A Response to a Historical Essay Based on the US Civil War Essay

The war as people have known and understood it, has inculcated nothing but violence. Over the history, the remnants of different wars became distinct because of the horrors that it caused and imbibed within the innocent lives of people not involved with it. In addition, those who have actually participated in wars, battleworn and inflicted with such violence can only remember the dreadful effects that it left. However, recent studies and approaches to war histories suggest otherwise. Indeed, there have been numerous horrors inflicted by the war towards innocent victims – women, children, elderly, and the soldiers themselves. But on a different light, the article by Drew Gilpin Faust shows that these wars, although violent and bloody, have brought numerous lessons that only the battlefield can best teach the people. In contrast to the usual and common notion perceiving war as evil and violent, some historians view the war as an enlightening period in the history. Francis Parkman believed that the Americans, who have for so long been vilified by their pursuit for success, will be purified and strengthened after a season of war wherein they shall call out for new ideals and they shall learn to appreciate emotions and sentiments relevant for them to destroy selfishness and greed (Faust, 2004, pp. 369-370). In a distinct manner, the Americans have been dominating the international arena due to their indespensable strength and the supremacy that they hold before less developed and weaker countries. And as such, this rendered the Americans the incapability to become keen of other nations’ sentiments towards their leadership. And with this, the outcomes of the war can be the only way to bring about worthy realizations towards the Americans. Although no one can deny that in reality, the wars that people have bravely fought caused numerous of lives gone to waste. However, despite the horrors of losing loved ones, comrades and brothers became a necessary sacrifice in order to purify a nation that has been subjected to ill doings and a means to cleanse the people out of their sins committed against their own nation and other nations. It may seem morbid to other people, but more civilians became largely interested in understanding the experiences of the fighters firsthand. Civilians became more willing to feel the sensation because for them, these experiences will render them the ability to become more humane – feeling different sensations and privilege of having emotions for them to grasp (Faust, 2004, p. 372). Those who served the military to cure the wounded became immensely satisfied of their tasks. For them, the patients that they attended to and the wounds that they had to cure introduced them to richer and new insights. And though these may have connoted a great level of violence, nonetheless these experiences explored a great deal out of their humanity. And for those who have endured the battle themselves as soldiers, a number treated such experience with rejoice despite the destruction and chaos that it caused them (Faust, 2004, p. 372). With all these perceptions about wars, Civil War in particular, most of the historians developed greater interests in tackling the horrors and lessons that come with it. The fondness of most of Americans in the wars that they have fought became distinct that most of the historians have dedicated a large amount of their time and career to discover the truth behind the Civil War and the lessons that it has ought to teach the people. As such, over the history, numerous books and studies have been developed that were dedicated to the Civil War. James McPherson’s book entitled â€Å"Battle Cry of Freedom† was one of the most celebrated composition and a direct beneficiary of the Civil War’s fame. It turned out to become one of the most respected and famous books that tackled the experiences behind the war. Consequently, the â€Å"Journal of Southern History† also became one of the best compositions that broadly represented the different aspects of the conflicts during the Civil War. Given the significant increase of people’s interest in the war, it is logical to wonder what has triggered the people’s desire to study more about it. Ken Burn explained that the issues confronted during the Civil War era is continously reflecting the contemporary issues that Americans still face today (Faust, 2004, pp. 374-375). In addition to Burn’s explanation, several writers have also come to the conclusion that people are still interested with the cause and outcome of the Civil War because it has shaped modern America’s society and culture. They believe that the horrors and lessons behind the war, though they are considerably dreaded, are keys to discover America’s roots and origin. The whole point of the article really does make sense. The turnout and effects of the war that it bestowed upon the country, the fighters involved in it, and the greater number of innocent lives who had to bear with the war experiences created a huge impact that is impossible to forget in a lifetime. The different aspects and different angles given to the study of Civil War offered a great amount of help in understanding the fruits and losses behind the incident. As such, such wars and battles mirror the history of America. During the present era, the war that America has fought and is still fighting presents the same outcome – numerous lives lost and land and property devastation. Same with America’s previous war engagement, they invented the war â€Å"in order to control violence† (Faust, 2004, p. 381). Equipped with weak evidences behind America’s attack against Iraq, America has acted in order to create for their country a â€Å"sense of meaning, intention and goal-directedness† (Faust, 2004, p. 381). Again, America was pushed into a war in order to regain superiority and control. Indeed, the wars that America has fought came with distinct lessons despite the unwanted memories and experiences that the wars have unleashed. But despite these horrors, the American government still pushed their nations onto a different battle regardless of what the world has to say about it. It is true, the Civil War taught Americans a great deal of lessons which were learned the hardest and most painful way. But now, they stand the war again – and numerous studies about the wars may not have helped at all. War, from the dawn of the history until the present generation, is still yet a battle that has not been won. Reference Faust, D. G. (2004). We Should Grow Too Fond of It: Why We Love the Civil War. Civil War History. (pp. 368-383). The Kent State University Press.

Aids Vaccine by Merck and Company

1) What kind of vaccine was this, and how was it supposed to work? The vaccine known as V520 that was used in these studies cannot cause HIV infection because it contains only of viral materials which has synthetically produced snippets. Such vaccine is composed of adenovirus a common virus which normally causes upper respiratory infection these groups of virus infect the membranes tissue linings of the respiratory tract very common in adult and children, this infection include fever the most frequent symptoms is the inflammation of the pharynx or sore throat which is the sign of pharyngitis, inflammation of the nasal membranes, or a congested runny nose cough and swollen lymph nodes (gland). This infection sometimes leads to otitis media. It was first discovered as an agent causing upper respiratory infection in man, the human adenovirus comprise 41 distinct serotypes which cause a variety of ailments such as acute respiratory, ocular, gastrointestinal and urinary tract diseases ( Lattime et al, 2002). The adenovirus serotypes have an oncogenic possibility and are able to stimulate tumors in rodents cause a remarkable surge of interest in the study of the molecular biology of human adenoviruses. 2) How did the researchers deal with the dilemma of working with â€Å"control† human subjects? That is, did they warn the volunteers to protect themselves but obtain no significant data to test the vaccine? Or did they try to detect the vaccine’s efficacy while their participants were at risk of getting HIV infection? Did they find a solution? Scientist has made the vaccine by crafting the vaccine by genetically making alterations the common adenovirus which consist the part of HIV. They had hope that it will activate an immune response that would make recipients less to catch HIV or interrupt the inception of full-blown AIDS. It is expected from the vaccine by the scientist that the vaccine should not cause infection but to produce results that would make on the immunity of the recipients to made it easier for the to seize through a later exposure. Those volunteers who have received the least two doses of the said vaccine nineteen volunteers constricted HIV compared with the eleven persons which are given placebos. The dilemma of working with â€Å"control† human subjects is that they are more uncontrollable regarding their environment promptness for this long tow will never be achieved on a short span of time continued by eagerness for a precise invention. It requires enthusiastic and prepared society and numerous places which are both well continued and supple to acclimatize changes in procedure. This is one of the criteria that the mentioned experiment has lacked, in using large scale trials to be short of associates with fine characterized incidence and frequency rates of HIV infection Without the consistent of how much infection takes place in a community in a particular year, there will be no means of knowing whether an entrant vaccine will help lessen the pace of new infections. All this information must be collected sooner before large-scale test can start. It is also significant to know the dynamics of viral load and CD4 cell counts in HIV-infected people in the community where the tryout takes place. 3) How would the scientists determine efficacy? That is, when comparing the vaccinated volunteers with those who received a placebo, how big a difference between the vaccinated versus control groups would have been necessary to call the trial a success (say, at the 95% confidence level)? The AIDS vaccine trials moving headed for large trials are not probable to defend people from infection. In its place the vaccines are more likely to improve the series of HIV to AIDS if a vaccinated individual becomes infected. To resolve the vaccine’s impact, volunteers will necessitate to be followed over an extended period of time possibly their life span. This represents an important model shift which requires substantial learning of trial participants and communities in which test take place. AIDS vaccine researchers require making it certain that systems are in position to confirm that a constructive test stems from vaccine-induced antibodies, rather a definite illness. Moreover, looked-for are programs to fight bias against anyone enrolled in an AIDS vaccine test whether test HIV seropositive or not. The vaccine developed by Merck and Co. did not prevent HIV infection nor did it limit the severity of the disease, in those who become infected with HIV as a result of their own behaviors that exposed them to virus. The trial could have been a success and be effective if the researchers has been more cautious on recording who are the patients who get placebo and the real vaccine, and after the vaccine they should still monitor the activities of the volunteers especially if ever they still indulge in actions that will make them more prone to the mentioned disease. 4) In your opinion, what went wrong? Why did the trial fail? The project fails because most of the volunteers are heterosexual; they were not informed after the test if they have been given the placebo or the vaccine. Unexpected results from other AIDS studies had also happen, just like the trials of two vaginal microbicide gels to avoid HIV but have led to more infections for those who have really used the product than those who has received the placebos. Because of the long time and test done to perfect the test we can always expect failure, in a certain experiment the control human being is very important because this will serve as the basis on the experimental side which include the numerous amount of volunteers unmonitored after the vaccine like their extra curricular activities and the way they have their sexual relationship with the other sex, a close observation on their itinerary’s in their everyday living in the longer period of time. Work Cited Koff, W. C., Gust I. D. Kahn P. (2007). Aids Vaccine Development. Horizon Scientic Press. Hawthorme, F. (2003). The Merck Druggernaut: The Inside Story of a Pharmaceutical. Giant. John Wiley and Sons Lattime E.C., S.L. Gerson, (2002). Gene Therapy of Cancer. Elsevier Publishing      

Number of people

Over the course of the unit, we have used a wide range of interpersonal skills and communication techniques to communicate with our teams. These skills are useful if used correctly, but can also be detrimental to group work when they are overused or misused. Knowing how these skills work is vital for working well in a team situation and producing good work.Interpersonal Skills Verbal Exchanges: Signing, Lip Reading Verbal exchanges are possibly the most important part of working in a team. By talking to your team members, you can communicate about the current task and learn about the thoughts and ideas of the other people in your team. This is the most common way Of communicating as it is quick and easy. Lip reading and signing can also be used for people who have trouble hearing, although signing requires an understanding of sign language from both parties, which means that it is less likely to be an effective way of communicating.Although it is a good way to communicate, there is a danger of people going off topic and not focusing on the task at hand when they are talking to others in their group. Written messages can be used instead, which allows the team to write out their ideas in a clear and concise way, without veering off topic. Nonverbal Exchanges: Body Language and Intonation On the other end of the spectrum from verbal language, there is nonverbal language. The most common form of this is known as body language and in some cases, can be as useful and informative as verbal cues.Body language describes how a person moves and acts when they are addressing someone. By studying body language, you can assess the attitudes of people in your group, which allows you to change topic when they start to become bored, which will increase the level of information that is passed through the group. This can also be bad if a team member is displaying negative body language such as crossed arms, as it will make the rest of the team less likely to talk to them. Nonverb al communication can also be observed through the attire that someone wears.If someone walks into an important team meeting with inappropriate clothing, it shows that they may not take the meeting seriously and do not feel the need to dress appropriately. Proper clothing can make the rest of the team more inclined to listen to you as you will look more prepared. Intonation is the way that someone speaks to express their thoughts more clearly. This can be simple pauses before words for effect, or increasing and decreasing the pitch of their voice. This is an important tool for effectively broadcasting your views about a particular subject.It is also useful if you are the team leader, as it helps to make your voice more interesting and memorable to the people you are speaking to. While this is useful, it can also be unhelpful when negative Intonation is used, such as using sarcastic comments in response to an idea. Positive and Negative Language Positive language is language that is h elpful or constructive, and helps the team work together. This language can be used to critique a person's work without making them feel like their work is being dismissed unfairly.Examples of positive language can be saying things like â€Å"This is a good piece of work, but it needs to be amended slightly. † Negative language is the opposite of positive language. It is often unnecessarily mean to the receiver and so is usually less helpful, as the person is less likely to take on the criticism. If a group has too much negative communication, it means that they ill be less likely to work well in the group and perform to their best standards. To some people, what is seen as simple criticism can come across as negative, especially when the subject is something personal or something that they have worked hard on.It is important to be careful about what language you are using, but you may have to use a combination of positive and negative language in order to correctly express y our opinions of the team work. Active Engagement: Nodding, Summarizing, Paraphrasing Active Engagement is the use of positive, engaging learning techniques in order to help the people you are working with get more involved and remember more than they would in other situations. This type of interaction is helpful in keeping the ideas four team fresh and flowing, which in turn helps to promote friendly behavior and team working within the group.While beneficial, too much active engagement can lead to the lesson becoming distracting, causing the core information to be lost. For active engagement to be effective, it must be used in moderation so that it does not become so energetic that it is confusing. Barriers: Background Noise, Distractions, Loss of Interest Barriers are common in all areas of work, be it teamwork or individual work. Barriers are things that directly affect the amount of information that you can process. All of these interpersonal skills can become barriers to commun ication if they are used extensively or wrongly.Other barriers can include distraction caused by loud noises or interesting things happening nearby, or mental barriers that are caused by stress or emotional problems. In every area of work, there will be barriers that have to be overcome. These barriers can be exacerbated by other team members, but can also be overcome easier with others to keep the group on track. Examples of overcoming barriers could include taking a short team break when everyone becomes tired and unresponsive.This lets the team process the information so that they can remember it more effectively, and allows them to release some energy so that they don't become a distraction to others. Types of Questioning: Open, Closed, Probing, Speed Of Response Questions can come in two main forms: Closed and open. Closed questions are ones that can be answered with a simple, short sentence, whereas open questions require a more in depth answer. An example of a closed question could be ‘Meal it sunny yesterday? , while an open question would be â€Å"What did you think of the sunny weather yesterday? Both types of question are good in different ways. Closed questions allow you to get definite, concise information from the answerer. Open questions make it easier to assess the answerers attitude and thoughts behind the topic. Open questions are also good in that they can be used to enter a discussion which stops your team members from becoming bored, like they would if you had just asked closed questions. Communicating In Writing Guidelines Guidelines are sets of rules that dictate how you should write a particular piece of work.For example, a set of guidelines for a piece of writing intended for children may say that it has to be simple and easy to understand, whereas a piece for people of a higher age may need to be more informative and contain more complex language. Guidelines are good as they give users a clear idea Of how the work should be wri tten so as to convey the message to the highest standard. Emoticons Emoticons are representations of facial expressions made by using symbols on the keyboard (E. G. L) Emoticons are generally informal and are used to indicate the tone of the intended message.In a team environment, emoticons re not generally necessary, and can disrupt the main information in a message if they are overused. Grammar Grammar refers to how sentences are constructed using the proper syntax. Grammar is important in any area of work as it makes your work easier to understand and makes you appear more prepared and knowledgeable. Spelling Spelling is an important part Of any type of work that you do. Good spelling allows your work to be easily read and understood, as well as making you appear more professional.Good spelling also means that you will have to spend less time getting your team members to correct your work and you can Ochs on more important tasks. The need for good spelling is diminished if you sp eak to your teammates in person, but there will always be work that will have to be copied down, making good spelling a vital part of group work. Structure Structure relates to how writing is laid out in a piece of work. Good structure allows people to follow your work easily, as well as quickly jump to the parts that they need in the writing.Structure can be improved by the use of contents pages, which clearly show what topics are covered in each paragraph. When compiling lots of pieces of team work from different authors, good structure can make save lots Of time by reducing the amount Of time taken sorting through random pages trying to find the right piece of work. Identifying Relevance Relevance is how connected something is to the main topic. By identifying how relevant pieces of work are, you can reduce the amount of time put into researching things that aren't important to the topic as a whole.Identifying relevance can sometimes be hard, as something that is deemed irrelevan t at one point can actually become more important later on. By using techniques such as underlining and highlighting, you can easily ensure that important acts are clearly shown to the reader. Another way of doing this is to completely cut any relevant information and place it into small notes. This way may be effective, but can be risky if you end up cutting some information that later turns out to be important. Proofreading Proofreading is the process of overlooking work thou have written and checking it for any mistakes.By proofreading work before you send it to someone else, you reduce the risk of sending them something that might not make sense, or may give them incorrect or misleading information. Proofreading your own work can be hard, as you are more likely to skim over ND miss any small errors that someone else may catch. Proofreading can be made more efficient by getting someone else to read your work and check for mistakes, leaving the work for at least a day before proof reading so your brain can treat it as a new piece of writing, or reading the work slower than usual and out loud which will help to catch any mistakes that you may have made.Alternative Viewpoints An alternate viewpoint is research that comes from a source that is different from your own. An alternate viewpoint can come in the form of a document that you get from the internet or from collaboration with a co-worker over a ice of work. Getting many alternate viewpoints is important to ensure that your work is not biased or factually Inaccurate. When referencing other people's work in your own, it is important to clearly distinguish where one person's viewpoint begins and another person's ends, and to correctly credit the author of the alternate viewpoint.Note Taking Note taking is a good tool for team working as it allows other members of your team to tell you what could be done better or what needs to be changed. A good way to take notes is electronically, using software such as Micr osoft Word. This lets you write and erase notes easily, as well as send updated copies to other people for fast collaboration. Most people use hard copies, where a single physical copy of the work is handed around and people write on the work directly.This approach can be quicker if it is being handed to a small number of people, but note taking electronically makes it easier to assess and change. Capitalization Capitalization is mostly used at the start of sentences and nouns such as England or Mark. When writing abbreviation, capital letters are also used, such as in ELK. Capitalization can also be used to display emotion when writing message, usually in the form of capitalistic every letter of a word to indicate shouting.Shouting in writing is generally thought of as negative and unprofessional, so should be avoided for more important letters. Team review Assessment think that I performed well in my team review meetings and my one-to-one tutorial target setting sessions. I used p ositive language verbal exchanges with my team members to accurately discern how we worked as a group. Think that I could have used more open questions to gain a better insight into what other people in my team thought about the work that we did.

Prostitution in Modern Europe Essay Example | Topics and Well Written Essays - 2500 words

Prostitution in Modern Europe - Essay Example In order to make the picture more prominent, it is better to look into a case of prostitution in early modern London. This instance will be able to present a true picture of how important prostitution became in modern Europe. Margaret Huberty, a woman aged 46 years was prosecuted for keeping a brothel in London in the year 1905. According to many of the witnesses, they saw unknown people going in and coming out of the house on 49, Whitfield Street, which was owned by Mrs. Huberty. When reported to London police, they kept a vigil on the house and found the report to be true. While investigating the house, they found it out to be a brothel run by Mrs. Huberty. The prostitutes were caught red handed when some disturbance caused them to shout from the windows. According to the court paper, it was the lady herself who owned the business. She used to employ prostitutes and keep them in the house. The prostitutes were also seen to accompany the men on the streets. These men were the customers and all of them were from high society. Margaret Huberty, a middle aged woman with the possession of a house does not present a picture of poverty hovering over her life. It becomes, therefore, a question of great importa nce, what compelled women like Mrs. Huberty to choose this profession as the means of earning. (The Proceedings of the Old Bailey, 2003) Keeping a Keeping a brothel was nothing new in London from the second half of the 19th century. A Bailey Court case in the year 1869 tells about three London women prosecuted with this charge. They were Mary Ann Clark, Christiana Clark and Jane Roberts. Three of them compelled a girl under the age of twenty to take up the profession of a prostitute. Apart from that, they were also involved in the business of running a bawdy house. This incident clearly indicates that prostitution was quite prominently taken as a profession since that age in early modern Europe. To these women, marriage and security did not appear to be good options in life. Prostitution and its business could give them huge amount of money and this shows that these modern women in Europe understood the value of wealth very well, although social rules were ignorable to them. Another session held in the London's Central Criminal Court in the year 1889 shows an evidence of late 19th century prostitution in this city. Here, a 23 year old lady named Annie Gough was prosecuted with the charge of counterfeiting coins. Although the charge was very far from prostitution, the accused person clearly declared in the court that her main means of earning was through prostitution. She confessed before the Magistrate that her prostitution was the main profession on which her husband depended, too. This presents a picture that looks quite bleak from any social perspective. This also refers to the irresponsibility of the husband and his indifference about his wife's profession. Unlike the case of Mrs. Huberty, Gough's case had a ground of poverty. (The Proceedings of Old Bailey, 2003) According to many of the social critics, prostitution in modern Europe was a result of poverty in the families. It is also stated that in many cases, this was a temporary alternative for the women to survive. Still, this will be very unjustified to say that it was only poverty that compelled the modern European women to choose this profession. The historical survey suggests that 30% of the whole

The Discovery of the Theory of Natural Selection by Darwin Research Paper

The Discovery of the Theory of Natural Selection by Darwin - Research Paper Example No theory has been as revolutionary or as controversial as the theory by Charles Darwin in his thoughts on natural selection. This paper shall discuss the discovery of the theory of natural selection by Darwin. It shall first present a summary of the scientific theories about evolution before Darwin’s discovery of natural selection. It shall also provide a description of how the discovery was made, including what was going on in Darwin’s life for him to make the discovery. It shall then present a description of natural selection in terms of the modern evolutionary synthesis of the 20th century. Finally, this paper shall also apply the principles of natural selection, explaining why we have the current problem of bacteria which has become resistant to antibiotics. Discussion Evolutionary theories were first seen with the Greek philosophers who adhered to the ideas of origination, setting forth that all things originate from water or air, and that all matters come from on e central and guiding principle (Think Quest). Medieval theories on evolution were dominated by Christianity and its teachings. Immanuel Kant set forth that based on similar qualities of organisms, all organisms come from a single source. He further discussed that a chimpanzee may develop organs which he would use for walking and grasping objects, and from these organs, the structure of man may evolve and develop into a social culture (Think Quest). Carolus Linnaeus first believes in a fixed quality or nature of species; however, with hybridization, he soon found out that new species can be built from the original species. He also considers hybridization as part of God’s plan. The British Admiralty in 1831 invited a naturalist to travel with Capt. Robert Fitzroy on a voyage in the HMS Beagle to survey Patagonia, Tierra del Fuego, Chile, Peru, and the Pacific Islands. Charles Darwin was recommended to join this voyage, and he journeyed with the Beagle for five years (Vardiman) . His tour of the Cape Verde Islands provided him a practical application of Charles Lyell Principles of Geology with his views of volcanoes and other geological formations. In his tour, he was able to witness massive erosion downstream coming from glaciers. He then thought that the glaciers could not have been formed the way they did if the explanations of the Bible would be believed (Vardiman). He then considered truths in the explanations of Lyell and his doctrine of uniformitarianism. He saw his first tropical rain forest in Brazil and his first fossils in Argentina. He also saw the tribe of savage men in Tierra del Fuego, then he experienced his first earthquake in Chile. He climbed mountains, he observed finchs with varying beak lengths and he travelled the Galapagos islands, Australia, New Zealand, South Africa, Brazil, and then back to England (Vardiman). His theories stemmed from his travels on board the Beagle. His initial interests were on the geological, as evidenced by his first published books. After his voyage on the Beagle, he also attempted to explain his observations on birds and tortoises on the Galapagos Island. He then went on to consider explanations and theories in relation to anatomy, embryology, and geographical distribution (Vardiman). The concept of natural selection was eventually established due to the selection pressure which he related to the ecological niches of the different species. His theory was the first to â€Å"provide evidence for evolution and to explain how the process of natural selection produces adaptation† (Vardiman). Darwin approached natural selection from various perspectives and he discussed that due to the

Analyse how 3 complementary therapies (Acupuncture, Herbal medicine, Essay

Analyse how 3 complementary therapies (Acupuncture, Herbal medicine, Massage) differs from conventional medicine - Essay Example 2003). It is also known as Western medicine or Allopathic Medicine. It follows proven scientific procedures and techniques in treating the symptoms of disease, unlike the former where the root cause of the disease is addressed. Conventional therapy is based on the fact that diseases are caused by Bacteria and Virus. It is very successful in acute conditions, accidents and surgery. Western medicine includes all types of conventional medical treatments like surgery, chemotherapy and radiation. Nevertheless it is important to know about both possible benefits and potential harms of different system of therapies. †Herbal medicines include herbal materials, herbal preparations and finished herbal products that contain parts of plants as active ingredients† (Traditional Medicine: Definition, 2013). Herbal products are gaining prominence in the recent years due to various developments in analysis and quality control. Herbal products come in the form of capsules, pills, teas, syrups, oils liquid extracts. Simple decoctions can be made at home for common ailments like cough, cold, sore throat, indigestion etc... â€Å"Recently, the World Health Organization estimated that 80% of people worldwide rely on herbal medicines for some part of their primary health care† (Herbal Medicine, 2011). Acupressure is a procedure involving stimulation of vital nerve points on the body through the penetration of thin metallic needles on the skin. It gives instant relief for pain. It is a traditional Chinese practice. Massage is a technique intended to relax muscles by applying pressure on the f lesh. Generally, medicated oils are used for massage. It increases the flow of oxygen and helps to release toxins. Besides, it also help to relieve the body of any stress. Head massage is very popular to improve blood circulation and gives a general feeling of

Industrial Law Assignment ( Contract Law ) Essay

Industrial Law Assignment ( Contract Law ) - Essay Example The Company A has accepted the contract with Company B with all the clauses. Company B, in effect offered to provide the equipment by a particular date. It agreed to do so for a particular amount, which is the consideration. Company B accepted the offer and communicated to Company A that they would complete the order. The letter issued by Company B stated that it was â€Å"accepting the order subject to our standard terms of business.† Clause 10 of the standard terms of business of Company B in effect stated that Company B would be liable to any defect in the equipment only if claim to that effect is lodged within seven days of supply of the equipment. The standard terms of Company B also provided that it would not be liable for any loss caused due to delay in supply of equipment. The Contract Manager of Company A communicated to Company B the details of the equipment it needed, and by implication agreed to the standard terms of business of Company B in their entirety. The first three terms were acted upon. The equipment was supplied to Company A well within time. Company B was paid for the same. The other two terms are not applicable to the problem at hand. Company A did not communicate to Company B the defect within time, and the liability of Company B as regards the defects ended on 8th July 2009. So the complaint communicated to Company B by letter Dt. 15th July 2009 can not be legally enforceable. The contract entered in to by the parties was fully acted upon, and no clause of the contract would be open for interpretation other than what was given to it in express terms. The contract was of the executed consideration type and ended in fulfillment when the Company B was paid by the Company B. Though the Contract Manager of Company A was unaware about the particular Clause 10 which ended the liability of Company B on expiry of period of seven days of the supply, it does not in any way alter the lack of the contractual obligation on

Writing assignment Essay Example | Topics and Well Written Essays - 250 words - 1

Writing assignment - Essay Example But I think use of algae as a biofuel among the alternatives is the most economical and practical alternative. Academic research on the uses of algae started over 30 decades ago, and because of its growing importance, research activities are intensified over the years. To date, scientific studies are being done by over 200 universities worldwide on the feasibility of using algae as a substitute. (Algae.com) Research showed that algae could easily meet the demands for 31 million crude oil. Algae is grown on many ocean floors n the United States. In contrast to corn, sugar soy and sunflower used as biofuels, algae does not need much caring to grow(view attached picture of a non-forested area of an algae farm). It does not require clearing of rainforests, fertile farmland or fresh water to grow. As compared to other feed stocks, algae produces more gallons per acre than soya, rape seed, mustard and palm. Algae produces 10,000 US gallons per acre, soya- US 45 gal; Rapeseed – 110-145 us gal; palm oil -650 US gal.(Thurmond, Will. 2009) He claims that algae alone can meet the requirements as a possible substitute for entire global fossil requirements. Algae can be used as biofuel, ethanol, methane, jet fuel and a lot more. Thus, algae provide a wide opportunity for investment. Due to its practicability, 32 countries worldwide serve as collection centers, while 70 companies are involved in energy commercial research. Algae has market potential because US and EU cannot produce enough corn and meet targets while research showed algae has enough capabilities to meet these demands. As potential targets, algae can serve the military that is the number 1 consumer of diesel fuel. Algae biofuel can also serve passenger cars that use gasoline and diesel. Algae production hopes to meet the target of Federal FRS36 billion gallons by 2022. As of 2008, algae

Ressurecting Russia's Church Essay Example | Topics and Well Written Essays - 1250 words

Ressurecting Russia's Church - Essay Example Following 70 years of continuous religious oppression and the violent spreading of atheism in the Soviet territories, Russia’s Orthodox Church viewed the Soviet collapse as the beginning of its own resurrection. The new process of the Russian Church’s revival led to the serious geographical and territorial shifts in how various religious groups were spread across the Russian territory: as of today, most Russian territories have their own orthodox churches, and the number of peaceful pilgrims constantly grows. In his article, Sergey Schmemann (2009) reviews the process and changes in the state-church relationships in Russia. The purpose of the article is to reconsider the process of the Russia’s church revival in the Soviet territory and to compare the state of church development in the country with the period that immediately followed the collapse of the Soviet Union. Schmemann (2009) chooses the town of Murom as the central object of his analysis – the town the author is familiar with and the town which reflects the basic stages of Russia’s church resurrection on the post-Soviet landscape. Schmemann (2009) provides the detailed description of Murom, its location, geographical features, and history: the town is arrayed on seven hills along Oka’s left bank and used to be one of the most important points of the Russian eastern periphery in the medieval times. Murom is also unique in the sense that more often than not, it was able to withstand and suppress the So viet atheistic pressures; it would be fair to assume that throughout the Soviet era, Murom retained its unique religious atmosphere, with numerous monasteries and myths (Schmemann, 2009). Finally, the choice of Murom for this article is justified by the fact that Juliana Osorin – one of the town’s residents – was canonized in 1604, to persuade the public that holiness was easy to achieve in the family and at home,

My Writing Experience and Thoughts about Different Cultures Essay Example for Free

My Writing Experience and Thoughts about Different Cultures Essay First of all, I would like to talk about my writing experience. In China, primary students originally talk about the pictures in primary school. There is no particularly difficult impression in my memory, But when I was in high school, I found a primary school second grade examination paper and I found articles particularly well written. I am surprised, I get so good at writing, but also particularly well written. After, grade level increases, When I was in 5 Grade, the teacher asked me to keep a diary every day, but my mind is empty and I do not know what to write. So I just wrote the diary about what happened each day. I was afraid of my teacher said that I cant write very well. Later, when I was in junior high school, I still dont know how to write and what should I write. I remember an unforgettable experience, it is a composition lessons. At that time, my Chinese language teacher ask me to write about the composition of spring as homework, I remembered that I have a book seems to be an article which was written about the spring in my drawer. Thats my cousins textbook when he was in high school, I usually read it if I have a spare time. Thus I opened the catalog and found this article, then I excerpt some well written sentences to complete the composition. When I watch the article I accomplished, I wondered how beautiful sentences which I copied form the first paragraph, and it is also especially good at the last. I was so frightened, because I know that if I hand it to my teacher. Not only the teacher didnt believe I wrote, even I dont believe it. I should say I was lucky. She was not aware of this problem, but I felt so guilty. Later, I found that the au thor which I copied the original article from is a very famous writer in early China. I think my behavior is disrespectful to him. Since then, I had no interest in plagiarism and I began to write article all by myself. I no longer have a copy of the composition, instead of learning their thoughts. Since that time, I concluded a truth, although the plagiarism is a bad behavior, it is also in the process of looking for good ideas. After that I read a lot of books and learned to analysis and appreciation. It laid the foundation for my future writing, this is a big harvest to me. In the United States, plagiarism is a very serious behavior of cheating, but this is very different to China, In China, language teachers always promote students to learn from those who write a good article, even require students to recite those articles and then students can modify this article into their own article. This is a necessary process in China, a lot of good articles learned in class, the teacher will ask students to recite these articles . For me, writing in English is very different from writing in Chinese, although as a Chinese student I started to learn English when I was very young, and did a lot of English writing since primary school, but English is not my original language. Besides, the English wring practice in China is very limited. Specifically in the model of thinking, Chinese and English are in widely vary. Many times, the sequence of grammar between Chinese and English is the on the opposite, so when we write in English, many sentences are called Chinglish. It is probably that maybe many Chinese people can understand the meaning but the Americans do not necessarily know the meaning of it. So, English Writing is such a challenge for me, here is the U.S., I wrote the article is not for the Chinese people, it is written for people here to read, I must think the ways in Americanï ¼Å'to let people here know what I say. So the most important thing I have to do is that I must adapt to American life , and learn the way of thinking in American so quickly, then use the thinking of U.S. to writing. Only in this way, I can adapt to life better and complete my studies here . I chose the major of Business Management, so there may be a lot of writing about Business Management in my further study. So I must learn the writing skills and method well in this writing lesson, and then do a better writing in further courses of study. The differences of cultural may cause differences in students ability, which is reflected in the students between United States and China very clearly. In China all of the knowledge are imparted to students by teachers, Chinese students only need to remember the knowledge that their teacher told them. If you remember it exhaustiveï ¼Å'you can get a good grades in this course. In the United States , the teachers always train students to focus on the ability which they interested in, regardless of the students ideas are correct or not, as long as he has his personal reasons, it will be a good answer. In my opinion, Chinese students have a strong ability to remember so many things though, but they serious lack the ability to think things independently and they lack the imagination. In the classï ¼Å'they are not good at expressing their ideas, because they always looking for the right answer, which could be widely recognized . There are also some differences in writing. In China, junior high school students have a same writing style, The teacher teach them to write with same skills and the contents of the article are almost same at all. Although I do not know the style of American students writing, but in my guess, their writing must have their own ideas. In my opinion, whether writing in Chinese or English , we must have our own ideas, Only in this way, articles will be more valuable.

Concepts Of Time And Eternity

Concepts Of Time And Eternity Before beginning to look at time and eternity it is necessary to ask two questions; what is time and what is eternity? Eternity is most often thought of as existence for a limitless amount of time although many use it to mean a timeless existence altogether, an existence outside of time itself. So our concept of eternity is in many ways dependant on our concept of time. So then what is time? This has been discussed and pondered by many philosophers beginning with Aristotle, who speculated that time may be motion. He did however add that motion could be slower or faster but time could not be, it was a constant. Aristotle obviously did not know about Einsteins theory of relativity in which time can also change. Also when Einstein was working on his theory of general relativity and proposed his then revolutionary idea that mass can curve space, he was not aware that the universe was expanding. So our concept or definition of time is still something which, with our further discoveries of how the Universe is constructed, we are still developing. So we will then take a look at how time and eternity have been viewed historically by philosophers and how this has been developed up to the present day. Let us first take a look at the progression of our concept of time. In ancient Greek philosophy Plato speaks about the Demiurge. The demiurge is a term for an artisan-like figure which is responsible for the fashioning and maintenance of the physical universe. The demiurge however is not the creator figure in the monotheistic religious sense, both the demiurge itself and the material from which the demiurge fashions the universe are considered either uncreated and eternal, or the product of some other being. Plato speculates that the Demiurge creates order in the universe. The Demiurge is a force that provides order and stability of a kind and has an important place in Platos thought on time. In the Timaeus, several possible arguments can be chosen concerning the nature, beginning or indeed no beginning of time. Aristotle in contrast to Plato tries to prove in his Physics, that time neither has a beginning nor an end. His main argument revolves around the point that time or motion always was. If something that had the qualities of motion of movement existed, then it would either have to have been in constant movement or begun to move. Therefore, something that begins must too end. That the heaven as a whole neither came into being nor admits of destruction, as some assert, but is one and eternal, with no end or beginning of its total duration, containing and embracing in itself the infinity of time, we may convince ourselves not only by the arguments already set forth but also by a consideration of the views of those who differ from us in providing for its generation.  [1]  For Aristotle time can have no beginning or end. Something which begins cannot continue on for eternity. His thought also applies to ideas such as the beginning of the world, since for the world to change, or begin, G od or the Creator would have to be subject to a god changing his mind but this would be impossible. Simply put the idea of their being a beginning to time is contrary to Aristotles thought. If we go back to Augustine, we see the importance of Scripture in the Confessions. Therefore in relation to time, if we take the following passage from the Book of Genesis, then we shall see the basic workings or the initial starting point for Augustines theory on time. In the beginning God created the heavens and the earth. Now the earth was formless and empty, darkness was over the surface of the deep, and the Spirit of God was hovering over the waters. And God said, Let there be light, and there was light.  [2]   It is clear that in the beginning there must have been a first step taken for the world and indeed the universe to come into existence, and this was the will of God. Augustine begins Book XI by asking O Lord, since eternity is Yours, are You ignorant of the things which I say unto You? Or see Thou at the time that which comes to pass in time? Why, therefore, do I place before You so many relations of things?  [3]  Augustine appears to be afraid that God is somehow frozen in Eternity, truly without change, without any role to play. However, he does take comfort in the hope that we also pray, and yet Truth says, Your Father knows what things you have need of before you ask Him. (Matt 6:8)  [4]  So God will provide for Augustine, or at least he hopes and believes having red scripture that God provides for him. So too has God given us the world and the universe. That he has created all of these things is enough for Augustine, as he says in Chap. 4 of book XI They [the heavens and the earth] also proclaim that they made not themselves; therefore we are, because we have been made; we were not therefore before we were, so that we could have made ourselves.  [5]   Here we see Augustine marvel at God in his creation of the universe. For Augustine he is trying to show how time came into existence with the creation of Heaven and Earth. God created this universe and everything in it and time, as we know it, began with creation, In the beginning. Yet there are some questions that need to be answered as St. Augustine shows us. And no times are co-eternal with You, because You remain for ever; but should these continue, they would not be times. For what is time? Who can easily and briefly explain it? Who even in thought can comprehend it, even to the pronouncing of a word concerning it? But what in speaking do we refer to more familiarly and knowingly than time? And certainly we understand when we speak of it; we understand also when we hear it spoken of by another. What, then, is time?  [6]  This is a very good question, but is there an answer? Augustine does not seem to be able to find one. When he comments on people who ask what God was doing before time began he says Behold, I answer to him who asks, What was God doing before He made heaven and earth? I answer not, as a certain person is reported to have done facetiously (avoiding the pressure of the question), He was preparing hell, says he, for those who pry into myst eries I boldly say, That before God made heaven and earth, He made not anything. For if He did, what did He make unless the creature? And would that I knew whatever I desire to know to my advantage, as I know that no creature was made before any creature was made.  [7]   Augustine does try to explain eternity being a moment of time, But should the present be always present, and should it not pass into time past, time truly it could not be, but eternity.  [8]  Time then, as opposed to eternity, is always moving and it is always in motion, as Aristotle said. Eternity, however, remains constant, unchanging and complete. But still we are left with that seemingly simple question; what is time? If we look at time as motion, constantly moving on, then we can look at past time or uture time. It is difficult to try and make any concrete claims over the issue of past, present and future. For example, if we say that the past day has been a long one, are we not talking about a day or a state that no longer exists? This is also the case if we speak about the future. How can we comment on the future, e.g. it will be a cold week or a warm day, if it does not exist. But can we measure time in the present? Augustine launches into discussion of the present time that shows the futility to grasp what time is. But we measure times passing when we measure them by perceiving them; but past times, which now are not, or future times, which as yet are not, who can measure them? Unless, perchance, any one will dare to say, that that can be measured which is not. When, therefore, time is passing, it can be perceived and measured; but when it has passed, it cannot, since it is not.  [9]  Augu stine continues to narrow down the present time into days, hours, moments, heartbeats and eventually into a single moment, If any portion of time be conceived which cannot now be divided into even the minutest particles of moments, this only is that which may be called present; which, however, flies so rapidly from future to past, that it cannot be extended by any delay. For if it be extended, it is divided into the past and future; but the present has no space.  [10]  We have come to a stage whereby it is almost pointless trying to even understand time, whether past, present or future. Augustines discussion on time is impressive but he is faced with that question again, that still has not been answered. What is time? It is too difficult, perhaps impossible, to offer plausible explanations. The answer to the question of time is to be found, paradoxically, outside of time.. in eternity We exist in this temporal world, but do not understand fully what time is to us. We are simply not in a position to fully comprehend time. After much searching, debating and discussing, Saint Augustine slowly winds down to a prayer, a prayer of acceptance and hope. You unchangeably eternal, that is, the truly eternal Creator of minds. As, then, Thou in the Beginning knew the heaven and the earth without any change of Your knowledge, so in the Beginning Thou made heaven and earth without any distraction of Your action. Let him who understands confess unto You; and let him who understands not, confess unto You. Oh, how exalted are You, and yet the humble in heart are Your dwelling-place; for Thou raisest up those that are bowed down, and they whose exaltation You are fall not.  [11]   God exists outside of Time. Time is a creature created by God. Gods Will is not temporal like our own. That Eternal God exists allows for everything we know. So, we ask again, what is time? According to Augustine, and other Christian writers and thinkers, It is a creation, just like you or me. We exist in it and travel in this temporal world, universe towards something. What that something is, in Christianity anyway, is eternity. So then we now ask ourselves the question, what is eternity? Concepts of eternity have developed along with the development of the concept of God in a Western context. Eternity has been viewed in history both as timelessness and as everlastingness and following the work of Boethius and St. Augustine divine timelessness became the dominant view. The two views were however very different. Boethius presented the idea of divine eternity as straightforward and relatively problem-free, while Augustine wrestled with the idea and expresses continual puzzlement and indeed amazement at the idea of time itself and with it the contrasting idea of divine eternality.  [12]  We have already looked at Augustines struggles with what time is, but what does Boethius say? It is the common judgement, then, of all creatures that live by reason that God is eternal. So let us consider the nature of eternity, for this will make clear to us both the nature of God and his manner of knowing. Eternity, then, is the complete, simultaneous and perfect possession of everlasting life; this will be clear from a comparison with creatures that exist in timeà ¢Ã¢â€š ¬Ã‚ ¦ for it is one thing to progress like the world in Platos theory through everlasting life, and another thing to have embraced the whole of everlasting life in one simultaneous present.  [13]   Boethius asks the questions about eternity in regard to providence, how can God know about something before it happens, but not then control or influence the free will which he gave to human beings? His answer is to do with the mind of God. God does not know the world in the same way that human beings do because God exists outside of time, so he doesnt view the world as a progression of events. He does not see past present and future as we might but at the same time he knows all future acts and remembers all past acts. He sees the world in one single act, which includes knowledge of every choice of every human being from the beginning of the world to the end. Therefore he doesnt influence the free will or choices of human beings but he did, and indeed does, already know them. In metaphysical terms eternity could be summed up by asking the question can anything be said to exist outside of time and space and if it can how can it and, maybe more importantly, why? Many religions say that God is eternally existent but how we understand this depends on which definition of eternity we use. God might exist in eternity which means a timeless existence where the past, present, and future just do not mean anything. On the other hand, God might exist for eternity, which means he has already existed for an infinite amount of time and will continue to exist for an infinite amount of time. There is another definition that states that God exists outside the human concept of time, but also inside of time because if God did not exist both outside and inside time he would not be able to interact with humans as he does through answering prayers etc. Whichever definition of eternity we use it is safe to say that humans cannot fully understand eternity, since it is either an infinite amount of time or something other than the time and space we know. If we use the concept of God as Creator, as a being completely independent of everything else that exists because God created everything else. If this premise is true, then it follows that God is independent of both space and time, since these are properties of the universe. So then, according to this notion, God existed before time even began, he exists during all moments in time, and he will continue to exist after the universe and time itself will cease to exist. St. Thomas Aquinas in his Summae Theoligica argues against Boethius concept of time and eternity, he says As we attain to the knowledge of simple things by way of compound things, so must we reach to the knowledge of eternity by means of time, which is nothing but the numbering of movement by before and after. For since succession occurs in every movement, and one part comes after another, the fact that we reckon before and after in movement, makes us apprehend time, which is nothing else but the measure of before and after in movement. Now in a thing bereft of movement, which is always the same, there is no before or after. As therefore the idea of time consists in the numbering of before and after in movement; so likewise in the apprehension of the uniformity of what is outside of movement, consists the idea of eternity.  [14]  He is saying that what is eternal is interminable, that it has no beginning nor end and that because eternity has no succession like time, moment after moment in past present and future, it is therefore simultaneously whole. He says also that The idea of eternity follows immutability, as the idea of time follows movement, as appears from the preceding article. Hence, as God is supremely immutable, it supremely belongs to Him to be eternal. Nor is He eternal only; but He is His own eternity; whereas, no other being is its own duration, as no other is its own being. Now God is His own uniform being; and hence as He is His own essence, so He is His own eternity. Is it therefore the case that when we speak of eternity we speak of God? Is God the only thing that can be eternal? Certainly it is true that scientifically the only things we can know are those we experience in life but eternity, although almost universally accepted as a fact, is unknowable to us at least in our lifetimes. When we go, as Christians and others believe, to eternal life after this life, then we may have knowledge of eternity as we have experience of it with God as he is, but here and now we can ask what is eternity but we can never re ally answer it. According to William Lane Craig, on a relational view of time God would exist timelessly and independently prior to creation; at creation, which he has willed from eternity to appear temporally, time begins, and God subjects himself to time by being related to changing things. On the other hand, the Newtonian would say God exists in absolute time changelessly and independently prior to creation and that creation simply marks the first event in time.  [15]  According to the Christian doctrine, still taught to this day, of creatio ex nihilo, the universe began to exist a finite amount of time ago. And this doctrine, according to Craig, receives philosophical confirmation from arguments demonstrating the absurdity of an infinite temporal regress of events and empirical confirmation from the evidence for the so-called big-bang model of the universe.  [16]  But while we might agree that the universe began to exist, does this also mean a beginning to time? If one believes that time exists separately from events in the sense that if there were no events there would still be time, then there need not be a beginning to time as it exists outside of events. To say that the universe began to exist on such a time scale would simply be to say that a finite time ago there were no physical objects. However if one accepts that time cannot exist apart from events, then this means that the beginning of events, or beginning of the universe, would also be a beginning of time. So then is eternity simply a never ending period of time? Or does it exist separately and independently of time? We might ask in regard to God what does it mean to say that God is eternal? It can mean that he exists in divine timelessness or in divine temporality. Divine timelessness is the traditional view of God as being outside of time. It is the position advocated by Augustine, Boethius and Aquinas who we have looked at and also others such as St. Anselm. Divine temporality also holds the notion that God is omniscient and omnipotent. It is important to say that Gods temporality is not to be interpreted as a limit to his power, knowledge or being. Those who uphold a divine temporality view have problems with the views of the divine timelessness of God and indeed it has recently come under criticism by some philosophers and also by some theologians. Oscar Cullmann, a theologian, wrote that Primitive Christianity knows nothing of a timeless God. The eternal God is he who was in the beginning, is now and will be in all the future, who is, who was, and who will be (Rev 1:4). Accordingly, his eternity can and must be expresses in this naive way, in terms of endless time.  [17]   Richard Swinburne, a philosopher, wrote that the claim that God is timeless seems to contain an inner incoherence and also to be incompatible with most things which theists ever wish to say about God.  [18]  In this view Gods eternalness is expressed as being everlasting, without beginning and end, but he experiences time and is therefore able to work within time, and so is involved and working in time with us. This divine temporality is indeed a modern Christian view. It has often been stated in sermons around Christmas time that the birth of Jesus, the incarnation, God becoming man, signalled God entering into time and space with us and he continues to be with us in that same way. John M. Frame states that On Christmas, we celebrate something quite wonderful: God entering our time and space. The eternal becomes temporal; the infinite becomes finite; the Word that created all things becomes flesh.  [19]  He does also note a paradox though in this notion of God entering Space and time by saying From day to day, from hour to hour, the changeless God endures change. But God the Son incarnate is still God, still transcendent. As he responds to events in time, he also looks down on the world from above time and space, ruling all the events of nature and history.  [20]  So why enter time at all? The Christian answer is that he did this to show us how much he loves us, by dying for us, in our place, so that we might have eternal life. Even now God is both God and man, forever, so that he doesnt just rule is from above, but walks with us in every step, in every experience of our lives. As Frame puts it; So Christmas reveals in a wonderful way that God acts in time as well as above it. It shows us wonderfully how God relates to us, not only as a mysterious being from another realm, but as a person in our own time and place: interacting with us, hearing our prayers, guiding us step by step, chastising us with fatherly discipline, comforting us with the wonderful promises of the blessings of Christ. Truly he is Immanuel, the God who is really with us, who is nonetheless eternally the sovereign Lord of all.  [21]   Taking Christ as a pointer to God in both eternity and in time we see in Johns Gospel Jesus say of himself Before Abraham was, I am (John 8:58). With the use of two different tenses, past in reference to Abraham and present in terms of Christ even though logically it should be past tense we are given an insight maybe into what eternity is, separate to time, at least as we know and understand it. Arthur C. Custance says in his book Time and Eternity that The really important thing to notice is that time stands in the same relation to eternity, in one sense, as a large number does to infinity. There is a sense in which infinity includes a very large number, yet it is quite fundamentally different and independent of it. And by analogy, eternity includes time and yet is fundamentally something other. The reduction of time until it gets smaller and smaller is still not eternity; nor do we reach eternity by an extension of time to great length. There is no direct pathway between time and eternity: they are different categories of experiences.  [22]  Therefore we experience time and cannot have a full understanding of eternity due to the fact it is beyond any experience we can have. So then why even ask about it, or even entertain the thought of it? Christoph and Johann Blumhardt in their book Now is Eternity give our reasons for asking about ternity quite simply when they say that The deepest need each of us has, even if we are not conscious of it, is that of eternal life.  [23]   In the book they discuss the impact that the loss of any awareness of eternity has had on the modern world. They say that for most people in todays world it is the temporal and transitory things of life that are most important for them. This is because these things are immediate, tangible, and visible. But it means that the eternal dimension of life that part of it that is divine and thus enduring is never acknowledged or sometimes never even realised that it is there. They go on to say that When eternity is forgotten, human destiny is robbed of its real significance, and the goal of life limited to the search for fulfilment on an earthly plane. Remembered, it enlarges our view and, through what is best and noblest in us, reminds us of the promise of another home on a higher plane: the world from which we come, and to which we must one day return. To be mindful of eternity is to know that our earthly existence will one day be overshadowed by the eternal reality of everlasting life.  [24]  Eternity is a part of who we are just as much as time is. We may live in time now but when we die we go to eternity, it is as much of what makes us human than anything else and therefore as we are destined for eternity we have that innate yearning and calling to know it and understand it, as with every other aspect of our being, but never will until we can experience it. When we read Augustines wonder and amazement when he is pondering time it is something qui te remarkable. It shows a man who has genuinely tried to walk the path of enlightenment. Augustine was faced with some problematic questions that were unanswerable, at least by the human mind and condition. Time is a creature that is so real in our lives, but is as fleeting as the wind, we cannot truly grasp it. Searching for time in the past, present, and future Augustine finds that it is a fruitless act. The answer to the nature of time is to be found in Eternity. That something so great, with a life span that has stretched from the beginning is a creature willed into existence by the Eternal God. That God is, guarantees our existence. God provides for Time and for Creation by His existence. We move also then to talk of eternity, if the nature of time is to be found in Eternity then we must ask what is eternity? The answer to this question then is again impossible to grasp, but the best clues to its answer are found in scripture. In the Old Testament God is referred to in the pres ent, I am, not I was or I will be but I am. This eternal state of being constantly in the present is our greatest insight into what eternity is. After wrestling with all these thoughts of time and eternity and what they are or, more accurately as we cannot fully grasp the concepts, what they might be, we are left back with Augustine and his ultimate belief that the mysteries in which he engaged only turn us towards something greater, something final, and that something is God. Ultimately the path to eternity, that is God, requires not an enlightened mind but a ready faith. We can ask all the questions we want, but in the end we must wait until we are with God, because at it says in the Eucharitic prayer at Mass On that day we shall see you, our God, as you are.  [25]  And then we shall grasp the concept of not only eternity but time and every other thing that we could not grasp here on earth, coming to true knowledge of God and therefore full knowledge of the Truth.

Genes Encoding HLA Antigens

Genes Encoding HLA Antigens The genes encoding HLA antigens are clustered on chromosome 6p21 at the telomeric end of the HLA region. Relatively few HLA class I genes are transcribed or translated.The expressed class I genes are subdivided into class Ia, which includesHLA-A, -B,and -C, and class Ib, which includes HLA-E, -F, and -G. As a non-classical major histocompatibility complex class I molecule, HLA-G is expressed predominantly and restrictedly in extravillous trophoblast cells at maternal–fetal interface. Alternative transcription of spliced HLA-G mRNAs encodes at least seven different HLA-G iso- forms, namely the membrane-bound HLA- G1, -G2, -G3 and -G4, and the soluble HLA-G5 and -G6 and –G7 proteins (1, 2). Experiments in vitro showed that HLA-G may contribute to maternal acceptance of the semi-allogenic fetus, by suppressing the maternal immune system during.it has been shown to bind to the immunoglobulin-like transcript (ILT)-2 and killer inhibitory receptor (KIR)2DL4 (p49) inhibitory r eceptors on NK cells and confer protection to extravillous trophoblasts (EVTs) via these receptors (3)(Figure2). This suggests that the interaction between HLA-G and immunocompetent cells at the placental interface could be critical in determining the outcome of pregnancy. In this regard, it may be helpful to look for deviations in these interactions by studying early pregnancy disorders of unknown aetiology (4). Among its several limited polymorphisms, the 14-bp ins/del polymorphism at 3 ´ untranslated region (3 ´UTR) of HLA-G gene has been shown an important role in post-transcriptional regulation of HLA-G molecule(5). Reports indicated that 14-bp polymorphism is associated with HLA-G mRNA stability and isoform alternative splicing patterns, therefore may influence functionality of HLA-G in pregnancy (6). In the present study, we analysed the 14-bp insertion ⠁„ deletion polymorphism in normal pregnancy and recurrent miscarriage patients with different miscarriage frequencies and discovered a possible correlation between the 14-bp polymorphism and recurrent miscarriage. Material and methods We carried out a case–control study. Peripheral blood samples were obtained from iranian women who had been seen at the infertility center in Yazd city during 2013 to 2014 for the evaluations of recurrent miscarriage. All of these women had regular menstrual cycles and were health. We analyzed a total of 200 patients with three or more recurrent spontaneous abortions (as a case group) and 200 healthy women without any history of abortion (as a control group). During the entire investigation period the current laws of ethical committee were followed; the patients gave their informed consent for use of their blood collected. Studied patients were without anatomical, microbial, viral, genetical disease and hormone profile tests and tests for ovulation and tubal patency were normal. Male partner’s semen analysis were included in the study. According to medical evidences, etiology of these abortions are unexplained. The following data for the patients were obtained: age, age at each abortion, numbers of abortions, time of abortion during each pregnancy, familial history of abortion, occurrence of bleeding and pain during abortion. Genotyping of the 14-bp insertion ⠁„ deletion polymorphism The blood samples of the control group and of the patients were collected in tubes containing EDTA. The molecular analyses were performed using DNA extracted from peripheral blood leukocytes with a routine salting out procedure. The 14-bp insertion ⠁„ deletion polymorphism was genotyped using the polymerase chain reaction (PCR). The amplification was done using the forward primer 5 ´-GTGATGGGCTGTTTAAAGTGTCACC-3 ´ and the reverse primer 5 ´-GGAAGGAATGCAGTTCAGCATGA-3 ´ for the HLA-G 14 bp insertion/deletion polymorphism analysis. PCR products were run on 1% agarose gel electrophoresis. The sizes of the PCR products were confirmed by sequence analysis. The PCR products of exon 8 were analysed by 10% nondenaturing poyacrylamidel gel electrophoresis containing ethidium bromide and visualized under ultraviolet light. PCR products were of either 224 or 210 bp, respectively,depending on the insertion/deletion of the 14 bp in exon 8. The cycling conditions used were: 94  °C for 5 min; 35 cycles of 94  °C for 1 min, 55  °C for 1 min, 72  °C for 30 s; and a final cycle extension at 72  °C for 5 min. Statistical analysis The data were analyzed by using the Chi-square test in the presence and absence of 14-bp insertion ⠁„ deletion polymorphism expressing individuals. Odds ratio was calculated with a confidence interval of 95 %. The data were processed by SPSS 16 software. The significance level of the tests for considering Pvalues as significant was set to Results HLA-G genotype frequencies were in agreement with a Hardy–Weinberg equilibrium in this study. Depending on the 14-bp deletion homozygotes, 14-bp insertion homozygotes or +14-bp ⠁„-14- bp heterozygotes of exon-8, the size of the amplified PCR products was either 224 or 210 bp or both in the case of heterozygotes (Figure 1) and was confirmed by DNA sequencing (Figure 2). Our results showed that both the +14-bp ⠁„-14- bp and -14-bp ⠁„-14-bp genotype frequencies were not significantly different between patients with recurrent miscarriages and fertile controls. However, the genotype frequency of +14-bp ⠁„ +14-bp homozygotes was significantly increased in those with recurrent abortions (three or more abortions) as compared with normal fertile controls. The mean age in the case group was: 35.3 yr  ± 5.8 (range 19–43), the mean age in the control group was: 34.9 yr  ± 3.2, (range 20–41) (Pvalue =0.40), in addition, some features of patients shown in Table 1. Distribution of the genotypes in the RSA patient and control groups is shown in Table 2. Frequencies were consistent with those previously reported by other investigators. (p value =) Discussion For more than two decades, the non-classical human leucocyte antigen (HLA) class I molecule HLA-G has been supposed to be an important immunoloregulation molecule in the maintenance of foetal–maternal immunotolerance. HLA-G has the ability to inhibite immune cell functions like natural killer cells, cytotoxic T cells and dentritic cells. In our study, we focused on the 14-bp deletion ⠁„ insertion polymorphism in the 3 ´ UTR of exon 8 of the HLA-G gene,which may contribute to the regulation of HLA-G expression. Our results showed that there were more women who were heterozygous in RSA group than in the fertile controls. Also the frequency of the +14-bp variant showed a significant increase in patients with three or more miscarriages. Thus, our data suggest that there is a detectable relationship between susceptibility to recurrent miscarriages and +14-bp homozygotes of the HLA-G locus.A report by Hviid et al. showed a significant over representation of the 14-bp +⠁„ + 14-bp HLA-G genotype in a recurrent miscarriage group. Although no significant difference was observed for the 14-bp +⠁„+14-bp genotype between the recurrent miscarriage and the control groups in their study, the same trend was found by Yan et al. Their hypothesis was that the frequencies of the HLA-G genotype, homozygous for the + 14-bp sequence, would be higher in women with several unsuccessful IVF treatments or with recurrent miscarriage than in control groups. This hypothesis was based on a previously published study. HLA-G alleles may result in different levels of HLA- G proteins. To date, the 14-bp deletion has been assigned to the G*010101, G*0102 and G*010401 alleles, and the 14-bp insertion to the G*010102, G*010103, G*0103, G*0105N and G*0106 alleles. Rebmann et al. reported that alleles G*01013 and G*0105N with the +14-bp sequence are known as ‘lowsecretor’ alleles, and are associated with reduced soluble HLA-G levels . Thus, The 14-bp insertion in ex on 8 of the HLA-G gene may be associated with low levels of plasma soluble HLA-G. Low concentrations of soluble HLA-G in maternal serum appear to be correlated with adverse pregnancy outcomes in IVF pregnancies .If the HLA-G ‘low-secretor’ allele is a factor involved in the pathogenesis of recurrent miscarriage, one would expect an increase in the number of carriers with the number of recurrent miscarriages , which is in agreement with the results of this study. The HLA-G 14 bp insertion ⠁„ deletion polymorphism may, in turn, affect the serum levels of sHLA-G and pregnancy maintenance, although the exactm mechanisms will require further study. The reason may be explained as follows, serum secreted HLA-G is conductive to early embryo implantation, as insufficient serum sHLA-G pro- motes trophoblasts attack by the mother’s immune cells induced by early embryonic trophoblast invasion of spiral arteries. This can result in a loss of implantation andpregnancy mai ntenance, leading to embryo loss as unexplained recurrent miscarriage .Based on these observations, our data indicate that the difference in HLA-G 14-bp genotype frequencies is not highly significant in this study. Probably, HLA-G as a single factor has a very modest effect in relation to risk for recurrent miscarriage. However, more genotyping investigations and functional studies on immune regulation are essential to elucidate the role of HLA-G in pregnancy. HLA-G gene encodes four membrane-bound and three soluble HLA-G isoforms by alternative splicing (16). The 14- bp insertion/deletion polymorphismin exon 8 of the HLA-G gene has been reported to be associated with HLA-G mRNA stability and splicing patterns, thus may play a role in the context of HLA-G functionality during pregnancy (17). Few studies on 14-bp polymorphism have been carried out in the association with RSA to date. A study by Tripathi et al. (14) indicated that 14-bp polymorphism is not a susceptible risk factor fo r RSA, but the number of heterozygotes (14bp1/2) was increased in the RSA group. However, another study indicated that homozygosity for the presence of the 14-bp polymorphism was higher in women with RSA than in the control groups (13). Recently, a report by Hviid et al. (15) showed a significant over- representation of 14bp 1/1 HLA-G genotype in the RSA group. Although no significant difference was observed for the 14bp 1/1 genotype between the RSA and the control groups in the current study, the same trend was found. In regard to the frequency of 14bp 1/2 heterozygotes, our study is inconsistent with that by Tripathi et al. (14) where more number of heterozygotes was observed in the RSA group. The discrepancy may be the result of ethnic variations, for a significantly different distribution of the 14-bp genotype was observed among Chinese, Danish, and Indian populations (Table 2) (14, 15). The 14-bp polymorphisms are involved in the stability and splicing patterns of the HLA-G mRN A isoforms. A rather detailed study by Hviid et al. (10) addressed that the HLA-G isoform transcripts were at a significantly lower level than the corresponding HLA-G isoform mRNA with the 14-bp sequence deleted, and an additional alternative splicing pattern, especially the HLA-G2 mRNA, could be observed with the presence of the 14-bp sequence. In accordance with this, a study by Rebmann et al. reported that HLA-G allelic variants are associated with plasma-soluble HLA-G levels. Alleles G*01013 and G*0105N with the 14-bp sequence are known as ‘low-secretor’ alleles, whereas alleles without the 14-bpsequence such as G*01041 are known as ‘high-secretor’ alleles, which are associated with elevated soluble HLA-G levels (18).Therefore, particular HLA-G alleles may result in different levels of HLA-G proteins. In the current study, higher frequencies of the 14-bpinsertion allele in RSA group may be a reflection of the association between the 14-bp insertion and the altered balance in HLA-G mRNA isoforms and probably the protein concentration. A recent report by Yie et al. (19) addressed that the embryos that express HLA-G benefit a higher in vitro fertilization rate. To the contrary, low soluble HLA-G seems to be correlated with an adverse pregnancy outcome (20). Taken together, our data indicated that the 14-bp insertion allele might have importance in the outcome of pregnancy. However, more genotyping investigations and functional studies on immune regulation are essential to elucidate the role of HLA-G in pregnancy.

US Public Lands Essay -- US territory, US Forest service, government

U.S. Public Lands are a vital part of our nation and what is stands for, but you rarely hear anything about of these lands or the creation of their units anywhere other than a bleak mention in a high school American history class where they briefly mention their conception or if you seek it out in college. The federal government owns just about 30% of all public lands in the United States, (Bureau of Land Management Lecture), which equates to almost 650 million acres, of land of all different types and terrains. The U.S. Public Lands system is divided into five major units, all owned by the federal government, all with different goals and all ran by different legislation but all still dealing with the same things: nature and the environment. When first learning about the existence of these five major units, I asked myself, why aren’t these all under the same branches, just as many other sectors of life in America. Or if anything why isn’t it up to the individual sta tes to decide how they want their land looked after? I quickly realized was that they weren’t all created as one because each different unit has it’s owns mission’s, legislations to abide by and it’s own practices and that by owning so much land federally, the United States is able to hold more control over the individual states. Although I don’t think that it will be effortless and uncomplicated, I do think that the land owned by the federal government should be devolved back to the individual states so they can customize their care for the environment that is specifically catered to their specific terrain’s needs. I believe the best alternative is for the United States to give back the federal land to the individual states, and then the individual states consol... ... are now barely breaking even, even with tourism. The only really profitable aspects are the oil, gas and mining companies, which reside on federal land but those are poorly managed and do more bad than good for the environment and all people living around them. At first it will be hard but it’s not impossible under the right leadership who truly only wants the betterment of the environment, I think with strict guidelines and rules this could be the most profitable solution for humankind and the environment. I believe that giving the land back to the states will be beneficial to help keep the costs down, centralize the efforts, and make â€Å"saving,† and â€Å"preserving,† the environment more efficient in the long run. Works Cited Edwards, Chris, and Randal O'Toole. "Reforming Federal Land Management." Downsizing the Federal Government. N.p., n.d. Web. 10 Dec. 2013.

bioremediation of explosive contaminated soil :: essays research papers

Bioremediation of explosive contaminated soil â€Å"It has been estimated that there are thousands of explosives-contaminated sites within the United States, and even a greater number in Europe and the Soviet Union.†(2) TNT (2,4,6- trinitrotoluene) is one of the most popular explosives used by military forces, and due to improper handling and disposal techniques TNT and its derivatives, have polluted environments to levels that threaten the health of humans, livestock, wildlife and, entire ecosystems. TNT is known to have many health effects on animals as well as humans. As stated by The Agency for Toxic Substances and Disease Registry, â€Å"Workers involved in the production of high explosives experienced many harmful health effects as a result of exposure to 2,4,6-trinitrotoluene at their jobs. These effects included disorders of the blood, such as anemia, and abnormal liver function.† (1) Treatment of the contaminated soil has usually been handled through incineration, which is costly and does not always guarantee that the pollutants have been completely destroyed. Therefore new techniques such as bioremediation have been developed as a safe cost effective alternative to treating pollutants such as TNT. (3) Fundamentals of Bioremediation Bioremediation is a new, efficient, environmentally friendly, and low-cost technology, which uses microorganisms to clean up soil contaminated with heavy metals and organic contaminants such as solvents, crude oil, explosives, and other toxic compounds from contaminated environments. Mechanism: Bioremediation works by taking complex organic compounds such as TNT, which are made up of carbon, nitrogen, oxygen, and hydrogen. When combined with regular compost ingredients such as manures, sawdust, straw, and fruit and vegetable processing wastes, the explosives become broken down into harmless chemical forms.(3) Bioremediation methods are classified into two categories: Composting, and bioslurries. Composting:   Ã‚  Ã‚  Ã‚  Ã‚  According to the EPA’s Fact Sheet on Composting of Soils Contaminated by Explosives, the process of composting operates as a result of naturally occurring microorganisms breaking down the explosive contaminants in the soil. Using the contaminants as â€Å"food,† the microorganisms convert them into harmless substances consisting primarily of water, carbon dioxide, and salts. In addition to this food source, microorganisms require nutrients, such as carbon, nitrogen, phosphorous, and potassium, in order to thrive, digest, and reproduce. To provide these nutrients in sufficient quantities, soil amendments, such as manure and potato waste, are added to the contaminated soil.(3)The most common type of composting used for bioremediation of TNT contaminated soil is Windrow composting. The US Army Environmental Center report on Cleanup Technology: Bioremediation of Explosives-Contaminated Soil, describes windrow composting as the following.

Benefits of Rehabilitation in the American Juvenile Justice System

Tanush Swaminathan Ms. SimmonsHonors ELA 1A06 March 2018 Benefits of Rehabilitation in the American Juvenile Justice System In 2010, according to the U.S Department of Justice, approximately 70,800 juveniles were incarcerated in youth detention facilities alone, with 500,000 total youths brought to detention centers in any given year. The juvenile justice system, which was set up in 1899, has previously focused primarily on the punishment of juveniles, but recently, between 2005 to 2012, its focus changed: switching to rehabilitation of these children, providing them with education to help fix their problems. Emphasis on rehabilitation rather than punishment has made the juvenile justice system more effective, helping better the children's lives and providing them with support and comfort. The juvenile justice system was first created in Illinois in 1899, and a lot has changed since then. Due to the large crack cocaine epidemic in the 1980's, the government started using harsher laws and punishments, leading to more convicted prisoners. After a couple of decades of reconsidering the objectives of incarceration, the government began to introduce the ideas of rehabilitation between 2005 and 2012. The result was a bettering the youths lives and the opening of doors for their future. An example is the case of Hernan Carvente. In 2008, 15 year old Carvente shot a rival gang member in Queens and was arrested and sentenced to a 2-6 year sentence. He served in a juvenile facility, but at the facility he received â€Å"counseling and other support. He also began a college program†¦..he's grateful for the opportunities he was given while in custody. Now 25, Carvente earned a bachelor's degree and is planning to go to graduate school† (Stoffers 10). This is a prime example of how rehabilitation can benefit juveniles. By providing education and support, Carvente's life was turned around. Opportunities were given, allowing him to continue his education and become a productive member of society. Rehabilitation also prevents juveniles from returning to detention centers or prisons in the future due to committing another offense. This not only improves the children's lives, allowing them to have a future, but also can cut down on the costs of incarcerating juveniles, which currently stands at a whopping $5.7 billion a year (Stoffers 8). Incorporating rehabilitation into the justice system allows children to feel much safer, providing counseling and various other resources. Many states are changing their detention centers to look like schools, making the transition for juveniles much easier and more familiar, while having the same security levels. In Brazos County, the traditional detention facilities are â€Å"also moving towards a more humane, normalized environment that does not re-traumatize children who often come from difficult circumstances†¦incorporating so-called â€Å"special needs† housing pods designed to accommodate behavioral issues, mental illness.. afterschool programming, life skills training, and special interest classes†(Pitts 13). A slow transition from an aesthetic point of view, as well as counseling and extra classes allows these individuals to feel more comfortable and receive more help. It provides a much safer environment and prevents them from having to face circumstances like those that led them down wrong paths, as many of the juveniles incarcerated come from poverty and from low income neighborhoods. The change to a more familiar setting, like schools which they are used to, reduces trauma and intimidation. The different housing pods and counseling methods also allow the children to be treated and helped along the way. This could help them better understand and, in the future, best rectify their past mistakes, which would stop them returning to these facilities and allow them to live a more successful life. The extra classes after school also give the individuals a chance to open up their mind to learn something new or acquire new skills. These type of facilities provide a lot of support and help, along with extra-curricular classes, to spark new interests or help the children find a productive hobby. Rehabilitation also leads to the juvenile system being more beneficial for the incarcerated. The numbers speak for themselves: as of 2010, â€Å"More than 100,000 children were incarcerated on any single day. In 2013, that number was down to 54,000†¦.and they and their families are receiving treatment for a fraction of the cost of incarceration†(Hannum 19). Implementing rehabilitation rather than punishment in juvenile detention centers decreased the number of children incarcerated on any given day by half. This proves that rehabilitation is more advantageous for the children, as many of them are stopped from becoming repeat offenders. It also makes it much more cost effective for the government and for the criminal's families. Because many such children come from broken homes and a poor background, the families often do not have enough money to spend in order to get the juveniles treated and rehabilitated. Now, with the help of rehabilitation, the individuals can get treated for a much cheaper cost than incarceration, saving money for the government and families, while also allowing more children to get the help and the support they need. The evidence above also shows that rehabilitation is much more effective and has a bigger impact on children in terms of preventing further criminal activity, rather than punishment alone. Recently, many actions have been taken to further spread rehabilitation and end many of the punishments faced by prisoners. The Supreme Court has been recently reviewing the Eighth Amendment, which states that cruel or unusual punishments shall not be inflicted on citizens. Two punishments specifically, the death row and solitary confinement, have been banned for people under the age of 18. These landmark cases have changed the justice system and promoted rehabilitation for juveniles. An example of this is the Supreme Court case Simmons vs. Roper. Simmons had committed a capital murder at the age of 17, and was sentenced to death at the age of 18. Due to the fact that Simmons committed the crime when he was 17, meaning he was juvenile, his death penalty was set aside and he received life imprisonment without parole. From that particular case ruling on, children under the age of 18 who were not legal adults at the time of the crime were not eligible for the death penalty. Another example of a Supreme Court case is Graham vs. Florida in 2010, which â€Å"ended life sentences without parole for crimes other than homicide committed by juveniles†¦ Then last summer, in Miller vs. Alabama the court ruled that imposing mandatory life sentences without the possibility of parole for juveniles violates the Eighth Amendment†(Brown 22). These cases are some examples of the slow shift from punishment to rehabilitation.The gradual transformation from punishment to rehabilitation is more beneficial for incarcerated youths. Rehabilitation is effective, it helps better the children's lives, and also provides them with assistance and a feeling of safety. Extracurricular classes are also provided to help them find new hobbies. In contrast to the use of punishment, rehabilitation has cut down on the cost of incarceration, and prevents juveniles from returning to detention or correctional facilities in the future. This as a result allows more juveniles to receive the treatment without having repeat offenders taking advantage of the facilities again and again. Not only this, but it also provides better therapy and support so that the individuals can become successful by bettering themselves and moving past their previous surroundings. Works CitedBrown, Sarah Alice. â€Å"Kids Are Not Adults.† State Legislatures, vol. 39, no. 4, Apr. 2013, p. 20. EBSCOhost, search.ebscohost.com. Accessed 26 February 2018Hannum, Kristen. â€Å"A Deficit of Hope.† U.S. Catholic, vol. 81, no. 5, May 2016, pp. 12-19. EBSCOhost, search.ebscohost.com. Accessed 14 February 2018.Pitts, Andrew. â€Å"The Changing Face of Juvenile Justice.† American Jails, vol. 31, no. 5, Nov/Dec 2017, pp. 8. EBSCOhost, search.ebscohost.com. Accessed 15 February 2018.Stoffers, Carl. â€Å"Juvenile Justice: Can Young Criminals Be Reformed? A Growing Number of States Think So–But Not Everyone Is Convinced. (Cover Story).† New York Times Upfront, vol. 150, no. 6, 11 Dec. 2017, pp. 8-11. EBSCOhost, search.ebscohost.com. Accessed 12 February 2018..

Malcolm a Homemade Education Essay

Down syndrome is the most common cause of mental retardationDown syndrome is the most common cause of mental retardation. It is caused by the presence of an extra chromosome. Chromosomes contain sequences of DNA called genes that represent the genetic information that exists within a cell. Twenty-three distinctive pairs of chromosomes which is 46 in total. They are located within the nucleus (a region of the cell that is bounded by a specialized membrane, and which houses the genetic material). When a sperm cell fertilizes an egg cell, the newly created zygote normally receives 23 chromosomes from each parent. The contribution of genetic information from each parent is what makes each baby a distinctive blend of both characteristics. In Down syndrome a mistake during division of the sperm or egg cell produces a cell with an extra chromosome 21. This event occurs during cell division and is referred to as nondisjunction, or the failure of all chromosomes to separately properly resulting in retention of one of the chromosomes in one of the two new daughter cells. This is also called trisomy 21 and is accounted for 95% of all Down syndrome patients. A rare number of Down syndrome cases the original egg and sperm cells begins with the correct number of chromosomes but shortly after fertilization during the phase where cells are dividing rapidly a single cell can divide abnormally creating a line of cells with an extra chromosome 21. It’s called a cell line mosaicism. The individual with this type of down syndrome has two types of cells: some 46 chromosomes which is the normal number and some with 47. Individuals who are mosaic for trisomy 21 typically have less sever sign and symptoms of the disorder. Another are location that can cause down syndrome is called a chromosome translocation. This is an even that unlike the numerical abnormally causing trisomy 21, there is a structural abnormality. Exchange of material from two different chromosomes during the production of sex cells can take place such that there is a whole chromosome 21 attached to another chromosome but the chromosome number is normal. [1]These types of translocation involving chromosome 21, occur in about 3-4% of cases of Down syndrome. Ancient cultures, such as those in Greece, Rome, and Egypt, put disabled infants to death. Compassion toward the disabled was awakened by the early Christian church, but its charitable influence waned during the middle ages. Down syndrome also affected this people due to no one really caring about what was going on with the ill children. Down syndrome has a lot of causes and this is normally what some parents want to know is why their child is born with this syndrome. Most times this is why they tell you while you are carrying your child you need to watch very closely and look for all signs of genetic disorders with pregnant. Down syndrome is a chromosomal disorder as I said before. A baby is usually identified at birth through observation of a set of common physical characteristics. Babies with Down syndrome tend to be overly quiet. When I say that I mean less responsive with weak floppy muscles. With that being said a number of physical signs might be present. This includes a flat bridge of the nose which is smaller than normal. It’s a low set nose. They will tend to have a small mouth with a protruding tongue, upward slanting eyes and also extra folds of skin located at the corner of each eye, near the nose. They will have small outwardly rotated ears and small hands as well. Usually they have an unusual deep crease across the center of the palm and a malformed fifth finger. They will have a wide space between the big and the second toes and unusual creases on the soles of the feet. They also experience shorter than normal height later on in their childhood. Before genetic testing became available, Down syndrome was diagnosed based on certain typical physical characteristics. Not all people with Down syndrome have all these characteristics though. This can vary from certain people and are caused by the extra chromosomes. Individuals with Down syndrome also have joints that are looser than normal. Their skulls are short and broad. Newborns usually have extra skin on the back of their neck, and as the child gets older the neck often appears short and wider than usual. [2]Facial shape is round in the newborn and also during infancy. When the child gets older their face shape becomes oval like. This is due to the underdevelopment they go through. Their cheeks are round and the teeth develop late and in an unusual order. Although Down syndrome is not curable and there will be no cure for it, parents, researchers, and also the Down syndrome individuals try to make the best out of life and try dealing with it. Advances in medical treatment over the past 40 to 50 years for conditions such as heart defects and respiratory disease have led to dramatic increases in the life expectancy of those with Down syndrome. [3] Half of the children born with Down syndrome during the late 1960s survived to age 5. Bronchopneumonia, a respiratory illness and heart defects were the most common causes of death. Now about 80% of those born with it survive to age 10, and about 50% of them survive to age 50 or beyond. The recent statistics from various study places show that the place of incidence of Down syndrome anywhere from 1 in 600 to 1 in 1,000 live births. An analysis published by various people. Bray and colleagues in 1998 of combined data from nine different studies found that the incidence varies from 1 in 1,445 live birth mothers at age 10 to 1 in 25 live births to mothers at age 45. Down syndrome really is a hard disorder to live with but at the same time it has its advantages. Down syndrome has no treatment options but they have a lot of programs to help cope with this syndrome. The development of a child is a joyous thing. It involves amazing ohhs and ahhhs that would shock you every day your child does something new. All kids from the time their able to sit up by them and walks are learning new things everyday. Even as adults we learn new things everyday but still with Down syndrome, everything that they accomplish is outstanding. All kids learn to develop their fine motor skills but there are different aspects when it comes to Down syndrome children. The development of motor skills is very hard. The first thing you have to do is have a laid out foundation of how you plan on teaching that child. This is very dependent on stability. [4]Stability is being able to push open a heavy door. It’s being able to put on your shoes without falling. It is carrying a tray full of drinks. Its really a list that goes on but with this syndrome most things aren’t accomplished because down syndrome babies lack stability. Most of the people diagnosed wit this syndrome also tends to walk a little strange. They walk from side to side and always have their head twisted. Now as kids get older and reach their age past ten, then your not exactly ok, but you can breathe a little. Most researchers are still concerned about the older ones but its really the babies that most are worried about. They tend to go through a lot as newborns and unto there early infants stages. [5] Babies with Down syndrome suffer a lot. They have a lot they feel and go through, but being an infant and not being able to talk doesn’t help at all. Being born with Down syndrome you experience how it is from that point on and for the rest of your life. Children with this syndrome almost always have some degree of intellectual disability. That is why they learn slower and have difficulty with complex reasoning and judgment. The degree of intellectual impairment various tremendously. These kids do learn and what they do learn they will not forget. Down syndrome can not be prevented but it is People with Down syndrome, whatever their age, are people first. They are people with abilities, strengths and weaknesses like everyone else. They may have additional needs but first they have the same needs as everyone else of their age group. The quality of health care, education and community support provided to children and adults with Down syndrome makes a real difference to their progress throughout life. This module provides an introduction to all the issues that need to be addressed to enable individuals with Down syndrome, and their families, to enjoy full and happy lives within their communities. It offers an overview of the development of individuals with Down syndrome from infancy to adult life. It also provides a summary of the causes of Down syndrome, the incidence and prevalence of the condition, life expectancy and associated education and health care needs. Children with down syndrome experience problems with their digestive tract at a rate that is much higher than that of other children. [6] some of these problems such as blockage of the digestice tract can be life threatening and can require emergency surgery. Blockage or atresia of the esophagus or the duodenum can cause starvation if not corrected. Atresia occurs when the anal opening does not develop. This condition prevents solid waste from being eliminated from the intestinal tract and must be corrected surgically. Anal stenosis will allow waste products to pass, but will cause constipation. Gastroesophageal feflux is also more common in individuals with down syndrome. During this stage food reenters the esophagus from the stomach. This can cause vomiting and irritation of the esophagus. You can also have vision problem s with down syndrome to. Theses problems are common with those suffering with down syndrome. Strabismus in which one or both euyes either truns in or out. Occurs in 43% of theses chuldren. It is caused by abnormal or incomplete development of the cneters in the brain that control the coordination of eye movements. This condition may require an eye patch, special glasses or even surgery. Vision therapy may also be benificial and should be considered before surgery. Hearing problems also come with syndrome. [7] anatomical differences that result from trisomy 21 contribute to the larger percentage of hearing difficulties founf in individuals with down syndrome. Appromately 53% in children with down syndrome have hearing problems. This makes it more difficult to examine the ars for wax buildup and infection. The middle ear is smaller than normal, as well. This contributes to the presence of chronic ear infections in 40% to 60% of children with downs syndrome. The shallow nasal bridge founfd in 61% of individuals with down syndrome also contributed. Collapse or blockage of the eustachian tube, which leads from the ear to the throat, causes fluid to build up in the middle ear and increases the risk of middle ear infection. [8]In children with down syndrome the eustachian tubes are often smaller tha normal and have lowered muscle tone. Problems with fluid build up in the middle ear occur in 60% of indiviuals with down syndrome this fluid buildup interferes with hearing and can cause permanent hearing loss if it remains for a long peopif of time. Estimates of hearing loss in people with down syndrome range from 60% to 80%. Hearing loss in children can contribute to language and speech difficulies as well as auditory attention. Monitoring for fluid buildup and infections of the middle ear should begin before the age of six months and should continue into adulthood. Hearin aids may be a choice as well. Another problem that occurs in down syndrome individuals is problems with thyroid gland. Weighing less than one ounce the thyroid is actually one of the largest endocrine glands. Thyroid hormones help regualte the synthesis of growth factore and many hormones. Thyroid hormones are crucial for proper brain development during pregnancy. They are also important in normal growth. Because they are composed of the amino acid tyrosine, to which iodine molecules have been atattched adequate iodine in the diet is esstenial for their production. Another hormone produced by the thyroid gland is calcitonin which regulates the levels and metabolism of calcium. The hormones tri-iodothyonine and tetraiodothyonine are produced by the thyroid gland in a ratio of 1;14. t4 is secreted by the thyroid gland in responses to TSH. The active form, T3 is formed in the kidney, liver, and pleen by removal of one iodine molecule from T4. individuals with down syndrome also are 10 to 30 times more likely to develop Leukemia. [9] This is a type of cancer caused by the production of abnormal qhite blood cells by the bone marrow. These abnormal cells eventually crowd out normal white and red blood cells. There are two main types of leukemia. Acute and chronic. Acute leuk emias develop slowly and the patienst condition worsens slowly. Chronic leukemia develops rapidly and the patients syptoms worsen quickly. About 10% of babies born with down syndrome develop a transient leukemia that usually goes away by 3 months of age. About 20% to 30% of those with this transient condtion go on to develop acute leukemia. Babies who do not have down syndrome rarely have the transient form of leukemia. This higher risk of leukemia is in contrast to the risk of other types of cancer in individuals with down syndrome. The incidence of most types of solid tumors is muh smaller than in the general population. Down syndromes rates has also increased. From 1979 to 2003, the prevalence (total number of cases of a disease in a population at a specific time) of Down syndrome (DS) at birth increased by 31 percent, from 9 to 12 per 10,000 live births in 10 US regions. Within the 10 regions, birth prevalence of DS ranged from a low of 9. 7 in Arkansas to a high of 13. 7 in Utah during 1997-2003. The number of infants born with DS was almost 5 times higher among births to older mothers (38. 6 per 10,000) than among births to younger mothers (7. 8 per 10,000). In 2002, DS was found to be present in about 1 of every 1,000 children and adolescents aged 0 to 19 living in 10 chosen regions of the United States, which means that approximately 83,000 children and adolescents with DS were living in the United States during that year. Prevalence of DS by age group was the highest in 0-3 year olds at 11. , declining to 10. 3 among 4-7 year olds, 9. 8 among 8-11 year olds, 8. 3 among 12-15 year olds, and 6. 0 among 16-19 year olds. A screening test will help identify the possibility of Down syndrome. Screening tests do not provide conclusive answers, but rather, they provide an indication of the likelihood of the baby having Down syndrome. An abnormal test res ult does not mean that your baby has Down syndrome. The goal with a screening test is to estimate the risk of t baby having Down syndrome. If the screening test is positive and a risk for Down syndrome exists, further testing may be recommended. Diagnostic tests can identify Down syndrome before the baby is born. January issue of Obstetrics & Gynecology, the American College of Obstetricians and Gynecologists released guidelines recommending screening for Down syndrome to all pregnant women during their first trimester. Agnostic tests tend to be more expensive and have a degree of risk; screening tests are quick and easy to do. However, screening tests have a greater chance of being wrong; there are â€Å"false-positive† (test indicates the baby has the condition when the baby really does not) and â€Å"false-negatives† (baby has the condition but the test indicates they do not). As far as those individual kids with Down syndrome there is a lot that they can do, just as the regular ones. Kids with Down syndrome tend to have a sense of humor. Those with this disorder have slurred words and stutter but what you can understand they have pretty good conversation. Also in about 4 percent of all down syndrome cases the individual possesses not an entire third copy of chromosome 21 material, which has been incorporated via a translocation into a no homologous chromosome. In translocation pieces are swapped between two non-related chromosomes forming hybrid chromosomes. The most common translocation associated with Down syndrome is that between the long arm (down gene area) of chromosome 21 and an end of chromosome 14. [10] The individual in whom the translocation has occurred shows no evidence of the aberration since the normal complement of genetic material is still present only a different chromosomes location. The difficulty arises when this individual forms gametes. A mother who possesses the 21/14 translocation, for example has one normal 21 one normal 14 and the hybrid chromosomes. She is a genetic carrier for the disorder because she can pass it on to her offspring even though she is clinically normal. The mother can produce three types of viable gametes: one containing the normal 14 and 21. the presence of an extra copy of the long arm of chromosome 21 causes defects in many tissues and organs. One major effect of Down syndrome is mental retardation. The intelligence quotients of affected individuals are typically in the range of 40-50. The IQ varies with age but being higher in childhood than in adolescence or adult life. The disorder is often accompanied by physical traits. Trisomy 21 is one of the most common chromosomal aberrations occurring in about 0. 5 percent of all conceptions and in one out of every seven hundred to eight hundred live births. About 15 percent of the patients institutionalized for mental deficiency suffer from Down syndrome. Before the chromosomal basis for the disorder was determined the frequency of Down syndrome births was correlated with increased maternal age. For mothers at age twenty the incidence of down syndrome is about 0. 5 percent which increases to 0. 9 percent by the age thirty-five and 3 percent at age forty-five. Comparing the chromosomes of the affected offspring with those of both parents have shown that the nondisjunction event is maternal about 75 percent the time. The maternal age effect is thought to result from the different manner in which the male and female gametes are produced. Gamete production in the male event in females. Formation of the femaleâ €™s gametes begins early in embryonic life, somewhere but between the eight and twentieth weeks. During this time, cells in the developing ovary divide rapidly by mitosis forming cells called primary oocytes. These cells then begin meiosis by pairing up the homologues. The process is interrupted now and the cells are held in a state of suspended animation until needed in reproduction, when they are triggered to complete their division. Most individuals with Down syndrome have intellectual disability in the mild (IQ 50–70) to moderate (IQ 35–50) range, with individuals having Mosaic Down syndrome typically 10–30 points higher. Dr. Weihs notes the mental qualities of people with Down syndrome to be â€Å"unisexual,† â€Å"playful,† â€Å"affectionate,† â€Å"mischievous† and â€Å"imitative†. [21]Language skills show a difference between understanding speech and expressing speech, and commonly individuals with Down syndrome have a speech delay. Fine motor skills are delayed and often lag behind gross motor skills and can interfere with cognitive development. Effects of the condition on the development of gross motor skills are quite variable. Some children will begin walking at around 2 years of age, while others will not walk until age 4. Physical therapy, and/or participation in a program of adapted physical education (APE), may promote enhanced development of gross motor skills in Down syndrome children. A 2002 literature review of elective abortion rates found that 91–93% of pregnancies in the United Kingdom and Europe with a diagnosis of Down syndrome were terminated. [54] Data from the National Down Syndrome Cytogenetic Register in the United Kingdom indicates that from 1989 to 2006 the proportion of women choosing to terminate a pregnancy following prenatal diagnosis of Down syndrome has remained constant at around 92%. In the United States a number of studies have examined the abortion rate of fetuses with Down syndrome. Three studies estimated the termination rates at 95%, 98%, and 87% respectively. Medical ethicist Ronald Green argues that parents have an obligation to avoid ‘genetic harm’ to their offspring, and Claire Rayner, then a patron of the Down’s Syndrome Association, defended testing and abortion saying â€Å"The hard facts are that it is costly in terms of human effort, compassion, energy, and finite resources such as money, to care for individuals with handicaps†¦ People who are not yet parents should ask themselves if they have the right to inflict such burdens on others, however willing they are themselves to take their share of the burden in the beginning some physicians and ethicists are concerned about the ethical ramifications of the high abortion rate for this condition. [59] Conservative commentator George Will called it â€Å"eugenics by abortion†. 60] British peer Lord Rix stated that â€Å"alas, the birth of a child with Down’s syndrome is still considered by many to be an utter tragedy† and that the â€Å"ghost of the biologist Sir Francis Galton, who founded the eugenics movement in 1885, still stalks the corridors of many a hospital†. Doctor David Mortimer has argued in Ethics & Medicine that â€Å"Down’s syndrome infants have long been disparaged by some doctors and government bean counters. Some members of the disability rights movement â€Å"believe that public support for prenatal diagnosi s and abortion based on disability contravenes the movement’s basic philosophy and goals. Peter Singer argued that â€Å"neither hemophilia nor Down’s syndrome is so crippling as to make life not worth living from the inner perspective of the person with the condition. To abort a fetus with one of these disabilities, intending to have another child who will not be disabled, is to treat fetuses as interchangeable or replaceable. If the mother has previously decided to have a certain number of children, say two, then what she is doing, in effect, is rejecting one potential child in favor of another. She could, in defence of her actions, say: the loss of life of the aborted fetus is outweighed by the gain of a better life for the normal child who will be conceived only if the disabled one dies. Individuals with Down syndrome have a higher risk for many conditions. The medical consequences of the extra genetic material in Down syndrome are highly variable and may affect the function of any organ system or bodily process. Some problems are present at birth, such as certain heart malformations. Others become apparent over time, such as pilepsy. Other things Down syndrome patients go through are very emotional. For people with Down syndrome it is very hard to cope with the everyday activities. It is also hard on the family, especially the parents. It can be very frustrating for the parents to cope with having a child with Down. People born with Down syndrome require so much more extra attention than that of a normal child. Suggestions from some psychologists are for the parents to go to some kind of group sessions to talk to other parents who have children with Down. Therefore, someone else can understand the frustrations that they go through in raising their child. People with Down syndrome have a lot of different emotions running through their mind and body. People with Down syndrome, whatever their age, are people first. They are people with abilities, strengths and weaknesses like everyone else. They may have additional needs but first they have the same needs as everyone else of their age group. The quality of health care, education and community support provided to children and adults with Down syndrome makes a real difference to their progress throughout life. This module provides an introduction to all the issues that need to be addressed to enable individuals with Down syndrome, and their families, to enjoy full and happy lives within their communities. It offers an overview of the development of individuals with Down syndrome from infancy to adult life. It also provides a summary of the causes of Down syndrome, the incidence and prevalence of the condition, life expectancy and associated education and health care needs. Further modules in this series address each of these issues in detail. Down syndrome patients also have another way to look at things. The most of the time feel different and out of place. Most would like to know who Down syndrome affects. For instance what race and what are the ratios of living past a teenager Children and adults with Down syndrome have a wide range of abilities. A person with Down syndrome may be very healthy or may have unusual and demanding medical and social problems at virtually every stage of life. It’s important to remember that every person with Down syndrome is a unique individual. Each child will develop at his or her own pace. It may take children with Down syndrome longer than other children to reach develop Down syndrome cannot be cured. However, early treatment can help many people with Down syndrome to live productive lives well into adulthood. Children with Down syndrome can often benefit from speech therapy, occupational therapy, and exercises to help improve their motor skills. They might also be helped by special education and attention at school. Some of the medical problems common in people with Down syndrome, like cataracts, hearing problems, thyroid problems, and seizure disorders, can be also treated or corrected. It has been suggested that children with Down syndrome might benefit from medical treatment that includes amino acid supplements and a drug known as Piracetam. Piracetam is a drug that some people believe may improve the ability of the brain to learn and understand. However, there have been no controlled clinical studies with Piracetam to date in the U. S. or elsewhere that show its safety and efficacy. The life expectancy for people with Down syndrome has increased substantially. In 1929, the average life span of a person with Down syndrome was nine years. Today, it is common for a person with Down syndrome to live to age 50 and beyond. In addition to living longer, people with Down syndrome are now living fuller, richer lives than ever before as family members and contributors to their community. Many people with Down syndrome form meaningful relationships and eventually marry. Now that people with Down syndrome are living longer, the needs of adults with Down syndrome are receiving greater attention. With assistance from family and caretakers, many adults with Down syndrome have developed the skills required to hold jobs and to live semi-independently mental milestones, but many of these milestones will eventually be met.