Discuss and evaluate societal and healthcare trends influencing Assignment

Discuss and evaluate societal and healthcare trends influencing healthcare systems and models within political environments including local, state, national, and global systems - Assignment Example Standards in western nations, for instance the US have vastly improved compared to standards in developing nations particularly in Africa. This can be attributed to better versus poor standards of living in western/ industrialized nations compared to developing countries respectively. As such, these issues affect the healthcare systems and models within political environments around the world. Developed countries deal with chronic degenerative diseases such as heart disease and various cancers while developing nations deal mostly with communicable and infectious diseases such as cholera (ODonnell, 2007, p 2820). Another important societal and healthcare trend is healthcare research and personnel. The healthcare sector has become a diverse sector today dealing with more issues rather than just preventing and treating diseases. As such, it has become imperative that healthcare and medical personnel be integrative people who can conduct and interpret research for healthcare purposes. However, the healthcare sector is understaffed making it difficult to provide adequate healthcare in local, state, national, and global systems (Skolnik & Skolnik, 2012). In conclusion, the issues discussed above among others are societal and healthcare trends influencing healthcare systems and models within political environments including local, state, national, and global systems and should be addressed to achieve a responsive and efficient healthcare industry globally. Learning.

Significance of the Factors of Curriculum Development Essay Example for Free

Significance of the Factors of Curriculum Development Essay In the realms of universal educational system, the term â€Å"Curriculum† is widely used. Teacher’s Mind Resources (2011) elucidated that â€Å"the word curriculum comes from the Latin word meaning ‘a course for racing’.† By the terminology it self, the definition is so broad that its profoundness, if applied to schools, may define myriad things which might relate to, as what almost all teachers nowadays perceive, as contents to be taught to children. Some also think that a curriculum is a â€Å"set of courses for students take in order to reach certain goals in all levels† (wisegeek, 2013). We cannot say that the definition is a fallacy but the meanings are parts and parcel of what the big picture is. Curriculum is a dynamic, ever-changing series of planned learning experiences. It changes in order to enhance all experiences of the students in schools, as what John Dewey suggests regarding the definition of curriculum as such. Here we notice the relevance for a curriculum to be well-developed so that the goals will be attained. It is mentioned above that these goals are at certain levels. These goals may round about from a micro level, which may pertain to the personal achievement of Diplomas of the students themselves, up to gathering relevant statistics of how good is the aptitude of, an instance, Filipinos compared to other nation’s people. Very comprehensive, John Dewey (1916) defined curriculum as all the experiences of the learner inside and outside the school under the guidance of the teacher. In order for a curriculum to be structured properly, there are certain factors to be measured in order to achieve the goals. These are the following: 1. Cultural Values- Ontario Native Literacy Coalition (2001) emphasized how Grundy (1987) defined curriculum and the integration of cultural values. â€Å"Curriculum is not a concept; it is a cultural construction. That is, it is not an abstract concept which has some existence outside and prior to human experience.  Rather, it is a way of organizing a set of human educational practices†. The fundamental teachings of the folks of certain communities which were carried out all throughout the time until now are essential even integrated in the curriculum. This is because these things should be preserved. These cultural values may pertain to as simple as respect, love, peace, equality, and truthfulness. Narrowing down to the values established in a community-based are also included. For Filipinos we have the â€Å"Mano po†, and the utterance of the words â€Å"po† and â€Å"opo†. Curriculum for Liberal Education (2008) explained that the integration of cultural values aims to gain critical and appreciative perspective upon one’s own culture by studying other historical periods and other cultural traditions. Furthermore, Cultural values which should be well-thought-out can be visible or non-visible. These visible cultural values are Rules, Food, Dress, Language, Music, Dance, Means of Livelihood, Political Behavior, Family, Community, Norms and etc We also include non-visible cultural values may incorporate philosophy, beliefs and value system. 2. Knowledge of learner- Oftentimes when we here curriculum, we also associate it with the words â€Å"evaluation† and â€Å"examination† to be administered to the learners to identify their knowledge, skills, values, or as a whole-level of performance. The learner’s intelligence matters in developing curriculum. The general needs assessment is applied to targeted learners. What kind of doctor do we want to educate it depends mostly on social needs but it can reflect job opportunities, financial rewards and attitudes acquired during process of studding. Sometimes it is very difficult to make balance between these several needs. Needs can be obtained on different ways. It can be done through study of errors in practice. It is very difficult to design curriculum which will fully meet the needs of society and students. The existing knowledge of the learners needs to be considered as a requisite for developing a curriculum so that the contents of the structure will  supplement the established knowledge. The shift toward learner-centered pedagogy represents an important step in the quest to develop creative, autonomous learners who can readily adapt to a rapidly changing society. Learner-centered techniques foster creativity and innovative thinking, absolutely essential abilities for today’s workforce. How do wee this effective? There is now the implementation of Program for Decentralized Educational Development (PRODED) Content Based (not on the learner and learning process). Also the implementation of the Basic Education Curriculum (BEC) and Secondary Education Development Program (SEDP) – addresses the learner and learning process. 3. Knowledge of Teaching-Learning Theories and principles- Very obvious, learning theories and principles serve as pillars to almost all educational structures like curricula, lesson plans, missions and visions of schools, educational philosophies, and anything related to education since these theories and principles are actually and really factual data gathered from serious and logical experimentation done by proponents in the enterprise to improve and redesign education as it moves along the dynamic world. For instance, â€Å"The New Elementary School Curriculum (NESC) and New Secondary Education Curriculum (NSEC) demonstrate ample evidence of the inclusion of behaviorist psychological principles through the use of behavioral objectives, drills, practices, and homeworks reinforces learning† (Pasigui, 2011) 4. Body of Knowledge- â€Å"Curriculum is a body of knowledge-content and/or subjects. Education in this sense, is the process by which these are transmitted or delivered to students by the most effective methods that can be devised† (Blenkin, et al ,1992). Of course, the content is a core factor in developing curriculum. This includes, literally, the courses which the students should take in order to end up achieving the goal.  Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit. It is also because this view of curriculum has been adopted that many teachers in primary schools, Kelly (1985) claims, have regarded issues of curriculum as of no concern to them, since they have not regarded their task as being to transmit bodies of knowledge in this manner. References: * Curriculum for Liberal Education. (2008). Area 2: ideas, Cultural Traditions, and Values. Retreived December 14, 2012 from http://www.cle.prov.vt.edu/guides/area2.html * Blenkin, G. M. et al (1992) Change and the Curriculu,, London: Paul Chapman. * Harden, R.M. (2001). AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning, Medical Teacher, Vol. 23, No. 2, pp. 123-137 * Ljuca, F., Lozo, S., Simunovic, V., Bosse, H., Kadmon, M. (n.d.). Chapter 11: Curriculum Development. Retreieved December 14, 2012 from http://www.bhmed-emanual.org/book/export/html/93 * Pasigui, R.E. (2011). THE NATURE AND SCOPE OF CURRICULUM DEVELOPMENT (PHILIPPINE CONTEXT). Retrieved December 14, 2012 from http://www.scribd.com/doc/62806653/The-Nature-and-Scope-of-Curriculum-Development * Teacher’s Mind Resources. (2011). What is Curriculum. Retrieved December 14, 2012 from http://www.teachersmind.com/Curriculum.html * Smith, B. 0., Stanley, W. D., Shores, J. H. (1957). Fundamentals of Curriculum Development. New York: Harcourt Brace Jovanovich. * Wisegeek. (2013). What is curriculum. Retrieved December 14, 2012 from http://www.wisegeek.org/what-is-curriculum.htm Significance of the Factors of Curriculum Development We often here the term â€Å"curriculum† in the field of education as if there is a need for this to be emphasized. This is why most educators need to undergo certain studies in order to fully understand this term and how far this term can go. Basically, a curriculum, if being asked to teachers nowadays, has a probable mean definition of â€Å"sets of subjects to be taught†. Others do also have theirs like â€Å"a plan of activities and lessons to be taught† which can be synonymous to the former one. â€Å"Curriculum is a cultural reproduction in a structured way. It is even more: It should also value independent thinking in the context of the widest sense of social responsibility† (Smith, Stanley Shores, 1957). Not a passà © statement, even foundational, in fact curricula are structured not fixed but dynamic, that is why it is stated â€Å"it is even more†. Developing curricula is not easy. The developers should tear apart the horizon of possibility and see beyond that regarding how can the curriculum best fit the needs of the society in terms of educational innovation to produce quality education to learners. Moreover, Harden (2001) has elaborated on this concept â€Å"a curriculum is a sophisticated blend of educational strategies, course content, learning outcomes, educational experiences, assessment, the educational environment and the individual students’ learning style, personal timetable and the program of work†. Structuring and developing a curriculum is essential to the point that the  government can even intervene in order to provide relevant statistics to the developers regarding current data of the performance of the students in their state to see a match between the needs of the learners and the content of the curriculum. Furthermore, essential factors should be taken into consideration in order to make a good curriculum. These are the following: 1. Cultural Values- This â€Å"means that the education system is based on a First Nation communitys framework of values, priorities and world view, so that the path of educational development chosen to meet a communitys needs is theirs, not what outsiders might choose for them† (Ontario Native Literacy Coalition, 2001). The factor to be considered, very recently became an additional concern, are cultural values. These are values taught in order to attain peace and order in the society or community. Cultural values turned out to be essential since these principles should be conserved most specially these days the world is struggling in chaotic phenomena economically, financially, morally and others. Curriculum for Liberal Education (2008) elucidated that â€Å"as a significant factor in developing curriculum, it looks after the recognition on how the interaction of tradition and innovation nourishes both individuality and community†. In addition, this also includes visible cultural values which are Rules, Food, Dress, Language, Music, Dance, Means of Livelihood, Political Behavior, Family, Community, Norms. We also include non-visible cultural values may incorporate philosophy, beliefs and value system. All of these things can be considered in developing curriculum. 2. Knowledge of learner- â€Å"Curriculum development describes all the ways in which a training or teaching organisation plans and guides learning. This learning can take place in groups or with individual learners. It can take place inside or outside a classroom. It can take place in an institutional setting like a school, college or training centre, or in a village or a field. It is  central to the teaching and learning process† (Rogers and Taylor 1998). The involvement of the knowledge of the learners as factor in developing curriculum bridges the gap between what the students gained and stored in the memory bank regarding knowledge and skills, and what will the contents be in the curriculum. The contents with the knowledge of the learners must be supplementary. In the Philippines, the effectivity of Program for Decentralized Educational Development (PRODED) Content Based (not on the learner and learning process) and the implementation of the Basic Education Curriculum (BEC) and Secondary Education Development Program (SEDP) – addresses the learner and learning process take into account the consideration of the knowledge of learners. 3. Knowledge of Teaching-Learning Theories and principles- These factors pertain to relevant researches made by known proponents who endeavoured to make the educational system better in order to meet the demands of the dynamic world. These have been applied almost ever since proper schooling emerged. To concretize this, in the Philippines, The New Elementary School Curriculum (NESC) and New Secondary Education Curriculum (NSEC) demonstrate ample evidence of the inclusion of behaviorist psychological principles through the use of behavioral objectives, drills, practices, and homeworks reinforces learning. 4. Body of Knowledge- There is what we call â€Å"four different approaches to curriculum theory and practice† and one of which considerers Curriculum as a body of knowledge to be transmitted. Basically body of knowledge are the inclusion of the contents or the courses to be taken by the students, and to be integrated in the lesson plans of the teachers. â€Å"Many people still equate a curriculum with a syllabus. Syllabus originates from the Greek, and it basically means: a concise statement, the contents of a treatise, the subjects of a series of lectures. In the form  that many of us are familiar with it is connected with courses leading to examinations. Where people still equate curriculum with a syllabus, they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit† (Mednick, 2006) References: * Curriculum for Liberal Education. (2008). Area 2: ideas, Cultural Traditions, and Values. Retreived December 14, 2012 from http://www.cle.prov.vt.edu/guides/area2.html * Harden, R.M. (2001). AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning, Medical Teacher, Vol. 23, No. 2, pp. 123-137 * Ljuca, F., Lozo, S., Simunovic, V., Bosse, H., Kadmon, M. (n.d.). Chapter 11: Curriculum Development. Retreieved December 14, 2012 from http://www.bhmed-emanual.org/book/export/html/93 * Pasigui, R.E. (2011). THE NATURE AND SCOPE OF CURRICULUM DEVELOPMENT (PHILIPPINE CONTEXT). Retrieved December 14, 2012 from http://www.scribd.com/doc/62806653/The-Nature-and-Scope-of-Curriculum-Development * Teacher’s Mind Resources. (2011). What is Curriculum. Retrieved December 14, 2012 from http://www.teachersmind.com/Curriculum.html * Smith, B. 0., Stanley, W. D., Shores, J. H. (1957). Fundamentals of Curriculum Development. New York: Harcourt Brace Jovanovich. * Wisegeek. (2013). What is curriculum. Retrieved December 14, 2012 from http://www.wisegeek.org/what-is-curriculum.htm

Role of Elevated Levels of Homocysteine in Blood Plasma

Role of Elevated Levels of Homocysteine in Blood Plasma Homocysteine, a non-protein amino acid, is an intermediate in the metabolism of methionine and biosynthesis of cysteine. It has gained prominence in the past half-century because its accumulation in the body has been linked to increased risk and occurrence of atherosclerosis and cardiovascular disease. Homocystinuria is due to errors in metabolism and homocysteinemia is attributed to polymorphisms in the genes involved in methionine metabolism and cysteine biosynthesis, and deficiencies in the nutrients folic acid, and vitamins B12 and B6. Proof of these can be found in the results of genetic and dietary studies. The clinical quantification of homocysteine has evolved through the years and routine tests are currently available. Baseline homocysteine concentration for normal adults has been identified to be between 12-15 Â µmol/L. Elevated levels of homocysteine can be reduced with folate and B vitamins supplementation, but this intervention does not work in patients who have suffere d stroke or heart attacks. More research studies have supported the hypothesis that elevated homocysteine causes CVD and is not just a marker for the disease. However, despite the amount homocysteine research performed, many issues remain to be resolved, among which are the elucidation of the molecular mechanism of the direct action of homocysteine and the standardization of techniques for the quantification of homocysteine levels. Brief introduction. 200 w The role of elevated levels of homocysteine in blood plasma has been the subject of intense study and literature reviews for more than 50 years since an association between defects in homocysteine metabolism and thromboembolism was observed. This role was further verified in patients with homocystinuria and abnormalities in vitamin B12 metabolism with general vascular damage and widespread thrombosis. Subsequently, the homocysteine theory of arteriosclerosis was formulated by McCully and Wilson in 1975. Since then, the positive association between the risk of cardiovascular disease and homocysteine levels in the general population was validated in many epidemiological studies (Boushey, et al., 1995; Verhoef, et al., 1996; Eikelboom et al., 1999; Humphrey et al., 2008). Significantly, these studies found that small increases of homocysteine levels in blood increase the risk of coronary heart disease. Another important finding was the role of diet, vitamins and folic acid in lowering h omocysteine levels. Some authors have questioned the direct homocysteine-cardiovascular disease link, basing their conclusions on a review of longitudinal, prospective studies (Kaul, Zadeh and Shah, 2006). Accordingly, the evidence is not strong enough to warrant a causal effect, the mechanisms for how homocysteine causes cardiovascular disease has not been elucidated, and that there has been no proof showing that interventions of decreasing homocysteine levels have modified the risk for atherosclerosis (Kaul, Zadeh and Shah, 2006). Moreover, homocysteine has been proposed to be a marker, and not a cause of CVD (Wierzbicki, 2007). Recent studies have proposed a mechanism on increased risk of cardiovascular disease (CVD) due to elevated homocysteine. Inhibition of the growth of endothelial cells and promotion of vascular smooth muscle cell proliferation results in damage of vascular cells (Zou, 2007). The abnormality in the production of endothelial cells was caused by homocysteines inhibition of DNA methylation in the promoter region in the gene of an activator of the cell cycle (Jamaluddin, et al., 2007). Amino acid and focus on cysteine. 300 w All living cells contain the biomolecules proteins, carbohydrates, nucleic acids and lipids (Mathews and Van Holde, 1996; McKee and McKee, 2004). These are made up of the repeating sub-units of amino acids, sugars, nucleotides and fatty acids respectively. Cells also contain small organic molecules that are involved in complex biosynthetic and regulatory pathways that are tightly controlled at the molecular level. Amino acids are naturally occurring compounds containing an amino group, a carboxyl group, and a unique side chain or R group (Figure 1). The chemical and functional properties of an amino acid are largely determined by its R group (McKee and McKee, 2004; Mathews and Van Holde, 1996). Although there are hundreds of amino acids, only twenty have been identified to be building blocks of proteins. Among these is cysteine, which contains a sulfhydryl, or thiol (SH) in its R group (-CH2-SH) (Berg, Tymoczko and Stryer, 2002). The sulfhydryl group is very reactive and could react with another thiol group, forming disulfide bonds or sulfide bridges. These bridges are important in increasing the stability of some proteins. Two sulfhydryl moieties of two cysteine bonds can oxidize forming cystine. This commonly occurs in extracellular fluid like blood and urine. However, the solubility of cystine is very low, and in large amounts, cystine can cause kidney stones (McKee and McKee, 2004).The sulfhydryl moiety also forms weak bonds with nitrogen and oxygen. Another amino acid which contains a sulfhydryl group is methionine. Its side chain is -CH2CH2SCH3. The sulfur in methionine can form bonds with electrophiles (Berg, Tymoczko and Stryer, 2002). The methyl group (-CH3) can be activated and is involved in many reactions where just one carbon atom is being added to another compound. Cysteine is considered a non-essential amino acid because it can be synthesized de novo in both plants and animals (Figure 2). In animals, cysteine is formed from the cleavage of cystathionine through the action of ÃŽ ³-cystathionase. Cystathionine is produced when serine condenses with homocysteine that is derived from methionine (McKee and McKee, 2004). Methionine, an essential amino acid, cannot be synthesized in humans, and thus, have to be provided in the diet. Its metabolism involves homocysteine. Homocysteine structure and metabolism. 200 w Homocysteine is a non-protein amino acid and thus, it is not utilized in protein synthesis. Its structure is similar to cysteine but it has an additional carbon before the sulfhydryl moiety (R group: -CH2 -CH2 -SH). The tendency of homocysteine to form cyclic compounds may have limited its potential as a protein building block. Homocysteine is not provided in the diet, but is biosynthesized from methionine in a process involving several steps. Methionine is first adenosylated to form S-adenosyl methionine (SAM), and then the methyl group is transferred to an acceptor molecule to form S-adenosyl homocysteine (SAH) in a process called transmethylation. Adenosine is then removed thereby forming homocysteine (Figure 3) (Durand et al., 2001; Selhub J. , 1999; Marinou, et al., 2005). Transmethylation is the only pathway for producing homocysteine in the body. Homocysteine then undergoes two pathways: remethylation to methionine, and transsulfuration to produce cystathionine, cysteine, pyruvate and taurine. Remethylation requires folate and cobalamin (vitamin B12), and transsulfuration requires pyridoxine (vitamin B6). Homocystinuria results from genetic errors in the metabolic pathways (Kluijtmans, et al., 2003; Klerk, et al., 2002), but the current focus is on the more common hyperhomocysteinemia that results fr om genetic variations or nutritional inadequacy (Finkelstein and Martin, 2000). Polymorphisms in the gene methylenetetrahydrofolate reductase (MTHFR) which catalyzes the transfer of a methyl group to homocysteine to re-form methionine have been found in many studies to increase homocysteine levels (Klerk, et al., 2002). Among the proposed effects of increased homocysteine levels resulting in CVD are oxidation of low density lipoprotein, decrease in the thrombomodulin expression inhibiting the anticoagulant pathway leading to thrombosis, platelet activation and aggregation, and smooth muscle cell proliferation (Eikelboom, et al., 1999; Jamaluddin, et al., 2007). Normal Homocysteine levels. 200 w The concentration of circulating total homocysteine (tHcy) is an accurate marker of low folate and vitamin B12. In 1999, 3563 male participants and 4523 female participants were surveyed to determine the normal blood homocysteine levels (Selhub, et al., 1999; Selhub, 1999). The survey found that homocysteine increased with age and was higher in adult males than and females. Screening of babies confirmed that homocysteine levels are higher in baby boys (Refsum, et al., 2004). It was recommended that blood homocysteine levels equal to or greater than 11.4 Â µmol/L (males) and 10.4 Â µmol/L (females) are to be considered above normal and was associated with low vitamin concentrations in two-thirds of the subjects surveyed (Selhub, et al., 1999). This verified that an assessment of homocysteinemia requires the knowledge of the health status of the patient. The degree of homocysteinemia is classified based on determination fasting levels of serum homocysteine. Currently, a plasma tHcy level of 15 Â µmol/L is considered as normal (Refsum, et al., 2004). In healthy adults with good folate and B vitamins status, the upper reference limit is 12 Â µmol/L. Accordingly, homocysteinemia is classified as moderate (15-30 Â µmol/L), intermediate (30-100 Â µmol/L) and severe (> 100 Â µmol/L). This categorization is necessary to come up with a decision regarding the treatment of the condition. Homocysteine and nutrition. 300 w Studies have shown that the enzymes regulating the metabolism of homocysteine are activated by the B vitamins and folate which can be sourced from the diet. The balance of the remethylation and transmethylation pathways are coordinated by nutritional inputs, specifically methionine (Selhub, 1999). Decreasing dietary methionine increased homocysteine remethylation, while increased methionine increased the production of cystathionine through upregulation of the transsulfuration pathway. The molecular mechanisms for the effects of dietary methionine are based on the capacity of S-adenosyl methionine SAM to inhibit methylenetetrahydrofolate reductase (MTFHR) and activate cystathionine synthase (Selhub and Miller, 1992). Thus, when dietary methionine is high, there is a rapid conversion of methionine to SAM. The high levels of SAM promote the inhibition of MTHFR and subsequently, remethylation of homocysteine is also depressed. The pathway is channeled to the transsulfuration pathway, to produce cysteine. In opposite conditions of low dietary methionine, low SAM levels are not enough to inhibit MTFHR activity, resulting in the remethylation of homocysteine. The role of folate in homocysteine metabolism has been the subject of many research studies (Antoniades, et al., 2009; Boushey, et al., 1995; Lonn, et al., 2006). A diet that is poor in folate was also found to impair remethylation and synthesis of SAM (Miller, et al., 1994). Folate deficiency increased the concentration of tHcy and hepatic SAM concentration. Introducing dietary folate and methionine also decreased tHcy. Since vitamins and trace minerals are lost due to food processing, fortification is proposed in order to replenish the lost nutrients. Folic fortification of breakfast cereals when consumed daily was recommended to be the most effective means of decreasing serum folate (Riddell, et al., 2000). High-dose folic acid supplementation also decreased tHcy levels in cases where there is vitamin B12 deficiency (Min, 2009). However, a high methionine diet is not recommended since it can decrease body weights and HDL-cholesterol production in mice (Velez-Carrasco, Merkel and S mith, 2008). Aside from the observed effects of folic acid on reducing tHcy concentrations, folic acid is also thought to be involved in ameliorating endothelial dysfunction through its action of maintaining endothelial nitric oxide synthase in its coupled state which favors the formation of nitric oxide, and not oxygen radicals (Moens, et al., 2008). Role of Homocysteine and vitamins. 200 w The enzymes involved in metabolism of homocysteine require the participation of vitamin cofactors B6 and B12, and folic acid. The direct association between low folate, vitamin B6 and B12 status and hyperhomocysteinemia have been validated many times Hao, et al; 2007; (Hao, et al., 2007; Boushey, et al., 1995; Kluijtmans, et al., 2003; Koehler, et al., 2001). Investigations have geared towards the probability of using these vitamins in the prevention and treatment of homocysteinemia in the general population, and in those who already have cardiovascular disease. The use of multivitamins supplementation for several months improved the concentration of the B vitamins and folate acid in plasma, and decreased homocysteine and LDL cholesterol levels in 182 study participants (Earnest, Wood and Church, 2003). Similar homocysteine-lowering effects were also observed in patients with celiac disease, who have malabsorption problems, who take vitamin supplements (Hadithi, et al., 2009). However, the case for the vitamins is different in patients who already have CVD. Although the treatment of different combinations of vitamins B6, B12 and folic acid of patients with coronary artery disease resulted in a 30% reduction of tHcy one year after receiving vitamin B12 and folic acid, follow-up measurements of homocysteine levels showed that the vitamin supplementation did not significantly affect the total cardiovascular events (Ebbing, et al., 2008). Thus, the findings do not support the use these vitamins for secondary prevention of coronary artery disease. The Norwegian Vitamin Trial (NORVIT) also found that vitamin supplementation did not reduce the risk of cardiovascular disease recurrence after a heart attack (BÃ ¸naa, et al., 2006). Moreover, preliminary results of the NORVIT suggested that the B vitamin treatment increased risk of cancer, and that such treatment should not be given. Role of Homocysteine in atherosclerosis. 500w Many studies since the 1960s have validated the relationship between hyperhomocysteinemia and risk of atherosclerosis (Eikelboom, et al., 1999). Severe hyperhomocysteinemia (homocysteine levels greater than 100 Â µmol/L) can be caused by several inherited genetic disorders. Foremost among the disorders are mutations in the gene encoding for the major transsulfuration enzyme cystathionine ÃŽ ²-synthase, remethylation enzymes methylenetetrahydrofolate reductase, methionine synthase in the methionine cycle, or defects in vitamin B12 metabolism (Finkelstein, 1998; Kraus, 1998). These genetic conditions lead to extreme elevations of plasma homocysteine and early atherothrombotic disease, where the typical pathologic features of endothelial injury, vascular smooth muscle cell proliferation, and progressive arterial stenosis are observed. While these genetic errors in metabolism are rare, they gave researchers a model for studying cardiovascular injury that was associated with high homocys teine levels. The clinical and pathologic features observed under the conditions of homocystinuria resulted in the homocysteine theory of atherosclerosis that declared high plasma homocysteine concentrations to be responsible for vascular damage. Results of individual studies and meta-analysis have come up with support for the homocysteine theory of atherosclerosis. However, there are still controversy over whether homocysteinemia causes CVD or vice versa, or is it that homocysteinemia is just a marker or indicator of CVD. Mounting evidence for the causal effect of homocysteine was backed up by basic and cellular studies which utilized advanced molecular and genetic techniques. Early studies infer that homocysteine damages the endothelial cells lining the blood vessels and increase the production of vascular smooth muscle (Berg, Tymoczko and Stryer, 2002). From a pathophysiologic point of view, homocysteinemia is associated with increased oxidative stress in the cells, and development of thrombosis (Tyagi, et al., 2005), impaired endothelial function (Stuhlinger, et al., 2001) and the activation of inflammatory pathways that are sensitive to changes in cellular redox states (Weiss, et al., 2003). It was originally proposed that homocysteinemia promotes the accumulation of S-adenosyl homocysteine, a potent inhibitor of cellular DNA methylation (Zou, 2007). The hypomethylation of DNA could affect promoter activity resulting in remodelling of chromatin and changes in the transcription of certain genes. However, it was found that In the case of homocysteinemia, increased tHcy levels cause the hypomethylation of DNA promoter region of the cyclin A gene (Jamaluddin, et al., 2007; Zou, 2007). Cyclin A protein is a sub-unit of cyclin-dependent kinases (CDK) that activates CDK during the cell cycle. In the presence of high tHcy concentration, methylation was inhibited at two CpG sites in the cyclin A promoter, resulting in a 6-fold increase in promoter activity, and therefore increased proliferation of endothelial cells. Homocysteine directly inhibited the activity of DNA methyltransferase I (DNMT1) by 30% (Jamaluddin, et al., 2007). Furthermore, homocysteine reduced binding of methyl CpG binding protein 2, while it also increased the binding of cyclin A promoter to histones H3 and H4 which led to chromatin remodelling. Review methods of analysing homocysteine and differences between measurements. 2800 w Total homocysteine, tHcy, is the sum of all chemical species of homocysteine that is present in the blood (Figure 4) (Ueland, et al., 1993; Refsum, et al., 2004). As mentioned earlier, only a small portion of the tHcy comes from free homocysteine, a large portion comes from mixed disulfides and protein-bound homocysteine. All the assays used to quantify tHcy cleave and convert all these forms into a single species by adding a reducing agent, therefore what is measured is the reduced form. Blood for homocysteine determination is collected in tubes. If plasma homocysteine is to be measured, the tube contains anticoagulants like EDTA, heparin or sodium citrate. If serum homocysteine levels are to be determined, then the samples are allowed to coagulate, which takes thirty minutes and not more, to reduce the risk of increased homocysteine levels coming from the cellular fraction of blood (comprised of red blood cells and platelets). Increased release of tHcy from cells also makes it necessary to centrifuge and separate blood components within 30 minutes of collection. Centrifugation time and speed are relatively low (5 min and 300g respectively, for example) and is performed at 4Â ° C. The supernatant (serum/ plasma fraction) that is collected may be analyzed immediately, or stored for 2-3 weeks in the refrigerator or frozen for 2-3 months (Homocysteine, 2008). It is possible to store the samples once processed because the homocysteine levels have been shown to be stable after separation of plasma/serum from the cellular fraction (Refsum, et al., 2004). There are reports showing that tHcy in serum can remain stable for several years if stored at -70 Â °C. Scheme for the steps followed in the determination of total homocysteine from blood serum or plasma. (Hcy-SR, Hcy-mixed disulfide; EC, electrochemical detection; LC, liquid chromatography; CE-LIF, capillary electrophoresis with laser-induced fluorescence detection; Ab, antibody; EIA, enzyme immunoassay; FPIA, fluorescence polarization immunoassay; MS-MS, tandem mass spectrometry). Figure from Refsum et al., 2004. The first step is to generate free homocysteine by chemical reduction of disulfide bonds using dithioethritol, sodium borohydride, n-tributyl phosphine, 2-mercaptoethanol and phosphine tris (2-carboxyethyl) phosphine, which is water-soluble (Jacobsen, 1998). After the reduction, homocysteine is separated from the cysteine, glutathione and cysteinylglycine, low molecular weight thiols, by HPLC. Homocysteine can also be derivatized for gas chromatography determination/ HPLC or subjected to immunoassay (Jacobsen, 1998; Refsum, et al., 2004). The development of the methodologies for determining total homocysteine started in the 1980s. There are many variants of the methodologies, but they can be categorized into three general methodologies: (1) chromatographic, (2) enzyme immunoassays and, (3) enzyme cycling. Chromatographic methods The earliest methods used were the chromatographic methods, of which high pressure liquid chromatography (HPLC) is more used compared to gas chromatography (GC). Variations in the methodology include the combination of liquid chromatography (LC) with mass spectrometry (MS) and GC with MS. The equipment and the skill requirements for these techniques have limited their use mainly in research laboratories. In the HPLC method, the reduced samples are deproteinated and then directly separated on an ion exchange column. The separated homocysteine molecules undergo derivatization with ninhydrin (a chromophore for colorimetric quantification), or fluorescent compounds (e.g. fluorescamine, SBD-F). Alternatively, the reduced homocysteine molecules are first derivatized before separation through reversed-phase HPLC. 6-Aminoquinolyl-n-hydroxylsuccinimidyl carbamate (AQC) is a fluorophore that gives higher sensitivity when used to derivatize cystathionine and homocysteine (Seo, 2005).The derivatized samples are then passed through an ion exchange column. The length of time that it takes for the sample to go through the column is called the retention time. The samples leaving the column pass through a detector, which could be a UV absorbance detector (spectrophotometer), a fluorescence detector or a mass spectrometer which is a powerful detector. The detectors quantify the samples, and send signa ls to a recorder which produces the chromatogram, where quantities can be seen as peaks. An internal standard of known quantity is used in the determination of the actual quantity of the sample. Normally, the internal standard should have a retention time that is the same as homocysteine. Internal standards are added to the sample tubes and derivatized together with the reduced homocysteine. To quantify homocysteine, the tHcy peak area is compared with the peak area of the standard eluted at the same retention time. Although there are many advancements in the HPLC technology, tHcy quantification using this method is relatively slow, time-consuming, requires very careful sample preparation and handling, and skilled technicians. Sample pre-treatment requires 30-60 minutes, while an HPLC run takes 10-30 minutes. Samples are run sequentially, which makes HPLC not suitable for high throughput determinations. Some laboratories use gas chromatography or gas chromatography with mass spectrometry to get more sensitive results. The principles behind GC and HPLC determination are similar, except that in GC, the samples are vaporized and passed through a gas before elution from a column. Similar to HPLC, GC is also more time-consuming compared to other methods. Homocysteine of dried blood samples have been determined using reversed phase HPLC (Bowron, et al., 2005). In this technique, blood samples were collected in tubes that contain potassium EDTA. After mixing gently, the blood was spotted on filter paper cards that are used in standard neonatal screening. The cards were air-dried and stored at room temperature until analysis. Six-mm discs of the cards were punched out, and incubated in tubes with an internal standard and a deproteinization agent. The produced thiols were then derivatized for fluorescent detection, and separated by reversed phase HPLC. The resulting measurements showed that the method was linear up to a homocysteine concentration of 140 Â µmol/L, in comparison with HPLC of plasma homocysteine which showed a linearity up to 200 Â µmol/L. The coefficient of variation within a batch of measurement was 5% and within batches was 8%. HPLC of plasma samples was only 1% within batch and 4% between batches. Storage of the dried blood sample spots for more than 24 hours in room temperature decreased the homocysteine concentration, probably due to the hemolysis of whole blood during drying. The hemolysis could have been accompanied by the denaturation of enzymes that release homocysteine from blood cells. Overall, although the use of dried blood samples offers flexibility in sampling and storage, the assay had lower precision compared to HPLC. It may not be able to quantify dried blood homocysteine in newborns because its lower limit of detection is above the levels that some healthy neonates have. The method can be used in the detection of homocysteinuria. A more rapid protocol for tHcy measurement is liquid chromatography electrospray ionization-tandem mass spectrometry (LC/MS/MS) (Gempel, et al., 2000). It removes the derivatization step and can perform 400 analyses daily. Blood samples are applied to filter cards that are used for neonatal homocysteine screening. The cards are incubated in the presence of a reducing agent and a deuterated internal standard. The tHcy is then extracted in an acetonitrile solution and loaded on a cyano column. Eluates are ionized with an ion spray device before passing through a mass spectrometer. The procedure makes use of an autosampler, which hastens the analysis. The advantage of the method is the removal of the derivatization step, because the mass spectrum is determined directly. Impurities of the samples are removed by passing them through the cyano column. Since the procedure takes only 3 minutes to finish 1 sample, more samples can be processed in less time compared to HPLC (Gempel, et al., 20 00). An innovation in a high throughput liquid chromatography-tandem mass spectrometry method is the use of a 96-well plate format that skips precipitation, centrifugation and derivatization. Plasma samples, calibrator and control were mixed well in 96-well plates. From each well, an aliquot was transferred to another plate with sodium hydroxide solution (diluent) and dithioethritol (or another suitable reductant). After thorough shaking and a short incubation period, the plate was placed in the autosampler for LC-MS/MS analysis. Comparison of the results with those obtained by HPLC showed that the LC-MS/MS method gave consistently higher homocysteine readings, which was attributed to the use of different standards by the two methods. The biggest advantage of the new method over HPLC was the expense, because LC-MS/MS reduced the costs for material and manpower by more than 50% (Arndt, et al., 2004). Enzyme Immunoassay The immunoassay-based tests for homocysteine were developed in the 1990s. Most assays employ a mouse monoclonal antibody against S-adenosylhomocysteine (SAH), which is formed when adenosine and S-adenosylhomocysteine hydrolase are added to reduced total homocysteine of the plasma/serum sample. The earliest report on the procedure involved the use of flouresceinated SAH as tracer. This method is fluorescent polarization immunoassay or FPIA. After SAH is generated, it is mixed with a fluorescein-tagged SAH. The mixture is coated onto a microtiter plate, then made to bind with mouse anti-SAH (Figure 6). When antibody-SAH bind, the changes in fluorescent polarization of the SAH-tracer are detected and serve as basis for the quantification after a standard curve of known homocysteine calibrators is constructed (Shipchandler and Moore, 1995). The newer versions of enzyme immunoassays were performed on microtiter plates and used the formation of colored complexes to measure absorbance which was used as the basis of the quantification (Figure 7) (Frantzen, et al., 1998). After the conversion of reduced tHcy to SAH, another enzyme is added to the mixture to hydrolyze the excess adenosine. After reaction with a monoclonal anti-SAH antibody, a specific anti-mouse-antibody is added, which forms a colored product that can be detected spectrophotometrically for quantification. The immunoassays are simpler to perform compared to chromatography because they do away with the derivatization step and the expensive equipment needed in chromatographic separation. The method has been proven to be rapid and precise. The coefficient of variation between and within assay is 8% and less than 6% respectively, and the results also correlated well with those obtained using HPLC. The advantage of the immunoassay over HPLC is speed and ease of determination (Frantzen, et al., 1998). Many samples can be run simultaneously on several microtiter plates, which make the immunoassay ideal for routine screening. Furthermore, the technique can be and has been fully automated using robotics technology, and is highly flexible and can be used on different analytical platforms. Other similar imunoassays have been developed. In a variant of the assay, recombinant homocysteine lyase, converts homocysteine into ÃŽ ±-ketoglutarate, with the evolution of ammonia and H2S (Tan, et al., 2000). A second reaction reacts H2S with N,N-Dibutylphenylene diamine (DBPDA) resulting in the formation of form 3,7-bis(dibutyl amino)phenothiazine-5-ium chloride, a highly fluorescent compound. Both highly purified recombinant homocysteine lyase and DBPDA were synthesized in the authors laboratory, which somehow limits the utility of the procedure because their production requires skill and specialized equipment. Another assay utilizes the recombinant enzyme, methionine ÃŽ ³-lyase, and the commercially available fluorophore N,N-diethyl-p-phenylenediamine (Chan, et al., 2005). The rest of the procedure is similar to that used in typical immunoassays. The method can be used in an automated analyzer or manually, which makes it ideal for laboratories that cannot afford the expensive automated analyzers. Although the recombinant enzyme was purified only from a crude extract of E. coli, the results compared well with those that were obtained using HPLC. These results showed that the need for tedious and careful purification procedures can be removed. However, a main drawback was the non-specificity of the enzyme for homocysteine; it also reacts, although with less specificity, with cysteine which is present in larger amounts than homocysteine in the plasma. Thus, the use of pure homocysteine as calibrator is not suitable for the assay. Instead, the recommendation is to use pooled plasma as the cali brator, but this requires the determination of the tHcy by HPLC, which complicates the procedures for small laboratories who do not have access to HPLC equipment. Moreover, the precision of the procedure is also lowered if samples are diluted, because this also reduces the amount of cysteine in the sample relative to its concentration the calibrators. The presence of cysteine is also the cause for the lower sensitivity of this assay, because at lower tHcy levels the background fluorescence due to cysteine is amplified (Chan, et al., 2005). Enzyme cycling The most recent method for tHcy determination is the enzyme cycling method which amplifies the detection signal to improve the sensitivity of the detection (Figure 8) (Dou, et al., 2005). Similar to the previous methodologies, all protein-bound and oxidized forms of homocysteine are first reduced to free homocysteine. Next, methionine and S-adenosyl homocysteine (SAH) are formed from the methylation of free tHcy by the action of the enzyme homocysteine methyltransferase with S-adenosyl methionine as methyl donor or co-substrate. The SAH so formed comes from SAM and the transmethylation reaction, and not from the free homocysteine molecules. Upon formation, SAH is hydrolyzed immediately to homocysteine and adenosine by SAH hydrolase. The homocysteine originating from SAM enters the homocysteine transmethylation reaction catalyzed by homocysteine methyltransferase to form homocysteine and methionine again, resulting in an enzymatic cycle and an increase in detection signals. The reacti ons caus

Ideology and Reality in the Movie, The Matrix Essay -- Movie Film Essa

Ideology and Reality in the Movie, The Matrix The matrix, as presented in the eponymous film, operates as an Althusserian Ideological State Apparatus (ISA). The Matrix1 presents a world in which "the state [as] a 'machine' of repression" is made literal where robots rule the land (Althusser 68). It is true that they rule by force (sentinels and agents) and these constitute the Repressive State Apparatus, but their primary force of subjugation is the matrix, their ISA. The film traces the path of one man, Neo, in his painful progress from the ideology of the matrix to the "real world," or the ideology of the "real."2 The matrix, unlike the ideology of the "real," is explicitly defined along Althusserian lines as an ISA. Althusser identifies ISAs as "a certain number of realities which present themselves to the immediate observer" (Althusser 73). Just as the "machine" of the state is taken literally, ideology as "reality" is taken literally. Any discussion of the ISA must include both a brief discussion of the State and Althusser's use of the term "ideology." For him, the State "has no meaning except as a function of State power" and as such, "the State is the repressive State apparatus" (71-72). The State Apparatus (SA) is in turn comprised of the Repressive State Apparatus and the Ideological State Apparatus. The RSA will be discussed in further detail later, but to understand how the matrix serves as an ISA, a brief discussion of ideology is called for. Althusser defines the ISA as those private institutions that operate by ideology instead of physical repression. Ideology, as a term, has two aspects for Althusser. The first is that "ideology represents the imaginary relationship of individuals to their ... ... amount of time that passed between The Matrix and The Matrix Reloaded. 2 To be concrete about the difference between the matrix and the "real world," I will refer to one as the matrix and the other as the ideology of the "real." The quotes are necessary as the ideology of the "real" is still a fictional ideology. Furthermore, it must be remembered that Althusser saw ideology as inescapable and a necessary feature of society ("there is no practice except by and in an ideology") (Althusser 93). Therefore, referring to the world outside of the matrix as the real world is insufficient and inaccurate. The ideology of the "real" (as Morpheus says, "welcome to the real") serves to enforce the notion of Neo not as rejecting ideology in favor of reality, but rather moving from the ideology of the machines (the matrix) to that of Morpheus (the ideology of the "real").

Jim Porter

Discuss the character of Jimmy Porter in Look back in anger explaining how you feel about him as we move through the main action of the play. Have your ideas changed about him by the time we reach the play’s final scene? Jimmy Porter is the play's main character. He is the â€Å"Angry Young Man† who expresses his frustration for the lack of feelings in his placid domestic life. Jimmy can be understood as both a hero for his unfiltered expressions of emotion and frustration in a culture that propagated unemotional resignation.He can also be considered a villain for the ways in which his anger proves to be destructive to those in his life. All of these characteristics are shown as the play moves on. A play like  Look Back in Anger  creates a world which, in essence, is familiar to, reality, rather than an imaginative  dislocation  of reality, and it becomes easier for the mind to sidetrack onto an element which may be more pleasing to it than the main theme of the play.Constant reference is made, even by people who liked the play, to Jimmy Porter's self-pity, his  neurotic  behaviour, his  cruelty  to his wife. This makes nonsense of the play; Jimmy Porter is devoid of any neurosis or self-pity, and the play is summed up in his cry against a negative world, â€Å"Oh heavens, how I long for a little ordinary human enthusiasm. Just enthusiasm—that's all. I want to hear a warm, thrilling voice cry out Hallelujah! Hallelujah! I'm alive. †¦ Would  Look Back in Anger  have been the success it was if people had been forced to listen to this damning indictment of themselves as dead souls, instead of being allowed to stray into less dangerous channels. (pp. 45-6)Tom Milne, â€Å"The Hidden Face of Violence† (originally published in Encore,  Vol. VII, No. 1, 1960; copyright  © by  Encore),  in  Modern British Dramatists: A Collection of Critical Essays,  edited by John Russell Brown, Prentice-Hall, 1968, pp. 38-46. This criticism I find to be true, Jimmy as a character does not dwell in self pity or apathy, but instead see’s the world as unjust as a whole.His use of the term Enthusiasm is a response to his yearning for positivity, as he simply feels none from Alison. His endless efforts for discussion turn in the end into frustration, which inevitably evolves into confrontation. His endless scanning of numerous newspapers is evidence of this, as he tries to get a sense of the unjust world of his eye’s, to in all hope develop a series of discussions to exercise his mind, which is normally diverted by Alison and Cliff, which leads to his quest for confrontation.Jimmy as a character appears to be destructive to those in his life, but in contrast, there is the argument to be made that his destructiveness has its origins in Alison’s and Cliffs inability to level with his Ideas and opinions, which they rather continually ignore or shadow with Cliff’s immature comm ents, leading to Jimmy’s frustration through the lack of ability for discussion of the day’s affairs. An example of this comes in page 3, Jimmy †we’ll, she can talk, can’t she? You can talk, can’t you? You can express an opinion†¦.. This quote from the start of the play indicates Jimmy’s frustration at the quality of discussion, which evolves in his intimidating questioning of Alison’s and Cliffs ignorance towards his attempts to start discussions. Evidence of Alison’s torment of jimmy is shown straight away by her reply, â€Å" I’m sorry. I wasn’t listening properly. † This shows Alison’s ability to tease and cause Jimmy’s destructiveness as she in a phrase pokes the bear, as she is well aware of the odds being favourable for a bitter response from Jimmy, and her reliance upon Cliff to defuse any altercation between her and Jimmy. Look back in anger† was also bringing class a s an issue before British audiences. Through Jimmy as the voice of the lower-middle class, Osborne is blaming, amongst other things, the upper class for the country's miserable situation. Jimmy uses Alison's brother Nigel as a symbol for the privileged, and therefore despised, upper class's members who fill important positions regardless of whether they are talented or not but merely as a result of their connections. â€Å"He’ll end up in the cabinet one day, make no mistake.But somewhere at the back of that mind is the vague knowledge that he and his pals have been plundering and fooling everybody for generations. † Jimmy’s character is built upon his view that the world around him is unjust and his further comments on Nigel reflect this further, â€Å" the only thing he can do- seek sanctuary in his own stupidity. The only way to keep things as much like they always have been as possible, is to make any alternative too much for your poor, tiny brain to grasp. It takes some doing nowadays. It really does. Jimmy means by this that those who hold high places in society do so not through ability but through ancestral beginnings, which he fairly see’s as being inept and obsolete towards forming a society that he believes should exist. When he say’s â€Å"it really does†, he is saying that the task that Nigel takes is becoming more difficult as more of the population is becoming more and more educated by the year, which he sees as being the form of a future revolution resulting in the expulsion of Nigel’s class and ‘pals’ from guarding high positions of government from the lower class’s.It is significant that, although Jimmy studied at a university, he runs a sweet stall. This could be considered to be a sign of rebellion. But in truth it is a sign of his character that he is idle in his lack of drive to change society through his own effort, instead he prefers to be bitter and awaits other†™s to make the changes he seeks. Jimmy’s character, changes once Helena arrives, He becomes a show off but the most important change is when Alison leaves. He appears to feel free.This is because Helena is able to level with him, in conversation and confrontation. Before Alison leaves, we see Jimmy testing Helena, â€Å" I hope you won’t make the mistake of thinking for one moment that I am a gentleman†. The fact that Helena can converge in discussion with Jimmy delights him as he feels he is performing before an audience. Someone who he feels is listening to his every word with intrigue. He even say’s, â€Å"I think you and I understand one another all right. This is the first indication of Jimmy’s character showing mutual respect with another character apart from Hugh’s mother. Once Alison leaves, and Act 3 begins, it is apparent that Jimmy is in a better place. His questions once deflected by Alison are now responded to by Helena, ther e are no long rants to restore order and no raised voices enforcing his will to be heard. Helena is open to activity, unlike Alison. For example on page 83, Jimmy â€Å"†¦.I was thinking we might work it into the Act†, to which Helena replies â€Å" good idea†. The fact that Helena is open to activity show’s us a characteristic of Jimmy we did not see early on in the play when living with Alison, he appears to be happy and jubilant on occasion, because of his thoughts and ideas are being responded to positively. In the play we see many sides of Jimmy’s character at different stages of the play, at the beginning he appears as a dreamer, who see’s the world as unjust but not full of self-pity.He becomes confrontational when frustrated by his wife and friend, who he feels trapped with in a dialogue dead setting. Were he see’s no escape and feels a wasted talent. But in truth is not prepared to take action on behalf of himself. His connecti on with Helena appears first as one based on hatred on the backdrop of difference in class, but he shows characteristics towards her, that of mutual respect, and eventually one of lust. Resulting in him having a sense of freedom and dialogue he has longed for throughout the play.

How to Dress as Someone of Another Race for Halloween

How to Dress as Someone of Another Race for Halloween With people of color more prominent in pop culture than ever before, some costume lovers face a dilemma: Is it alright to dress up as someone of a different race for Halloween? The answer to that question depends on the costume you’ve chosen and your presentation of it, not to mention the person you’ve decided to duplicate for the occasion. If you insist on doing it, follow the tips below. Itll lower  the odds that you’ll make a racial gaffe if you dress up as a person of another race for Halloween. Go as a Particular Person Under no circumstances is it alright to dress up as a Mexican, African or an Asian for Halloween. A racial group does not make for an appropriate costume, and any desire to dress up as a generic minority for Halloween is a pretty good indicator that you’ve bought into stereotypes about the group in question. To raise awareness about this issue, Ohio University group Students Teaching About Racism in Society  launched a campaign called Were a culture, not a costume. Instead of dressing up as a generic racial group for Halloween, choose a particular individual to dress up as, preferably one who’s known for suiting up in certain ensembles. Golfer Tiger Woods often wears red polo shirts and black pants while competing. Throw on such an outfit and walk around with a golf club in hand, and many people will pick up on the fact that you’re Mr. Woods for Halloween. Suiting up as an athlete who wears a jersey is one way to be easily identifiable. Most basketball fans know that Steph  Curry  is No. 30. Of course, your costume needn’t be relegated to the sports world. With his trademark sequined glove and red leather jacket, Michael Jackson is an instantly recognizable costume. No Blackface Avoid blackface like the plague when dressing up as a person of a different race for Halloween. Recognize that many African  Americans consider blackface to be as offensive as the N-word. If you’re choosing to go as a minority celebrity who wears attire that’s recognizable to the masses, there’s no need to darken your skin.   The same goes for taping your eyes back to appear Asian. Instead, choose to go as a highly recognizable Asian figure for Halloween, such as buddy team Harold and Kumar in their orange jumpsuits from the â€Å"Guantanamo Bay† film or the Japanese schoolgirl Gogo Yubari,  who handled a meteor hammer in â€Å"Kill Bill.† On Halloween, you should also reconsider throwing on an Afro wig. While natural hair has made a comeback in the black community, most African Americans today don’t sport 1970s style Afros, so unless you’re dressing up as Dolemite or another blaxploitation hero from that era, you should question the need to rock a faux Afro for Halloween. On the other hand, if your costume for Halloween is Bob Marley, you’re a lot less likely to offend people by donning a dreadlock wig, as locks were a staple of his look. But even in this case, its wise to exercise caution. Some people may still view such wigs as a mockery of natural black hairstyles. Wear a Mask You can avoid making many of the racial gaffes that befall Halloween celebrants by merely wearing a mask. A mask will remove any temptation to use blackface, tape back your eyes or make similar racially offensive moves. A variety of manufacturers offer masks of President Barack Obama, Michael Jackson and other famous people of color. Avoid Stereotypical Costumes Some costumes are just asking for trouble. Avoid politically incorrect costumes that fuel racial stereotypes. People of color aren’t likely to appreciate a white person dressing up like Aunt Jemima, a Muslim terrorist or an  illegal alien. Question your motivation for wanting to wear a Halloween costume that’s likely to be regarded as racist. It may seem like a funny idea to you but will feel like a slap in the face to the communities mocked by the costume.

The multiculturalism into which American Literature has developed

The multiculturalism into which American Literature has developed If someone had to inquire about the multicultural problem that we face today, then probably majority of the answers would still lie on the racial differences just as in the early settings. The answers would focus on issue of American foreigners who were incidentally native through their family link of various American generations.Advertising We will write a custom essay sample on The multiculturalism into which American Literature has developed specifically for you for only $16.05 $11/page Learn More The multicultural literature once dominated by white text has greatly transformed and many writers floods the same literature that has over the time accused various races in terms of ignorance, violence, crime, immoral, brutal, and uncontrollable feral passions among other forms of un-civilization. Currently, the syllabus on American literature has to meet the diversity enhancements as mandated in the university requirements. Revisions on career outline indicate that there is a wide difference between what students learn about the contemporary world, and the historical perspectives regarding multicultural settings. Students are today able to embrace all the current literature about culture because all the materials are new and are remarkably free from the historical prejudices. The world studied today is quite different from what existed in the past. There is lack of the exclusivities in teaching methods and literature learning in current American literature. There is an overwhelming change over the confined nature of past-institutionalized form of study where the teachers in the subject matter directed or were in control over the topics of discussions. The development is evident in current discussions, for instance it is possible to find authentic discussions regarding African-American studies, Lesbianism studies or even various forms of music evolution studies such as analysis of Jazz music evolution. Students have overcome the societal inequities brought about by the civil right era, which in some cases become more insidious especially during the last quarter of the twentieth century. Students are currently willing to have open discussions of multicultural issues and therefore the teachers conduct the proceedings non-dogmatically by allowing different point of views. There is development on language and aesthetic as well especially on issues relating to power of translating native languages. The current study of American literature provides excitement, satisfaction, surprise, criticism and doubt among readers, which maintain the zeal and anxiety over diversification of culture. Majority of recently written literature about multiculturalism voices the victims by giving them opportunity to share experiences.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More There is clear indication of how various cultures in Americ a enriches the society through sharing of cultural differences and arts. The mutual interaction and assimilation expands the multicultural perspectives through learning and appreciation of ethnic heritage. Current multicultural literature has a close description touching on assimilation of American cultures. Most of the current literature writes have explanation indicating their pride of belonging to a multicultural community while still being able to retain the unique heritage of their origin unlike prejudiced historical writings. Today’s literature indicates that there is evident push from Americans who advocate to participate in multicultural practices and experiences for instance through appreciation of foreign art, music or food. Literature writers immerse the American literature into the vibrant cultures by depicting the positive differences and benefits they represent. The past couple of decades have seen culturally related wars over the procedures of teaching American literature. Heated debates over multiculturalism have spread beyond the college books to news materials such as magazines, thus enticing mixed reactions. Some people feel that American literature is failing, while others see the situation is a transformation of teaching methods. Classical and traditional literature that writers forgot or overlooked is finding a transformation through modernized form of interpretation. There are hopes for the twenty-first century for the reason that more challenges will enrich the abandoned American literature and heritage with more positive or diverse analysis of the traditions.

SAT Fees and Registration Whats the Total Cost of the SAT

SAT Fees and Registration What's the Total Cost of the SAT SAT / ACT Prep Online Guides and Tips Just like many parts of the college application process, taking the SAT (and even using your SAT scores) comes with an assortment of fees. Here, I'll break down every possible SAT registration cost and score fee. Then, I'll go over strategies for saving as much money as possible on the SAT. Registration Costs for the SAT (Updated for 2019-2020) Registration charges are unfortunately mandatory if you are planning on taking the SAT. Registration-related fees, or add-ons that can bump up your costs, aren't required of test-takers. These extra services could be useful in special circumstances, even though you'll end up shelling out a few extra bucks. Here's a chart outlining the mandatory SAT fees: Fee Cost Description Registration- SAT with essay $64.50 Fee to register for the SAT with the optional essay section Registration- SAT without essay $49.50 Fee to register for the SAT without the optional essay section And here's a chart outlining optional add-on fees: Add-on Fees Cost Description Register by phone $15 Instead of registering online. Available only if you’ve registered for the test before. Late fee $30 Charge for registering after the normal deadline, but before the late registration deadline. Waitlist fee $53 Charge for being added to a test date waitlist after the late registration deadline. Charge is processed only if you end up taking the test. International fees $43-$53 Extra charges for taking the test outside of the US; varies by region Score Report Analysis Costs for the SAT (Updated for 2019-2020) After you take the SAT, you'll want to receive, analyze, and send out your scores. This chart outlines all possible post-test services and their costs. Service Cost Description Receiving scores online $0 Checking your scores online is free of charge. You still need to send official score reports to schools, however. Receiving scores by mail $0 This would take longer than just checking your scores online, but it’s also free of charge. Receiving scores by phone $15 This fee is per call. Score report (first four reports) $0 Enter up to four school score report requests at no cost (up to the Monday nine days after the published test date). Score report (each additional report) $12 After your first four reports, you’re charged this fee per each additional score report. Rush report request $31 This cost is per order, not per score report; there’s no guaranteed report delivery date. This fee is in addition to any fee per score report you're paying. Question Answers Service $18 Only available for specific test dates. You receive a copy of the SAT questions, your responses, the correct responses w/scoring instructions, and information about question type and difficulty. Student Answer Service $13.50 You receive information on question type, difficulty level, and whether your answer was correct, incorrect, or omitted. A watered-down version of the Question Answers service. Multiple choice score verification $55 Charge for having someone manually review your multiple choice answer sheet. Essay score verification $55 Charge for having someone check your essay score for processing errors (your essay will not be re-graded). How to Minimize SAT Registration Reporting Costs As you can see, SAT registration and reporting costs can add up pretty quickly if you're pressed for time, if you want detailed score reports, or if you're applying to a lot of schools. You can avoid a lot of these fees if you plan ahead. Planning ahead can save you hundreds of dollars; your piggy bank will thank you Take the Test Early If you're scrambling to get official score reports to schools before their application deadlines, you might not have a choice but to pay $31 for a rush order. This might happen if you take the SAT last minute, or if you procrastinate in sending official score reports. Although this is unavoidable in certain circumstances, you'll save yourself money (and unnecessary stress) if you take your test earlier rather than later. It takes about three weeks for your scores to be posted after you take your SAT. You should budget another two weeks at the minimum for colleges to actually receive your score reports. In order to avoid rush fees, try to schedule your last SAT no later than five weeks before your scores need to be in. Register Early If you miss the normal deadline and have to register late, you'll end up increasing your total registration costs by about 50%. Registering months in advance won't only save you money - it will also ensure you get the test date you want before al the seats are booked. Having a hard test deadline in mind can also jumpstart your motivation to study; you'll be better able to budget your time. Take Advantage of Free Score Reports You can send up to four score reports for free if you specify the schools you'd like to send your scores to early enough. List the four schools as early as registration, and as late as the Monday 9 days after the published test date. This will save you up to $48. Apply for a Fee Waiver if You're Eligible Low-income families may find these SAT costs to be especially daunting. In an effort to mitigate this financial burden, CollegeBoard offers fee waivers to certain students. You may qualify if you meet any of the following requirements: You're enrolled in or eligible to participate in the National School Lunch Program (NSLP) Your family income falls within guidelines for free or reduced price lunches Your family receives public assistance You're enrolled in a federal, state, or local program for low income students (e.g. Upward Bound) You live in subsidized housing, foster care, or are homeless You are a ward of the state or an orphan With a fee waiver, you get free test registration and free score reports. You have to apply for a fee waiver through your school counselor; since this can take time, make sure to apply for a fee waiver well in advance of the test dates you'd like to register for. What's Next? We've gone over ways you can save money on your SAT registration and score reports, but did you know that you can actually make money on the SAT? Learn more about how your SAT scores can open up some great scholarship opportunities. Of course, you want to make sure you get the best scores possible, and not just for scholarships. Check out our guide to getting the perfect SAT score. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

Anatomy and Physiology 1 Essay Example | Topics and Well Written Essays - 500 words

Anatomy and Physiology 1 - Essay Example After death, the consumption of ATP continues but the generation stops. Therefore in the absence of ATP, actin and myosin filaments become permanently complexed and rigor mortis sets in (Raff, 290). 2. During surgery, anesthetics are administered to patients blocking the action potential generation. These anesthetics target the function of voltage-gated sodium channels. Local anesthetics work by blocking the entry of sodium ions into their channels therefore preventing transient increase in permeability of the nerve membrane to sodium ions into their channels thereby preventing the transient increase in permeability of the nerve membrane to sodium ions for generating action potential. Binding of both protonated and neural local anesthetic molecules interferes with conformational changes that underlie the process of channel activation. The failure of sodium ion channel permeability to increase slows own the rate of depolarization since an action potential is not propagated. This interferes with nerve transmission since failure in action potential will cause inability of flow of current from depolarized sites inside surface of the cell membrane to adjacent polarized membrane (Raff, 170). 3. People with Alzheimer’s disease are forgetful and with disease progression they become confused and lose their ability to speak. These patients often have diminished acetylcholine transferase activity in their brains. The enzyme that synthesizes acetylcholine by transferring the acetyl group from acetyl-coA to choline. Acetylcholine is a major neurotransmitter in the nervous system. It is produced in cholinergic neurons from choline and acetyl co enzyme A by action of acetyltransferase. Acetylcholine is stored in vesicles at the presynaptic cell terminal and released after excitation. After acetylcholine is released into the synapse, it is broken down into smaller parts and taken up by the nerves so that it can be reused. Decrease of acetylcholine in the

Vermont's Women Organizations and Training Programs Essay

Vermont's Women Organizations and Training Programs - Essay Example This has helped establish the causes of discrimination against women and hence address this issue and help women achieve their political ambition (Goleman 5). The League of Women Voters is a non-partisan league established in 1920 by Carrie Chapman, which does not fund or compete against political parties or candidates. However, the league believes in a representative government and the freedom of individuals as stipulated in the constitution. They also believe that a democratic government highly depends on well-informed citizens and citizen’s involvement. This has encouraged democracy and hence allowing women to gain a political advantage (Goleman 7). The Women’s Leadership Circles of Vermont is a circle of 10-12 women leaders originating from a particular region. Vermont Women’s Leadership Circle was founded by Kerry Secrest of Watershed Coaching, LLC in 2011 (Marla & Kerry 1). It offers influential women the space, support, and tools to lead with precision and self-confidence. The program was formed to cater for the needs of women in leadership positions across all sectors of the economy. Those who participate have a clear vision that drives them toward personal and professional achievement. This helps the women grow in their roles as change-makers. Through these initiatives, the various organizations and groups have been able to help women achieve political mileage. This is because women become more empowered and feel more confident to go for political

Adapting to Health Changes Assignment Example | Topics and Well Written Essays - 2250 words

Adapting to Health Changes - Assignment Example It also includes the topics related to elder abuse. Introduction The most difficult challenge a nurse could face is caring for an elderly ill client (Alexander, 2004, p. 1005). Due to developmental changes in physical and mental state, some of the clinical manifestations of certain diseases are hard to detect. One of these diseases is the diabetic ketoacidosis. Emergencies related to endocrine diseases account for approximately 1.5% of all hospital emergency admissions in England; the majority is related to diabetes and its complications (Dunning, 2005, p. 113). Mortality rates among elderly are 20% (Jevon, 2010, p. 9). Diabetic ketoacidosis (DKA) is a life-threatening diabetic condition caused by deficiency in insulin and results in severe hyperglycemia (Sinclair, 2009, p. 198). Diabetic ketoacidosis usually occurs in younger people with type 1 diabetes. Fortunately, older diabetics are less prone to DKA although a few cases exist (Roach, 2001, p. 324). Assessment Elderly people req uire individualized assessment ranging from simple screenings to in-depth evaluations. Health providers, particularly the nurses must be very knowledgeable and skillful in detecting deviation among elderly (Wold, 2004, p. 105). In the clinical scenario stated, the man is approximately in mid-sixties of age. The man is confused upon bringing him to the emergency department. He was not able to provide any information about himself or his condition so the staff called him Nic. He kept on insisting to leave the department and go home for dinner yet was unable to state his address. The hygiene was described as poor due to disheveled and unkempt condition. His appearance and odor suggested that he had not washed for some time and his breath had an acetone odor. The client frequently scratched his right upper arm and examination revealed that he had a hematoma (50 cents size) on the right side of his forehead and he repeatedly stated that he wanted to pass urine. Base on observation, the p atient has an indication of a fall due to hematoma; possible concussion due to confusion is exhibited. Nursing assessment undertaken are measuring of vital signs for blood pressure elevation and tachycardia, blood glucose level for determining hyperglycemia, neurological observations such as Glasgow coma scale to determine the client’s mental state, and mini-mental state examination (MMSE) for possible dementia (Melillo, 2011, p. 279). Plan of Care The plan of care for Nic depends upon the nursing diagnosis that has been found out and has been prioritized according to the assessment findings. The nursing diagnosis and each plan of care are elaborated below: Nursing Diagnosis #1: Risk for Injury related to unfamiliar environment and physical or mental limitations secondary to disease condition Assessment: The client is confused and unable to provide information of previous environment. He frequently scratched his right upper arm and has a fifty cents-size hematoma. Expected Ou tcome: The client will be free from further injury. Interventions and Rationales: 1. Orient the client to his environment. Orientation helps provide familiarity. 2. Instruct the client to wear slippers with nonskid soles and to avoid newly washed floors. These precautions can help prevent foot injuries and falls from slipping. 3. Teach him to keep the bed in the low position with side rails up at night. The low position makes it easier for the client to get in and out of the bed. 4. Make sure that personal belongings are within easy reach. Keeping objects at hand prevent falls from overreaching and overextending. 5. Instruct the client to request assistance whenever needed. Getting needed help with ambulation and

The Hubble Telescope Research Paper Example | Topics and Well Written Essays - 1500 words

The Hubble Telescope - Research Paper Example The Hubble telescope was the first space anchored telescope by man. Hubble has proven to be the key to the casket of knowledge pertaining to the skies of the space. It has helped in answering the most fascinating and intriguing queries of the astronomers of the planet Earth. The Hubble has had the privilege of researching out and about almost everything in the Universe known so far, from black holes to other solar systems in which planets revolve around stars similar to our own milky way. Astronomy was given a new meaning ever since Hubble endeavored upon its cruise as a result of which mankind has been steered on a new mission. The present study initiates from an introduction of what the universe is. It proceeds further with the reason behind the development of the Hubble Telescope and ventures into its twenty one year journey so far. THE UNIVERSE The Universe is everything around us. It has unimaginable boundaries that can neither be seen with naked human eye nor can be imagined. P resent studies state that the Universe is ever expanding. Known to be made up of dust particles, numerous metals, gases, stars, clouds, galaxies and life forms, the universe has been the source of inquisitiveness for man ever since ancient times. The planet Earth on which human beings reside is one planet in one of the innumerable solar systems that spread out in the universe. Earth’s sky is filled with small specks of distant celestial objects whether they be stars or anything else. The fact that these specks of light are not just light bulbs in the sky but actually are celestial objects became known to man only after inventions and discoveries in the field of information and communications technology. Prior to them man could think of the Universe only till where his imagination took him. HISTORY The advent of information and communications technology dates back to the days of Galileo. Galileo’s invention of the telescope in the year 1609 was the major breakthrough in looking up distant things. It was the phenomenon of telescope only that bought life into the mere light specks that the Earth’s night sky displayed. There was unanimity in the desire of all the scientists: to see further more and more into the skies. Galileo’s Earth based telescope

Engineering ethics Case Study Example | Topics and Well Written Essays - 1250 words

Engineering ethics - Case Study Example Within any given integrated work place, a coherent code of conduct is used to manage behavioral conduct of employees. This code of conduct outlines the principles and values required of every employee when conducting any duty within a  social setting. Apart from laws and the code of conduct, ethics determine the professional behavioral pattern demonstrated by employees. Ethics relate to an individual’s philosophical principles and beliefs. Ethical practices involve adoption of elements like honesty, loyalty, commitment and avoidance of conflict of interest in professional duties. In any professional training, an individual is informed of the required ethical elements which all employees working in a certain professional accord should follow. At this juncture, we will begin by appraising the code of conduct that defines ethical principles required of engineers. Engineering, which is mostly concerned with the welfare of the society, should depict high levels of ethics in its a pplication. Therefore, engineers should display ethical conduct in every activity pertaining to their profession. With respect to the underlying case study, Giffels faces a dilemma situation where he is required to make an ethical decision within the line of duty. Before we begin evaluating Giffels’ case from a theoretical perspective, it is appropriate that we acknowledge some of the ethical requirements of every engineer in the field. From the NSPE, which outline the code of ethics for engineers, engineers have a professional obligation of informing his/her clients when they belief that a certain project has some defects. In addition, engineers should not engage in activities that serve to advance their professional status by untruthfully presenting information about projects. According to the rule of practice, engineers should prioritize safety, health and the general welfare of the public in all professional duties. When charged with a responsibility of approving a projec t, engineers should only approve projects that conform to the applicable engineering standards. Moreover, every engineer should carry out professional assignments with the highest standards of honesty and integrity. At this juncture, acknowledgement of these ethical principles facilitates appraisal of Giffels’ case in an objective manner. Relevant theories concerned with ethical standards will prove helpful in understanding professional ethics from a theoretical perspective. The underlying case concerns an engineer faced with a situation requiring an ethical decision making process. Giffels has a professional duty of installing equipment in a government facility. However, this facility does not meet the required engineering standards in its constructions. Giffels notice that the responsible designer did not consider the issue of safety in terms of fire and escape routes in the facility. In addition, the designer did not submit details on how Giffels should install the require d equipments with respect to the issues of safety. Giffels evaluated this situation from an ethical perspective. Although his duty was to install the equipments, he considered the aspect of public safety in the project. This made Giffels consider approaching the concerned parties for assistance. The designer rejected his claim saying that Giffels duty is to complete the

Curriculum Planning-Alignment Assignment Research Paper

Curriculum Planning-Alignment Assignment - Research Paper Example Mathematics presents low records in successive tests for the 9th, 10th and 11th. For instance, the subject recorded the lowest scores of 3% and 17% in the Grade 9 and 10 respectively (USA, 2012). As such, this plan observes that in terms of subjects, improvement strategies should target Mathematics. In terms of grades, the 11th grade presented the best performance followed by the 10th grade and the 9th grade comes last with the lowest performance. This states that the 9th grade demand improvements; thus, the action plan should focus on such a group. According to the TAKS statistics, the performance increases up the grade levels. An objective that seems not to be met includes the need for students to comprehend the functional relationships. This means that students may get the answer but fail to highlight the procedures, which were instrumental in obtaining such answers. The objective 10 equally seems not to have been met since students show lessening knowledge in understanding and ut ilization of mathematical tools and processes. Students’ Problems on TAKS A major problem associated with the TAKS is the requirement that demands students to show how they arrived at each answer; thus, meeting the objective of comprehending functional relationships. Most students find this challenging since putting such an explanation on the paper is strenuous. As such, a student who obtains an answer but fails to justify his procedure scores poorly. According to Perna & Davis (2007), most TAKS tests provide vague questions with authentic answers not provided as one of the alternative of the multiple answers. Interestingly, students who fail such tests cannot proceed to the next grade level. Such questions come as a surprise and disappointment to most students who fail to comprehend the context of the test (Parkay, Anctil & Hass, 2006). Indeed, the test does not have an effective way of measuring students’ ability; hence, students who have sufficient knowledge may fai l the test. Notably, most students find the broad curriculum provided by the TAKS quite challenging since they fail to comprehend the objective of the subject clearly. This indicates that objective 10, which necessitates persons to utilize tools and methodologies, has not been addressed. In fact, the program outlines numerous objectives, which confuse the students in the end (Perna & Davis, 2007). Subpopulation that has poor performance According to Statistics, the subpopulation of males performs poorly in Social Studies, and the subpopulation performance varies with subjects. The performance of males in the social studies subject may be attributable to the attitude of the group. Perna & Davis (2007) observes that most males have low interests on the subject. Indeed, males’ interest tends to decline towards science subjects. Importantly, the female subpopulation presents considerable interest on social subjects hence grasp social concepts easily. In fact, this position is sup ported by the high performances realized in mathematics and science subjects by the male subpopulations (USA, 2012). An Action Plan for improving student scores Addressing objective 1: Improving the understanding of functional relationships Initially, the structure should entail examination of the lesson plans and program

The Hubble Telescope Research Paper Example | Topics and Well Written Essays - 1500 words

The Hubble Telescope - Research Paper Example The Hubble telescope was the first space anchored telescope by man. Hubble has proven to be the key to the casket of knowledge pertaining to the skies of the space. It has helped in answering the most fascinating and intriguing queries of the astronomers of the planet Earth. The Hubble has had the privilege of researching out and about almost everything in the Universe known so far, from black holes to other solar systems in which planets revolve around stars similar to our own milky way. Astronomy was given a new meaning ever since Hubble endeavored upon its cruise as a result of which mankind has been steered on a new mission. The present study initiates from an introduction of what the universe is. It proceeds further with the reason behind the development of the Hubble Telescope and ventures into its twenty one year journey so far. THE UNIVERSE The Universe is everything around us. It has unimaginable boundaries that can neither be seen with naked human eye nor can be imagined. P resent studies state that the Universe is ever expanding. Known to be made up of dust particles, numerous metals, gases, stars, clouds, galaxies and life forms, the universe has been the source of inquisitiveness for man ever since ancient times. The planet Earth on which human beings reside is one planet in one of the innumerable solar systems that spread out in the universe. Earth’s sky is filled with small specks of distant celestial objects whether they be stars or anything else. The fact that these specks of light are not just light bulbs in the sky but actually are celestial objects became known to man only after inventions and discoveries in the field of information and communications technology. Prior to them man could think of the Universe only till where his imagination took him. HISTORY The advent of information and communications technology dates back to the days of Galileo. Galileo’s invention of the telescope in the year 1609 was the major breakthrough in looking up distant things. It was the phenomenon of telescope only that bought life into the mere light specks that the Earth’s night sky displayed. There was unanimity in the desire of all the scientists: to see further more and more into the skies. Galileo’s Earth based telescope

Curriculum Planning-Alignment Assignment Research Paper

Curriculum Planning-Alignment Assignment - Research Paper Example Mathematics presents low records in successive tests for the 9th, 10th and 11th. For instance, the subject recorded the lowest scores of 3% and 17% in the Grade 9 and 10 respectively (USA, 2012). As such, this plan observes that in terms of subjects, improvement strategies should target Mathematics. In terms of grades, the 11th grade presented the best performance followed by the 10th grade and the 9th grade comes last with the lowest performance. This states that the 9th grade demand improvements; thus, the action plan should focus on such a group. According to the TAKS statistics, the performance increases up the grade levels. An objective that seems not to be met includes the need for students to comprehend the functional relationships. This means that students may get the answer but fail to highlight the procedures, which were instrumental in obtaining such answers. The objective 10 equally seems not to have been met since students show lessening knowledge in understanding and ut ilization of mathematical tools and processes. Students’ Problems on TAKS A major problem associated with the TAKS is the requirement that demands students to show how they arrived at each answer; thus, meeting the objective of comprehending functional relationships. Most students find this challenging since putting such an explanation on the paper is strenuous. As such, a student who obtains an answer but fails to justify his procedure scores poorly. According to Perna & Davis (2007), most TAKS tests provide vague questions with authentic answers not provided as one of the alternative of the multiple answers. Interestingly, students who fail such tests cannot proceed to the next grade level. Such questions come as a surprise and disappointment to most students who fail to comprehend the context of the test (Parkay, Anctil & Hass, 2006). Indeed, the test does not have an effective way of measuring students’ ability; hence, students who have sufficient knowledge may fai l the test. Notably, most students find the broad curriculum provided by the TAKS quite challenging since they fail to comprehend the objective of the subject clearly. This indicates that objective 10, which necessitates persons to utilize tools and methodologies, has not been addressed. In fact, the program outlines numerous objectives, which confuse the students in the end (Perna & Davis, 2007). Subpopulation that has poor performance According to Statistics, the subpopulation of males performs poorly in Social Studies, and the subpopulation performance varies with subjects. The performance of males in the social studies subject may be attributable to the attitude of the group. Perna & Davis (2007) observes that most males have low interests on the subject. Indeed, males’ interest tends to decline towards science subjects. Importantly, the female subpopulation presents considerable interest on social subjects hence grasp social concepts easily. In fact, this position is sup ported by the high performances realized in mathematics and science subjects by the male subpopulations (USA, 2012). An Action Plan for improving student scores Addressing objective 1: Improving the understanding of functional relationships Initially, the structure should entail examination of the lesson plans and program

Industrial Clusters Essay Example for Free

Industrial Clusters Essay The software industry clusters in India had emerged in a few cities like Bangalore, Mumbai, Delhi, Hyderabad, and Kolkatta, when conducive conditions became available. This paper highlights the development of the software industry clusters along with some setbacks suffered by them, and the pros and cons of industrial clusters. Arora (2007) reported that the early software industry clusters in India had emerged in Bangalore due to the existence of private engineering colleges, which provided a large number of fresh engineering graduates for the Indian software companies to provide services for software exports. see more:essay on bangalore city Ramachandran and Ray (2003) mentioned that the late software industry clusters mushroomed in the Indian cities of Hyderabad and Kolkatta due to the impetus provided by the entrepreneurship of the state as well as the individuals. According to Khomiakova (2007), these industry clusters have witnessed setbacks, which include an â€Å"overstressed infrastructure,† a steep rise in the cost of real estate, and scarcity of skilled professionals due to a progressive increase in demand being more than the supply. Arora (2007) highlighted that the major advantages of the software industry clusters in India include generation of employment for millions of young graduates, enhancement of productivity, and an increase in investments by Indian as well as multinational companies. Consequently, the development of industry clusters has prevented migration of local graduates to other Indian cities, and also, helped in the economic growth of the city, its state and India. However, their major disadvantage has been marginal loss of business and employment in the IT sector of developed countries, which have outsourced work to these industry clusters. The software industry clusters originated due to the prevalence of favorable conditions in some Indian cities, and they have redefined the global business operations of the IT industry.