation of Aboriginals in our world. But in many small and highly destructive ways we continue to contribute to the marginalization of that population. The world of special education is one place where we continue to do so. Knowing that a high proportion of the identified special population is Aboriginal, we continue to act as we always have, even in the face of evidence that the actions we take are not effective. Paulo Freire (1971) suggests that it takes several generations for a culture to overcome the impact of oppression. Certainly we can see the truth of that statement as we watch many colonized peoples re-learn how to care for and govern themselves. In Canada, Aboriginal peoples are slowly, and over generations, learning how to be who they are, and to be successful in both cultures. This will not happen quickly, but it will happen surely. In the meantime there is no question that our Aboriginal population is dealing with serious problems and some of those impact on the ability of their children to learn, especially using the mores of another culture. Our typical reaction as white educators is to want the Aboriginals to change. All would be right if only kids would come to school and on time. All would be well if their parents would stop drinking. All would be well if so much money wasnt being squandered on band council trips to Las Vegas. All of which may be factual, but does not excuse us from doing what we can to better the situation for the special children. The current reality of an oppressed population does not give us the right to blame the victim. Rather, as Skovsmose points out: †¦Ã¢â‚¬Å"meanings of learning,† â€Å"meanings for students,† and â€Å"each students meaning production† must be investigated and interpreted with reference to the dispositions of the student (including their background and foreground). Meaning production takes place in terms of what the students see as their opportunities, including motives, perspectives, hope and aspirations (p. 8). Therefore in conceptualizing change we of the dominant culture need to place that conceptualization in hands other than ours, in the hands of those who know and honour their unique history and ways of being, who can best find the organic ways of empowering themselves and their children. Having said that we do have some notions of what white educators can do. 1. Overcome our own racism. Get facts and information. Use our intelligence and face ourselves. 2. Accept the conditions. Things are as they are. Oppression has happened. It will take, according to the Bible and past experience, seven generations for the sins of the fathers to be expiated. In the meantime we have been given the task of teaching the children of oppression. What changes can we make to be more successful at that task? 3. Resist labels. Resist the push to find something wrong with the victim, rather change how we do things, how we approach the task. 4. Give our special kids the confidence to learn. Teachers are in positions of authority. Children really do think we know what we are talking about. If we consistently make it clear to children that they are capable of succeeding at the tasks we give them, sooner or later they will believe us. But first we have to genuinely believe that what we say is true. We cannot be faking it. From there we need to practice power-with rather than power-over. [6] 5. Thus we give our special kids the power to learn. We work with them so that they are taking charge of their own learning; we give them agency. This is a difficult task for us to undertake. It means giving up some control, it means not taking the linear approach that gives us comfort and assurance through its familiarity. But difficult is not impossible. 6. Above all be patient. We are not going to get it perfect ever, but we will get better at working with rather than doing to, and the students will get better at taking responsibility and determining what they need to be successful. [7] 7. Then celebrate when a child tells you that they can finally do it because no one ever told them they could before. Maybe the best suggestion we found came from a Native Hawaiian educator, a member of a population that is also dealing with the fall-out of oppression. Malia Kaniaupuni (2005) strongly advocates for using the heritage and knowledge of the children’s culture: As others before me have done, I end by calling for a new framework that brings to the fore Native Hawaiian strengths that have been too long misinterpreted, misrecognised, and undervalued. (p. 32). In his work he makes a convincing argument for strengths-based education, for using a structure that by definition builds on the knowledge and strengths the children bring into the classroom and at the same time begins to change the socio-political conditions. First lets be clear that by strengths based, I do not mean glossing over problems in favour of a rosy picture. Strengths-based research, in my view, begins with the premise of creating social change. In contrast to the expert-driven, top-down approach assumed by deficit models, it means treating the subjects of study as actors within multi-layered contexts and employing the multiple strengths of individuals, families and communities to overcome or prevent difficulties. It is also about empowerment, where the purpose of strengths-based research and evaluation is to benefit the people involved in the study by giving them voice, insight, and political power. †¦ As such it means empowering communities. (p. 35) It would seem obvious that such could be done here for those children who are the fruits of colonial oppression. The work of understanding, telling different stories and taking action continues. Conclusion We are not naive. We know that the process of labeling is the result of the need for funding. We know that with classrooms of more than 20 that kind of individual attention is very difficult. We know that you will be surrounded by administrators, other teachers, parents, even the special children who will tell you to get the testing done and treatment program in place. We know that in the process of de-colonization the oppressed can take on the qualities of the oppressor. But we can become resistors, working with a sure knowledge that we know what doesnt work and that it is way past time to try something radically different. It is clear that the past hundred years or so of schooling directed at Aboriginals has not been a big success. Indeed rather than educating Aboriginals to be successful in the dominant culture, we have an abysmal history of abuse and cultural genocide through education. Many of the abuses of the past are in the past. However, with kindness and deep concern we are using the special education system to continue to marginalize and discredit a large number of Aboriginal children[8]. We are suggesting that maybe things could be better. References Bishop, A. (2002). Becoming an ally: Breaking the cycle of oppression. Fernwood Publishing; Halifax Bloom, B. (1981). All our children learning: A primer for parents, teachers and other educators. McGraw-Hill: New York. Courtney, R. (1986). Island of remorse: Amerindian education in the contemporary world. Curriculum Inquiry, 16(1), pp. 43-65. Freire, P. (1971). Pedagogy of the Oppressed. Herder and Herder: New York Freire, P. (1998). Pedagogy of Freedom. Rowman Littlefield: New York. Gitlin, A. (2005). Inquiry, imagination, and the search for a deep politic. Educational Researcher 34 (3), pp. 15-24. Glasser, W. (1986). Control theory in the classroom. Harper and Rowe: New York. Goleman, D. (1998). Working with emotional intelligence. New York. Bantam Books. Graveline, F. J. (1998). Circle works: Transforming Eurocentric consciousness:Halifax: Fernwood. Iseke-Barnes. J. (2005). Misrepresentation of Indigenous history and science: Public broadcasting, the internet, and education. Discourses: studies on the cultural politics of education 26 (2), pp. 149-165. Kalat, J. (1988). Biological psychology (3rd. ed). Belmont, CA: Wadsworth. Malia Kanaiaupuni, S. (2005). Kakalai Ku Kanaka: A call for strengths-based approaches from a Native Hawaiian perspective. Educational Researcher 34(5), pp. 32-37 Regnier, R. (1995). The sacred circle: An Aboriginal approach to healing education at an Urban high school. In M. Battiste J. Barman (Eds. ), First nations Education: The Circle Unfolds (pp. 313-330. (Vancouver: UBC Press) Skovsmose, O. (2005), Foregrounds and politics of learning obstacles. For the learning of mathematics 25 (1), pp. 4-10. Wortman,C. , Loftus, E. , Weaver, C. (1999). Psychology (5th ed. ). New York: Harper Collins College. Zimbardo, P. Gerrig, R. (1996). Psychology and life. New York: Harper Collins College. [1] Bloom (1981) believes that the intellectual potential of all students is pretty much the same. The difference is in history. Malia Kaniaupuni (2005) is concerned that if you focus on a deficit-based approach to education then you often miss the expertise that exists in communities and families, viewing instead outside experts as the only ones capable of fixing our problems. [2] Including Aboriginal, Black, Hispanic, recent immigrants and the poor. [3] Classic racism assumes that the obstacles to learning are to be found in the child. [4] Progressive racism assumes that any weakness in the child is the result of social background. [5] In July 2005, the descendants of the colonizer who razed an Indian village at Clyaquot Sound returned to the village to apologize for the deeds of their forefathers. [6] Anne Bishop in Becoming an Ally: Breaking the Cycle of Oppression (2002), explicates the difference between power-over and power-with, although we tend to think the concept is somewhat self-explanatory [7] Children also fall into the patterns of self-excuse – I have already been told that I cant read so why would I work at it. Dont you know I cant do that. [8] We do believe that this is the case with all children designated special needs. We may not have the answers but we are pretty clear that we do have a considerable problem that we are not prepared to look at squarely.

Genetic Regulation of Apoptosis and Organ Development

Genetic Regulation of Apoptosis and Organ Development This report reviews about the genetic regulation of apoptosis and organ development. The specific genes have been determined which cause these functions inside an organism proves to us some vital sequential systems concerning cell differentiation which in turn leads to the proliferation of the species. This report mainly gives you a clear cut explanation about how cell death and organ development act together in a progressive manner in concern with the development of an organism. The genes determined have been attested to be very useful in the field of treatment of diseases time and time again. And the review also dissertates on how the model nematode Caenorhabditis elegans has been used efficiently to determine the regulative genes of development and apoptosis. Which sequentially leads us to some predetermined definite advantages of the practical findings in the field of medicine. There are an enormous number of cells in the human body and in all organisms. Including an exception for numerous other bacteria and other microorganisms lower down the complication order. The basis of all these cells are two processes namely mitosis and meiosis. To be more specific in humans the fertilized egg is the source of all types of cells. From the fertilized egg in the humans to the innate process of mitosis and meiosis in the smallest of organisms all undergo cell differentiation. This process in defined as bringing in the characteristic of a specific cell to it specific function. These cells basically develop into various types of cells from their first stage of interphase in mitosis. But to remember that the zygotic stage never determines the specific function of the cell. Not only the newly formed cells undergo differentiation but the adult cells or the adult stem cells to be more specific undergo differentiation to form specific tissues and then organs and later to form a whole organism. The adult stem cells after their process of differentiation transfer their characteristics to their daughter cells in such a way that the daughter cells also exhibit the same characteristics as their parental generation. The cell differentiate along these lines that the whole morphology of the cell like the cell size, cell structure, membrane potential and even its response to signals alter. On the contrary cell death also plays a major part in cell differentiation and organ development. For example the process of metamorphosis in butterfly from larvae to the completely metamophosized butterfly or from the tadpole to a frog. The deaths of many cells are involved in this process, but very specific cells. Apoptosis is the word given for a programmed process of cell death without which the development of organs or any higher organism is most unlikely to happen. All the processes mentioned above are the consequences of gene manipulation within the cell. These are cont rolled by specific genes within a cell giving out certain signals as and when needed for different processes. Determining the genes that are involved in these processes is called as genetic regulation. Genetic regulation or gene evaluation plays a vital role in the field of medicine. This article discusses about the use of Caenorhabditis elegans, a transparent nematode worm as a specimen for determining the genetic regulation of organ development and programmed cell death or apoptosis. This specific species was short listed among many others as it had a very short time spanned cell cycle (Wood and William, 1988). Which consisted of only 959 adult cells in its generation cells making it very easy to analyse and determine the genetic regulation (Brenner, 1974). On the whole three scientists worked on determining the genetic regulation of apoptosis and organ development. Sir John Sulston was the first one among the three to initiate the experiment starting with developing all the techniques to study cell division in the nematode worm from its stage of a fertilized egg to a completely mature adult stage of the worm. (Sulston and Horvitz, 1977). Dr. H. Robert Howitz continued the work of Sir John Sulston by putting forward the question whether there was a genetic code for all death and development processes taking place in an organism. A specific genetic programmed that he suggested might be and determined the genetic regulations for the same processes in the worm (Jonathan and Robert, 1978). Dr.Sydney Brenner played his part by proving the work done by the previous scientists on determining the specific genes. He mutated those specific genes involved in the processes by using EMS or Ethyl Methane Sulphonate. This landed up on the result that, when these genes are mutated the organ development does not take place and consequentially lead to the death of the organism (Brenner, 1973) (Jonathan and Sydney Brenner, 1978). The work of all the three scientists helped in landing up in a theory and experimental proof of genetic regulation of apoptosis and organ development and also that there is a major connection between both the processes for the survival of the organism. The use of nematode worm was considered because it is difficult to determine the same in higher animals. The genes like Ced-3 and Ced-4 were primarily determined to be the genetic regulators of apoptosis and the proteins which codes for the initiation of these genes were used for degrading the DNA after apoptosis. Also making an understanding on how the dead cell is eliminated after the process of apoptosis. It was proposed that the same regulations also take place in higher organisms including humans as one of them with the help of homologous proteins like Apaf-1 in humans replacing CED-4 in C.elegans (Hua and William, 1997). The male and the hermaphrodite are differentiated by the morphology or by their internal organs. The male nematode is supposed to have 959 cells in its mature adult stage and makes it very easy to determine the genetic regulation. The picture above gives the lateral view of dissected C.elegans. The lateral dissected view clearly shows the simplicity of the organism and also on why the organism was narrowed down to study upon. (Sulston and Horvitz, 1977) This report mainly concentrates on the determination of genes involved in the process and how the two processes of development and death are linked in the complete life cycle of an organism. Determining the genetic regulation of the same plays a vital role in curing a hand full of dreadful diseases like Cancer, AIDS and Myocardial Infarction (Thompson, 1995). The unstoppable growth of cells inhibiting the process of apoptosis in the case of cancer (Morgan et al., 2006) and the death of cells inhibiting the process of development and initiating the process of apoptosis by activating all the available pathways (Explained in detailed in the proceeding pages) for the process of apoptosis in the case of AIDS (Perez et al., 2008). Determining the genes involved or genetic regulation has a major role in the treatment of these diseases. As genes and gene coding are the bases of every live organism in this universe. Genetic Regulation of Apoptosis and Organ Development: To just basically explain about genetic regulation before getting deep into the degree of the paper, genetic regulation is the process of turning on or turning of the genes that are needed and those of which are not needed respectively. The first ever gene regulation developments were on the lac and the trp operon model. Basically it is a system used for saving up the enzymes and using them whenever necessary and not wasting them by accumulating them by continuously producing them on the contrary. These are helped by the genes. And for better understanding s schematic is given below of the overall process of genetic regulation. Introduction to Apoptosis Apoptosis is derived from the Greek language meaning dropping off or falling off of parts. This I suppose does not give the appropriate meaning but the term was coined according to the preliminary discoveries of researchers regarding the same. The term was titled to fit the process as there were findings and literature that stated the dropping of all organelles (not literally) of the cell after the depletion of the cell wall in the continuum of processes of apoptosis. The term generally means programmed cell death, which is defined as the well timed suicide of the cells by gene regulation as and when needed by the organism. This is the exact process that takes place in all organisms from a single celled to a multicellular complex organism. Apoptosis regulates certain morphological features of the cell leading to its death in the coming cycles of apoptosis. The morphological changes include bleebing, loss of cell membrane, asymmetry of the cell, fragmentation of the DNA and many other structural and functional changes (Alberts et al., 2008). Atrophy is caused in the final stages of apoptosis which can lead to the complete destruction of the cells. The process was primarily considered to be incomplete as it was not known how the cells were dissolved after their death as the organelles after the cell death would cause to create an unwanted mass in the organism. But latter it was determined that the cells after the process of apoptosis ended up in creating apoptotic bodies which were engulfed by other cells using pseudo arms and then were dissolved using the proteins that code for the gene to regulate the process of apoptosis (Walker and Sikorska 1994). During the years of the primary experimentation this process was written along with the process of necrosis which was the premature death of cells due to external effects like toxins, hazardous chemicals or radiations. But further experimentation and trials proved that apoptosis was a self-inducing factor of cells for their suicide in order that the following processes of or gan development takes place without obstructions. When human trials are concerned it is to be noted that about 50 to 70 billion cells die each day in the same process, where at the same time daughter cells are generated. Cell death plays an important role in organ development and tissue homeostasis. The regulation of cell proliferation by Programmed Cell Death (Apoptosis) contributes to organ and tissue development and differentiation to a great extent. Depending upon the time and clinical impacts many genes change their expression during organ development. The success of organ development completely depends upon the interaction between the maintenance of cell survival and cell death. Cell death plays a significant role in promoting growth and tissue development of an organism. Generally when cell death occurs, the following points are to be taken into account, Development of normal tissues and cell death. Regulation of cell cycle and expression of genes. Determining the cell death pathway. The pathway acts as a molecular target for therapy (Prof. Dr. M. Nurhalim Shahib, 2001). When cells die, the contents of the cell are released in the surrounding and it causes inflammation or swelling which is termed as necrosis. When cells die during normal development or tissue homeostasis, they tend to condense and shrink and the dead cells are phagocytised by neighbouring cells before the contents of the cell get leaked in the surrounding. They do not induce any inflammatory response unlike the necrosis. This process is termed as Apoptosis or Programmed Cell Death (Kerr et al., 1972). Apoptotic Pathways Extracellular and intracellular pathways are the two terms that are concerned when there is a death of a cell taking place or a death of group of cells. Extracellular pathways are the subjecting of cells to toxin or hormones or growth factors which can in turn lead to the death of the cell. This not of much concern in our review as we are concentrating on the pathways of apoptosis. To get a brief knowledge about the death of the cells we should know that the death of the cells can take place by sensoring the signals from inside the cell or from the outside of the cell. Apoptosis mainly takes place by transducing signals from the inside of the cell. This process can be put into two main categories namely positive induction and negative induction. Induction means the inhibition of the reaction and hence positive induction refers to the undergoing apoptosis reaction. To give a brief about the extracellular and intracellular processes. The intracellular processes will be explained in detail below and the extracellular process is simply the transducing of signals in case of unstable environment or the sequential crossing of the plasma membrane. Intracellular signalling has many different pathways which follow a definite sequence of steps. These including some like the binding of receptors by glucorticoids in the presence of high calcium concentration. All processes in the cells are initiated by enzymes specific enzymes that code for specific genes to be activated for the following reaction to take place. Hence in the contrary these proteins or enzymes can also be used to inhibit the reaction by finding out the genes which code for the enzyme to be produced. The process of apoptosis is mainly targeted to the mitochondria of the cell which then ceases almost all the functions the cell. For explaining in detail the intracellular processes that are taking place we need some specific pathways for a deep understanding. Many pathways are proposed and on literature which we are going to discuss in brief in the following pages of my report. Mitochondrial Regulation of Apoptosis Briefly explaining about mitochondria, they are the power house of the cell and supplies energy for the complete survival of the cell without which the cell is not in existence. Obviously needless to say that without the functionality of the mitochondria the cell is just another non living organism without any appropriate use. This vivid function of the bacteria is used by the apoptotic pathways. There are two pathways by which the cells are forced to death by inhibiting the function of the mitochondria. They are the intrinsic and extrinsic pathway. They both vary in the pathways but the end product is always the death of the cell. (Susin et al., 1999). The intrinsic pathway is basically the swelling up of the mitochondria by the formation of pores. This is formed by the binding of Cytochrome C to the apoptotic protease activating factor and then followed by the process of apoptosis. On the other hand the extrinsic pathway is the decrease of the membrane potential of the mitochondrial membrane by the action of nitric oxide and also the increase of the permeability causing a leak of enzymes inside the mitochondria. This causes the uncontrollable swelling of the cell and also causes blebbing. When the cells continue to swell it leads to the damage of the cellular membrane that eventually leads to cell death. These are reported to be caused by the SMACs which are stated to be secondary mitochondria derived activation of caspases. This can be proved to be the right opposite to the intrinsic pathway as this process deactivates the pathway that inhibits apoptosis by binding to the inhibition of apoptosis proteins or namely IAP rather than the intrinsic pathway that directly induces apoptosis. (Mayer and Oberbauer, 2003). When we get to compare both the processes we tend to end up in a result which states that the damage of the cell is indistinguishable between the two. 2.2.2 Caspase Independent Pathway Caspase in considered as the most important protein in the proper functioning of the apoptosis cycle. But it is proved that the apoptosis can also take place without the activity of the caspase protein. This takes place by a binding factor known as Apoptosis Inducing Factor (Cande et al., 2002) which only needs transduced signals rather than the caspase binding (Magali et al., 1999) 2.2.3 Signal Transduction Signal transduction is generally described as the process of transferring signals. The same as mentioned above this also involves both extracellular and intracellular signals. This process is also called as the shape shifting process as the morphology of the cell is completely changed after this process takes place. There are two different pathways TNF and Fas pathways namely. Figure 4: TNF and FAS Pathway within the cell. The diagram gives an easier explanation for the Fas pathway including the caspase binding reaction. It also shows many other proteins involved in programmed cell death. The TNF and the Fas pathways are two completely different pathways with the same functionality as to programmed cell death. They assist mainly in transferring signals not only from the inside the cells to the point of pathway commencement but also from the exterior of the cell to the important signal transducers inside the cell. (Philip, 2004). The TNF pathway or the Tumor Necrosis Factor pathway. The pathway is commenced by the binding of TNF R1 and TNF R2 which in turn leads to the initiation of caspase activating pathway which then eventually leads to the death of the cell. Both the pathways to be mentioned are results of binding. This pathway was also proved to be leading to one too many activations of transcription factors, the cause of numerous diseases (Chen and Goeddel, 2002). The Fas pathway also follows the same binding pathway as the TNF pathway. Only that the activation of transcription factors is unlikely to happen and the binding here takes place in caspase 8 and caspase 10. Binding of Fas and Fas L takes place along with the Death Inducing Signaling Factors or DISCs (Wajant H, 2002). 2.3 Extracellular Control of Apoptosis Programmed cell death or apoptosis have found to be activated or suppressed by extracellular signals from other cells apart from the apoptotic cells by controlling the mechanism. These extracellular signals are sent majorly to prevent programmed cell death. (Raff, 1992). There are a few examples to demonstrate how the signals activate or suppress apoptosis. Most of the vertebral cells tend to undergo apoptosis when cultured at a low density with the secretion of extracellular signals on their own. For Example- Blastomeres have the ability to survive and divide even in the absence of extracellular signals. The cells from tissues that are made of only single cell types have the ability to produce self-survival signals (Biggers et al., 1971). In some cells, a combination of several signals from different cells is required for their survival in a long term aspect. Example- The vertebral neurons during development compete for signals for their survival which are secreted by the target cells that they innervate. In this process only half of the neurons get enough signals to survive and the rest undergoes programmed cell death. Therefore, the normal death can be prevented by injecting exogenous Nerve Growth Factors (NGF) to the neurons. Similarly when the genes that code for NGFs are inactivated or by addition of anti-NGF antibodies, all the neurons undergo Apoptosis. Usually both inactivation and injection of NGFs are carried in a neuron to provide a balance between the number of neurons innervating the target cell and the unwanted neurons that target inappropriate cells (Levi, 1987). Some cells are triggered by programmed cell death inducing signals which suppresses the action of the signals that are responsible for the survival of the cell. Example- In amphibians like tadpoles, a systematic induction occurs at the metamorphosis stage where the cells in the tail undergo apoptosis due to the increase of thyroid hormone in the blood and this facilitates the resorption of the tail (Kerr et al., 1974). 2.4 Overall Process of Apoptosis- Morphological Concern The figure above gives us an easier understanding of the morphology of the cells in the course of Apoptosis. The diagram gives us a clear cut explanation about how normal cells receive signals and then followed by cell shrinkage and nuclear collapse leading to death and formation of apoptotic bodies to the complete lysis of the cell. (Philip, 2004). Observation Causes Cell shrinkage and rounding Breakdown of proteinaceous cytoskeleton by caspase. Density of Cytoplasm Signal transduction by TNF pathway or Mitochondrial regulation Tight packing of organelles Signal transduction by TNF pathway or Mitochondrial regulation Chromatin shrinkage against nuclear envelope- Phykonosis Condensation of Nucleus Karyorrhexis Degradation of DNA Breaking of Nucleus Blebbing (Mathew et al). Localized decoupling of the cytoskeleton from plasma membrane Phagocytosis or engulfing of dead cells Usually present on the cytosolic surface but spread by scramblase Table 1: Tabulated format of the observations during Apoptosis of the cell and their primary causes. 2.5 Role of Inhibitory or Promoter genes in Apoptosis The cells after undergoing apoptosis in all tissues and animals appear similar and this cell death gets involved in many operations that are active and intracellular which can be promoted or inhibited by physiological or pathological stimuli. Regulation in Caenorhabditis elegans The genes responsible for apoptosis was first identified in a nematode, Caenorhabditis elegans, related to cell death and its control (Horvitz et al., 1982; Ellis and Horvitz, 1986). Initial genetic studies in C.elegans led to the identification of a gene called Ced-3, a promoter gene responsible for programmed cell death to occur during the development of the worm (Ellis et al., 1991). The Ced-3 gene codes for an enzyme which is Cysteine Protease (Yuan et al., 1993). The gene cleaves the substrate after every active and specific aspartic acid sites and they get activated by cleaving at the aspartic acid sites. These are now referred to as Caspases (Alnemriet et al.,1996) The caspases mediate the apoptosis by cleaving at specific intracellular proteins that are of high selectivity and these proteins in turn activate the apoptosis process (Chinnaiyan and Dixit, 1996). Similarly there are many genes that inhibit the apoptosis process in the nematode, Caenorhabditis elegans. One such gene is Ced-9, which belongs to the same family as the Ced-3 and this gene inhibits apoptosis in the nematode (Hengartner and Horvitz, 1994). If Ced-9 is activated by disruption or any mutation, the worm dies at a very early stage when compared to the usual growth. Therefore Ced-9 is necessary to prevent programmed cell death if the cell has to survive in the developing worm. (Hengartner et al., 1992) Regulation in Mammalian cells Similar to the nematode there are many genes that act as inhibitors or promoters of programmed cell death or apoptosis in mammalian cells also. They in turn contribute to organ and tissue development. Certain genes like Bcl- 2 and Bcl- XL act as inhibitors that inhibit programmed cell death. Genes like Bax and Bak act as promoter genes. They promote programmed cell or apoptosis. The average ratio of the inhibitors to the promoters determines the capacity of a mammalian cell to undergo apoptosis (Korsmeyer, 1995). Bcl- XL, in three dimensional structures is noted to function as a pore forming protein in the intercellular membrane where the genes are actually present. (Muchmore et al, 1996) When the Bcl- 2 and Bcl- XL is disrupted in a mammal like mice, the animal tends to die either as an embryo itself of in the post natal stage due to excessive programmed cell deaths in particular organs. When Bax is disrupted, normal programmed cell death or apoptosis process itself fails to occur (Deckwerth et al, 1996). Although proteins are required for the apoptosis process, inhibitors of RNA or protein synthesis often inhibit apoptosis indicating that transcription and translation are required to activate the programmed cell death process. 2.6 Importance of Programmed Cell Death (Apoptosis) In the mutant nematodes, where the apoptosis process is deficient, it is found to have a normal life span. But whereas apoptosis process deficient flies are found to die at an early stage. The vertebrates exhibit results similar to that of the flies. This difference is due to the inhibitory and the promoter genes in the different organisms and their relation to organ development and tissue homeostasis. 2.7 Consequences of Defective Pathways The consequences caused (diseases) are only caused by the defective apoptotic pathways. Where normal apoptosis does not take place. The only way by which the flow of apoptosis is disrupted is by deferring the signal. When the pathway is inhibited the growth of the cell continues and the cells live more that they are supposed to actually live and differentiation of these cells also transfer the fault to their progeny. Which most probably leads to cancer. The inhibitor or the suppressor as we call it here binds to caspase preferably 8, 9 or 10 here in this case and stops the cell death. AIDS: This specific viral protein deactivates the anti-apoptotic Bcl-2 and triggers the mitochondrial regulation pathway to progress the reaction at a higher pace. FAS mediated apoptosis is increased and the death rate also increases (Perez et al., 2008). Cancer: This disease is a causative of inhibition of apoptosis. Where the X-linked inhibitor of apoptosis protein plays a vital role. When the cells do not die at the specified time a tumor is produced leading to cancer (Ott et al., 2006; John and Kerr, 2006). Having mentioned about the disadvantages of the defective apoptotic pathways, the advantages of apoptosis is none other than the development of organs by programmed suicide of the cells As I have mentioned before, there are uncountable processes that are taking place inside an organism every milli second. The process of apoptosis has its own significance amidst all the other. It can also be rightly named the mother of all processes as apoptosis is the cause of organ development and also the root cause of development of any organism. 3. Organ Development Organ development is also known as organogenesis. For our clear understanding we can explain it as the budding of organs from the growth cycle beginning from the form of a zygote. This routine is followed in all organisms which is just the consequence of death of cells in a programmable manner. The cells from the stage of division are never pre-determined the cells later are differentiated to form certain organs or organ systems. This programmed process of cell death coupled with organ development is the most important course of action in any organism as it determines the growth or death of the same. Then which can be followed by all the regular functions of the gene. To give a brief description about how organ development takes place, it is the proceedings of the ectoderm, endoderm and mesoderm to develop organs and organ systems. The embryo is at its weakest in this stage of development which may lead to anomalies or discretion. The soul reason behind this process on paper to progress in a timely manner is the proper differentiation of cells by gene coding. Which can literally imprint an impact on the cells to develop only to certain organs by coding them. Stem cells play the most vital part. Being the cells that can undergo easy differentiation combined with a superiorly faster rate of proliferation when compared to normally proliferating cells. Figure 9: Development of Endoderm, Mesoderm and Ectoderm into specified organs by genetic coding. The layers are distinctively separated and differentiated into specific organs and organ systems by genetic regulation. This differentiation is defined by the genes that regulate the development. Endoderm à ¯Ã†â€™Ã‚   Forms the tissue within the lungs and pancreas (Anne and Douglas, 2000). Mesoderm à ¯Ã†â€™Ã‚   Function of forming muscles and also the tissues of kidneys. Ectoderm à ¯Ã†â€™Ã‚   Primordial function of formation of tissues with the epidermis and most important characteristic of formation of neurons. 3.1 Causes of improper organ development There are many conditions that can cause improper organ development. Some of them like Toxicity, high amounts of radiation in the form of zygote or even in the higher order in the development line can cause permanent shift from the frame of reference. Other prime movers for this plight are some like tobacco and alcohol and other brain stimulating drugs. These obstructions of organ development due to mutation can been experiment on Arabidopsis thaliana and proved to cause the same effect on humans (Stein et al., 2004). This is because human field trials on this has been stated illegal all around the globe. Irregular apoptotic pathways can also be mentioned as some the reasons for the cause of improper organ development. But the root cause of everythig always lies in its beginning that is the primary infection of exposure to hazrdous materials or drugs. This can interfere in the primary pathway, leading inturn to the defective pathway of apoptosis. The defective pathways in apoptosis c an be the major cause of the irregular or improper organ development. May be considered as one of the most important reason for improper organ development. One of the most important reasons for improper organ developent is the cause of genetic mutations. The genetic mutations are caused by the radiotions or hazardous toxins that I have mentioned before. But what leads to improper organ development is genetic modification or mutations in the gene. This can lead to permanent damage of the cell or the gene. This gene damaged, specifies to an organ. Finally the organ is completely damaged due to the mutation of the gene that tends to regulate that specific organ of the organism. Also considering the fact that the cells can also die due to mutations causing permanent damage in the organ development phase of the organism. 4 Applications 4.1 Clinical applications Many diseases like cancer, auto immune diseases, neuro-degenerative diseases do not either inhibit apoptosis or leads to inappropriate activation of apoptosis. They do not completely eliminate harmful cells which lead to loss of all the essential cells that prevent the oncoming of these diseases. Therefore, potential therapeutic strategies must be incorporated by including small molecules that either inhibit or activate certain target proteins that are responsible for apoptosis (Murphy et al., 2003).Generally there occurs a natural delay in the activation of Caspases after any injury and this delay allows enough time for treating the molecules that target Caspases. They are said to show therapeutic applications in preclinical studies (Reed, 2000; Nicholson, 2000). Bcl-2, another inhibitor gene of apoptosis, plays a vital role in the mitochondrial pathway and is regulated in many cancer cells. Introduction of an antisense Bcl-2 oligo molecule has shown promising results in preclinical trials in SCID mice and phase III clinical trials (Reed, 2000; Nicholson, 2000). There is something called, Inhibitors of Apoptosis (IAPs) that are of potential therapeutic targets for treatment of diseases. Some cancers over expresses the IAPs that is associated with the genes responsible for the resistance of apoptosis. One such gene is called Survivin (an IAP) which is involved in cancer cells. By eliminating this Survivin, the cancer cells become more sensitive to drugs that initiate apoptosis (Nicholson, 2000). 4.2 Immunoblotting techniques Cytochrome C, an indicator of apoptosis is attached to the apoptotic cells along with the presence of genes responsible for apoptosis and immunoprecipitates were formed. By addition of anti-Cytochrome C or anti-Bc

Smoking and Tobacco - Cigarettes Advertising and its Effects on Young Adults :: Argumentative Persuasive Topics

Tobacco Advertising and its Effects on Young Adults In this world there are many injustices that deal with our children. A main injustice is the advertising of tobacco directed to our youths. Every day 3,000 children start smoking, most of them between the ages of 10 and 18. These kids account for 90 percent of all new smokers. In fact, 90 percent of all adults state that they first start smoking as a teenager. The statistics clearly show that young people are the prime targets of tobacco sales. The head of these media companies are Marlboro and Camel. Marlboro uses a western character known as The Marlboro Man, and Camel uses the "smooth character" Joe Camel. Joe Camel who is shown as a camel with complete style has been attacked by many Tobacco-Free Kids organizations as a major influence on the children of America. Researchers at the Medical College of Georgia report that almost as many 6-year olds recognize Joe Camel as they do Mickey Mouse. That is very shocking information for any parent to hear. Children are attracted by these advertisements because they like cartoons, and they think that a cartoon is harmless and what the cartoon does is harmless too. There is so much cigarette advertising out there a child is sure to be struck by its attention. The companies deny that these symbols target people under 21 and claim that their advertising goal is simply to promote brand switching. Illinois Rep. Richard Durbin disagrees with this statement stating "If we can reduce the number of young smokers, the tobacco companies will be in trouble and they know it". The companies go toward a market that is not fully aware of the harm that cigarettes are capable of to keep their industry alive and well. When kids were asked why they started smoking, they gave two contradictory reasons: They wanted to be a part of the crowd. Children don't want to be left out, they want to be wanted. If their peers are smoking then they will want to smoke too. They also wanted to reach out and rebel at the same time. When children are told over and over by more authoritative people not to do something, then they are going to do it. They do this just to get back at the authorities or to satisfy their curiosity.