Tim O’Brien “How to Tell a True War Story”

The words, which describe the character: Rat Kiley; sharp gray eyes; tight little strokes of the wrist; he wanted me to believe; big gentle killer eyes; little crazy; they were kids – they just didn’t know; Rat almost bawls writing it; they were like soul mates. The words, which do not describe the character: crazy in a good way; real daredevil; nineteen years old and it is too much for him. The guy’s real name was Bob Kiley, but everyone was calling him Rat (O’Brien 174).He had lost his friend Curt Lemon in Vietnam, but this loss happened beyond any military actions, when they were playing with grenades (they were real kids); Rat had actually lost his soul mate. Reading the story, Rat’s character created an impression of being flat. However, coming to the story’s end, it is evident that huge sufferings are hidden behind the childish behavior. This childish behavior has indirectly become the cause of tragedy, and suffering through this loss, Rat reveals his round dynamic character.He tries to forget his pain, but the fact that he feels it is the sign of his deep soul, which was changed in the cruelties of the Vietnam War. Curt Lemon is the character around which Rat’s actions and thoughts are concentrated. They spent most of their time together and what they felt towards each other was real kinship. The unexpected loss was so difficult for Rat that he didn’t hesitate to mail a letter to Lemon’s sister. This letter has become the expression of his feelings, his sorrow, and his best memories about that person. Re-writing the story from Rat’s perspectiveThe day didn’t predict anything tragic. We crossed the river – the mountains were in the west, and we had to direct our efforts there. We have already spent three days marching, and it already seemed monotonous†¦so well†¦we were trying to entertain ourselves, and in a second Curt Lemon was dead. He simply stepped on a boob y-trapped 105 round. One second – and the man was gone forever. We were playing, we were laughing, and then, out of sudden, he was dead. I didn’t notice that the whole hour had passed before we cut off the thick grass for the emergency helicopter to land.Surprisingly, the day didn’t change; the weather was the same, and we kept marching. The only thing was that Curt was not with us anymore. Higher in the mountains I’ve noticed a baby VC water buffalo. I had no idea how I could come across it so high in the mountains, and it was probably unexpected for me, that at that moment I could think of anything else besides Curt. I managed to get a rope around the baby buffalo and to lead it with us to the village, where we had to stay for the night. I stroked the baby buffalo’s nose, I tried to offer it come pork or beans, but it didn’t seem interested. I shrugged but I felt, how enraged I was.At that time I didn’t understand, what caused those feelings inside me, but now I know that Curt’s death had made me angry; angry for being incapable to change anything and to return him to life. I shot the buffalo through the front knee. I was shocked at the animal not showing any sign of stress; it didn’t cry. It was silent, though it fell hard onto the ground but then got up again, and at that moment I shot off its ear; I kept shooting and I could see it hurt, but for some reason I could not kill it. I would never make it suffer, but something inside me was preventing me from shooting right.I had no idea what others were thinking, but they were definitely watching each move and each shot I made. I was the only one to know, what it meant to me – Lemon was dead and he had been the best friend in the world. I am not sure whether it was a question of pain, and what pain one may mean here. I didn’t know whether physical pain could be measured or even compared to the moral pain I felt. I could not understand what I was doing, it was all smoke and I hardly remember whether I had shot the buffalo’s tail; it was as if I were dreaming. I shot it into the throat.I didn’t want it to experience those physical tortures anymore. I can still remember its eyes – enormous, shiny, and dumb. I can remember myself crying. I wanted to say how sorry I was for both the buffalo and for Lemon, but tears didn’t let any word come out. I understood I needed some freedom, some silence and some time to think, to try to recover and to ultimately feel better. I left the baby, may be it was still alive, but I didn’t know it. I just knew that it was fighting for its life, the chance which Lemon didn’t have. It will remain my sin forever, but my pain was enormous to hide it inside.I don’t still understand for whom I feel worse – for the baby buffalo I’ve killed or for Lemon who didn’t have a single chance to survive. What I know for sure is that Lemon didn’t go through the pain, which baby buffalo felt before it died. I also understand that this death could become neither physical, nor moral compensation for Lemon’s death. This is what I think now†¦ At that time I was not thinking anything. The baby buffalo’s death remains my biggest weakness – the inability to keep emotions inside. Later that week I wrote a letter to Lemon’s sister to tell her what a great guy her brother had been.I have written several funny stories from our life – I think that the letter turned to be very personal, even touching. I was almost bawling, because I could not accept the fact of his death. He had been the man able to turn the war into fun. He was right for war, and his attitudes towards war were also right. I clearly understood and I really felt that I would never receive any reply from that young girl, but I needed that writing to release my emotions and express what I was feeling about Lemon. Ev en when I pretended being angry at her, and called her â€Å"dumb cooze†, it was nothing but a mask – I didn’t want anyone know that I could feel†¦Justification I decided to focus on Rat Kiley’s character. The author emphasizes his negligent attitude towards life. â€Å"Listen to Rat: â€Å"Jesus Christ, man, I write this beautiful fucking letter, I slave over it, and what happens? The dumb cooze never writes back† (O’Brien 175). What I think is that Rat didn’t even expect to receive any reply from Lemon’s sister; he needed this letter to express what he had inside, and simultaneously he had to support his image of a guy â€Å"nineteenth years old – and it’s too much for him† (O’Brien 175).I was interested in viewing the story through his perspective, because I initially felt Rat could have been depicted differently, less crazy and more humane. As a result, the events in the narrative would loo k different through Rat’s perspective. After Lemon was dead, Rat could not find himself. He did not know how he could neutralize the moral pain he had inside. Again, the author could lead the narration in a different direction. Rat was shooting the baby buffalo – â€Å"it wasn’t to kill; it was just to hurt† (O’Brien 179).Has anyone thought that Rat might have not clearly understood what he was doing? The fact that he was crying was the best proof that his actions had been absolutely uncontrolled. Moreover, his negligence has proved to be only surface – he was deeply suffering through the loss of his friend; at his nineteen years he could consider himself happy for having experienced the kinship he felt towards Lemon. My goal was to portray Rat through different features, not the features which the author used in the narration. I suppose that the author has not looked too deep into Rat’s soul.O’Brien has created an image of Rat ’s cruelty towards the animal, and the readers perceive him as â€Å"a little crazy†. Simultaneously, he has not emphasized many features which make Rat a real human. Even the scene of animal killing could have been depicted differently, through the prism of Rat’s moral sufferings. â€Å"Rat Kiley was crying† (O’Brien 180), and that cry was the difficult acknowledgement of the fact that Lemon would never come back. Works cited O’Brien, Tim. â€Å"How to Tell a True War Story†. Postmodern American Fiction: A Norton Anthology. P. Geyh ed. New York: W. W. Norton, 1992, 174-183.

Nutraceuticals International Essay

1. â€Å"Beetroot juice ‘can beat blood pressure’. † Nutraceuticals International 13. 2 (Feb 2008). Summary/Critique Medications for hypertension can amount to a lot of money each year. This is the reason why many experts are trying to look at cheaper alternatives in producing medicines that could alleviate the upsurge of this dreaded disease. Cheaper medicines can come in a form of herbal remedies. In this report that appeared in a magazine Nurtaceuticals International (Feb.2008), it has been revealed that British researchers at Barts and The London School of Medicine found a new way of vitally reducing the blood pressure of hypertension patients. By taking 500ml of beetroot juice each, they might have a chance of being cured of their hypertension. The group of researchers, led by Amrita Ahluwalia and Ben Benjamin, identified that it is the â€Å"ingestion of dietary nitrate contained within beetroot juice† that does the trick. The effect can also be seen when people are eating green, leafy vegetables that ultimately results in decreased blood pressure. Because of the antioxidant vitamin content of vegetable-rich diet people can be protected against heart disease. This article is very informative because readers can learn the importance of having good diet can help everyone have a healthier life. Also, this article could encourage more experts in trying to find alternative ways of helping people with hypertension. Full Text Article: â€Å"Beetroot juice ‘can beat blood pressure’. † Nutraceuticals International 13. 2 (Feb 2008). Researchers at Barts and The London School of Medicine in the UK have discovered that drinking just 500ml of beetroot juice a day can significantly reduce blood pressure. The study, published on-line on February 5 in the American Heart Association’s journal Hypertension, could have major implications for the treatment of cardiovascular disease. Lead by Amrita Ahluwalia, professor at the William Harvey Research Institute at Barts and The London School of Medicine, and Ben Benjamin, professor at Peninsula Medical School, USA, the research reveals that it is the ingestion of dietary nitrate contained within beetroot juice – and similarly in green, leafy vegetables – which results ultimately in decreased blood pressure. Previously, the protective effects of vegetable-rich diets had been attributed to their antioxidant vitamin content. Effective one hour post ingestion Prof Ahluwalia and her team found that, in healthy volunteers, blood pressure was reduced within just one hour of ingesting beetroot juice, with a peak drop occurring three-four hours after ingestion. Some degree of reduction continued to be observed until up to 24 hours after consumption. Researchers showed that the decrease in blood pressure was due to the chemical formation of nitrite from the dietary nitrate in the juice. The nitrate in the juice is converted in saliva by bacteria on the tongue into nitrite. This nitrite-containing saliva is swallowed and, in the acidic environment of the stomach is either converted into nitric oxide or re-enters the circulation as nitrite. The peak time of reduction in blood pressure correlated with the appearance and peak levels of nitrite in the circulation, an effect that was absent in a second group of volunteers who refrained from swallowing their saliva during, and three hours following, beetroot ingestion. More than 25% of the world’s adult population are hypertensive, and it has been estimated that this figure will increase to 29% by 2025. In addition, hypertension causes around 50% of coronary heart disease, and approximately 75% of strokes. In demonstrating that nitrate is likely to underlie the cardio-protective effect of a vegetable-rich diet, the research of Prof Ahluwalia and her colleagues highlights the potential of a natural, low cost approach for the treatment of cardiovascular disease – a condition that kills over 110,000 people in England alone every year. Prof Ahluwalia concluded: â€Å"our research suggests that drinking beetroot juice, or consuming other nitrate-rich vegetables, might be a simple way to maintain a healthy cardiovascular system, and might also be an additional approach that one could take in the modern day battle against rising blood pressure. † 2. Zoler, Mitchel L. â€Å"Hypertension doubles female sexual dysfunction prevalence. † Family Practice News 36. 20 (Oct 15, 2006): 14. Summary Critique: We only know that hypertension affects the circulatory system of the human body. However, in this article by Mitchel Zoler (2006), it has been found that hypertensive women have double the risk of having sexual dysfunction than women with normal blood pressure. This proposition came after scientists have conducted a study of 417 women. As Dr. Michael Doumas reported in the annual meeting of the American Society of Hypertension, â€Å"women with controlled hypertension had a significantly lower prevalence of sexual dysfunction than did women whose hypertension failed to reach goal levels during treatment† (Zoler, 2006). In this particular study, all women were tasked to complete a â€Å"19-question form that has been validated as a way to evaluate sexual function†. The questions dealt with several domains of female sexual function: desire, arousal, lubrication, orgasm, satisfaction, and pain. The survey found out that among the women with hypertension, â€Å"42% had scores indicating sexual dysfunction†, which is far in statistically significant when compared with â€Å"19% among the normotensives†. Looking on how the researchers arrived at this conclusion can be doubtful because they merely based it on a survey, which can be a result of many other factors other than hypertension. Yet, this observation should not be taken complacently because hypertension is a common disease in the United States and its link to reproductive dysfunction in women should be established so that doctors will know how to alleviate the worsening problem of hypertension. Full Text Article: Zoler, Mitchel L. â€Å"Hypertension doubles female sexual dysfunction prevalence. † Family Practice News 36. 20 (Oct 15, 2006): 14. NEW YORK — Women with hypertension were twice as likely to have sexual dysfunction as normotensive women were, in a study of 417 women. The results also showed that women with controlled hypertension had a significantly lower prevalence of sexual dysfunction than did women whose hypertension failed to reach goal levels during treatment, Dr. Michael Doumas reported at the annual meeting of the American Society of Hypertension. But a third finding was that women who were treated with antihypertensive drugs had a higher prevalence of sexual dysfunction than did untreated women. Dr.Doumas speculated that this was caused by the effects of certain antihypertensive drugs, such as diuretics and [beta]-blockers. Treatment with other drug types, the angiotensin-receptor blockers and angiotensin-converting enzyme inhibitors, appeared to reduce sexual dysfunction, he said. â€Å"We need to treat hypertension because of its effect on adverse cardiac outcomes. But there is a hint that we can lower blood pressure with some drugs and also have good effects on female sexual function,† said Dr. Doumas, a physician in the department of internal medicine at the Hospital of Alexandroupolis in Athens. The study enrolled 216 women with hypertension and 201 normotensive women. Their average age overall was about 48, and all were sexually active. The women completed a 19-question form that has been validated as a way to evaluate sexual function. The questions dealt with several domains of female sexual function: desire, arousal, lubrication, orgasm, satisfaction, and pain. Among the women with hypertension, 42% had scores indicating sexual dysfunction, compared with 19% among the normotensives, which was a statistically significant difference. The prevalence of sexual dysfunction increased significantly with the duration of hypertension. Among women who had been hypertensive for fewer than 3 years, 16% had a score indicating sexual dysfunction; the rate rose to 33% among women with hypertension for 3-6 years and 79% among women with hypertension for more than 6 years. Age also showed a significant interaction with prevalence. Among women aged 31-40 years, the prevalence of dysfunction was 21%; the rate rose to 38% among women aged 41-50 and to 57% among women who were older than 50 years. The prevalence of sexual dysfunction was 48% among women treated for hypertension, compared with 33% among the untreated hypertensives, a significant difference. The average age was 48 years in both groups. But the prevalence was lower still among the hypertensive women who had their pressure controlled by treatment. With control defined as a pressure of less than 140/90 mm Hg, the prevalence of sexual dysfunction in women with controlled hypertension was 27%, significantly less than the 51% of women with uncontrolled hypertension who had dysfunction. It’s not yet known how antihypertensive drugs exert differing effects on sexual function. In general, drugs that cause vasodilation appear to improve sexual dysfunction, Dr. Doumas said. 3. â€Å"Liver linked to deadly disease. † USA Today (Magazine) 135. 2737 (Oct 2006): 10. The liver is important in the human body because it produces many enzymes that aid the digestion of our food intake. This is why it can be alarming to have liver disorders because it can affect our system from metabolizing food. For example, in the United States, many people consume an excessive amount of protein. The metabolism of excess protein, especially animal protein, can put a strain on the liver and kidneys in fats include dairy products, vegetable oils, and red meat. In this report from USA Today, it was found that liver disorders may trigger a deadly type of hypertension. As a physician from the University of Texas Southwestern Medical Center named Dan Rockey informed, this type of hypertension is called portal hypertension that â€Å"affects the blood flow into the portal vein, which feeds blood to the liver†. This report is alarming because the short-term mortality rate of having â€Å"portal hypertension is about 30%† (USA Today, October 2006). Dan Rockey and his colleagues are undergoing research to open new grounds for this disease and to find â€Å"possible clinical approaches†. Portal hypertension can trigger bleeding and development of fluid found in the abdomen. It is important to take more research on this type of hypertension because it can possibly become an epidemic if it is not treated. Also, we can take steps in taking care of our liver by reducing alcohol intake and eating healthy food. Full Text Article: â€Å"Liver linked to deadly disease. † USA Today (Magazine) 135. 2737 (Oct 2006): 10. Mechanisms causing a potentially deadly type of hypertension that result from liver damage have been identified by Don Rockey, a physician at the University of Texas Southwestern Medical Center, Dallas. Portal hypertension affects the blood flow into the portal vein, which feeds blood to the liver. Rockey identified the cellular activity that results in portal hypertension. He and his colleagues then took the research a step further, showing that, if the process can be interrupted, the hypertension subsides. â€Å"Portal hypertension is a deadly disease that complicates many forms of chronic liver injury,† he explains. â€Å"When this occurs, in its most severe form, the prognosis definitely becomes guarded,† often leading to the need for a liver transplant. The short-term mortality for patients with portal hypertension is about 30%. The latest research opens new ground and has implications for possible clinical approaches. â€Å"The end result of portal hypertension is bleeding and development of ascites [fluid in the abdomen]; so, if you could treat it early, you could prevent bleeding or the formation of ascites,† Rockey observes. Portal hypertension is similar to the widely known essential hypertension–which impairs blood flow to the heart systems–except it affects blood flow to the liver-related systems. The liver is an essential organ that washes the body’s blood of wastes and poisons. Cirrhosis of the liver occurs when the cells are damaged. Scarring often results, reducing blood flow and raising pressure on veins. The high pressure can cause veins to burst, resulting in internal bleeding and, potentially, death. Previous studies have shown that, at the cellular level, portal hypertension results from reduced production of needed nitric oxide, which regulates expansion of the blood vessels. Rockey’s research identifies how the nitric oxide production breaks down due to the effects of the protein GRK2. The protein attaches to another protein called AKT, interrupting the creation of nitric oxide. 4. Zoler, Mitchel L. â€Å"Hypertension diagnosis often missed in children. † Family Practice News 35. 11 (June 1, 2005): 15. We might not know it but children can develop hypertension too. Since the late 1980s, the rate of pre-hypertension and hypertension among U. S. children and teenagers has continued to increase. However, according to Zoler (June 1, 2005), experts miss 85% of these cases. In this article, Dr. Charlene K. Mitchell informed that â€Å"the problem with diagnosing hypertension in kids is that there are too many threshold pressures for most physicians to keep straight†. The guidelines for diagnosing children with the condition are different than those for adults. The point at which children are considered to have hypertension is determined by age, gender, weight and height, and young patients usually are not diagnosed until they have higher-than-normal readings for at least three visits. American Academy of Pediatrics guidelines require that blood pressure be taken at every doctors visit, but some physicians do not then calculate whether it is too high, especially if the child is healthy otherwise. This is why Dr. Mitchell suggested the researchers should be â€Å"aggressive† in finding a solution not to miss the diagnosis of hypertension in children. The impact of missing the diagnosis of hypertension in kids can be tremendous because it is a â€Å"killer† disease. Doctors missing to identify it could not suggest medications and this can be life-threatening for the children. More serious research should be conducted to identify what method is appropriate in determining the occurrence of hypertension in children. Full Text Article: Zoler, Mitchel L. â€Å"Hypertension diagnosis often missed in children. † Family Practice News 35. 11 (June 1, 2005): 15. New Orleans — A diagnosis of hypertension was missed in 85% of children with high blood pressure in a study of 287 youngsters who were examined at two university-based, pediatric clinics. The problem with diagnosing hypertension in kids is that there are too many threshold pressures for most physicians to keep straight, Charlene K. Mitchell, M. D. , said at the annual meeting of the Southern Society for Pediatric Research. Because the threshold for diagnosing hypertension varies by age, height, and gender, there are a total of 420 different diastolic and systolic pressures that determine whether a particular child has high blood pressure, said Dr. Mitchell, a pediatrician and internist at the University of Louisville (Ky. ). The total is 420 because there are 15 different age-specific threshold pressures for children aged 3-17 years, 7 different height-specific threshold pressures between the 5th and 95th height percentiles, different thresholds for girls and boys, and different thresholds for diastolic and systolic pressure. The threshold criteria for borderline hypertension would add another 120 pressure thresholds for diagnosing hypertension. â€Å"The numbers are chopped up too much. It’s far too complex for easy management,† Dr. Mitchell said. â€Å"If physicians must always look on a table every time they check a blood pressure, we’ll continue to see underdiagnosis. † Her solution to the number surfeit is to cluster several ages with a single diagnostic pressure threshold. However, eventually she would like to have study results establish pressure thresholds for diagnosing hypertension that are empirically derived, rather than based on statistics. If the diagnostic criteria are simplified, physicians will be much more likely to identify hypertension in children much more often, Dr. Mitchell said. â€Å"We need to be much more aggressive about recognizing hypertension in children than we are now,† she added. Her study was designed to assess physician accuracy at identifying hypertension in children aged 3-17 years being seen for routine, well-child visits from July 31 to Aug. 15, 2003. Of the 287 children examined, 90 (31%) had hypertension by current standards, and 35 (12%) had borderline hypertension. But only 15% of those with hypertension were diagnosed by their examining physicians. The results also showed that physicians were more likely to diagnose hypertension in children with a higher body mass index (BMI). The children who were correctly diagnosed as hypertensive were, on average, in the 92nd percentile for BMI. Those who had unrecognized blood pressure elevations were, on average, in the 76th percentile for BMI. 5. Bradbury, Jane. â€Å"The chicken and egg in hypertension†, The Lancet 349. 9059 (April 19, 1997), p. 1151. It is important to know where essential hypertension will trigger from because it can aid doctors to foresee the development of this dreaded disease. To wit, there is an ongoing debate of whether essential hypertension occurs when there is a perceived micro vascular abnormality or is when doctors see higher levels of blood pressure. In this article, UK clinicians found that males â€Å"with a familial predisposition to high blood pressure, a reduced number of capillaries and impaired microvascular dilatation precede hypertension†. In the research conducted by Professor David Webb and his team from the University of Edinburgh, they utilized the â€Å"four-corners epidemiological model† in predicting the triggering point of hypertension. Their study in 1977 determined the measure of blood pressure from 1809 married couples. In 1985, 864 of the 16–24 year-old children that came from the previous couples â€Å"had their blood pressure measured† too. Then, the researchers classified â€Å"four groups of offspring† by â€Å"combinations of personal (high or low) and parental (high or low) blood pressure†. Through these extensive studies, they determined that â€Å"microvessel characteristics which might be responsible for increased vascular resistance in essential hypertension†. Mostly, it is the males â€Å"with high blood pressure whose parents also had high blood pressure had significantly impaired dermal vasodilatation compared with the other three groups†. Also, they researchers observed they had â€Å"significantly fewer capillaries in the finger during venous occlusion†. This article can be helpful in the research of determining hypertension before it develops into a full-blown disease. Full Text Article: Bradbury, Jane. â€Å"The chicken and egg in hypertension†, The Lancet 349. 9059 (April 19, 1997), 1151. What comes first in essential hypertension-microvascular abnormalities or a rise in blood pressure? UK clinicians report this week that in men with a familial predisposition to high blood pressure, a reduced number of capillaries and impaired microvascular dilatation precede hypertension. Prof David Webb (University of Edinburgh, UK) and his team used the â€Å"four-corners† epidemiological model to unravel cause and effect in hypertension. In 1977, blood pressure was measured in 1809 married couples. 864 16–24 year-old offspring from 603 of the families had their blood pressure measured in 1985. Four groups of offspring were defined by combinations of personal (high or low) and parental (high or low) blood pressure. Microvessel characteristics which might be responsible for increased vascular resistance in essential hypertension were measured in 1993–95 for 105 men drawn from the four populations (J Clin Invest 1997; 99: 1873–79). Men with high blood pressure whose parents also had high blood pressure had significantly impaired dermal vasodilatation compared with the other three groups. They also had significantly fewer capillaries in the finger during venous occlusion. Factors which are associated with high blood pressure in offspring whose parent had high blood pressure are more likely to be causal than those that are associated with high blood pressure in the offspring irrespective of parental blood pressure, write the authors. The results suggest that defective angiogenesis may be an etiological component of hypertension, either environmental or genetic, and are consistent with the higher incidence of adult hypertension in people with a low birth weight. These findings, says Webb, should focus attention on the importance of early life factors in the programming of hypertension. 6. McCarron, David A. â€Å"Diet and high blood pressure – the paradigm shift. † Science 281. 5379 (August 14, 1998): 933-934. Doctors and nutritionists always exhort people to make a change to healthier diets because it can aid all of us in preventing deleterious diseases. According to McCarron (Aug. 14, 1998), â€Å"humans are nearly unique in their natural propensity to develop elevated arterial pressure, a fact attributed to both genetic and environmental factors†. Many experts point an accusing finger on salt being the one that can contribute to the occurrence of hypertension. However, McCarron (Aug. 14, 1998) revealed that the â€Å"importance of salt in the pathogenesis of hypertension† is still being debated and â€Å"remains undetermined†. Experts began to accuse the extreme use of salt as the one that causes hypertension â€Å"when early studies indicated that salt intake increased blood pressure†. However, McCarron (Aug. 14, 1998) indicated that â€Å"many of these studies have since been discounted for design and methodologic flaws. But even where the methodology is sound, sodium intake cannot be linked to hypertension or higher population-wide blood pressure†. In more conclusive studies, there existed a â€Å"compelling evidence that adequate intake of minerals, rather than restriction of sodium, should be the focus of dietary recommendations for the general population†. This article is enlightening due to the fact that it debunks the myth of salt being the primary cause of developing hypertension. The author suggests that we should limit our mineral intake and not just salt alone, in order to live a healthy lifestyle. We should not manipulate our diet to our own detriment, but we should shift it to become health-conscious because we are already armed with the knowledge of what’s good for us. Full Text Article: McCarron, David A. â€Å"Diet and high blood pressure – the paradigm shift. † Science 281. n5379 (August 14, 1998): 933(2). Hypertension–a serious health problem for industrialized societies–contributes significantly to the risk of coronary heart disease, congestive heart failure, stroke, and kidney failure. Among vertebrates, humans are nearly unique in their natural propensity to develop elevated arterial pressure, a fact attributed to both genetic and environmental factors. Only certain highly inbred strains of rodents and genetically engineered animals also spontaneously exhibit hypertension. Public policy has generally recommended that blood pressure can best be controlled by restriction of sodium chloride intake and with medication (1). Recent research has, however, emphasized the powerful role of total diet in the etiology and treatment of hypertension, suggesting that the focus of current public policy regarding nutrition and blood pressure is too narrow. Limitation of sodium chloride in food has historically been the dietary mantra of those who set nutritional policy for hypertension. Nevertheless, the importance of salt in the pathogenesis of hypertension has long been debated (2-4) and remains undetermined (5). The intense focus on sodium began when early studies indicated that salt intake increased blood pressure. These studies, many conducted decades ago, included epidemiologic surveys in primitive societies, clinical trials in patients with kidney disease, and animal investigations in which sodium intake levels cannot be realistically extrapolated to humans (6). Many of these studies have since been discounted for design and methodologic flaws. But even where the methodology is sound, sodium intake cannot be linked to hypertension or higher population-wide blood pressure (7). Two recent meta-analyses of randomized controlled trials–one examining the effects of sodium restriction (8) and the other of calcium supplementation on arterial pressure (9)–provide compelling evidence that adequate intake of minerals, rather than restriction of sodium, should be the focus of dietary recommendations for the general population. Assessing 56 trials of sodium restriction, Midgley et al. (8) concluded that individuals with normal blood pressure gained nothing from limiting sodium intake and that only older ([is greater than] 45 years) hypertensive people might benefit, a conclusion recently confirmed by other investigators (5). Midgley et al. also reported that the magnitudes of the blood pressure reductions were not consistently related to the amount of sodium intake, indicating that confounding factors were contributing to the changes in blood pressure. Indeed, in a meta-analysis of calcium supplementation trials, Bucher et al. (9) identified a small but consistent drop in blood pressure when normotensive and hypertensive persons consumed more calcium. They speculated that baseline calcium intake or increased biological need for minerals might be responsible for the blood pressure variability not otherwise accounted for in their analysis. These two reports presaged the outcomes of two large clinical trials from the NIH, published in 1997 (10, 11). The Trials of Hypertension Prevention (TOHP) II is the largest and longest study ever executed to test whether sodium restriction lowers arterial pressure and prevents the emergence of new hypertension cases (I0). No benefit was detected for the primary endpoint diastolic blood pressure. Systolic blood pressure decreased minimally (0. 7 mmHg), almost precisely the value that the Midgley (8) analysis projected. Furthermore, the TOHP II data demonstrated a dissociation between the extent of sodium restriction and the observed blood pressure reduction. The second large-scale study was the Dietary Approaches to Stop Hypertension (DASH) trial published in the New England Journal of Medicine (11). As would be predicted by Bucher et al. (9) in their meta-analysis of calcium studies, in persons whose intake of dairy products (and therefore calcium and other minerals) was well below currently recommended levels, blood pressure decreased significantly when the recommended amounts were included in their diets. In the DASH diet that was rich in dairy products, fruits, and vegetables and lower in fat (with sodium held constant), blood pressure decreased 5 to 6 mmHg in subjects with normal blood pressure; in those with mild hypertension, this blood pressure reduction was doubled, to 11 to 12 mmHg. Reductions of this magnitude have been observed previously only with antihypertensive medications. A second DASH diet, which included increased amounts of fruits and vegetables but did not include dairy products, produced more modest but still significant systolic blood pressure reductions, easily surpassing those observed with sodium restriction in TOHP II. DASH confirmed the meta-analyses as well as earlier indications from observational studies that dietary factors other than sodium markedly affected blood pressure (3, 12). For example, one of the earlier studies (12) identified inadequate calcium intake from dairy products as the dietary pattern most prevalent in individuals with untreated hypertension. Another study (3), in which nutrient intake was assessed from the first National Health and Nutrition Examination Survey (NHANES I), confirmed this dietary pattern in hypertensive individuals and identified the relative absence of fruits and vegetables in the American diet as the second best predictor of elevated blood pressure. These studies suggested that where intake of other critical nutrients is adequate, sodium intake at levels typically consumed in most societies might actually be associated with lower blood pressure. They also concluded that the absence of specific nutrients (calcium, potassium, and magnesium), resulting from low consumption of dairy products, fruits, and vegetables, is associated with hypertension in Americans (3, 12). The TOHP II study adds to the substantial body of literature that challenges the public health emphasis on sodium restriction as the primary nutritional means of improving blood pressure. The issue is further complicated by concerns raised in several recent reports (5, 13, 14) that the long-term effect of sodium restriction on cardiovascular morbidity and mortality may be the opposite of what has always been assumed. The DASH study provides a clear rationale for focusing our public health strategy on adequate intake of low-fat dairy products and fruits and vegetables. The consistency of the accumulated data is evident when the blood pressure changes seen with the DASH diet (11) are superimposed on the blood pressure profile of Americans as a function of calcium intake from (3) (see the figure). According to these data (3, 11), if the intakes of calcium and other nutrients obtained through low-fat dairy products, fruits, and vegetables were increased to the amounts readily achieved in the DASH study, the percentage of Americans with moderately severe hypertension (160/100 to 179/109 mmHg) would be decreased by nearly half, from approximately 9% to 5%. For the millions more with borderline elevations, the benefits are likely to be at least as great. Whether hypertension is genetic or environmental in origin, control of dietary mineral intake has a place in its management and prevention. As a society, we will not achieve the dramatic reversal in hypertensive heart disease that DASH and other studies clearly show is possible until we direct our efforts to the nutritional factors and dietary patterns that are actually relevant to this condition. In addition, diets low in fat but high in calcium, fruits, and vegetables are not prevalent in the subgroups of society at greatest risk for hypertensive cardiac disease–the elderly and African Americans. An added plus: A diet low in fat but high in calcium, fruits, and vegetables is also consistent with reduction of two other major public health problems, osteoporosis and cancer (15, 16). The emphasis on sodium as the single dietary culprit is counterproductive to our significantly reducing cardiovascular risk for most of us (5) and diverts attention from the issues we need to address (17). â€Å"Food products† such as snacks and soft drinks added to our diets in recent years have supplanted nutrient-rich foods such as fruits, vegetables, and milk. This shift in dietary patterns, and simultaneous suboptimal nutrient intake, is also far more likely to contribute to the prevalence of hypertension than salt, which has always been a component of the human diet. Humans may be unique in our propensity to develop hypertension simply because we are the only species with the capacity to manipulate our diets to our own detriment. References (1.) â€Å"The Sixth Report of the Joint National Committee on Prevention, Detection, Evaluation, and Treatment of High Blood Pressure,† Arch. Intern. Med. 157, 2413 (1997). (2. ) G. Kolata, Science 216, 38 (1982). (3. ) D. A. McCarron, C. D. Morris, H. J. Henry, J. L. Stanton, ibid. 224, 139Z (1984). (4. ) J. D. Swales, Br. Med. J. 297, 307 (1988). (5. ) N. A. Graudal, A. M. Gallee, P. Gaffed, JAMA 279, 1383 (1998). (6. ) M. Muntzel and T. Drueke, Am. J. Hypertens. 5, 1S (1992). (7. ) Intersalt Cooperative Research Group, Br. Med. J. 297, 319 (1988). (8. ) J. P. Midgley, A. G. Matthew, C. I. T. Greenwood, A. G. Logan, JAMA 275, 1590 (1996). (9. ) H. C. Bucher et al. , ibid. , p. 1016. (10. ) Trials of Hypertension Prevention Collaborative Research Group, Arch. Intern. Med. 157, 657 (1997). (11. ) L. J. Appel et al. , N. Engl. J. Med. 336, 1117 (1997). (12. ) D. A. McCarron, C. Morris, C. Cole, Science 217, 267 (198Z). (13. ) M. H. Alderman, S. Madhavan, H. Cohen, J. E. Seatey, J. H. Laragh, Hypertension 25, 1144 (1995). (14. ) H. H. Alderman, H. Cohen, S. Madhavan, Lancet 351, 781 (1998).

Analysing Gender Inequality In Sports Sociology Essay

Analysing Gender Inequality In Sports Sociology Essay This essay will seek to describe the issue of women in sports, and discuss the reasons for this, with relevance to some of the concepts covered in this course. It will also go on to discuss the improvements and positives observed in recent years, and explore some other possible measures to improve the situation in the future. 2. Background In Ancient Olympics, competitive sports were masculine affairs. While males compete to show their prowess, women were prohibited to even watch competitions, much less compete. Quite simply, even in this day and age of supposed equality and meritocracy, sport still remains a male domain, especially on the community level. Even with improved opportunities and treatment, there is still an invisible barrier between sport and the everyday woman. In the next section, this essay shall explore some of the reasons for this situation. 3. Reasons 3.1 Introduction to Gender Ideology in sports The concept of ideology is one that we take for granted, or rather, something we do not even think about. It refers to the ideas and explanations we have been given since young, to explain personal and social life. We have been using our ingrained ideologies to make decisions and judgments ever since we could, without ever questioning or knowing them. In addition, Taylor (1994) mentioned that our identities are formed based on dialogical relations with our significant others. In other words, the complexities of our identities are not formed through cultural identification alone (monologic model) but through the interactions with people who are important to us. Gender, even more so than race or class, is a pivotal organizing factor in social life. While a person’s sex is decided by physical characteristics such as genitalia, gender is a social construct formed and shaped by the society (James A. Banks).It is the fundamental way humans classify each other. Thus, we are especially reliant on gender ideology and it is extremely influential on ho w we organize our thoughts, actions and lives, and how parents bring up their offspring. The deep-rootedness of gender ideology means that everyone makes decisions based on it, from children, teenagers, parents to people in power. Gender ideology plays a big role in how sport has been carried out throughout the ages. The idea that men are supposed to be strong, aggressive, fast and competitive is reproduced in many sports. Conversely, women are not encouraged to play sports because the above traits are not associated with women (women’s athletics: coping with controversy). Thus, a woman exhibiting the above traits would be going against the gender ideology that most people submit to, and this would make her an anomaly. A woman would have to cope not only with her community seeing her as ‘not feminine’, she also has to deal with lack of resources and financial support because her politicians also have the same ideology and do not support women in sport. Fortunatel y, the situation has considerably improved from the past. 3.2 Gender Ideology: dominance and stereotypes The fact that males are the dominant group is also accepted by most as part of their understanding of gender ideologies. This is correspondent to John Clammer’s point that social inequalities are seen as ‘natural’ and hence not to be tampered with.

Ethical dilemma paper Research Example | Topics and Well Written Essays - 750 words

Ethical dilemma - Research Paper Example Therefore, they might base on it when making important decisions in their practice. However, like in other professions, there are different issues in the military, which pose a challenge to them in their ethical decision-making. Military personnel are expected to respect life, and uphold high moral standards (Snider, 2009). However, there are incidences, where the army is ethically challenged. I perceive the use of torture by the army as resulting from an ethical dilemma. When the army goes on a mission, they are exposed to insecurity and harm, danger, and attacks from their enemies. Therefore, the military have to be cautious and protective, while bearing in mind that the military standards expect the army to act ethically in all situations. Sometimes, the set military standards might conflict with the attitude of the military. This way, it becomes challenging for them to make an ethical decision. As identified, the military might torture their enemies in order to protect their othe r military colleagues, as a form of revenge, or in order to extract information from them, among other reasons. The military policy, which is important for handling this type of ethic and addressing its violation is found in the military code of ethics, and relates to the battlefield ethics. Here, all military personnel are expected to protect their fellow colleagues, the nation, the constitution, and civilians. The army is also required to cater for the captured enemies by providing them with first aid, and other basic human needs. Therefore, torture of enemy prisoners by the military is forbidden, and the army is expected to treat civilians in a humane manner (Cassey, 2009). Nonetheless, this regulation is not adequate, as it does not provide clear information on what how the army should act when faced with a dilemma. This regulation therefore, expects that the military respect life, including the life of their enemies. However, its failure to offer more provisions, which could ad dress complex issues that might arise, has influenced the military at the individual and group level. For instance, the army engages in torture in order to protect their colleagues. This might be done individually or as a group. Therefore, torture might be undertaken by the army for different reasons, some of which are in line with the code of ethics. Therefore, the regulation on this issue should have come out more clearly, with clear circumstances under which torture is prohibited. In this case, the military will follow their personal convictions. This issue also affects my practice. Therefore, I have a role to play to promote ethics among the military. Although various aspects factor in to cause the army to turn to torture, sometimes it is possible to act ethically without employing torture. For instance, in one study among the US army, findings showed that the army deployed for a long time experience mental health problems including depression and trauma (Ricks & Tyson, 2007). A lthough this might influence the decision-making of the military, it is important that they seek medical assistance when they exhibit these signs. Raising awareness on this among fellow colleagues would help to promote ethics in the military. In another research conducted among the navy, approximately two-thirds of the Marines interviewed, as well as half of the army agreed that they would not report their colleague, who engaged in torture and property destruction of civilians

Launching a new product for P&G in Nigeria Coursework

Launching a new product for P&G in Nigeria - Coursework Example In terms of age, Aussie Shampoo should be segmented for young adults, teenagers, and middle aged people. Aussie shampoo should be segmented for people aged between 15 and 55. 168.1 is the total population of Nigeria. Among them, 105 million people used to consume and utilize shampoo in their daily life. The organization is trying to target people of the young generation and middle aged individuals for newly launched Aussie Shampoo as social demand for these differentiated shampoo products is significantly increased among the target customers. Therefore, the organization is targeting these 105 million potential Nigerian consumers for their newly launched Aussie Shampoo. In terms of the gender segment, the organization should segment both male and female customers as the organization has differentiated its product line according to the characteristics and taste of people of both genders. There are near about 95 million consumers aged between 15 and 55 use shampoos. Among those consumer s, 75 percent are the females and 25 percent are males. Females generally focus on different segments in shampoo such as moisturizer shampoo, silky and real volume etc. On the other hand, 25 percent male consumers in Nigeria generally focus on quantity and quality of products. In terms of the income segment, the organization should segment people of middle class, upper-middle class, and upper-class income segments for Aussie Shampoo due to urbanization and rise of the middle-class income earner.

Geriatric Nursing Care Essay Example | Topics and Well Written Essays - 2500 words

Geriatric Nursing Care - Essay Example Currently he has cellulitis and resultant wounds in the lower portion of both legs is causing severe pain for, which he is being administered Panadol Elixir in six divided doses in a period of 24 hours. Paracetamol is the chosen pharmacological agent for this patient due to his advanced age and likely occurrence of adverse effects if other pain relieving agents such as non steroid anti inflammatory drugs or opiod analgesics were used.The affected leg is kept raised to reduce the discomfort and the wound is dressed daily. The patient is however afebrile, has a blood pressure of 140/95, respiration rate (RR) of 20-37 and a heart rate (HR) of 80 beats per minute at the latest reading. His health parameters have consistently stayed at this level and are normal for a person at this age. However, as the patient has been a regular smoker with established diagnosis of COPD, he needs special care and oxygen therapy as and when required. History of a severe shingles attack shows that the immun ity status is compromised and the patient needs to be kept away from any sources of infection, as his immune system may not be able to cope up with a fresh infection. The patient has already tested positive for methicillin resistant staphylococcus (MRSA) infection and has been treated for the same. Assessment of a patient is the most crucial step which determines the future course of action by a nursing practitioner. Assessment has been defined as the process of collecting, validating and clustering patient data in order to arrive at a broader picture which defines the future course of action (Dillon, 2007). It does not stop at the initial examination of the patient and perusal of... This paper approves that the best method of chronic pain alleviation is however definitely the pharmacologic approach and the choice of the pharmacological agent should be through proper evaluation of the nature of injury, the type of pain and the physical/psychological characteristics of the patient. Drug dosage needs to be closely monitored and modified according to individual requirements with constant monitoring and careful observation. A holistic approach includes usage of non-pharmacological modalities such as physiotherapy and behavioral therapies. This essay makes a conclusion that the actual problems afflicting the client are cellulitis, inability to breathe spontaneously, inability to take food on his own, festering wounds beneath the knees on both legs and general debility associated with old age. The contributing factors include excessive smoking in the past that resulted in COPD, history of testing positive for MRSA infection and hypertension. The prognosis for the patient is grave, as the presented co morbidities are difficult to treat at such an advanced stage of his life. Healing processes are slowed down during old age and the lack of immunity makes such patients susceptible to fresh infections. The initial therapeutic endeavor should be aimed at healing the wounds after which pulmonary rehabilitation can be tried. If the patient is able to overcome these hurdles, the PEG tube can be removed after he gains and strength and acquires the capability to eat normally and carry out his daily activities independently. He nee ds constant nursing care and psychological support until the therapeutic goals are achieved.

Propose a Research Method and Design - Propose and Justify Research Paper

Propose a Method and Design - Propose and Justify Method and Design - Research Paper Example More broadly will be based on three key motivations: 1. To study the impacts of high energy costs in the information and technology sector as well as the significance of adopting cloud computing technologies in the management of data centers. 2. To investigate the underlying concept behind cloud computing and the relations between various data virtualization techniques and other emerging technologies. 3. To determine the potential benefits of moving data centers to the cloud both in small and large organizations. The research will also seek to explore the potential use of cloud computing in the reduction of carbon emissions. Lastly, the research will also involve investigate the associated risks of adopting the use of cloud data centers as well as some of the available remedies to such risks. Research questions Generally the three main research questions are designed to bring light on some of the greater issues associated with the adopting of cloud data centers. 1. What are the curre nt implications of high energy costs in the information sector and what is the potential significance of using cloud computing technologies to lower energy consumption? 2. What is the concept behind cloud computing and data virtualization? 3. ... For example, the selection of the respondents will be achieved by mapping out individuals who are either directly or indirectly engaged in the information and communication technology sector. For example, the chosen respondents who will participate in the research will primarily be selected from social groups and individuals who are working or participating in the ICT industry and are therefore well informed of the recent technological developments such as cloud computing. Interviews and questionnaires will then be conducted to determine their individual experiences with both the traditional data centers and the emerging virtual private cloud servers. Before administering interviews or questionnaires for the research, pilot tests will first be carried out, validated and checked to determine the reliability of the research methodology and design (Creswell, 43). Lastly, the questionnaires and interview questions will be developed based on the how the collected data and responses will b e analyzed as well as how they are related to the main research questions. Interviews A purposeful sampling strategy will be used to select 20 respondents are required to participate in the research. Some of the potential individuals that will be selected to participate in the research include computer entrepreneurs, business managers and members of private data centers as well as their friends and families. The selected participants will then be divided into four groups of five respondents each. This will make it easier to compare the experiences of various respondents in relation to the topic of study. To minimize potential research biasness, both structured and semi structured interviews will

Globalization and Education Essay Example | Topics and Well Written Essays - 4750 words

Globalization and Education - Essay Example The modernization theory finds main effect of globalization on societies which converge as a result of spread of markets and technology. However, complete loss of identity of various societies the world over is highly unlikely. Sociologist Giddens further adds a noteworthy point to the definition of globalization. He states that it fragments a society by giving benefits unevenly; advantages to some strata of society while others remain deprived, thus the effect of globalization can not be seen as generalized change occurring uniformly, a statement that applies well to the current state of Asian nations. The thought of convergence of societies seems somewhat superficial as the main impact of globalization. Guellin (2001) takes Giddens' definition further stating that there is more inequality between countries than it was ten or even hundred years ago while the wage inequality has taken the form of a problem in the highly developed nations also. Levitt (as cited in Guellin, 2001, p252) probably based his studies on consumption of goods across world when he stated that the consumer of the world has become cosmopolitan. But the sociologist Sklair, though accepts some homogenization of culture across nations bu t terms it only a temporary effect on account of similar lifestyles, tastes and desires (as cited in Guellin, 2001, p252). Nevertheless, it is clear from every point of view that Globalization has affected lifestyles and brought people together though the extent and future impact of it may be topics of discussion. The impact of globalization is considerable on education but are we heading for virtual class rooms The article pays attention to four dimensions of globalization and then particularly elaborates the influence of globalization on education around the world. 2.0 Four dimensions of globalization: 2.1 Political dimension: Globalization is often referred in terms of market and a general view perceived is that market has become global while governments remained national. It is not only a contradiction; it also neglects a very important impact of globalization. The governments seek international cooperation since they have problems that can not be solved alone. Generally the global governance is perceived as dominance of multinationals in world market and USA in world politics. Jones (144) refers Hirst & Thompson (1996) who saw in globalization the attainment of century-old ideals of the free-trade liberals and who looked to "a demilitarized world in which business activity is primary and political power has no other tasks than the protection of the world free trading system". Held (397) though feels that autonomy and sovereignty of national governments are changing but these in no way have collapsed in the era of globalization. The changes, however, are manifolds such as: The center of effective power is no longer the national government. It is shared by various forces at national regional and international levels. Secondly, the much political self-determination have crossed the boundaries of nation and states for e. g. environmental issues or human rights

No topic Essay Example | Topics and Well Written Essays - 500 words - 5

No topic - Essay Example Further, John is found to have a good knowledge of the issue of locally grown and ecologically grown products. In the case of the former, he explains his concerns over the use of pesticides in products that are locally produced and also tries to compare it with the latter in terms of a number of issues such as refrigeration, pesticide use, irradiation, antibiotics etc. further, his extensive use of results from various research studies clearly highlights the depth of knowledge and insight that the writer possess in the subject. John starts the discussion with the simple expression – ‘who wants to pesticide residue?’. By doing so, he has also taken into account the issue of resources such as oil and also the time gap between production and supply to the department store. The central point of the discussion does however not limit itself to the issue of pesticides alone. Additionally, it also tries to convince the user that another aspect that consumers look for when buying the product is the value for ‘taste’. John has clearly put forward his findings of food being ecologically rich but deprived of essential taste on account of being refrigerated and transported across long distances. John has further appealed to the audience to not judge ecologically grown products on the basis of the process that they undergo during production, but to also think move ahead from thinking from a consumer perspective to a more closer look from the health aspect. He argues that despite the high preference for the way products are grown, it is also important to consider its freshness and the extent to which it works well for the body upon consumption. John has clearly pointed out the difficult position faced by huge departmental chains such as Wal-Mart that has been facing a backlash since its decision to offer a higher proportion of organic products. John uses the information obtained from several researchers such as Joan

Toyota Logistics Essay Example for Free

Toyota Logistics Essay Logistics and facility costs incurred within a supply chain change as the number of facilities, their location, and capacity allocation is changed. Companies must consider inventory, transportation, and facility costs when designing their supply chain networks. Inventory and facility costs increase as the number of facilities in a supply chain increase. Transportation costs decrease as the number of facilities is increased. If the number of facilities increases to a point where inbound. Economies of scale are lost, then transportation cost increase. The goal when designing a supply chain network is to maximize the firms profits while satisfying customer needs in terms of demand and responsiveness. Toyota cares are priced differently in different country. Car cost remain the same across the world but the tax and transportation cost differ in different country. Toyota need to minimize their transportation cost by efficient plant. They have joint venture in India, they have also have plant in Thailand and Indonesia. They don’t need this all three plant, this plants increasing their cost. As this countries distance are less and transportation facilities are good. They can build a plant in India and shutdown the others. Toyota can shut down their plant in Portugal, they can cover that country from Frances plant. Toyota can cover Mexico and Brazil market by holding their plant in Colombo. Colombo is middle of this two country, and Mexico don’t need any plant, the plant of USA can easily transport the products and Brazil or Portugal any one from this two country can shutdown and remain the other.

Development of Insulin using Recombinant DNA Technologies

Development of Insulin using Recombinant DNA Technologies Alistair Jones The use of biotechnology within medicine; diabetes and development of insulin using recombinant DNA technologies Abstract Proteins act as a catalyst for metabolic reactions and responsible for inter and intracellular reactions and signalling events essential for life(Ferrer-Miralles, et al., 2009) Diabetes mellitus is a metabolic disorder with numerous aetiologies; it can be defined by chronic hyperglycaemia which will cause an effect on the metabolism of carbohydrates, fats and proteins. This detrimental effect is from the lack of insulin action, insulin secretion or a combination of them both. Diabetes causes long term damage, dysfunction and failure of a range of major organs. (Consulation, 1999) Through the use of clinical administration missing proteins can be sourced from external sources to reach normal concentrations within the tissular or systemic level. As a number of important studies have all confirmed the importance of the use of strengthened insulin treatment for the reduction and minimisation of long term diabetic complications; it is of great importance and pharmaceutical value that huma n proteins can be sourced (Lindholm, 2002) Through the use of biochemical and genetic knowledge the production of insulin has become available and this industrial scale of therapeutic protein production is the first true application of recombinant DNA technology. (Swartz, 2001, Walsh, 2003) E.coli can be considered as the first microorganism for the production of proteins and is primarily used for genetic modification, cloning and small-scale production for research purposes. Many historical developments within molecular genetics and microbial physiology have been based within this species which has results in a collection of both information and molecular tools. (Ferrer-Miralles, et al., 2009) Discussion Proteins act as a catalyst for metabolic reactions and responsible for inter and intracellular reactions and signalling events essential for life; consequently , a deficiency in the production of polypeptides or production of non-functional of relevant proteins will derive in pathologies which can range from mild to severe (Ferrer-Miralles, et al., 2009). Diabetes mellitus is a metabolic disorder with numerous aetiologies; it can be defined by chronic hyperglycaemia which will cause an effect on the metabolism of carbohydrates, fats and proteins. This detrimental effect is from the lack of insulin action, insulin secretion or a combination of them both. Diabetes causes long term damage, dysfunction and failure of a range of major organs. The characteristics presented with diabetes are weight loss, polyuria, blurring of vision and thirst; the more severe cases will cause ketoacidosis or a non-ketotic hypersmolar state which will lead onto comas, stupor and left untreated death. As the symptoms are often not severe and go undetected for long periods of time, hyperglycaemia can cause pathological and functional changes before a diagnosis can be made. Diabetes causes a multitude of long term affects which include, but not limited to; the failure of the renal system, a two to four times increased risk of cardiovascular disease and potentia l blindness. There are a number of pathogenetic processes which can be involved in the development of diabetes; these will include the processes which destroy the insulin creating beta cells within the pancreas and the creation of a resistance to insulin action ( Alberti, et al., 2006, Consulation, 1999) A combination of metabolic disorders known as metabolic syndrome (MetS) is the combination of hyperglycaemia, hypertension and gout and other cardiovascular risk factors which predict a high risk of developing diabetes. People who have MetS are of the highest risk of the development of type 2 diabetes as it is present up to five times higher within people with this syndrome; this is due to the fact that glucose dysregulation is already present (Alberti, et al., 2006). Type 2 diabetes and atherosclerotic cardiovascular disease can be seen to be of similar ascendants. Inflammation markers have been associated with the development of type 2 diabetes in adults; although this may be part of the autoimmune response they will also reflect the pathogenesis (Schmidt, et al., 1999) Abnormal metabolism of proteins, fats and carbohydrates is caused by the deficient insulin action on target tissues due to the insensitivity or lack of insulin. (Consulation, 1999) Through the use of clinical administration missing proteins can be sourced from external sources to reach normal concentrations within the tissular or systemic level. As a number of important studies have all confirmed the importance of the use of strengthened insulin treatment for the reduction and minimisation of long term diabetic complications; with human insulin being the first line of treatment; it is of great importance and pharmaceutical value that human proteins can be sourced, as this is difficult to do from natural sources (Lindholm, 2002) . We are far past the times of animal sourced insulin’s and we are reaching the turning point in the use of recombinant DNA technologies; which were developed during the late 70’s and uses E.coli as a biological framework for the production of pr oteins of interest through relatively inexpensive procedures. Recombinant DNA technology not only offers the ability to create straightforward proteins but also provides the tools to produce protein molecules with alternative and modified features. (Mariusz, 2011) There are several obstacles in the production of proteins through the use of E.coli however, as it lacks the ability to make post-translational modifications (PTMs) present within the majority of eukaryotic proteins (Ferrer-Miralles, et al., 2009). Recombinant DNA insulin’s are, therefore, gradually being replaced by the more highly efficient insulin analogues (Bell, 2007, Ferrer-Miralles, et al., 2009). Clinically, insulin analogues have been used since the late 1990s, the reason behind insulin modification for subcutaneous injection is to produce absorption properties that better suit the rate of supply from the injection to the physiological need. (Jonassen, et al., 2012) Insulin analogues have the properties of being able to be either rapid acting such as glusine, aspart or lispro or be a long lasting molecule such as glargine and detemir, these can also be used in combination with protamine, these premixed insulin’s provide a more sustained action (Bell, 2007). The combination of biotechnology and the pharmaceutical industry is a product of an evolution within technology and product innovation; which has become a result in advances within science and business practices. The biotechnology based products are thought of as intelligent pharmaceuticals as they often provide new modes and mechanisms in the action and approach to disease control with improved success rate and better patient care. (Evens Kaitin, 2014) Through the use of biochemical and genetic knowledge the production of insulin has become available and this industrial scale of therapeutic protein production is the first true application of recombinant DNA technology. (Swartz, 2001, Walsh, 2003) Although, as insulin is required in such high volumes the product yields of the vast amount of the currently available secretory systems are not currently sufficient enough to make it fully competitive. The current ideas and strategies being used to help improve the efficiency and producti vity of secretion are numerous. (Schmidt, 2004) Cultivation of insulin can be done conveniently within microbial cells such as bacteria and yeast. During the 80’s the FDA approved the use of human insulin produced from recombinant E.coli for the treatment of diabetes, this was the first recombinant protein pharmaceutical to enter the market. Thanks to the versatility and possibilities created through the use of recombinant protein production a large sector of opportunities for pharmaceutical companies opened up. (Ferrer-Miralles, et al., 2009) Since the approval of insulin in 1982 there are now currently more than 200 biotech products available commercially and research has expanded this to over 900 products being tested within clinical trials. Pharmaceuticals are engaged within the development of these products substantially as well as their commercialisation (Evens Kaitin, 2014). This acknowledges the fact that although the microbial systems lack the post translational modifications they are able to efficiently and conve niently produce functional mammalian recombinant proteins. Specific strains of many microbial species have now been created and adapted towards protein production; and the incorporation of yeasts and eukaryotic systems is now in place for protein production. (Ferrer-Miralles, et al., 2009). The use of E.coli expression system is the preferable choice for production of therapeutic proteins, amongst the 151 pharmaceuticals licensed in January 2009 30% where obtained in E.coli, this is due its ability to allow for efficient and economical production of proteins on both a lab scale and within industry (Mariusz, 2011, Swartz, 2001). During insulin production within E.coli the gene is fused with a synthetic fragment encoding for two IgG binding domains which have been derived from staphylococcal protein A. This product is then secreted into the growth medium of E.coli and purified using the IgG affinity. (Moks, et al., 1987) E.coli can be considered as the first microorganism for the production of proteins and is primarily used for genetic modification, cloning and small-scale production for research purposes. Many historical developments within molecular genetics and microbial physiology have been based within this species which has results in a collection of both information and molecular tools. (Ferrer-Miralles, et al., 2009) E.coli flourishes at a temperature of 37Â °C but the proteins are in insoluble form. Fusion protein technology has been able to increase the solubility of over expressed proteins, through the modification of selected amino acid residues allowing for the collection of soluble proteins (Zhang, et al., 1998). Due to the lack of the mechanisms to enable PTMs in bacterial cells protein maturation and disulfide bridges can be, to an extent overcome through the use of protein engineering (Mariusz, 2011). PTMs are crucial in protein folding, stability, processing and activity; therefore, proteins lacking the PMTs may be unstable, insoluble or inactive. However it is possible to synthetically bind PTMs to products, and through genetic engineering of DNA, the amino acid sequence of the polysaccharide can be changed to alter its properties this has been observed within insulin. (Ferrer-Miralles, et al., 2009) For more sophisticated modifications the genetic fusion of two proteins is required (Mariusz, 2011) An increase number of proteins being produced are engineered and tailored to display altered pharmacokinetic profiles and reduce immunogenicity. (Walsh, 2003) Even with the pharmaceutical market progressively producing more protein drugs from non-microbial systems; cell-free protein synthesis and oxidative cytoplasmic folding offers alternatives to the standard recombinant production techniques, it has not effect or impaired the development and progression of products developed within microbial systems proving the robustness of the microbial systems. (Ferrer-Miralles, et al., 2009, Swartz, 2001) In the future Radio Frequency Identification technology will play an important role; however there are some barriers in place for the pharmaceutical supply chain, as there have been concerns raised concerning the potential detrimental effect on the proteins due to the electromagnetic exposure. Alterations have been detected after the RFID however the effect and damages to the protein remain unknown (Acierno, et al., 2010) Works Cited Acierno, R. et al., 2010. Potential effects of RFID systems on biotechnology insulin preparation: A study using HPLC and NMR spectroscopy. Complex Medical Engineering (CME), pp. 198 203. Alberti, K. G. M. M., Zimmet, P. Shaw, J., 2006. Metabolic syndrome—a new world-wide definition. A Consensus Statement from the International Diabetes Federation. Diabetic Medicine, 23(5), pp. 469-480. Bell, D., 2007. Insulin therapy in diabetes mellitus: how can the currently available injectable insulins be most prudently and efficaciously utilised?. Drugs, 67(13), pp. 1813-1827. Consulation, 1999. Definition, diagnosis and classification of diabetes mellitus and its complications. W. H. O., Volume 1. Evens, R. Kaitin, K., 2014. The Biotechnology Innovation Machine—A Source of Intelligent Biopharmaceuticals for the Pharma Industry: Mapping Biotechnology’s Success. [Pre press] submitted to: Clinical Pharmacology Therapeutics, Volume Last excessed, 27/03/2014, p. Avalible from: http://www.nature.com/clpt/journal/vaop/naam/abs/clpt201414a.html. Ferrer-Miralles, N. et al., 2009. Microbial factories for recombinant pharmaceuticals. Microbial Cell Factories , 8(7). Jonassen, I. et al., 2012. Design of the Novel Protraction Mechanism of Insulin Degludec, an Ultra-long-Acting Basal Insulin. [Online] Available at: http://link.springer.com/article/10.1007/s11095-012-0739-z/fulltext.html [Accessed 2014 March 27]. Lindholm, A., 2002. New insulins in the treatment of diabetes mellitus.. Best Pract Res Clin Gastroenterol, 16(3), pp. 475-92. Mariusz, K., 2011. Engineering of Therapeutic Proteins Production in Escherichia coli. Current Pharmaceutical Biotechnology, 12(2), pp. 268-274. Moks, T. et al., 1987. Large–Scale Affinity Purification of Human Insulin–Like Growth Factor I from Culture Medium of Escherichia Coli. Nature Biotechnology, Volume 5, pp. 379-382. Schmidt, F., 2004. Recombinant expression systems in the pharmaceutical industry. Applied Microbiology and Biotechnology, 65(4), pp. 363-372. Schmidt, M. et al., 1999. Markers of inflammation and prediction of diabetes mellitus in adults (Atherosclerosis Risk in Communities study): a cohort study. The Lancet, 353(9165), p. 1649–1652. Swartz, J., 2001. Advances in Escherichia coli production of therapeutic proteins. Current Opinion in Biotechnology, 12(2), pp. 195-201. Walsh, G., 2003. Pharmaceutical biotechnology products approved within the European Union. European Journal of Pharmaceutics and Biopharmaceutics, 55(1), pp. 3-10. Zhang, Y. et al., 1998. Expression of Eukaryotic Proteins in Soluble Form in Escherichia coli. Protein Expression and Purification, 12(2), pp. 159-165.

Great Expectations by Charles Dickens Essay -- Great Expectations Essay

Great Expectations by Charles Dickens In Great Expectations, Dickens wants to explore what it means to be a gentleman in the rapidly changing Victorian England. He suggests that money is not everything, but you need some to get yourself started in the world. Being a gentleman means that you have to be moral, kind, courteous, hard working, financially independent and educated. Pip’s experiences of social class, in some ways mirror those of Dickens’ childhood. Dickens’ parents were middle class but moved down the class ladder when they moved house, (they moved from quite a nice house into a slightly smaller house in a slightly less desirable area, over and over again, due to financial problems, hence moving down the class ladder) which happened quite often. We say that they have downward social mobility. In the early stages of Great Expectations, Pip experiences many different types of social classes. These include the criminal class and the upper class, two very different classes. Dickens explores the idea of a modern gentleman through Pip’s experiences; at the beginning of the novel, Pip is in his own village, surrounded by people just like him and of his own class. Then, he is taken to Satis House where he meets Estella, who is of a much higher class. Estella changes his views on becoming an apprentice to Joe in the forge; previously Pip looks forward to it, thinking that it is the best thing in the world, but he changes his views drastically after he meets Estella because he believes that Estella will think that he is even more common than she already does. Jaggers, who is a lawyer representing Pip’s benefactor, comes to see him and informs him that he will inherit a grand property later in life... ...nce again, thanks to Pip. Pip discovers that Mr. Jaggers’ housekeeper, Molly is Estella’s mother and that Magwitch, his benefactor, is her father. Orlick, who used to be one of Joe’s apprentices, confessed to attacking Mrs. Joe after he attempted to murder Pip. He is sent to the county jail after breaking into Mr. Pumblechook’s house. Magwitch has a struggle with Compeyson, the man who stood up Miss Havisham on her wedding day and ruined her life, and Compeyson dies, after betraying Magwitch. After being abroad for 11 years, Pip realizes that he has neglected Joe and Biddy and apologizes to them when he comes back, a self-made man. He realizes that his ways must change and begins the long and difficult process of becoming a true gentleman. He also goes to Satis House and visits Estella. He sees that she is no longer as black-hearted as she used to be.

Gay Marriage Does NOT Destroy Traditional Marriage Essay -- Same Sex Ma

What is marriage? Marriage is defined as the legal union of a man and a woman. According to Psychology Today, marriage is the process by which two people who love each other make their relationship public, official, and permanent. While given the definition of marriage and most of society making same sex marriage nearly impossible; Psychology Today recognizes that â€Å"any† two people who love each other can come together and be united. In 1970, in Minnesota, the first gay couple to apply for a marriage license in the U.S. was Jack Baker and Michael McConnell and they were not allowed to marry. However, on May 2013 Minnesota finally legalized same sex marriage and the law would be effective starting August 2013. They had to wait over 40 years to finally be happy about the wedding they wanted and becoming legally married. In 1975, two men from Phoenix, Arizona were granted a marriage license from their county clerk. Nevertheless, marriage is still banned in more than half of t he United States of America. Why is gay marriage prohibited in most of the U.S.A.? In spite of elected officials not legalizing same sex marriage, Human Rights Campaign (HRC) mentions that gay and lesbian couples want the same rights as married couples and more than half or majority of Americans feel that they should have a legal agreement that gives them those rights. (History of State Constitutional Marriage Bans, 2011-2013). Many elected officials are against same sex marriage whereas the president of the United States, Mr. Barack Obama, is the first U.S. president to support same sex marriage. Traditionally, same sex marriage is wrong and morally it is wrong as well. However, we can say that there are a lot of American traditions that are being broken and tha... ...ter. Gale. City Colleges Of Chicago. 12 Oct. 2013 Dinno, Alexis, and Chelsea Whitney. "Same Sex Marriage And The Perceived Assault On Opposite Sex Marriage." Plos ONE 8.6 (2013): 1-8. Academic Search Premier. Web. 12 Oct. 2013. Hallett, Stephanie. "History Of Gay Marriage In The United States (INFOGRAPHIC)." The Huffington Post. TheHuffingtonPost.com, 15 July 2013. Web. 12 Oct. 2013. "History of State Constitutional Marriage Bans." Human Rights Campaign. N.p., n.d. Web. 12 Oct. 2013. "KidsHealth." Sexual Orientation. N.p., n.d. Web. 12 Oct. 2013. Rich Mkhondo. "Gay Families Are the Same as Traditional Families." Opposing Viewpoints: Gay Parenting. Ed. Beth Rosenthal. Detroit: Greenhaven Press, 2013. Opposing Viewpoints Resource Center. Gale. City Colleges Of Chicago. 12 Oct. 2013 "Traditional Marriage?" Faith in America. Faith in America, n.d. Web. 12 Oct. 2013.

gatdream F. Scott Fitzgerald’s The Great Gatsby - The American Dream :: Great Gatsby Essays

The American Dream   The American Dream was the philosophy that brought people to America and to start a new life in a strange, foreign land. Due to this dream, it was believed that America was the land of opportunity, wealth, and prosperity. The dream consists of three components: all men are equal, man can trust and should help his fellow man, and the good, virtuous and hard working are rewarded. F. Scott Fitzgerald’s novel The Great Gatsby is a condemnation of American Society and focuses on its downfall. This holds true for three of the main characters in the novel, Jay Gatsby, Tom Buchanan, and Daisy Buchanan.   To reach his ideal dream of spending his life with Daisy, Jay Gatsby attains his millions in a corrupt way which help him to replace emotions, and tries to cover it up with lies throughout the novel. In order to become rich, Gatsby engaged in illegal occupations such as bootlegging and being involved in the Mafia. â€Å"He and this Wolfsheim bought and sold grain alcohol over the counter.† (Fitzgerald 134). This is the opposite idea of the American Dream, which states that only the good, virtuous and hard working are rewarded. Gatsby also lies his way through life to conceal his wrongdoing. Gatsby claims that he belongs to a rich family whom provides his way to Oxford and from whom he inherits his riches. â€Å"’I am the son of some wealthy people in the Middle West-all dead now.’† (Fitzgerald 65). Only later on in the novel, does Nick uncover the truth that â€Å"his parents were shiftless and unsuccessful farm people...† (Fitzgerald 99). Gatsb y also relies on money to bring him the comfort of family. Gatsby’s musicians sing, â€Å"The rich get richer and the poor get-children.† (Fitzgerald 96). He attempts to reclaim the loss of family that he experiences through his wealth. Nick describes a story about how Gatsby, â€Å"agreed to pay five years’ taxes on all the neighboring cottages if the owners would have their roofs thatched with straw. Perhaps their refusal took the heart out of his plan to Found a Family...† (Fitzgerald 89). Gatsby takes advantage of wealth to solve his problems.   Members of the upper class such as Tom Buchanan, sacrifice morals and righteousness in order to gain wealth. Tom Buchanan is a man from a wealthy family, yet to Nick; he seems to have lost virtue and kindness. gatdream F. Scott Fitzgerald’s The Great Gatsby - The American Dream :: Great Gatsby Essays The American Dream   The American Dream was the philosophy that brought people to America and to start a new life in a strange, foreign land. Due to this dream, it was believed that America was the land of opportunity, wealth, and prosperity. The dream consists of three components: all men are equal, man can trust and should help his fellow man, and the good, virtuous and hard working are rewarded. F. Scott Fitzgerald’s novel The Great Gatsby is a condemnation of American Society and focuses on its downfall. This holds true for three of the main characters in the novel, Jay Gatsby, Tom Buchanan, and Daisy Buchanan.   To reach his ideal dream of spending his life with Daisy, Jay Gatsby attains his millions in a corrupt way which help him to replace emotions, and tries to cover it up with lies throughout the novel. In order to become rich, Gatsby engaged in illegal occupations such as bootlegging and being involved in the Mafia. â€Å"He and this Wolfsheim bought and sold grain alcohol over the counter.† (Fitzgerald 134). This is the opposite idea of the American Dream, which states that only the good, virtuous and hard working are rewarded. Gatsby also lies his way through life to conceal his wrongdoing. Gatsby claims that he belongs to a rich family whom provides his way to Oxford and from whom he inherits his riches. â€Å"’I am the son of some wealthy people in the Middle West-all dead now.’† (Fitzgerald 65). Only later on in the novel, does Nick uncover the truth that â€Å"his parents were shiftless and unsuccessful farm people...† (Fitzgerald 99). Gatsb y also relies on money to bring him the comfort of family. Gatsby’s musicians sing, â€Å"The rich get richer and the poor get-children.† (Fitzgerald 96). He attempts to reclaim the loss of family that he experiences through his wealth. Nick describes a story about how Gatsby, â€Å"agreed to pay five years’ taxes on all the neighboring cottages if the owners would have their roofs thatched with straw. Perhaps their refusal took the heart out of his plan to Found a Family...† (Fitzgerald 89). Gatsby takes advantage of wealth to solve his problems.   Members of the upper class such as Tom Buchanan, sacrifice morals and righteousness in order to gain wealth. Tom Buchanan is a man from a wealthy family, yet to Nick; he seems to have lost virtue and kindness.

Learning Theory

From Wikipedia, the free encyclopedia Jump to: navigation, search This article needs additional citations for verification. Please help improve this article by adding reliable references. Unsourced material may be challenged and removed. (April 2008) This article may contain original research. Please improve it by verifying the claims made and adding references. Statements consisting only of original research may be removed. More details may be available on the talk page. (January 2010)In psychology and education, learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2000; Ormorod, 1995). Learning as a process focuses on what happens when the learning takes place. Explanations of what happens constitute learning theories. A learning theory is an attempt to describe how people and animals learn, thereby he lping us understand the inherently complex process of learning.Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions. There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning.Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts. Contents [hide] †¢1 Behaviorism †¢2 Cognitivism †¢3 Constructivism †¢4 Informal and post-modern theories †¢5 Other learning theories †¢6 Criticism †¢7 Other interests †¢8 See also †¢9 Notes †¢10 External links [edit] Behaviorism Main article: Behaviorism Behaviorism as a theory was primarily developed by B. F. Skinner. It loosely encompasses the work of people like Edward Thorndike, Tolman, Guthrie, and Hull.What characterizes these investigators are their underlying assumptions about the process of learning. In essence, three basic assumptions are held to be true. [original research? ] First, learning is manifested by a change in behavior. Second, the environment shapes behavior. And third, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. For behaviorism, learning is the acquisition of new behavior through conditioning.There are two types of possible conditioning: 1) Classical conditioning, where the behavior becomes a reflex response to stimulus as in the case of Pavlov's Dogs. Pavlov was interested in studying reflexes, when he saw that the dogs drooled without the proper stimulus. Although no food was in sight, their saliva still dribbled. It turned out that the dogs were reacting to lab coats. Every time the dogs were served food, the person who served the food was wearing a lab coat. Therefore, the dogs reacted as if food was on its way whenever they saw a lab coat.In a series of experiments, Pavlov then tried to figure out how these phenomena were linked. For example, he struck a bell when the dogs were fed. If the bell was sounded in close association with their meal, the dogs learned to associate the sound of the bell with food. After a while, at the mere sound of the bell, they responded by drooling. 2) Operant conditioning where there is reinforcement of the behavior by a reward or a punishment. The theory of operant conditioning was developed by B. F. Skinner and is known as Radical Behaviorism.The word ‘operant’ refers to the way in which behavior ‘operates on the environment’. Briefly, a behavior may result either in reinforcement, which increases the likelihood of the behavior recurring, or punishment, which decreases the likelihood of the behavior recurring. It is important to note that, a punishment is not considered to be applicable if it does not result in the reduction of the behavior, and so the terms punishment and reinforcement are determined as a result of the actions. Within this framework, behaviorists are particularly interested in measurable changes in behavior.Educational approaches such as applied behavior analysis, curriculum based measurement, and direct instruction have emerged from this model. [1] [edit] Cognitivism Main article: Cognitivism (psychology) The earliest challenge to the behaviorists came in a publication in 1929 by Bode, a gestalt psychologist. He criticized b ehaviorists for being too dependent on overt behavior to explain learning. Gestalt psychologists proposed looking at the patterns rather than isolated events. Gestalt views of learning have been incorporated into what have come to be labeled cognitive theories.Two key assumptions underlie this cognitive approach: (1) that the memory system is an active organized processor of information and (2) that prior knowledge plays an important role in learning. Cognitive theories look beyond behavior to explain brain-based learning. Cognitivists consider how human memory works to promote learning. For example, the physiological processes of sorting and encoding information and events into short term memory and long term memory are important to educators working under the cognitive theory.The major difference between gestaltists and behaviorists is the locus of control over the learning activity: the individual learner is more key to gestaltists than the environment that behaviorists emphasize . Once memory theories like the Atkinson-Shiffrin memory model and Baddeley's working memory model were established as a theoretical framework in cognitive psychology, new cognitive frameworks of learning began to emerge during the 1970s, 80s, and 90s. Today, researchers are concentrating on topics like cognitive load and information processing theory.These theories of learning play a role in influencing instructional design. [citation needed] Aspects of cognitivism can be found in learning how to learn, social role acquisition, intelligence, learning, and memory as related to age. [edit] Constructivism Main article: Constructivism (learning theory) Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience. In other words, â€Å"learning involves constructing one's own knowledge from one's own experiences. Constructivist learning, therefore, is a very personal endeavor, whe reby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context. This is also known as social constructivism (see social constructivism). Social constructivists posit that knowledge is constructed when individuals engage socially in talk and activity about shared problems or tasks. Learning is seen as the process by which individuals are introduced to a culture by more skilled members†(Driver et al. , 1994) Constructivism itself has many variations, such as Active learning, discovery learning, and knowledge building.Regardless of the variety, constructivism promotes a student's free exploration within a given framework or structure. [citation needed]The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working to solve realistic problems. Aspects of constructivism can be found in self-directed learning, transformational learning, experiential learning , situated cognition, and reflective practice and religious practice. [edit] Informal and post-modern theories Informal theories of education may attempt to break down the learning process in pursuit of practicality[citation needed].One of these deals with whether learning should take place as a building of concepts toward an overall idea, or the understanding of the overall idea with the details filled in later. Critics[citation needed] believe that trying to teach an overall idea without details (facts) is like trying to build a masonry structure without bricks†¦ Other concerns are the origins of the drive for learning[citation needed]. Some[who? ] argue that learning is primarily self-regulated, and that the ideal learning situation is one dissimilar to the modern classroom[citation needed].Critics argue that students learning in isolation fail[citation needed]. [edit] Other learning theories Other learning theories have also been developed for more specific purposes than ge neral learning theories. For example, andragogy is the art and science to help adults learn. Connectivism is a recent theory of Networked learning which focuses on learning as making connections. Multimedia learning theory focuses on principles for the effective use of multimedia in learning. [edit] Criticism Criticism of learning theories that underlie traditional educational practices claims there is no need for such a theory.The attempt to comprehend the process of learning through theory construction has created more problems than it has solved. It further claims that in order to make up for the feeling of inadequacy in confronting a process that we don't really comprehend, we label something â€Å"learning† and measure it. Then we're comfortable, because at least then we have the feeling that we have a grasp on the problem. We don't really follow the process, but in lieu of a profound understanding of what's going on, we find something and say, â€Å"Let's declare that to be learning, by consensus. This is basically what the entire educational system the world over has done: quantify learning by breaking it up into measurable pieces-—curricula, courses, hours, tests, and grades. The assumption is that psychologically one knows enough about the mind to identify aptitudes: the accepted (knowledge-based) conception of learning identifies four assumptions of the accepted view of learning: that (some) one knows what ought to be learned by people, why it ought to be learned, how it ought to be learned, and by whom each thing ought to be learned.Together these assumptions are the lenses through which people have been socialized in our culture to judge whether learning is occurring or not; and a further assumption is that once one knows aptitudes, one also knows how to track a person so he will in fact reach the goal that is being set out for him. The whole approach is the ultimate in pedagogical and psychological technology. The only trouble is ha t it is humanly absurd. In this society, such a process is exceptionally subtle, because it involves an authoritarian approach within a free culture. By employing a variety of ruses the system produces a process which allows it to inhibit personal freedom without really feeling that this is what is going on. The person doesn't feel that something arbitrary is being done to him—which is in fact what is happening. [2][3] Learning Theory From Wikipedia, the free encyclopedia Jump to: navigation, search This article needs additional citations for verification. Please help improve this article by adding reliable references. Unsourced material may be challenged and removed. (April 2008) This article may contain original research. Please improve it by verifying the claims made and adding references. Statements consisting only of original research may be removed. More details may be available on the talk page. (January 2010)In psychology and education, learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2000; Ormorod, 1995). Learning as a process focuses on what happens when the learning takes place. Explanations of what happens constitute learning theories. A learning theory is an attempt to describe how people and animals learn, thereby he lping us understand the inherently complex process of learning.Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions. There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning.Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts. Contents [hide] †¢1 Behaviorism †¢2 Cognitivism †¢3 Constructivism †¢4 Informal and post-modern theories †¢5 Other learning theories †¢6 Criticism †¢7 Other interests †¢8 See also †¢9 Notes †¢10 External links [edit] Behaviorism Main article: Behaviorism Behaviorism as a theory was primarily developed by B. F. Skinner. It loosely encompasses the work of people like Edward Thorndike, Tolman, Guthrie, and Hull.What characterizes these investigators are their underlying assumptions about the process of learning. In essence, three basic assumptions are held to be true. [original research? ] First, learning is manifested by a change in behavior. Second, the environment shapes behavior. And third, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. For behaviorism, learning is the acquisition of new behavior through conditioning.There are two types of possible conditioning: 1) Classical conditioning, where the behavior becomes a reflex response to stimulus as in the case of Pavlov's Dogs. Pavlov was interested in studying reflexes, when he saw that the dogs drooled without the proper stimulus. Although no food was in sight, their saliva still dribbled. It turned out that the dogs were reacting to lab coats. Every time the dogs were served food, the person who served the food was wearing a lab coat. Therefore, the dogs reacted as if food was on its way whenever they saw a lab coat.In a series of experiments, Pavlov then tried to figure out how these phenomena were linked. For example, he struck a bell when the dogs were fed. If the bell was sounded in close association with their meal, the dogs learned to associate the sound of the bell with food. After a while, at the mere sound of the bell, they responded by drooling. 2) Operant conditioning where there is reinforcement of the behavior by a reward or a punishment. The theory of operant conditioning was developed by B. F. Skinner and is known as Radical Behaviorism.The word ‘operant’ refers to the way in which behavior ‘operates on the environment’. Briefly, a behavior may result either in reinforcement, which increases the likelihood of the behavior recurring, or punishment, which decreases the likelihood of the behavior recurring. It is important to note that, a punishment is not considered to be applicable if it does not result in the reduction of the behavior, and so the terms punishment and reinforcement are determined as a result of the actions. Within this framework, behaviorists are particularly interested in measurable changes in behavior.Educational approaches such as applied behavior analysis, curriculum based measurement, and direct instruction have emerged from this model. [1] [edit] Cognitivism Main article: Cognitivism (psychology) The earliest challenge to the behaviorists came in a publication in 1929 by Bode, a gestalt psychologist. He criticized b ehaviorists for being too dependent on overt behavior to explain learning. Gestalt psychologists proposed looking at the patterns rather than isolated events. Gestalt views of learning have been incorporated into what have come to be labeled cognitive theories.Two key assumptions underlie this cognitive approach: (1) that the memory system is an active organized processor of information and (2) that prior knowledge plays an important role in learning. Cognitive theories look beyond behavior to explain brain-based learning. Cognitivists consider how human memory works to promote learning. For example, the physiological processes of sorting and encoding information and events into short term memory and long term memory are important to educators working under the cognitive theory.The major difference between gestaltists and behaviorists is the locus of control over the learning activity: the individual learner is more key to gestaltists than the environment that behaviorists emphasize . Once memory theories like the Atkinson-Shiffrin memory model and Baddeley's working memory model were established as a theoretical framework in cognitive psychology, new cognitive frameworks of learning began to emerge during the 1970s, 80s, and 90s. Today, researchers are concentrating on topics like cognitive load and information processing theory.These theories of learning play a role in influencing instructional design. [citation needed] Aspects of cognitivism can be found in learning how to learn, social role acquisition, intelligence, learning, and memory as related to age. [edit] Constructivism Main article: Constructivism (learning theory) Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience. In other words, â€Å"learning involves constructing one's own knowledge from one's own experiences. Constructivist learning, therefore, is a very personal endeavor, whe reby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context. This is also known as social constructivism (see social constructivism). Social constructivists posit that knowledge is constructed when individuals engage socially in talk and activity about shared problems or tasks. Learning is seen as the process by which individuals are introduced to a culture by more skilled members†(Driver et al. , 1994) Constructivism itself has many variations, such as Active learning, discovery learning, and knowledge building.Regardless of the variety, constructivism promotes a student's free exploration within a given framework or structure. [citation needed]The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working to solve realistic problems. Aspects of constructivism can be found in self-directed learning, transformational learning, experiential learning , situated cognition, and reflective practice and religious practice. [edit] Informal and post-modern theories Informal theories of education may attempt to break down the learning process in pursuit of practicality[citation needed].One of these deals with whether learning should take place as a building of concepts toward an overall idea, or the understanding of the overall idea with the details filled in later. Critics[citation needed] believe that trying to teach an overall idea without details (facts) is like trying to build a masonry structure without bricks†¦ Other concerns are the origins of the drive for learning[citation needed]. Some[who? ] argue that learning is primarily self-regulated, and that the ideal learning situation is one dissimilar to the modern classroom[citation needed].Critics argue that students learning in isolation fail[citation needed]. [edit] Other learning theories Other learning theories have also been developed for more specific purposes than ge neral learning theories. For example, andragogy is the art and science to help adults learn. Connectivism is a recent theory of Networked learning which focuses on learning as making connections. Multimedia learning theory focuses on principles for the effective use of multimedia in learning. [edit] Criticism Criticism of learning theories that underlie traditional educational practices claims there is no need for such a theory.The attempt to comprehend the process of learning through theory construction has created more problems than it has solved. It further claims that in order to make up for the feeling of inadequacy in confronting a process that we don't really comprehend, we label something â€Å"learning† and measure it. Then we're comfortable, because at least then we have the feeling that we have a grasp on the problem. We don't really follow the process, but in lieu of a profound understanding of what's going on, we find something and say, â€Å"Let's declare that to be learning, by consensus. This is basically what the entire educational system the world over has done: quantify learning by breaking it up into measurable pieces-—curricula, courses, hours, tests, and grades. The assumption is that psychologically one knows enough about the mind to identify aptitudes: the accepted (knowledge-based) conception of learning identifies four assumptions of the accepted view of learning: that (some) one knows what ought to be learned by people, why it ought to be learned, how it ought to be learned, and by whom each thing ought to be learned.Together these assumptions are the lenses through which people have been socialized in our culture to judge whether learning is occurring or not; and a further assumption is that once one knows aptitudes, one also knows how to track a person so he will in fact reach the goal that is being set out for him. The whole approach is the ultimate in pedagogical and psychological technology. The only trouble is ha t it is humanly absurd. In this society, such a process is exceptionally subtle, because it involves an authoritarian approach within a free culture. By employing a variety of ruses the system produces a process which allows it to inhibit personal freedom without really feeling that this is what is going on. The person doesn't feel that something arbitrary is being done to him—which is in fact what is happening. [2][3]