The Passion of the Christ - 1011 Words

The Passion of the Christ On February 25th (Ash Wednesday) 2004, Mel Gibson’s The Passion of the Christ film was released. The film is based on Jesus’ arrest, trial, and execution according to the four Gospels. Most of the film is historically accurate, although there are some fictional events too. The film became the highest grossing non-English language film of all time and it was named the most controversial film of all time. Critics claimed the film was historically inaccurate due to the way the film portrayed Pontius Pilate, along with the use of excessive violence, anti-Semitic content, and the use of additional material. One of the most important historical inaccuracies is the way the film portrays the Roman governor, Pontius†¦show more content†¦Although Mel Gibson claimed to have based the film entirely from the Biblical Gospels, there are many elements that came from the book called The Dolorous Passion of Our Lord Jesus Christ by Anne Catherine Emmerich; The book contained h er visions of the sufferings of Christ and are criticized for revealing more information about the Life of Jesus Christ besides what is read of Him in the Bible (Facing the Challenge). This poses a problem because it sets up another authority alongside the Bible. Ultimately, despite the questions over the historical accuracy of some aspects of the film, it did remain broadly faithful to the Bible’s narrative and it was clear in portraying the central realities of the Christian faith. The United Methodist Church stated that many of its members, like other Christians, felt that the movie was a good way to evangelize non-believers. As a result, many congregations set up tables at the theaters to provide answers and prayers to viewers. Works Cited Is The Passion of the Christ by Mel Gibson Historically Accurate? Facing the Challenge. Web. 1 Nov. 2011.Show MoreRelatedThe Passion Of The Christ1220 Words   |  5 Pagesâ€Å"Passion of the Christ† In this film â€Å"Passion of the Christ† the scene begins with Jesus being brought into a Roman court yard bound in shackles and chains, limping and visibly beaten from the night before. Jesus was arrested in the early am hours so that any protest of the Pharisees behaviors would not be made. The elders of the Synagogue want to be in full control of what happens to Jesus. In this analysis I will explain my viewpoint of â€Å"Why it was so vital for bad things to happen to this man†Read MoreThe Passion Of The Christ1520 Words   |  7 PagesAnytime a movie is written and directed about Jesus Christ there is bound to be a high amount of controversy surrounding the correctness within the movie. The Passion of the Christ, directed by Mel Gibson, is a perfect example of the controversial issues that arise when a biblical movie is viewed. Each individual that views this film will have varying differences of opinions. Some have thought the movie is a fantastic replay of the death of Jesus Christ by crucifixion. While others have found every detailRead MoreEssay Passion of the Christ560 Words   |  3 PagesThe Passion of the Christ is one of many films about the life of Jesus but this particular one is different to the others. Released in 2004, directed by Mel Gibson and filmed in the ancient Aramaic language, `The Passion focuses mainly on the death of Christ and shows us the full extent as to what he suffered to save mankind. Before seeing The Passion of the Christ I hadnt heard much about it except that it was very violent and politically incorrect. In fact I hadnt seen or heard a reviewRead MoreThe Passion of Jesus Christ and The Son of God1112 Words   |  4 Pagesinclude King of Kings, The Gospel according to John, Jesus Christ Superstar and many more. These movies helped to convey to their audience a glimpse of who Christ was. As time went on, the Jesus movies closely resemble the Jesus in the bible. It was not until the early twenty-first century when The Passion of the Christ was released in movie theaters that people really realized what type of death Jesus went through. The passion of Jesus Christ was a very controversial movie made in 2004 when it wasRead More Mel Gibson’s The Passion of the Christ Essay815 Words   |  4 PagesMel Gibson’s The Passion of the Christ Many Americans flocked to see Mel Gibson’s movie, â€Å"The Passion of the Christ.† On over 2.000 screens across America the viewed the â€Å"harrowing depiction of Jesus last 12 hours in wide-screen vivid color.† (Allen 2004) People viewed images of Jesus being flogged, crucified and left to die. This violence caused some Christians discomfort with theology, and some Jews’ fear that it will â€Å"incite violence against them because of its portrayal of Jews’ involvementRead More Mel Gibson’s The Passion of the Christ Essay2559 Words   |  11 PagesMel Gibson’s The Passion of the Christ Despite the rebuke of Jewish and Christian communities in our culture today, Jews and Christians have faced a thickening wall of inter-faith tension for quite a while; it is an issue our society does not often bring to the forefront among popular current events.   However, the release of Mel Gibson’s film, The Passion of the Christ, not only drew out the results of this tension among Jewish and Christian communities, but also reinforced those age-old tensionsRead MoreDisparity Between Passion of the Christ and the Bible Essay1477 Words   |  6 PagesThe Passion of the Christ by Mel Gibson, recounts the last twelve hours of the life of Jesus of Nazareth, portraying his arrest, trial, crucifixion and death. One of the most anticipated and popular religious movies in modern society, it therefore becomes susceptible to criticism. Although the film is based upon the stories within the four gospels of Matthew, Mark, Luke and John, there are many exaggerations and non-biblical elements present in the movie. This is not unexpected, since it isRead MoreAnalysis Of Mel Gibsons Film The Passion Of The Christ1243 Words   |  5 Pagesthe nation, and the culture. These events have been studied, and have been created into historical films. Mel Gibson’s film, The Passion of the Christ is one historical film that has been created to depict the crucifixion of Jesus. Jesus’ resurrection is a historical event that has been studied, and is studied by Christians all over the world. The betrayal of Christ, by Judas is explained in history in the Gospels. Luke 22:47-48 says, â€Å"While he was still speaking a crowd came up, and the man whoRead MoreDefense of The Passion of the Christ Against Charges of Anti-Semitism806 Words   |  4 Pagesor said about Mel Gibsons The Passion of the Christ. Wrong. The controversial motion picture The Passion of the Christ has been at the height of discussion since first word of its inception. Throughout history both Christians and Jews have been at odds and many have taken their passions, perceptions, and perversions of the Cross of Christ to the extreme. The core issue is that the Jews have been blamed for the death of Jesus Christ. The movie Passion of the Christ portrayed the last twelve hoursRead More Disparity Between The Passion Of The Christ by Mel Gibson and The Bible1461 Words   |  6 Pages The Passion of the Christ by Mel Gibson, recounts the last twelve hours of the life of Jesus of Nazareth, portra ying his arrest, trial, crucifixion and death. One of the most popular religious movies in modern times, it therefore becomes susceptible to criticism. Although the film is based upon the stories within the four gospels of Matthew, Mark, Luke and John, there are many exaggerations and non-biblical elements present in the movie. This is not unexpected, since it is a movie

The Pitfall of College Essay Prompt 1 Samples Spelman

The Pitfall of College Essay Prompt 1 Samples Spelman The War Against College Essay Prompt 1 Samples Spelman Taking the opportunity to craft a well-founded and intriguing hook is a sensible investment for virtually any college applicant. In a nutshell, there's a little danger in Jennifer's title. We simply want to get to understand you a bit better. Individual schools sometimes need supplemental essays. Too many college applicants feel they must write about something profound, some awesome accomplishment, or some experience that is really unique. Colleges are more inclined to admit students who can articulate certain explanations for why the school is a superb fit about them beyond its reputation or ranking on any list. The student understood why he wished to visit this college. At this time, you're applying to Babson College. College will change you. Thus, State University isn't only the ideal spot for me, it is the sole location for me. On top of its growing cultural and ethnic diversity, it is becoming a master at creating a niche for every student. The Ideal Strategy for College Essay Prompt 1 Samples Spelman The term limit on the essay will stay at 650. You don't understand what the essay is about depending on the title, and you may appreciate the title only after reading the essay. By way of example, let's take a close look at a hypothetical essay. Bridget's essay is quite strong, but there continue to be a couple little things that could be made better. Ensure you give clear explanations of the things on your list too. Stop by our website for more information. See the Help Section for more info. Share an essay on any subject of your pick. The Importance of College Essay Prompt 1 Samples Spelman Various things to various folks, since the situation demanded. It's helpful to bear in mind that your private statement doesn't need to be about some incredible, earth-shattering experience. There are a number of ways to interpret this type of prompt. It may be an intellectual challenge, a research query, an ethical dilemma anything that's of personal significance, regardless of the scale. There isn't a prompt to direct you, and that means you must ask yourself the questions that will get at the center of the story that you want to tell. You're attempting to show colleges your very best self, therefore it might appear counterintuitive to willingly acknowledge a time you struggled. Because it might tell us something about you as an individual. Consult your parents to spell out the rear row to you. Top College Essay Prompt 1 Samples Spelman Choices Consider your suggestions and aspirations and describe how a Cornell Engineering education would permit you to leverage technological problem-solving to enhance the world we reside in. Colleges are searching for a feeling of maturity and introspectionpinpoint the transformation and demonstrate your private growth. Participating in such a huge study from begin to finish has validated my interest in academic research for a profession. Up to this point, I'd managed to steer clear of participation. Leaders can emerge in numerous situations at any particular time, including outside the school experience. It's possible to define community as you see fit, just ensure you speak about your function in that community. You're going to require a good hook. The coat hanger comes out of a dumpster. The huge pothole on Elm Street that my mother was able to hit each day on the best way to school would be filled-in. So, determine where you're on that bell curve. Check these out if you're having difficulty with your existing paper. The author starts with a rather in depth story of an event or description of an individual or place. If you can't immediately think of a substantial day, you most likely don't have a good deal of material for this essay. Organize after-school help with an internet sign up. College Essay Prompt 1 Samples Spelman Secrets That No One Else Knows About It is often as large or as small as it is possible to consider! You will likely pass out. You should find the uncommon in what's probably common. Just make sure you answer the precise prompt.

Bipolar Disorder 4 Essay Example For Students

Bipolar Disorder 4 Essay Bipolar Disorder: Its Causes and Effects At least 2 million Americans suffer from bipolar disorder, more commonly known as manic-depression. This illness usually begins in adolescence or early adulthood and continues throughout life. Although it may come into affect at any time, most individuals with the disorder experience their first mood episode in their 20s. However, manic-depression quite often strike teenagers and has been diagnosed in children under 12. The risk of suicide among persons afflicted with bipolar illness is unrealistically high. As many as 1 in 5 people with this disorder have committed suicide. This rate is nearly 30 times greater than that of the general population. Research suggests that people who commit suicide, whether depressed or not, tend to be more impulsive in their behavior. Manic-depressives, due to their spontaneous nature, are more likely to commit suicide than depressives. Manic depression involves alternating episodes of serious mania and depression. An affected persons mood can swing from excessive highs (mania) to deep hopelessness (depression), usually with periods of normal mood in between. Some individuals may display mixed symptoms of both mania and depression at the same time, while others may have fewer symptoms of mania (also referred to as hypomania). The type severity, and duration of mood episodes may vary. Some individuals may experience excessive mania, or excessive depression, and some may experience an equal amount of both. The mood episodes can last for a few days to as long as several months, especially when left untreated or not treated effectively. Usually a person with bipolar disorder can expect an average of ten episodes of either mania or depression in their lifetime, but some individuals experience much more frequent mood episodes. Some characteristics of mania include: increased energy, activity, restlessness, racing thoughts, and rapid talking; excessive euphoria; extreme irritability and distractibility; a decreased need for sleep; unrealistic beliefs in ones abilities and powers; uncharacteristically poor judgment; unusual behavior; an increase d sexual drive the abuse of drugs, particularly cocaine, alcohol, and sleeping medications; a provocative, intrusive, or aggressive behavior; and a denial that anything is wrong. Some characteristics of depression include periods of: persistent sad, anxious, or empty mood; feeling of hopelessness or pessimism; feelings or guilt, worthlessness, or helplessness; loss of interest or pleasure in ordinary activities; decreased energy, a feeling of fatigue or of being slowed down; difficulty concentrating, remembering, making decisions; restlessness or irritability; sleep disturbances; loss of appetite or weight, or weight gain; chronic pain or other persistent bodily symptoms that are not caused by physical disease; thoughts of death or suicide; and suicide attempts. There are also several types of bipolar disorders, depending on the nature of the illness. The main types are Bipolar I disorder, Bipolar II disorder, and cyclothymic disorder. Bipolar I disorder includes individuals who have had at least one full manic or mixed mood episode, and may or may not suffer from episodes of depression. Bipolar II disorder includes persons who have had at least one depressive episode and at least one hypomanic episode, but never experience a full manic or mixed mood episode. Bipolar II may go unrecognized because the hypomanic symptoms may not appear that unusual. Cyclothymic disorder includes individuals who have suffered numerous hypomanic and depressive symptoms over at least 2 years that are not severe or not long enough in duration to meet the criteria for a mood episode. The subtypes of bipolar disorder include: rapid cycling, seasonal pattern, and post-partum onset. Individuals who experience more frequent mood episodes (4 or more per year) are called rapid cyclers. Some persons have predictable seasonal patterns to the onset of their mood episodes. Post-partum onset describes the time in which the mood disturbance occurs within 4 weeks of childbirth. Extensive research displays that mental disorder are derived from chemical glitches in the brains complicated network for signaling between nerve cells in the brain. Another Salem Witch Trials Essay Scientists believe that depression is related to a deficit of neural transmitters- either the chemicals norepinephrine or serotonin, at important synapses in the central nervous system. In experiments with animals and humans, an increase in serotonin has been associated with less aggression, irritability, and impulsive behavior. However, it is believed that mania is related to .

Population Growth Problem Essays - Demography, Human Overpopulation

Population Growth Problem The growth of the world's population is a problem that many people see as being addressed at some point in the future. While we live in a country that is reaping the benefits of a superpower, most of the United States is disconnected from the problems of population growth. In this paper, I intend to address three major issues. How long will we be able to support our planets food needs? How can we deal with population growth in the present day? And How come certain areas tend to have larger population growth than other areas? But first in this paper, I will see how the theories of sociologists and demographers fit into the Earth's population problem. THEORIES MARX 1818-1883 Karl Marx viewed a capitalist society as an economic system that was bound to fail. In Marx's opinion this eminent failure was based in the design of the system. According to Marx, In the capitalist economy there are two major groups; the bourgeoisie and the proletariat. The bourgeoisie are those who own the means of production, have the power. The proletariat are those that work for the bourgeoisie and are at their mercy. At the economy develops, the gap between the bourgeoisie and the proletariat grows wider and eventually all the capital is controlled by a small percentage of the population and the proletariat is forced into poverty. To someone with little or no sociological background, the above paragraph has nothing to do with population as a social problem. But if you fit population into Marx's description of the capitalist system, it is more relevant than at first glance. The best way to make this point clear is to provide two hypothetical situations. Family X is a middle class family that is doing well financially and they tend to have more children than if they are not making so much money. But as the bourgeoisie gains more and more control, families like X have their income driven down and ultimately have fewer children. Families must have enough money, food, etc. to survive. If they don't have these goods and they can't control their wages, they must control they must control an aspect of their lives that would allow them to survive, whether or not to have children. Family Z is an extremely wealthy family that more or less monopolizes an aspect of their economy. As the economy progresses, family Z is able to drive down the wages of their workers thereby increasing their profit. Since a family like Z is only a small percent of the population, there is no worry whether or not they have many children. So in our society, according to Marx, we have nothing to worry about. As long as we continue with our economic trend, population will fix itself. Now if you look at Marx's theory on the whole, it makes a lot of sense. MALTHUS 1766-1834 Malthus was a sociologist that was the author of Population: the first essay. This essay is about the perfection of mankind. Malthus describes the different stages that man has gone through and he provides theory to control population. Malthus was sure that we can control population if we are able to use moral restraint. If we can fight against our natural urges to have children, it will keep population growth in check. One of the reasons that we have to control our natural urges is that there will not be enough food to support our population. Maltus feels this way because population grows at a geometric rate, while food can only be grown at an arithmetic rate. So we are in effect sealing our own fate by having children. Malthus says that by thinking about all of the hardships that our children will have to face, we will be motivated not to have them. So while Marz's theory more or less happens on it's own, if we are to listen to Malthus some work is to needed by us. WELD Weld is a contemporary Canadian sociologist that deals with population problems from an aspect that can be more easily understood by people of our time. In one article "Confronting the Population Crisis the twenty one most commonly used arguments to confound the issue." In this article, Weld is able to respond to those that don't view population as a social problem. Although I would like to go into each of Weld's responses, this is not a paper on her, so I will only choose a few. Her response to argument 2

Engaging Writing Prompts for 3rd Graders

Engaging Writing Prompts for 3rd Graders Students in 3rd grade should be writing regularly in a variety of styles and for a variety of audiences. Useful writing projects for 3rd graders include  opinion, informative, and narrative essays, as well as short research projects. For many students, the most difficult part of writing is facing the blank page. The following grade level appropriate writing prompts provide plenty of inspiration to help your students get started on a number of different writing assignments. Narrative Essay Writing Prompts Narrative essays tell a story based on real or imagined events. Students should use descriptive writing and dialogue to tell their tale. Scary Stuff. Think of something that scares you and explain what makes it so frightening.Grouchy Pants. Describe a day when you were grouchy. What made you so grumpy and how did you get in a better mood?School Rules. If you could make a new school rule, what would it be? How would your rule change an average day at school?Snappy Travel. Imagine you could snap your fingers and be anywhere else in the world. Write about where you’d go.Family Tales. What is the most interesting story that a family member  has ever told you about their life?Food Forever. If you could only eat one food for the rest of your life, what would you choose?Book Bound. If you could be the main character from your favorite book, who would you be? Write about an adventure you might have.Seeing Double. Imagine that you have an identical twin who is a different class than you. What pranks would you play on your teachers and classmates?Nessys Life. Have you heard of the Loch Ness Monster? Imagine you’ re the monster. Describe your life under the sea. Lost. Have you ever been lost? Write about your experience.Perfect Party. Describe what the ultimate birthday party would look like if you could do anything you wanted.Kindness Counts. You’re given $100 to do random acts of kindness for others. What do you do? Memory Eraser. Describe  something that happened to you that you wish you could forget. Explain why. Opinion Essay Writing Prompts When writing an opinion essay, students should clearly state their opinion, then back it up with sound reasons and facts. Opinion essays should close the essay with a concluding paragraph and a summary of the argument.   Be a Friend. What does it mean to be a good friend?Growing Up or Down. Would you rather be older than you are right now or younger? Why?Hello? Some kids in 3rd grade have cell phones. Do you? Do you think that’s good or bad?Best Pets. Which animal  makes the best pet? Give at least three reasons for your opinion.Tattletale. If you saw one of your friends doing something that you knew was  wrong, should you tell on them? Why or why not?School Favorites. What do you think is the best subject in school? What makes it the best?Off Limits. Is there a TV show that you’re not allowed to watch or a video game that you’re not allowed to play? Explain why your parents should allow it.Summer School. Should your school be in session year ‘round with more breaks throughout the year or continue to give students the summer off? Why?Violent Games. Do violent video games cause people to exhibit violent behavior? Support your opinion.Junk Food Fans. Should candy and soda machines be available to students on school property? Why or why not? School Supplies. What is the most important tool in your classroom? What makes it so useful?School Pride. What is the best thing about being a student at your school?What’s in a Name? If you could change your name, what would you choose and why? Informative Essay Writing Prompts Informative essays  introduce a topic, explain a process, or describe an idea, then provide facts, definitions, and details. Students should organize related information into paragraphs in order to write the most logical essay possible. Remember that they should also include introductory and concluding paragraphs. Real Superheroes. Superheroes in movies and comics can do some pretty amazing things, but think of someone you consider to be a real-life hero. What do (or did) they do that makes them a hero?  Liar, Liar. Someone told your best friend a lie about you and your friend believed them. Explain how you’d handle the situation.Student Teacher. Think of something that you found difficult to do at first (such as multiplication or tying your shoes), but that you now understand. Explain the process so that someone else  could learn to do it.Holidays. What is your favorite holiday? Explain  how you celebrate it.Pet Sitter. Your family is going on vacation and a pet-sitter is coming to care for your pets. Write a note explaining how to care for them.PBJ. Write out the step-by-step process for making the perfect peanut butter and jelly sandwich.Chores. What is a household chore for which you are responsible? Explain how to do it.Emergency Drills. Think of one emergency drill that your school practices. Write a paper describing exactly how to do it as if you were explaining it to a brand-new student. Allergies. Do you have a serious allergy to something like peanuts or milk? Write an essay explaining why it’s so important for you not to come into contact with the allergen.Color Wheel. What is your favorite color? Choose an animal or object that is that color and describe it.State Fun Facts. Describe some interesting facts about your state to someone who has never visited.Family Traditions. Describe a unique family tradition that your family has.Game On.  Whats your favorite game? Explain the rules to someone who has never played it before. Research Writing Prompts Students in 3rd grade can conduct simple research projects that build on their knowledge about a topic. They should use digital and print media to explore  the topic, take simple notes, and create a basic outline before beginning the writing process. State History. What is the history of your state? Research the history and write an essay about one key event in your states past.Marsupials. Marsupials are animals who carry their babies in pouches. With the exception of the opossum, all marsupials live in Australia. Choose one of them to learn more about.Insects. They may be small, but insects play an important role in our environment. Choose an insect to research and write an essay about its characteristics.Jaws! Are Great White sharks really man-eaters? Research this question and write an essay about your answer.  Bat Signal. How do bats use echolocation?Explorers. Choose a famous (or not-so-famous) explorer to research.Comic Book Heroes. When was the first comic book published and what was it about?Extreme Weather. Choose an extreme weather event such as a tornado, hurricane, or tsunami, and explain its cause.International Space Station. Learn more about the International Space Station: how its used, who visits it, and why its important. Write an essay about your findings. Ben Franklin, Inventor. Many people know Benjamin Franklin as a Founding Father and statesman, but he was also an inventor. Learn about some of the things he invented.Legends.  Research  a popular legend such as the Lost City of Atlantis, Big Foot, or Paul Bunyan. Write an essay describing the evidence for or against the legend.Presidential History. Research the childhood of one American president and write an essay about what you learn.

ACT vs SAT Which Students Should Take Which

ACT vs SAT Which Students Should Take Which SAT / ACT Prep Online Guides and Tips As a high school student, you’re probably wondering whether you should take the SAT or the ACT. Which one will give you a better score? Is one easier than the other? The answer is not as straightforward as you might think. Everyone has different test-taking strengths and learning styles. Based on these factors, it might be to your advantage to take one test over the other. In this article I’ll go through a list of different strengths and weaknesses you could have as a test-taker and as a student in general and which test you should take based on these qualities. Test-Taking Abilities and Style These are a few common pitfalls unrelated to content that students encounter on standardized tests. It might be better for you to take one test over the other based on your experience with these issues. You’re an anxious tester If you tend to get really nervous on test day, you are probably better off with the ACT.The ACT has much more predictable structure and content than the SAT, so you can prepare more confidently. On the reading section of the ACT, for example, there are always four passages in the same sequence of genres: Prose Fiction/Literary Narrative, Social Science, Humanities, and Natural Science.On the SAT, the structure is not as reliable. We know the topics that appear and the types of passages and questions, but not their order on the test. On the ACT, once the section for a subject is over, that’s it - you’re done with it for the whole test.This is in contrast to the SAT, which has ten sections, six of which are ordered randomly.The SAT also has an experimental section on every test that won’t count towards your scores and sometimes contains unfamiliar material, which can throw you off. You won’t have to worry about this on the ACT. You get tripped up by confusing wording It’s a better idea to take the ACT if this is a problem for you. The SAT has weird question wording that could trick you if you often get confused by that type of thing.The ACT is very straightforward in its question wording, so you usually have a clear sense of what the questions are asking right away rather than having to think about it too much first. For example, a reading question on the ACT might ask â€Å"What was Sam trying to accomplish by talking to her sister?†A reading question on the SAT might ask something more like â€Å"If the author of passage 1 reads lines 16-24 of passage 2, which of the following is she least likely to offer as a response?†You have to jump through a couple more hoops of â€Å"this, not that† logic before you can answer the question. You tend to run out of time If you have time problems, it’s a better idea to take the SAT.Why? You get more time per question, and it’s broken up into ten short sections rather than four long ones.This means that if you have a time problem on one section, it will not necessarily tank your scores. You will have a couple other sections to make up for it (3 math, 3 critical reading, 2 writing). On the ACT, each subject is just one long section, so if you get stuck on a difficult question and end up messing up your timing for a whole section, it’s going to have a much bigger impact on your scores. Anecdotal evidence from students also points to more problems with time pressure on the ACT than the SAT. But what if I’m an anxious tester AND I tend to run out of time, which test should I take? If you have both of these problems, you should plan on doing a lot more prep before your next test.The decision is probably going to rest on where your strengths lie as far as content, which I’ll get to in the next section. Time: The one true enemy of us all. Subject Strengths Let's move on to actual test content. I'll go through the different subject areas tested on the SAT and ACT and which test is the better one to take based on whether you excel or struggle in these subjects. Math Case 1: I consider numbers to be my only real friends If you have great math skills, the test where you stand to gain the biggest advantage is the ACT.The ACT tests more advanced math concepts than the SAT, and no formulas are provided for you (except on some individual questions).It also requires math problem-solving speed and stamina - you will need to solve 60 questions in a row with only a minute for each question. The ACT asks math questions in a more straightforward way than the SAT, so if your math skills are good but your reading comprehension skills are less so, the ACT is the test you want to take. Case 2: Math fills me with wrath You might be better off with the SAT if math is not your strong suit.The questions are more broken up (three sections, two 25 minute and one 20 minute), so if you mess up or run out of time on one math section you won’t necessarily ruin your score. You will have more time per question (67 seconds rather than 60), and the math concepts tested are not as advanced.The SAT also gives you formulasto work with at the start of the math sections. Reading Case 1: I’m a word nerd If you enjoy reading, it’s likely that you already have a strong base of vocabulary and can read passages fairly quickly.If you know a lot of advanced vocabulary words, you’re better off taking the SAT.Sentence completion and vocabulary in context questions make up a significant portion of the critical reading section, and a prodigious vocabulary will give you a leg up.There are also a lot of confusingly worded questions on the SAT in general. You’ll have a much easier time surmounting that obstacle compared to students who aren’t as good at reading. On the ACT, knowing advanced vocabulary won’t help your score much if at all.You might consider taking the ACT if you’re a fast reader and are very good at reading comprehension, not just vocabulary.These skills will help you on the Reading AND Science sections. Case 2: I’m a Spark Notes type of guy/gal This is tough, because reading skills are very important on both tests.I’d say if you are not as fond of reading you should take the ACT.Though there is a lot of reading involved and a lot of time pressure, the questions tend to be more straightforward and less confusing than those on the SAT.You also don’t need to know advanced vocabulary to do well.Practice reading quickly and understanding passages before the test - this will be extremely important on Reading and Science. My brain will just absorb the words. That's how reading works, right? Grammar Case 1: I'm the grammar police, and you're ALL UNDER ARREST If you're good at grammar, you could really take either test, but you'll probably have the biggest advantage on the SAT. The multiple choice on the SAT Writing section is similar to the ACT English section, but it is less passage-based. Most of it is identifying errors in sentences and improving sentences out of context.On the ACT English section, questions are always asked alongside a corresponding passage, so you have more context to work with for your answers. Case 2: I don't care 'bout no stupid grammar The SAT Writing section and the ACT English section will both be tough for you if you’re not so great at grammar, so study the grammar rules beforehand! The ACT English section might be slightly easier because, as mentioned above, it asks its questions in the context of long passages. But it also has a lot more questions (75 vs. 49 on the SAT), so it's a trade-off. Essay Writing Case 1: I’m the next Hemingway If you're a great writer, you should take the SAT.On the SAT you will be writing an essay no matter what, and you only get 25 minutes to do it.The essay also accounts for about a third of your Writing subscore.Essay prompts on the SAT are varied and require you to formulate opinions and examples to support them very quickly, which is difficult if you don't already have strong writing skills. Case 2: I don’t have the write stuff If you’re not as into writing, the ACT is a better choice.You don’t even have to write an essay, and if you do take it with Writing the essay won’t impact your composite score.You also get 40 minutes for the essay rather than 25, and prompts tend to be more straightforward. Prompts on the ACT ask students to consider how changes in the world today will affect humanity in a broad sense, and you can use abstract reasoning and even made up examples to support your points. Science Case 1: I am the lovechild of Bill Nye and his very attractive microscope (don’t ask me about logistics) Take the ACT!Although the science section doesn’t actually require much scientific knowledge beyond basic concepts you learned in elementary school, knowing a lot of science can help you get a better grasp on the experiments and data presented on the test.You’ll have a much easier (and faster) time understanding what’s going on and answering the questions if you are familiar with the science involved. Case 2: I break out in hives when I see a test tube. If you don’t like science, take the SAT.You should know that you CAN still do well on the science section of the ACT without knowing much science at all.However, it’s easy to get overwhelmed by the data presented and unfamiliar background information even if the questions themselves are not that hard.If you think seeing chemical equations or physics on one of these standardized tests will give you a heart attack, go with the SAT so you won’t have to worry about it. Aughhhh I said no science! You KNOW I'm allergic! Summary and Follow Up In deciding which test to take, you should consider both your testing style and your subject strengths. Here's a summary of the situations listed above and my corresponding test recommendations: Test anxiety? ACTEasily confused by questions? ACTTime problems? SATGreat at math? ACTGreat at reading? SATGreat at grammar? SATGreat at writing? SATGreat at science? ACT Additionally, If you have a strong imbalance in your abilities in different subjects, you might be better off with the ACT.This is because your individual scores on each section are not nearly as important to colleges are they are on the SAT. On the ACT, your composite score is pretty much the only thing that matters. You also won’t have to deal with switching unpredictably between subjects you know well and subjects you struggle with during the test. If you're still not entirely sure which test is best for you or which strengths and weaknesses you have, you should take an ACT practice test and an SAT practice test(each with the official time constraints so you'll know if running out of time is a problem!). Look up average standardized test scores for colleges you would like to attend to figure out your target score for both the ACT and the SAT. Then, score your practice tests and see where you end up. Is one test score significantly closer to your target score than the other? If so, that's the test you want to take. If the scores are similar, you may need to decide based on which test format makes you feel more comfortable. On test day, you'll be under a lot more pressure! What's Next? If you're still looking for more details on how the SAT and the ACT compare to each other, check out this article. Trying to decide when to take the SAT or ACT? Read this guide to find the best test date for you! For more advice on how to combat your weaknesses on either test, take a look at our advice on how to review your mistakeson the SAT or ACT and how to improve your overall scores on both tests. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: ACT vs SAT Which Students Should Take Which SAT / ACT Prep Online Guides and Tips As a high school student, you’re probably wondering whether you should take the SAT or the ACT. Which one will give you a better score? Is one easier than the other? The answer is not as straightforward as you might think. Everyone has different test-taking strengths and learning styles. Based on these factors, it might be to your advantage to take one test over the other. In this article I’ll go through a list of different strengths and weaknesses you could have as a test-taker and as a student in general and which test you should take based on these qualities. Test-Taking Abilities and Style These are a few common pitfalls unrelated to content that students encounter on standardized tests. It might be better for you to take one test over the other based on your experience with these issues. You’re an anxious tester If you tend to get really nervous on test day, you are probably better off with the ACT.The ACT has much more predictable structure and content than the SAT, so you can prepare more confidently. On the reading section of the ACT, for example, there are always four passages in the same sequence of genres: Prose Fiction/Literary Narrative, Social Science, Humanities, and Natural Science.On the SAT, the structure is not as reliable. We know the topics that appear and the types of passages and questions, but not their order on the test. On the ACT, once the section for a subject is over, that’s it - you’re done with it for the whole test.This is in contrast to the SAT, which has ten sections, six of which are ordered randomly.The SAT also has an experimental section on every test that won’t count towards your scores and sometimes contains unfamiliar material, which can throw you off. You won’t have to worry about this on the ACT. You get tripped up by confusing wording It’s a better idea to take the ACT if this is a problem for you. The SAT has weird question wording that could trick you if you often get confused by that type of thing.The ACT is very straightforward in its question wording, so you usually have a clear sense of what the questions are asking right away rather than having to think about it too much first. For example, a reading question on the ACT might ask â€Å"What was Sam trying to accomplish by talking to her sister?†A reading question on the SAT might ask something more like â€Å"If the author of passage 1 reads lines 16-24 of passage 2, which of the following is she least likely to offer as a response?†You have to jump through a couple more hoops of â€Å"this, not that† logic before you can answer the question. You tend to run out of time If you have time problems, it’s a better idea to take the SAT.Why? You get more time per question, and it’s broken up into ten short sections rather than four long ones.This means that if you have a time problem on one section, it will not necessarily tank your scores. You will have a couple other sections to make up for it (3 math, 3 critical reading, 2 writing). On the ACT, each subject is just one long section, so if you get stuck on a difficult question and end up messing up your timing for a whole section, it’s going to have a much bigger impact on your scores. Anecdotal evidence from students also points to more problems with time pressure on the ACT than the SAT. But what if I’m an anxious tester AND I tend to run out of time, which test should I take? If you have both of these problems, you should plan on doing a lot more prep before your next test.The decision is probably going to rest on where your strengths lie as far as content, which I’ll get to in the next section. Time: The one true enemy of us all. Subject Strengths Let's move on to actual test content. I'll go through the different subject areas tested on the SAT and ACT and which test is the better one to take based on whether you excel or struggle in these subjects. Math Case 1: I consider numbers to be my only real friends If you have great math skills, the test where you stand to gain the biggest advantage is the ACT.The ACT tests more advanced math concepts than the SAT, and no formulas are provided for you (except on some individual questions).It also requires math problem-solving speed and stamina - you will need to solve 60 questions in a row with only a minute for each question.The ACT asks math questions in a more straightforward way than the SAT, so if your math skills are good but your reading comprehension skills are less so, the ACT is the test you want to take. Case 2: Math fills me with wrath You might be better off with the SAT if math is not your strong suit.The questions are more broken up (three sections, two 25 minute and one 20 minute), so if you mess up or run out of time on one math section you won’t necessarily ruin your score. You will have more time per question (67 seconds rather than 60), and the math concepts tested are not as advanced.The SAT also gives you formulasto work with at the start of the math sections. Reading Case 1: I’m a word nerd If you enjoy reading, it’s likely that you already have a strong base of vocabulary and can read passages fairly quickly.If you know a lot of advanced vocabulary words, you’re better off taking the SAT.Sentence completion and vocabulary in context questions make up a significant portion of the critical reading section, and a prodigious vocabulary will give you a leg up.There are also a lot of confusingly worded questions on the SAT in general. You’ll have a much easier time surmounting that obstacle compared to students who aren’t as good at reading.On the ACT, knowing advanced vocabulary won’t help your score much if at all.You might consider taking the ACT if you’re a fast reader and are very good at reading comprehension, not just vocabulary.These skills will help you on the Reading AND Science sections. Case 2: I’m a Spark Notes type of guy/gal This is tough, because reading skills are very important on both tests.I’d say if you are not as fond of reading you should take the ACT.Though there is a lot of reading involved and a lot of time pressure, the questions tend to be more straightforward and less confusing than those on the SAT.You also don’t need to know advanced vocabulary to do well.Practice reading quickly and understanding passages before the test - this will be extremely important on Reading and Science. My brain will just absorb the words. That's how reading works, right? Grammar Case 1: I'm the grammar police, and you're ALL UNDER ARREST If you're good at grammar, you could really take either test, but you'll probably have the biggest advantage on the SAT. The multiple choice on the SAT Writing section is similar to the ACT English section, but it is less passage-based. Most of it is identifying errors in sentences and improving sentences out of context.On the ACT English section, questions are always asked alongside a corresponding passage, so you have more context to work with for your answers. Case 2: I don't care 'bout no stupid grammar The SAT Writing section and the ACT English section will both be tough for you if you’re not so great at grammar, so study the grammar rules beforehand! The ACT English section might be slightly easier because, as mentioned above, it asks its questions in the context of long passages. But it also has a lot more questions (75 vs. 49 on the SAT), so it's a trade-off. Essay Writing Case 1: I’m the next Hemingway If you're a great writer, you should take the SAT.On the SAT you will be writing an essay no matter what, and you only get 25 minutes to do it.The essay also accounts for about a third of your Writing subscore.Essay prompts on the SAT are varied and require you to formulate opinions and examples to support them very quickly, which is difficult if you don't already have strong writing skills. Case 2: I don’t have the write stuff If you’re not as into writing, the ACT is a better choice.You don’t even have to write an essay, and if you do take it with Writing the essay won’t impact your composite score.You also get 30 minutes for the essay rather than 25, and prompts tend to be more straightforward.ACT essay prompts usually ask about issues related to high school, so they make it easier for you to figure out your opinion on the question from personal experience. Science Case 1: I am the lovechild of Bill Nye and his very attractive microscope (don’t ask me about logistics) Take the ACT!Although the science section doesn’t actually require much scientific knowledge beyond basic concepts you learned in elementary school, knowing a lot of science can help you get a better grasp on the experiments and data presented on the test.You’ll have a much easier (and faster) time understanding what’s going on and answering the questions if you are familiar with the science involved. Case 2: I break out in hives when I see a test tube. If you don’t like science, take the SAT.You should know that you CAN still do well on the science section of the ACT without knowing much science at all.However, it’s easy to get overwhelmed by the data presented and unfamiliar background information even if the questions themselves are not that hard.If you think seeing chemical equations or physics on one of these standardized tests will give you a heart attack, go with the SAT so you won’t have to worry about it. Aughhhh I said no science! You KNOW I'm allergic! Summary and Follow Up In deciding which test to take, you should consider both your testing style and your subject strengths. Here's a summary of the situations listed above and my corresponding test recommendations: Test anxiety? ACTEasily confused by questions? ACTTime problems? SATGreat at math? ACTGreat at reading? SATGreat at grammar? SATGreat at writing? SATGreat at science? ACT Additionally, If you have a strong imbalance in your abilities in different subjects, you might be better off with the ACT.This is because your individual scores on each section are not nearly as important to colleges are they are on the SAT. On the ACT, your composite score is pretty much the only thing that matters. You also won’t have to deal with switching unpredictably between subjects you know well and subjects you struggle with during the test. If you're still not entirely sure which test is best for you or which strengths and weaknesses you have, you should take an ACT practice test and an SAT practice test(each with the official time constraints so you'll know if running out of time is a problem!). Look up average standardized test scores for colleges you would like to attend to figure out your target score for both the ACT and the SAT. Then, score your practice tests and see where you end up. Is one test score significantly closer to your target score than the other? If so, that's the test you want to take. If the scores are similar, you may need to decide based on which test format makes you feel more comfortable. On test day, you'll be under a lot more pressure! What's Next? If you're still looking for more details on how the SAT and the ACT compare to each other, check out this article. Trying to decide when to take the SAT or ACT? Read this guide to find the best test date for you! For more advice on how to combat your weaknesses on either test, take a look at our advice on how to review your mistakeson the SAT or ACT and how to improve your overall scores on both tests. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

College Writing Essay Example | Topics and Well Written Essays - 750 words

College Writing - Essay Example Further, college students have come out as lacking in the skills of determining which information is relevant, how to obtain it and then how to evaluate the information critically before using it in their writing (Perelman, 130). The major controversy therefore is whether college students are actually lacking in the skills of utilizing sources of information effectively, or the college grading systems have forced the students to misuse the information sources. Nevertheless, whether through summarizing or paraphrasing, college students are not generally lacking in skills of information internalization and subsequent application in their work. Rather, the grading systems of the testing organizations are forcing the students to misuse or misapply the sources. Most contemporary argument regarding the best ways in which college students should complete their academic work and papers hold that summary is the most effective method of students obtaining information from sources. This argument holds that summary enabled students to obtain information from a source in a critical manner, and then incorporate it in their own work, since summary â€Å"compel the writer to understand the source† (Howard, Serviss and Rodrigue, 177). On the other hand, it is argued that paraphrasing is the most suitable method of the college students using information obtained from their sources, owing to the fact that information is most effective as a paraphrase, when it has been written in students’ own words (Perelman, 131). However, the problem may not even rest in which method students should apply in utilizing sources of information and incorporating them in their work. The major issue is what could be the reason behind the students using their s ources in the way the use them. The grading criteria approved and applied by the College Board requires that a

Global marketing - entering a new country with new product Term Paper - 1

Global marketing - entering a new country with new product - Term Paper Example The demographic profile of India also appears propitious for Costco to enter the country. India boasts of a young population and burgeoning middle class. The communication systems in the country are well developed and the government is committed to develop other infrastructural facilities in the country. When India gained independence in 1947, the country’s leaders adopted an inward-focused, socialist-style, economic framework. The economic goals were elaborated and pursued through the five-year plans. The banks were nationalized and their lending policies were aimed to meet the government targets with regard to priority sector lending. Private enterprises had little autonomy, to say the least. India remained a state-controlled  economy till the early 1990s (The Economist, 2011). The government-led Indian economy landed in deep trouble and faced a balance-of-payments crisis in 1991. The crisis provided the impetus for change and India embarked on the policy of liberalization, privatization and globalization. Since then, India has slowly but surely implemented reforms and has become a market driven economy (Wilson & Keim, 2006). India is the second most populous country of the world next only to China (See Appendix Figure 2-A: Population Pyramid). The total population of India is estimated to be more than 1.2 billion (CIA, 2014). The infant mortality rate in India is 43.19 deaths per 1,000 live births. The life expectancy at birth is 67.8 years. The population growth rate in India is expected to be 1.25 percent in 2014. India is likely to overtake China to become the most populous country of the world by 2030 (Haub & Sharma, 2006). The demographic profile of India is really attractive. India boasts of a pretty young population as 28.5 percent of the people living in the country are less than 14 years of age. 18.1 percent of the population is aged between 15 and 24 years. The

Care Delivery & Management Essay Example for Free

Care Delivery Management Essay The purpose of this assignment is to reflect upon my personal and professional development. It will consider the quality of the care I provided, the skills I developed in my specialist placement, plus my learning since the commencement of my nurse training. Personal learning and self-reflection will be identified. I shall be using Gibbs (1988) Reflective Cycle to consider my practice. Gibbs (1988) Reflective Cycle looks at six aspects which include the following; what happened, what were my thoughts and feelings, what was good or bad about the experience, what sense can I make out of the situation, what else could I have done and if it arose again what would I do? Findings will be supported or contrasted by relevant literature. A conclusion will be offered to evaluate findings. I shall also include an action plan, which will address future professional and personal development needs and any factors that may help or hinder this. I will also consider why I have selected these issues for my action plan, what my goals are and how I aim to achieve them. At the beginning of my nurse training we were asked to write on a piece of piece what our definition of nursing was. I wrote ‘It’s about being human’. At the time these words were based on my gut feeling and personal belief. Now, two and a half years later, I would write the same thing, but this time my definition would be based on the skills, knowledge and experiences I feel privileged and grateful to have had during my training and not just on gut feeling and personal belief. How does this knowledge impact on me in terms of practice? I can now put my definition of nursing into a framework and relate the theory of it to practice, for example I can identify when I am actively undertaking anxiety management with a patient. This is quite an achievement for me. What else have I learnt? I have gained knowledge of illnesses and understand how bio-psycho-social aspects of mental illness impact on the individual, their family and their life. I have also developed a good basic knowledge of practical skills such as: counselling, anxiety management, assessment, nursing and communication models, problem-solving and psychotherapy. This knowledge and development of practical skills has enabled my self confidence and self esteem to grow. What things have had the most influence on my personal and professional learning? These things are what ‘It’s about being human’ means to me as a nurse. They include a humanistic care philosophy. Evidence suggests that patients have found the humanistic care philosophy to be positive and helpful to their well-being (Beech, Norman 1995.) Humanistic care believes in; developing trust, the nurse-patient relationship, using the self as a therapeutic tool, spending time to ‘be with’ and ‘do with’ the patient (Hanson 2000,) patient empowerment, the patient as an equal partners in their care (Department Of Health 1999,) respect for the patient’s uniqueness, recognition of the patient as an expert on themselves (Nelson-Jones 1982, Playle 1995, Horsfall 1997). Equally important to me is person-centred care, Roger’s (1961) unconditional positive regard, warmth, genuineness and empathy, recognition of counter-transference, self-reflect ion and self-awareness. I was on placement with Liaison Psychiatry also known as Deliberate Self Harm. The team consisted of my mentor and myself. In this placement we would assess patients who had deliberately self harmed. Patients would be referred via AE only. We would see patients whilst they were still in AE or after they had been transferred to hospital wards for medical treatment for their injuries etc. We would only see patients once they were medically fit to have a psychiatric assessment. The purpose of the assessment was to find out what was happening for the individual and see if we could offer any help via mental health services to the individual, this is done via implementing ‘APIE’ the nursing process (Hargreaves 1975). The main focus was to consider what degree of risk we felt the patient was in. Therefore we needed to establish what the individuals intent was at the time of the deliberate self harm, and if suicidal, whether they still had suicidal intent after the incident. We also held a weekly counselling clinic. I considered Gibbs (1988) Reflective Cycle. How did I feel about this placement? At first I was apprehensive as to how I would feel dealing with patients who do not necessarily want to live. I belong to a profession that saves lives, so I felt an inner conflict. This is an anxiety that is recognised in most nurses (Whitworth 1984). In my first few weeks I felt distressed by the traumatic events that these patients were experiencing. I felt guilty that I have a family who love me, a fulfilling career, a lovely home and no debts, then each day I talk to people who may have no home, no money, no one to love them and no employment. It was hard for me to make sense of these things when life circumstances, such as class, status, wealth, education and employment create unfairness. I felt a desire to help try and improve the quality of these patients’ situations. Midence (1996) has identified that these feelings are a normal response when dealing with others less fortunate that oursel ves. Patients’ who attempt suicide have lost hope (Beck 1986). I felt more settled and positive once I was able to make sense of the situation (Gibbs 1988). I realised that could help by listening to these patient’s and help to restore hope, develop problem solving ideas to tackle some of their problems or referring them to gain the emotional help and support they needed from appropriate mental health services. Patients find help with problem solving extremely valuable and can help them feel able to cope (McLaughlin 1999). Generally, after most assessments, I learnt that listening, giving emotional support and problem solving helped restore enough hope in the previously suicidal patient enable them to feel safe from future self harm. In only a handful of cases did my mentor and I need to admit patients to any inpatient facility under the Mental Health Act (1983). This was because they still felt at risk of future self-harm. Through using Gibbs (1988) Reflective Cycle to consider my special placement area I feel I have been able to change my nursing practice in a positive way, initially from feeling anxious, guilty and helpless when dealing with suicidal patients to feeling useful, constructive and positive. I’ve learnt that by confronting my own feelings of guilt and discomfort I was able to help in a very positive, practical, constructive and empowering way. My mentor identified that one of my strengths is that I can generally combine common sense, logic and practicality in terms of risk assessment and problem solving and still build up a sensitive and caring, therapeutic relationship when dealing with patients whose circumstances are in crisis and complicated and they themselves are emotionally and mentally vulnerable. Nurses not only need good communication skills (Faulkner 1998) but they also need to have an environment conductive to open communication (Wilkinson 1992). Social barriers such as environment, structure or cultural aspects of healthcare can inhibit the application of communication skills (Chambers 2002) Utilising Gibbs (19988) Reflective Model, in retrospect; I feel our interview with some patients could have been done differently. On occasions when my mentor and I were in the A E department the two rooms that we had available for our use were occasionally both in use. This meant that we would conduct our assessment interviews in the Plaster Room, if it was empty. This room was where medical patients would have plaster-casts applied. This was a very clinical room. However, due to limited room availability this was sometimes the only option we had at the time, it was not a welcoming or appropriate setting and would not have helped patients feel relaxed or valued. In reflection, I believe it was actually demeaning as we were asking patients who had attempted suicide to sit on a hard chair in a clinical workroom and share their despair with us. I am sad that this happened and I feel as though we were giving the patients the impression that a cold clinical work room is all they were worth. If this arose again (Gibbs 1988) I would suggest to my mentor that we wait for one of our allocated rooms to become available, where the rooms were relaxing, with soft armchairs and a feeling of comfort. Using Gibbs (1988) Reflective Model I shall describe a situation with a patient to highlight my learning. What happened (Gibbs 1988)? Neil had been bought to AE by his son after he made an attempt to take his own life. His son explained that Neil’s wife had terminal cancer and had died the day before. Neil was unable to engage in conversation other that to repeat over and over again â€Å"I don’t want to live without my wife.† However the more disturbed and difficult to communicate a patient is the less interaction they receive therapeutic or otherwise from nursing staff (Cormack 1976, Poole, Sanson-Fisher, Thompson 1981, Robinson 1996a, 1996b). I found this too be true in Neil’s situation as some A E nurses did not wish to approach him because of his disturbed state and unresponsiveness to verbal cues. What were my thoughts and feeling (Gibbs 1988)? After spending twenty minutes in the assessment interview Neil had remained unresponsive to our approaches and had remained distressed, distant and uncommunicative for the entire time. I had past experience of recent bereavement within my immediate family and I realised that counter-transference was at play and was a reason for my strong emotional reaction to Neil’s distress resulting in me having an overwhelming desire to ease his suffering. Even though another part of me understood the need for him to experience this extreme pain as a normal part of grieving. What was good or bad about the experience (Gibbs 1988)? This was not a good experience for me because as a compassionate person, I found it extremely hard to suppress my own feelings of wanting to protect him from such devastating distress, although I recognised that I was over-identifying with him due to my own grief. I considered that he might have been embarrassed by the emotional state he was in and his inability to control his grief; he could not speak, maintain eye contact or even physically stand. What sense could I make of the situation (Gibbs 1988)? We adjourned for a few minutes so that my mentor and I could assess the situation. I thought it might be appropriate to utilise Heron’s Six Category Intervention Analysis (1975) cathartic intervention as a therapeutic strategy to enable the patient to release emotional tension such as grief, anger, despair and anxiety by helping to (Chambers 1990). I hoped it would facilitate the opportunity for Neil to open up and express his full feelings in a safe and supportive environment. I initially planned to sit quietly with him and briefly put a reassuring hand on either his hand, arm or shoulder. My mentor supported this action. I was aware that I ran a risk of misinterpretation by choosing therapeutic touch. Therapeutic touch may be criticised because it is open to misinterpretation by the patient and abuse of power by staff. The patient may view holding another’s hand as a sexual advance, violation or abuse, so nurses should always consider patient consent, appropriateness, context and boundaries. Clause 2.4 of the Nursing and Midwifery Council (2002) Code Of Professional Conduct says that at all times healthcare professionals must maintain appropriate boundaries with patients and all aspects of care must be relevant to their needs. Therapeutic touch appeared acceptable given his situation and seemed appropriate to the context it would be performed in, given that my mentor would supervise me. As per Gibbs (1988) Reflective Cycle I considered what else I could have done especially if the situation arose again and mentor not been there. I would may have chosen to utilise Hanson’s (2000) approach of ‘being with’ whereby I use therapeutic use of self through the sharing of one’s own presence, and not involved any form of touch, avoiding any misinterpretation or breach of boundaries. I was anxious because I felt concerned that my nursing skills would be inadequate to address his needs due to his acutely distressed state. In reflection my mentor helped me acknowledge that this was about my own anxiety rather than being accurately reflective of my nursing ability. I approached Neil and explained that if it was acceptable with him I would like to sit quietly with him so that he was not alone in his distress. â€Å"It is likely that the nursing process is therapeutic when nurse and patient can come to know and to respect each other, as persons who are alike and yet different, as persons who share in the solution of problems† (Peplau 1988). I gently placed my hand onto his. Neil reacted by given the impression that he physically disintegrated, he become extremely distressed and crying loudly, squeezing my hand tightly. This continued for several minutes. Neil became calmer and started to talk about his situation. This was a good outcome. I was able to utilise Herons (1975) cathartic strategy with positive effect via empathising with Neil’s situation and using myself as a therapeutic tool through the use of touch, thus enabling Neil to express his emotions and activate a nurse-patient relationship. Studies have shown that nurses can express compassion and empathy through touch, using themselves as a therapeutic tool (Routasalo 1999, Scholes 1996) and this has a cathartic value, enabling the patient to express their feelings more easily (Leslie Baillie 1996). The therapeutic value of non-verbal communication and its harmfulness is overlooked (Salvage 1990). Attitudes are evident in the way we interact with others and can create atmospheres that make patient care uncomfortable (Hinchcliff, Norman, Schoeber 1998) On one occasion, one nurse privately referred to Neil as a â€Å"wimp† because he was having difficulty coping with the death of his wife. I wondered whether her body language had transmitted her bad attitude towards Neil, contributing to his distress and difficulties in communicating with staff. Again using Gibbs (1988) Reflective Cycle, I shall provide another example to highlight my learning in practice. What happened (Gibbs 1988)? Cycle On one occasion my mentor and I received a phone call from A E asking us to review an 18-year-old girl called Emma who had taken an overdose. They said she was medically fit to be assessed. When we arrived they claimed that she was pretending to still feel unwell and described her as â€Å"milking it†. We found her to be vomiting and discovered she had been left in a bed in the corridor of A E for 8 hours. McAllister (2001) found that patients who had self-harmed were ignored, had exceptionally long waits and suffered judgemental comments. What were my thoughts and feelings (Gibbs 1988)? I felt very angry towards A E staff as I felt that she was being unfairly treated because she had caused harm to herself, she had been labelled as a troublemaker by staff and I do not believe she had received good quality care. Emma explained that in the last month her father had died, she had miscarried her baby, discovered that her partner was having an affair, and she had been made redundant leaving her with debts that she couldn’t pay. As I looked at her, I saw a vulnerable young woman at the end of her tether. I felt saddened and disappointed by the judgemental attitudes of the A E staff who had not even taken the time to talk to Emma or ask her why she had taken an overdose, instead they describe her as an â€Å"immature and attention seeking kid†. As per Gibbs (1988) Reflective Cycle, I felt this was a very bad experience of poor care, bad attitudes and unacceptable moral judgement being made by A E staff. Cohen (1996) and Nettleton (1995) identify that social status; age, gender, race and class contribute to stereotyping and judgemental attitudes. I noticed that people who self-harmed were judged differently dependent upon their age and the younger they were the worse the attitude of A and E staff. Interestingly ageism towards youth is an area that I could find no research on. I believe ageism towards younger people is overlooked and is really only identified in the elderly. During the assessment I was aware of how my physical presence can impact on the care given. However, I have learnt about the importance of considering how one can communicate to the patient via body language. By attending to patients in a non-verbal or physical way it is another method of saying, â€Å"I’m interested, I’m listening and I care.† To do this during Emma’s assessment I utilised Egan’s (1982) acronym S.O.L.A.R. This meant that I sat facing Emma Squarely, with an Open posture, Leaning towards her, whilst making Eye contact and Relaxing myself, to give her the feeling of my willingness to help. This client centred care recognises her equality in the nurse-patient relationship. What sense did I make of the situation (Gibbs 1988)? I was very unhappy about the attitude of A E staff but recognised that they had a lack of understanding and knowledge. In one study looking at self-harm admissions it was discovered that patients who deliberately self-harm are often deemed as unpopular patients, being labelled and judged as time wasters by A E staff. Apparently 55% of general nurses perceived these patients as attention seekers and disliked working with them, 64% found it frustrating, 20% found it depressing and almost a third found it uncomfortable (Sidley, Renton 1996). What else could I have done (Gibbs 1988) After reflecting upon the experience with my mentor, I was able to realise that part of my role is to act as a representative for mental health. If this happened again what would I do (Gibbs 1988)? If staff were to make judgemental comments again it is part of my role to educate and inform them so they can have a positive understanding of the needs of the mental health patient and learn to address any judgemental comments made. This is a view supported by Johnstone (1997), who says that if we are made aware of our actions when we are judging and labelling people it is our responsibility to correct this. Medical staff need to be aware of mental health promotion, and need further training and education in respects of helping to care for and understand of this vulnerable patient group (Hawton 2000). This is a view supported by the Department of Health (DOH 1999a) who have recommended closer liaison between mental health and A E services in an effort to address the poor understanding and negative attitudes of A E staff. I have also learnt that I must look at both sides of each situation and should show more understanding towards the A E staff’s feelings, as they are often confronted with shocking and distressing acts of self infliction which can make them feel despair, helpless and unskilled to deal with these sort of patient. I believe nurses negative attitudes develop because we all intuitively apply own our values and views to everyday situations, people, experiences and interactions. It may be the staff member’s own coping mechanism to keep their distance from the patient or to label them as attention seeking in order to make sense of the situation for themselves. This is a view supported by Johnstone (1997). In reflection, following the assessment and planning of care for Emma my mentor and I reflected upon the care I provided for her. I recognised that I felt nervous because it was my first experience of conducting an assessment. Having my mentor there to observe me made me feel secure because I trusted my mentor and could rely on her expertise to ensure that I provided safe practice for Emma. However, I still felt anxious as I was faced with an unknown situation. This made me realise how difficult and intimidating the assessment process may have felt to Emma. I had the security of feeling safe in the relationship with my mentor. Emma didn’t know either of us. This highlighted the huge value of the nurse-patient relationship and how the importance of utilising Rogers (1961) theory of client-centred care involving unconditional positive regard, warmth, genuineness and empathy towards patients. My mentor said that I provided evidence based care and I appeared to have a good humanistic approach, sensitively providing client centred care. She joked that I was so keen to ‘get it right’ that I was practically sat on Emma’s knee in my efforts to non-verbally show to Emma that I was attentive and listening to her. I think that whilst this was a joke, I will endeavour to continue to be keen but will relax a bit more, hopefully as I gain more experience myself. I will also use the insight and understanding from these experiences to benefit my future practise and the care I provide for patients. Boyd Fales (1983) suggest, â€Å"Reflective learning is the process of internally examining an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, and which results in a changed conceptual perspective.† Self-reflection helps the practitioner find practice-based answers to problems that require more than the application of theory (Schon 1983). I have discovered this to be true, especially in mental health nursing where problem solving may be in the realm of religious, spiritual or cultural beliefs, emotional or intuitive feelings, ethics and moral ideals, which sometimes cannot be theorised. With one patient I couldn’t understand his unwillingness to engage in therapy even though he turned up for a weekly appointment. Once I reflected on this with my mentor I realised that I was not considering his strict religious and cultural background, which complicated his care. I realised that I had been completely ignorant of his needs and had in-fact lacked self-awareness otherwise I would have recognised these issues sooner. According to Kemmis (1995) a benefit of self-reflection is that it helps practitioners become ‘aware of their unawareness’. I have learnt that there are barriers to reflection. On occasions after seeing a patient my mentor may interpret events in a slightly different way to myself. Newell (1992) and Jones (1995) criticize the idea of reflection arguing that it is a flawed process due to inaccurate recall memory and hindsight bias. Another criticism of refection is that it aims to theorise actions in hindsight therefore devaluing the skill of responding intuitively to a patient (Richardson 1995). I considered that my thought to hold Neil’s hand may have been intuitive but because we must use evidence based practice and appropriate frameworks of care, I theorised my care and utilised Heron’s (1975) framework. I believe self-reflection helps me to become self-aware. Self-awareness is achieved when the student acknowledges there own personal characteristics, including values, attitudes, prejudices, beliefs, assumptions, feelings, counter-transferences, personal motives and needs, competencies, skills and limitations. When they become aware of these things and the impact they have on the therapeutic communication and relationship with the patient then they become self-aware (Cook 1999). I have learnt through these experiences that reflection can be a painful experience as I have recognised my own imperfections and bias. I have felt angry with general nursing staffs attitudes towards mental health patients and have now been able to realise that this emotion is unhelpful and instead I should be more tolerant and understanding and help them to understand the patients needs. It is also difficult especially if one is experiencing strong emotions such as anger, frustration and grief (Rich 1995). At times I have over-identified with my patients and personalised their situation to similar situations of my own. This is known as counter-transference and has blinded my ability to address their care needs. Counter-transference is the healthcare professionals emotional reaction to the patient, it is constantly present in every interaction and it strongly influences the therapeutic relationship, but is often not reflected upon (Slipp 2000). Counter-transference can be defined as negative as it can create disruptive feelings in the clinician, causing misguided values and bias (Pearson 2001). I have learnt that it is crucial for me to consider how my reactions to a patient’s problem can impact on the care I provide. Whilst I endeavour to always give 100% best and unbiased care to each patient, I have realised I respond more favourably to patients that I like or identify with. For example I was extremely compassionate and biased towards both Emma and Neil and I feel that my personal life experiences influenced me because I could really empathise with them both. However, I realised that I am only human and that as long as I recognise the impact of counter-transference then I can use it positively as my self awareness of the fact that the process is occurring will enable me to address and challenge my own thoughts, feelings and responses. To conclude, I have been able to highlight my learning over the last two and a half years, both personally and professionally. This has enabled me to look at the areas that I am good at and the areas that I can improve on. I have been able to look at the quality of the care I have given patients and considered what I have achieved, how I felt, how I could have done things better, what was successful and unsuccessful, what issues influenced me and what understanding I had of the experience. I have also been able to recognise my role as a representative for mental health nursing and how I can promote it to other healthcare professionals. I have also identified the value of the role of my mentor in helping me to develop as a nurse. I will use the insight and understanding from these experiences to benefit my future practice and the care I provide for patients. ACTION PLAN Word Count 1086 What are my goals? My mentor and I discussed the areas that I want to improve on. We identified that my stronger points are common sense, logical approach and practical ability in terms of things like risk assessing and problem solving. I am also competent in the building of a therapeutic relationship, utilising a humanistic care philosophy, person centre approach, empathy, genuineness, unconditional positive regard and honest. I also have a good knowledge in respect of mental health promotion, anxiety management, basic counselling skills, understanding of the fundamentals associated with nursing, assessment and communication models and the basic principles of psychotherapy. I feel I have come a long way in two and a half years and have accomplished a lot. However, there are areas that I recognise that I can improve on and I am happy that I can address these as I hope this will improve my learning, skills and competency as a nurse in the future, providing better patient care. The areas I need to gain more knowledge and experience of include: understanding the religious, cultural and spiritual needs of the patient and how this impacts on their care and quality of life, recognising and working with counter transference and my tendency to feel the need to over protect patients as this does not help the patient to utilise choice, be responsible for themselves or empower themselves. I want to continue developing my own self awareness through self reflection. Finally I wish to develop my academic abilities and to train further so that I have more knowledge. Why have I chosen these issues? I have chosen to improve my knowledge and understanding of patients religious, cultural and spiritual needs and how this impacts on their care and quality of life, because by doing this I hope to be able to address their needs holistically. To successfully undertake a thorough assessment the healthcare practitioner needs to identify the holistic needs of the patient, failure to do so would neglect the patients physical, psycho-social and spiritual needs (Stuart and Sundeen 1997.) At present I feel I am unable to fully comprehend or provide best care as I feel I lack the skills and knowledge to do so. I also wish to further consider the impact of counter transference and my tendency to feel the need to over protect patients. I feel that if I gain more understanding and recognition of how counter-transference can change my reaction to a patient then I will be able to address it and have more control and choice over my nursing and my responses. In practice, I have experienced strong emotional reactions to some patient’s, perhaps because I could identify with some of their issues. However, this can result in my wanting to over protect them, which may disempower them, and this is unhelpful. Different characteristic in patients can influence the emotional reaction of the nurse (Holmquist 1998). I need to be able to recognise these characteristics in the patient and be self aware of the way I am responding. I want to continue developing my own self-awareness through self-reflection, as I will need to be able to exercise autonomous and expert judgement as a qualified nurse. The ability to use self-reflection as a learning tool to becoming self-aware will help me achieve this. This is a view supported by (Wong 1995). Boud, Keogh Walker (1995) believe self reflection is an important human activity, essential for personal development as well as for the professional development of the nurse. By being able to mull over my experiences will help me challenge my beliefs and behaviour as an individual and a nurse. Finally I wish to develop my academic abilities and to train further so that I have more nursing knowledge. Experience alone is not the key to learning (Boud et al 1985). I wish to gain further qualifications so that I may further my career and knowledge, as this will provide a sense of achievement and fulfilment for me. How am I going to achieve my goals? I intend to develop my portfolio and keep an open reflective diary (Richardson 1995) to show evidence of my learning and prepare for my PREPP. Portfolios are seen as a collection of information and evidence used to summarize what has been learnt from prior experience and opportunities (Knapp 1975), and acknowledges professional and personal development, knowledge and competence, providing nurses with evidence of their eligibility for re-registration every three years (NMC 2002). I believe maintaining my portfolio helps with one’s self-assessment and will help me to develop my strengths, plus identify and critically evaluate my weaker areas, this is a view supported by Garside (1990). However in contrast Miller Daloz (1989) suggest there is no evidence to suggest that self assessment contributes to enhance self awareness. A barrier to one’s ability to self-reflect may be time constraints and socio-economic factors such as high staff and management turnover, low staff morale and staff illness (Bailey 1995) I hope to overcome this by being a supportive team member to my colleagues and maintaining a positive mental attitude. I am happy to work on my portfolio and diary in my own time as I think it is a valuable learning tool. I will use my preceptorship, learning in practice, observation in practice and clinical supervision to help achieve my goals. Reflection on action is considered to be an essential part of clinical supervision (Scanlon Weir 1997). I will continue to use Gibbs (1988) Reflective Model to help me develop my learning through reflection. I will need to feel confident that by sharing my portfolio, diary, reflection or seeking advice via preceptorship and supervision that this will not reflect negatively on me and effect my ability to feel able to trust my mentor. Students and staff sometimes feel unable to fully express themselves or belittled by the power relationship if supervision is not in a trusting relationship feeling it could be open to bias, personality clashes, counter-transference or could disadvantage them in terms of career development (Richardson 1995 Jones 2001). However, good clinical supervision enables nurses to feel better supported, contributing to safer and more effective nursing (Teasdale 2001, Jones A 2001). I hope to continue with life long learning and would like to be able to study for a degree in nursing. I shall do this by apply for funding once I am employed and hope that whoever my employers are they will support me in my goal to become better qualified. References Bailey J (1995) Reflective Practice, Implementing Theory, Nursing Standard, Vol 9 (46) 29-31 Baillie, L (1996) A Phenomenological Study Of The Nature Of Empathy, Journal Of Advanced Nursing, 24,6, 1300-1308 Beck A T (1986) Hopelessness As A Predictor OF Eventual Suicide, Annals Of The New York Academy Of Science, Vol 487, 90-96 Beech P, Norman I (1995) Patients’ Perceptions Of The Quality Of Psychiatric Nursing Care: Findings From A Small Scale Descriptive Study, Journal Of Clinical Nursing, 4, 117-123 Boud D, Keogh R, Walker D (1985) Reflection: Turning Experience Into Learning, London, Kogan Page, Boyd E M, Fales A W (1983) Reflective Learning: Key To Learning From Experience, Journal OF Humanistic Psychology Vol 23 (2) 99-117 Chambers M, Psychiatric and Mental Health Nursing; Learning In The Clinical Environment , Cited in: Reynolds W, Cormack D (Eds) (1990) Psychiatric And Mental Health Nursing, London, Chapman and Hall Cohen G (1996) Age And Health Status In A Patient Satisfaction Survey, Social Science And Medicine, Vol 42 (7) 1085-1093 Cook S (1999) The Self In Self Awareness, Journal Of Advanced Nursing, Vol 29 (6) 1292-1299 Cormack DFS (1976) Psychiatric Nursing Observed: A Descriptive Study Of The Work Of The Charge Nurse In Acute Admission Wards Of Psychiatric Hospitals, London RCN Department Of Health (1999) The National Service Framework for Mental Health, London, HMSO Egan G (1994) The Skilled Helper Model, Skills Methods For Effective Helping, Brooks/Cole Publishing, Pacific Groves, California. Garside G (1990) Personal Profiling, Nursing, Vol 4 (8) 9-11 Gibbs G (1988) Cited in, Palmer A, Burns S, Bulman C (1994) Eds, Reflective Practice In Nursing, London, Blackwell Science Hanson B (2000) Being With, Doing With: A Model Of The Nurse Client Relationship In Mental Health Nursing, Journal Of Psychiatric And Mental Health Nursing, 2000, 7, 417-423 Hargreaves I, (1975) The Nursing Process, Nursing Times, 71,35, 89-91 Hawton K (2000) General Hospital Management Of Suicide Attempters, The International Handbook Of Suicide And Attempted Suicide, Chicester, John Wiley Sons Heron J (1975) Six Category Intervention Analysis, Guildford, Human Potential resource Group, University Of Surrey Hinchcliff S, Norman S, Schoeber J (1998) Nursing Practice And Healthcare, 3rd Edition, London, Arnold Holmquist R (1998) The Influence Of Patient Diagnosis And Self Image On Clinicians Feelings, The Journal Of Nervous And Mental Disease, Vol 186, (8) 455-461 Horsfall J (1997) Psychiatric Nursing: Epistemological Contradictions, Advances In Nursing Science, 20 (1) 56-65 Johnstone L (1997) Self Injury And The Psychiatric Response, Feminism And Psychology, Vol 7, 421-426 Jones P R (1995) Hindsight Bias In Reflective Practice: An Empirical Investigation, Journal Of Advanced Nursing, Vol 21, 783-788 Kemmis S (1985) Action Research And The Politics Of Reflection, In Edwards M (1996) Patient-Nurse Relationships: Using reflective Practice, Nursing Standard, Vol 10 (25) 40-43 Knapp J (1975) A Guide To Assessing Prior experience Through Portfolios, Education Testing Service, Cooperative Assessment Of Experiential Learning, Princeton, New Jersey Mcallister M (2001) Dissociative Identity Disorder And The Nurse Patient Relationship In The Acute Care Setting: An Action Research Project, Australian And New Zealand Journal Of Mental Health Nursing, Vol 10, 20-32 McLaughlin C (1999) An Exploration Of Psychiatric Nurses And Patients Opinions regarding In-Patient Care For Suicidal patients, Journal Of Advanced Nursing, Vol 29 (5) 1042-1051 The Mental Health Act, (1983) Department Of Health, London, HMSO Midence K, Gregory S, Stanley R (1996) The Effects Of Patient Suicide On Nursing Staff, Journal Of Clinical Nursing, Vol 5, 115-120 Miller M, Daloz L (1989) Assessment Of Prior Learning, Good Practices Assure Congruity Between Work And Education, Equity And Excellence, Vol 24 (3) 30-34 Nelson-Jones R, (1982) The Theory And Practice Of Counselling Psychology, London, Cassell Nettleton S (1995) The Sociology Of Health And Illness, Blackwell, Cambridge. Newell R (1992) Anxiety, Accuracy And Reflection; The Limits Of Professional Development, Journal Of Advanced Nursing, Vol 17, 1326-1333 Nursing and Midwifery Council (2002) Code Of Professional Conduct, London, NMC Pearson L (2001) The Clinician-Patient Experience: Understanding Transference And Counter-transference, The Nurse Practitioner, The American Journal Of Primary Health Care, Vol 26 (6) 2001 Peplau H (1988) Interpersonal Relations In Nursing, London, MacMillan Press Poole AD, Sanson-Fisher RW, Thompson V (1981) Observations On The Behaviour Of Patients In A State Mental Hospital And A General Hospital Psychiatric Unit: A Comparative Study, Behaviour Research And Therapy, 19, 125-134 Playle J (1995) Humanism And Positivism In Nursing; Contradictions And Conflicts, Journal Of Advance Nursing, 22, 979-984 Rich A (1995) Reflection And Critical Incident Analysis, Journal Of Advanced Nursing, Vol 22 (6) 1050-1057 Richardson R (1995) Humpty Dumpty- Reflection And Reflective Nursing Practice, Journal Of Advanced Nursing, Vol 21, 1044-1050 Robinson D (1996a) Measuring Psychiatric Nursing Interventions: How Much Care Is Individualised, Nursing Times Research, 1, 1, 13-21 Robinson D (1996b) Observing And Describing Nursing Interactions, Nursing Standard, 13, 8, 34-38 Rogers C (1961) On Becoming A Person, London, Constable Routasalo P (1999) Physical Touch In Nursing Studies: A Literature Review, Journal Of Advanced Nursing, 30, 4, 843-850 Savage J (1990) The Theory And Practice Of The New Nursing, Nursing Times Occasional Paper, 86, (4) 42-45 Scholes J (1996) Therapeutic Use Of Self: How The Critical care Nurse Uses Self To The Patients Therapeutic Benefit, Nursing In Critical Care, 1, 60-66 Schon D (1983) The Reflective Practitioner, London, Temple-Smith Scanlon C Weir W S (1997) Learning From Practice? 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Analysis of Genetic Defect that Prevents AIDS :: Biology Gene HIV

Introduction A number of recent studies show overwhelming evidence that there is a genetic factor which presents itself in the human host, and is critical to the ineffectivity of the In Vitro transmission of HIV-1. This genetic factor is an individual defective CKR-5 (also known as "CCR-5") allele containing a 32-base pair deletion in a region of the gene opposite to the second extracellular loop of the receptor. This defect faults the normal expression of the CKR-5 which is the co-receptor for the macrophagic tropic strains of HIV-1. Through a study of 1252 high-risk homosexual men in the Chicago area, indications were that no members of the HIV-infected caucasians were homozygous for the mutation, and the frequency of heterozygotes was 35% lower than in the general population. One percent of the people with Western European decent were found to be homozygous for the defect while about 20% were found to heterozygous. This shows that the 32-base pair deletion of the CKR-5 allele is a very importa nt factor in the HIV-1 transmission and pathogenesis. The 32-base pair deletion and its implications is a new and exciting find in the rhelm of AIDS and HIV research. Every day new findings are being published dealing with the topic. As research progresses, is is possible that one day a genetic cure for this type of HIV infection will be found. Research These findings from experiments conducted in the initial research led to the discovery that HIV-1 needs the coreceptor missing in homozygous individuals to infect CD4+ cells. Finding: CKR-5 transcripts from EU Cells do not encode an active coreceptor. Tests were conducted on human embryonic kidney cells infected with CD4 and CKR-5 expression vectors. The vectors were then derived and rendered inactive instead of producing vectors that monitored the entry of the macrophagic-tropic virus form. Finding: EU CKR-5 RNA contains a 32-base coding sequence deletion. A nucleotide sequence of the EU2, EU3, and a normal donor were analyzed by a set of primers. The 32-base pair deletion was found in the EU2 and EU3 individuals. Finding: A defective CKR-5 is encoded in the genomic DNA and is inherited. The firsts tests conducted were aimed at determining if the deletion was inherited or a mutation. The presence of the CKR-5 allele indicated that the deletion was in the genomic DNA and that it was not sex-linked. Finding: The EU2 and EU3 individuals were homozygous for the CKR-5 deletion. The previous analysis suggested that the deletion was either homozygous or heterozygous.

Instructions to Set Essay

The global community is plagued by increasing incidence of lung cancer, colorectal cancer, breast and pancreatic cancers, prostate cancer, leukemia, non-Hodgkin lymphoma, liver, ovarian and esophageal cancers. Other types of cancer exist but are less frequent. What is the scientific community doing to attempt to eliminate the most common forms of cancer that are ravaging our society? 1. Be certain you’ve read your textbook’s chapter on cell division, specifically the last section on how cells become cancerous. This is context for completing Individual Assignment 3. 2. Watch the Presentation in Module/Week 4 entitled: â€Å"Ways to Fight Cancer†. Notice that the presentation outlines essentially 3 approaches to fighting cancer: a) reduction of cancer risks, b) correction of cancer genes, and c) destruction of cancerous tissue. 3. In the Individual Assigntment 3: 10 Discoveries in the War on Cancer document is a set of 10 scientists’ discoveries. Scan the discoveries briefly. Then open the assignment submission link in Module/Week 4. In the text box, number from 1 to 10 for the 10 discoveries listed below. 4. Now reflect carefully on the first discovery (#1). Would this discovery be more useful for (a) reducing cancer risks, (b) correcting/restoring cancer cells to normal, or (c) destroying cancerous tissue? After number 1 in your list, place in parentheses the letter representing the approach to fighting cancer that will best be served by this new discovery. (More than one approach may be served. But which is most likely to be helped most significantly?) 5. Now repeat this analysis for each of the remaining 9 discoveries. Return to the â€Å"Ways to Fight Cancer† presentation as needed for additional perspective. When finished, your entire text box should be simple: a numbered (1-10) list of letters a, b or c. That’s it! Assignment done. 6. Ten points are granted for each correct association up to 6 correct. If you get any 6 correct out of 10, you get a perfect score (60 pts.) on the assignment. Your assignment is due by 11:59 p.m. (ET) on Monday of Module/Week 4.