Sunday, October 27, 2019
Biological Effects Of Radiation
Biological Effects Of Radiation Radiation describes a process in which energetic particles or waves travel through a medium or space. There are two distinct types of radiation; ionizing and non-ionizing. The word radiation is commonly used in reference to ionizing radiation only having sufficient energy to ionize an atom but it may also refer to non-ionizing radiation example like radio waves or visible light. The energy radiates travels outward in straight lines in all directions from its source. This geometry naturally leads to a system of measurement and physical that is equally applicable to all types of radiation. Both ionizing and non-ionizing radiation can be harmful to organisms and can result in changes to the natural environment. Radiation with sufficiently high energy can ionize atoms. Most often, this occurs when an electron is stripped from an electron shell, which leaves the atom with a net positive charge. Because cells are made of atoms, this ionization can result in cancer. An individual cell is made of trillions of atoms. The probability of ionizing radiation causing cancer is dependent upon the dose rate of the radiation and the sensitivity of the organism being irradiated. Alpha particles, Beta particles, Gamma and X-Ray radiation, and Neutrons may all be accelerated to a high enough energy to ionize atoms. Radiation includes alpha particle, beta particle, and gamma particle. Alpha particle: In alpha particle, the spontaneous process of emission of an alpha particle from a radioactive nucleus. Alpha particle is generally termed as alpha decay. An alpha particle is emitted by a heavy nucleus. The nucleus, called parent nucleus has a very large internal energy and is unstable. An alpha particle is a helium nucleus having two protons and two neutrons. When two electrons orbiting around the nucleus of helium atom are knocked out completely, we have doubly ionized helium atom known as alpha particle. Beta particle: a beta-particle is a fast moving electron. The spontaneous process of emission of beta-particle from a radioactive nucleus is called beta decay. Beta decay is of three types: beta-minus, beta-plus, and electron capture. Beta-minus: beta-minus is like an electron. It is surprising that nucleus contains no electron, then a nucleus can emit electron. In the neutron inside the nucleus is converted in to a proton and an electron like particle. This electron like particle is emitted by the nucleus during beta-decay. In beta-minus decay, neutron in the nucleus is converted in to a proton and a beta-minus particle is emitted so that the ratio of neutron to proton decreases and hence the nucleus becomes stable. Beta-plus: In a beta-plus decay, a proton is converted in to a neutron and a positron is emitted if a nucleus has more protons than neutrons. Electron capture: In electron capture, nucleus absorbs one of the inner electrons revolving around it and hence a nuclear proton becomes a neutron and a neutrino is emitted. Electron capture is comparable with a positron emission as the processes lead to the same nuclear transformation. However, in electron capture occurs more frequently than positron emission in heavy elements. This is because the orbits of electrons in heavy elements have same radii and hence orbital electrons are very close to the nucleus. Gamma ray: Gamma rays are the high energy packets of electromagnetic radiation. Gamma radiations have high energy photons. They do not have any charge and their relative rest mass is zero. Gamma-decay it is the spontaneous process of emission of high energy photon from a radioactive nucleus. When a radioactive nucleus emits a beta particle, the daughter nucleus is excited to the higher energy state. This excited nucleus rays are emitted by the daughter nucleus so it is clear that the emission of gamma rays follows the emission of alpha or beta particle. Non ionizing radiation: Non-ionizing forms of radiation on living tissue have only recently been studied. Instead of producing charged ions when passing through matter, the electromagnetic radiation has sufficient energy to change only the rotational, vibration or electronic valence configurations of molecules and atoms. Nevertheless, different biological effects are observed for different types of non-ionizing radiation Radio waves: Radio waves whose wavelengths range from than 10^4m to 0.1m, are the result of charges accelerating through conducting wires. They are generated by such electronic devices as LC oscillators are used in radio and television communication system. Infrared rays: Infrared radiations have wavelength ranging from approximately 0.3m to 10^ -4m and also generated by the electronic devices. The infrared radiation energy absorbed by a substance as internal energy because the energy agitates the objects atoms, increasing their vibration or translational motion, which results temperature increases. Infrared radiation has practical and scientific application in many areas, including physical therapy, infrared radiation photography, and vibration spectroscopy. Ultraviolet radiation: Ultraviolet radiation cover wavelength ranging from approximately 4X10^4m to 6X10^-10m. The sun is an important source of ultraviolet radiation light, which is the main cause of sunburn. Sunscreen locations are transparent to visible light but greater percentage of UV light absorbed. Ultraviolet rays have also been implicated I the formation of cataracts. Most of the UV light from the sun is absorbed by ozone molecules in the earth upper atmosphere, in a layer called stratosphere. This ozone shield converts lethal high energy ultraviolet radiation to infrared radiation, which in turns warm the stratosphere. X-rays: X-rays have the range from approximately10^-8 to 10^-12m. The most common source of x-rays is stopping of high energy electrons upon the bombarding a metal target. X-rays are used as diagnostics tool in medicine and as the treatment for certain forms of cancer. Because x-rays can damage or destroy living tissue and organism, care must be taken avoid necessary exposure or over-exposure. X-rays are also used in the study of crystal structure because x-rays wavelengths are comparable to the atomic separation distance in solids. Electromagnetic radiation: The wave nature of electromagnetic radiation explains various phenomena like interference, diffraction and polarization. However, wave nature of electromagnetic radiation, could explain phenomena like photoelectric effect, Compton Effect. The cathode rays consist of negative charged particles called electrons which are the constituent of an atom and hence the constituent of matter. According to the concept of radiation example light waves radio waves, X-rays, microwaves etc. are assumed to carry energy in packets or bundles known as photons or quanta.  Biological effect of radiation: In biological effect of radiation, there are many dangerous effects of our health and body. Biological effects of radiation are typically can be divided into two categories. The first category consist of exposure to high doses of radiation over shots period of time producing acute or short term effects. The second category represents exposure to low doses of radiation over an extended period of time producing chronic or long term effects. High dose (acute): high doses tend to kill cells, while low doses tend to damage or change them. High doses can kill so many cells that tissues and organs are damaged. This is turn may cause a rapid whole body response often called the acute radiation syndrome (ARS). Low doses (chronic): low doses spread out over long periods of time dont cause an immediate problem to any body organ. The effects of low doses of radiation occur at the level of the cell, and the results may not be observed for many years.       Although we tend to associate high doses of radiation with catastrophic events such as nuclear weapons explosions, there have been documented cases of individuals dying from exposures to high doses of radiation resulting from tragic events. High effects of radiation: high effects of radiation are skin burns, hair loss, sterility, cataracts. Effects of skin include (reddening like sunburn), dry (peeling), and moist (blistering). Skin effects are more likely to occur with exposure to low energy gamma, x-ray, or beta radiation. Most of the energy of the radiation deposit in the skin surface. The dose required for erythematic to occur is relatively high, in excess of 300 radiations. Blistering requires a dose in excess of 1,200 radiations. Hair loss, also called epilation, is similar to skin effects and can occur after acute doses of about 500 radiations. Sterility can be temporary or permanent in males, depending upon the doses. To produce permanent sterility, a dose in excess of 400 radiations is required to the reproductive organs. Cataracts (a clouding of the lens of the eye) appear to have a threshold about 200 radiations. Neutrons are especially effective in producing cataracts, because the eye has high water content, which is particularly effective in stopping neutrons. High dose effects: Dose (radiation)                                                   effect observed 15-25                                                                    blood count changes. 50                                                              blood count change in individual. 100                                                             Vomiting (threshold). 150                                                                Death (threshold). Categories of effects of exposure to low doses of radiation: There are three general categories of effects resulting from exposure to low doses of radiation. These are: Genetic: the effect is suffered by the offspring of the individual exposed. Somatic: the effect is primarily suffered by the individual exposed. Since cancer is the primary result, it is sometimes called the carcinogenic effect. In-utero: some mistakenly consider this to be a genetic consequence of radiation exposure, because the effect, suffered by a developing is after birth. However, this is actually a special case of the somatic effect, since the embryo is the one to the radiation. Radiation risk: the approximate risks for the three principal effects to level of radiation are: In genetic effect, risk from 1 rem of radiation exposure to the reproductive organs approximately 50 to 1,000 times less than spontaneous risk for various anomalies. In somatic effect, for radiation induced cancer, the risk estimate is developing any type of cancer. However not all cancers are associated with exposure to radiation. The risk from dying from radiation induced cancer is about one half the risk of getting the cancer. In utero: Spontaneous risks of fetal abnormalities are about 5 to 30 times greater than risk of exposure to 1 rem radiation. However, the risk of child hood cancer from exposure in utero is about the same as the risk to adults exposed to radiation exposures. Linear no-threshold risk model: general consensus among experts is that some radiation dose by a linear, no threshold model. This model is accepted by the NRC since it appears to be most conservative. Linear: an increase in dose adults in a proportional increase in risk. No-threshold: any dose, no matter how small, produces some risk. The risk does not start at 0 because there is some risk of cancer, even with no occupational exposure. Exposure to radiation is guarantee of harm. However, because of the linear, no-threshold model, more exposure means more risk, and there is no dose of radiation so small that it will not have some effect. EFFECTS OF RADIATION ON CELLS Ionizing radiation absorbed by human tissue has enough energy to remove electrons from the atoms that make up molecules of the tissue. When the electron that was shared by the two atoms to form a molecular bond is dislodged by ionizing radiation, the bond is broken and thus, the molecule falls apart. This is a basic model for understanding radiation damage. When ionizing radiation interacts with cells, it may or may not strike a critical part of the cell. We consider the chromosomes to be the most critical part of the cell since they contain the genetic information and instructions required for the cell to perform its function and to make copies of it for reproduction purposes. Also, there are very effective repair mechanisms at work constantly which repair cellular damage including chromosome damage. Uses of radiation: Nuclear physics application are extremely widespread in manufacturing, medicine in biology, we present a few of these application and underlying theories supporting them. Tracing: Radioactive tracers are used to track chemicals participating in various reactions. One of the most valuable uses of radioactive tracers in medicine. For example, iodine, a nutrient needed by the human body, is obtained largely through intake of iodized salt and sea food. Radiation therapy: Radiation causes much damage to rapidly dividing cells. Therefore, it is useful in cancer treatment because tumor cells divide extremely rapidly. Several mechanisms can be used to deliver radiation to a tumor. In some cases, a narrow beam of x-ray or radiation from a source such as 60co is used. In other situation, thin radioactive needles called seeds are implanted in the cancerous tissue. The radioactive isotope 131I is used to treat cancer of the thyroid. Black body radiation: An object at any temperature emits electromagnetic waves in the form of thermal radiation from its surface. The characteristics of this radiation depend on the temperature and properties of the objects surface. Thermal radiation originates from accelerated charged particles in the atoms near the surface of the object; those charged particles emit radiation much as small antennas do. The thermally radiation agitated particles can have a distribution of energies, which accounts for the continuous spectrum of radiation emitted by the object. The basic problem was in understanding the observed distribution of wavelengths in the radiation emitted by a black body. A black body is an ideal system that absorbs all radiation incidents on it. The electromagnetic radiation emitted by the black body is called blackbody radiation. Radiation damage: Radiation damage means that electromagnetic is all around in the form of radio waves, microwaves, light waves so on. The degree and type of damage depend on several factors, including the type and energy of the radiation and properties of the matter. Radiation damage in biological organism is primarily due to ionization effects in cells. A cells normal operation may be disrupted when highly reactive ions are formed as the result of ionizing radiation. Large those of radiation are especially dangerous because damage to a great number of molecules in a cell may cause to die. In biological systems, it is common to separate radiation damage in two categories: somatic damage and genetic damage. Somatic damage is that associated with any body cell except the reproductive cells. Somatic damage can lead to cancer or can seriously alter the characteristics of specific organism. Genetic damage affects only reproductive cells. Damage to the genes in reproductive cells can lead to defective cells. It is important to be the aware of the effect of diagnostics treatments, such as X-rays and other forms of radiation exposure, and to balance the significant benefits of treatment with the damaging effects. Damage caused by the radiation also depends on the radiations penetrating power. Alpha particles cause extensive damage, but penetrate only to shallow depth in a material due to strength interaction with other charged particles. Neutrons do not interact via the electric force and hence penetrate deeper, causing significant damage. Gamma rays are high energy photons that can cause serve damage, but often pass through matter without interactions. For example- a given dose of alpha particle causes about ten times more biological damage produced by radiation than equal dose of x-rays. The RBE (relative biological effectiveness) factor for a given type of radiation is the number of rads of x-radiation or gamma radiation that produces the same biological damage as 1-rad of the radiation is being used. Radiation detectors: Particles passing through matter interact with the matter in several ways. The particles can, for example- ionize atoms, scatter from atoms, or be absorbed by atoms. Radiation detectors exploit these interactions to allow a measurement of the particles energy, momentum, or change and sometimes the very existence of the particle if it is otherwise difficult to detect. Various devices have been developed for detecting radiation. These devices are used for a variety of purposes, including medical diagnoses, radioactive dating measurement, measuring back ground radiation, and measuring the mass, energy, and momentum of particles is created in high-energy nuclear reaction. EFFECT OF RADIATION ON HUMANS A very small amount of ionizing radiation could trigger cancer in the long term even though it may take decades for the cancer to appear. Ionizing radiation (x-rays, radon gas, radioactive material) can cause leukemia and thyroid cancer. There is no doubt that radiation can cause cancer, but there still is a question of what level of radiation it takes to cause cancer. Rapidly dividing cells are more susceptible to radiation damage. Examples of radiosensitive cells are blood forming cells (bone marrow), intestinal lining, hair follicles and fetuses. Hence, these develop cancer first. If a person is exposed to radiation, especially high dose, there are predictable changes in our body that can be measured. The number of blood cells, the frequency of chromosome aberrations in the blood cells and the amount of radioactive material in urine, are examples of biomarkers that can indicate if one is exposured high dose. If you do not have early biological changes indicated by these measurements the radiation exposure will not pose an immediate threat to you. Radiation poisoning Radiation poisoning, radiation sickness or a creeping dose, is a form of damage to organ tissue caused by excessive exposure to ionizing radiation. The term is generally used to refer to acute problems caused by a large dosage of radiation in a short period, though this also has occurred with long term exposure. The clinical name for radiation sickness is acute radiation syndrome as described by the CDC A chronic radiation syndrome does exist but is very uncommon; this has been observed among workers in early radium source production sites and in the early days of the Soviet nuclear program. A short exposure can result in acute radiation syndrome; chronic radiation syndrome requires a prolonged high level of exposure. Radiation exposure can also increase the probability of developing some other diseases, mainly cancer tumors, and genetic damage. These are referred to as the stochastic effects of radiation, and are not included in the term radiation. Radiation Exposure Radiation is energy that travels in the form of waves or high-speed particles. It occurs naturally in sunlight and sound waves. Man-made radiation is used in X-rays nuclear weapons, nuclear power plants and cancer treatment. If you are exposed to small amounts of radiation over a long time, it raises your risk of cancer. It can also cause mutations in your genes, which you could pass on to any children you have after the exposure. A lot of radiation over a short period, such as from a radiation emergency can cause burns or radiation sickness. Symptoms of radiation sickness include nausea, weakness, hair loss, skin burns and reduced organ function. If the exposure is large enough, it can cause premature aging or even death.
Friday, October 25, 2019
Botox Essay -- Fashion Health Appearance Botox Essays
Botox When people think of new fashion trends they normally think of clothes, but the newest beauty craze that has hit the middle age market is Botox. Botox injection therapy, although not completely new, has come out swinging since being approved for use in cosmetic improvements in 2002. Botox is used to eliminate the look of aging by reducing the appearance of wrinkles on the face, neck and hands. Most commonly, patients use Botox to eliminate crow’s feet around the eyes, wrinkles on the forehead, and frown or laugh lines. It has become such a popular and ‘user friendly’ alternative to traditional cosmetic surgery, many women and even celebrities host Botox parties to share the experience with their friends. Botox parties are held in private homes, in doctor's suites, at hotels and even spas. Celebrities such as Celine Dion, Cher, Madonna and even Sylvester Stallone are rumored to have gone under the Botox needle; but only a few such as Joan Rivers have credited Botox to helping their skin look younger. Although Botox has been promoted as the miracle cure for aging, for many people who suffer from debilitating disorders or chronic pain, it has proven to be a wonder drug. So, what is Botox? Botox is the market name for type A botulinum toxin which is a purified form of the toxin produced by the bacteria, clostridium botulinum. This bacteria is commonly associated with food poisoning and is lethal in large doses. The botulism toxin could paralyze vital muscles needed for breathing. Although related to botulism food poisoning, the amounts of Botox given are so minimal and localized, that the toxin will not spread to any other muscles in the body, thus making it a safe and harmless procedure. When used cosmetically, tiny amo... ...octor to go through voice therapy. The therapy was to help her extend the effects of injection as well as to give her control over her new voice. So although Botox may be the newest beauty craze sweeping Hollywood, it’s important not to overlook its importance as treatment for many illnesses and disorders. It not only has the ability to take years off someone’s face, but it can also save lives. Botox has provided relief for my mom from a disorder that was taking over her life and it has given her the opportunity to communicate again. The first time my mom was able to speak without any interruptions was a special moment; it brought tears to my eyes and it brought a brighter future for her. The ability to talk is something that most of us take for granted. Botox has allowed my mom to keep her job. Botox is a miracle drug and should be given the credit it deserves.
Thursday, October 24, 2019
The development of self-awareness and shifts of Locus of self Knowledge
This study examines the theoretical framework of developmental sequences and self descriptions and its proposed idea that children’s sense of self change as they become older and more able to take into account the information about themselves available from other sources such as their social environment. A small-scale investigation into the ways children give self-descriptions and how the characteristics of these change with age was conducted by comparison of short interviews with two participants aged 8 and 16 years following a similar methodology to Rosenberg’s (1979) study of self description. Analysis of the material show that indeed there is evidence that older children tend to give accounts of themselves by using more inner characteristics and emotional traits then younger children providing support to existing research in the subject. Introduction The subject of development of identity has been a topic of intense debate amongst scholars in the field of child development. The multidimensionality of identity imposes that many external aspects are involved in its development like religious, cultural, social ethnic, therefore in order to develop and identity children must be able to take into account such aspects. Maccoby (as cited in Miel and Ding 2005 p. 131) proposes that for that reason, as sense of self happens by degrees. William James (1892 as cited in Miel and Ding 2005 pp 131) introduced the idea that a sense of self is divided in two stages: the self as a subject of experience and the self as an object of knowledge (Miel and Ding, 2005 pg. 131). This means that as children get older, they become more competent at self-awareness and more realistically involved in perception and responses of others in their lives. According to James, this development occurs during childhood by means of interactions between cognitive aspects and Social experiences where children actively use their incoming knowledge about themselves to make a difference in their environment. Subsequently, as children gain increasing levels of self awareness, a second stage emerges defined as the self as an object or categorical self (James 1961 as cited in Miel and Ding 2005 pg. 133) where children begin to be categorized by others and themselves in defining roles in society. Cooley and Mead (1935) further underpinned the importance of social influences upon the development of an identity by coining the term â€Å"looking glass self†and the development of the theory of â€Å"symbolic interactionism†where they stress that a sense of identity emerges from reactions of others in the environment to us and the impressions we make internalize of these judgments (Mead 1934, as cited in: Miell and Ding, 2005, pp. 134-136. More recently, developmental Psychologists such as Harter (1983) and Rosenberg (1979) have used methods of semi-structured interviews and self report measures to investigate children’s developmental sequences in the formation of the self. In Her analysis of interviews with children of various ages, Harter (1983, as cited in Miell and Ding, 2005, pp.128-129) framed a developmental sequence where younger children show tendency to describe behavior and objective facts gradually shifting from traits of physical aspects and ultimately to interpersonal traits. Rosenberg’s findings suggest that younger children tend to rely on physical aspects and character traits observable by others to describe their sense of self whereas older children make more use of inner qualities and emotions only known to them. Rosenberg was interested beyond simple aspects of self description and added to his questions, topics that explored the children’s categorical self and what he defines as Locus of self knowledge. This study aims to investigate children’s accounts in their self concept by using pre recorded semi-structured interviews with two participants aged 8 and 16 years and applying Rosenberg’s categories of self description, self evaluation, self and others, Ideal self and Locus of self knowledge in slightly altered forms. With view on the relevant theories to the context of this study, the research question in focus is â€Å"Do children acquire a progressive sense of self as they grow older and interact with their social environment?†Method Design The design of this study consists in a comparison of the self-descriptions given by two young people, during semi-structured interviews. Participants The participants that took place in this study were selected from two schools (one primary and one secondary) in the surrounding areas of Milton Keynes. Anne aged 8 yeas and Adam ages 16 years were randomly selected and given informed consent as well as their parents to participate in this research. Materias and procedure The material for this study was collected by the course team of ED209 Child Development at Open University and every step has been taken to ensure its compliance with the British Psychological Society’s ethical guidelines for research with human participants. In order to record the interviews, a microphone was strategically placed in a non intrusive location near the participant. An A4 sheet of paper was used for the participants to complete their self description (â€Å"I statements†) and a recorder was used to record the interviews. The interviews took place during the day in May 2005. The locations of the interviews were in places familiar to the children. The younger participant (Annie) was interviewed by a member of the module team Kieron Sheehy and Peter Barnes conducted the interview with the older participant (Adam). Both children were informed prior to the start of their right to withdraw from the interview at any time as well as to have any data deleted should they feel something was said that they do not want in recording. None of them did so. Care was taken to ensure the best possible quality to the recordings which required such to be stopped at times when background noise was too inconvenient. Near the beginning of the interview the participants were asked to write down a description of themselves on a sheet of A4 paper. At the top were the words ‘Who am I’ and below that were ten numbered lines, each beginning ‘I†¦Ã¢â‚¬â„¢ The recording was paused while the children completed these descriptions. Subsequently, the participants were asked questions based on Rosenberg’s questions of self evaluation, self and others and ideal self as well as on the concept of Locus of self knowledge. Results Self descriptions The research question proposed by this study is that younger children rely on physical and character traits when giving accounts of themselves and this should progressively shift with age as they make more use of inner traits for self description. The categories proposed by Rosenberg and used in this study and the results in percentage of the accounts of the two participants are as seen in table 1 bellow. Percentages were rounded to the nearest null The results above clearly show that the younger participant (Annie) relies solely on physical and character traits to describe herself whereas the older participant (Adam) makes much more use of inner characteristics and relationship connections supporting the hypothesis proposed by this study. Locus of Self Knowledge Annie shows internal and external locus when she suggests that both her and her mother would know better about her Maths, acknowledging that her mother might not know that she is â€Å"getting better every day†. Nevertheless in the question of behavior she placed the locus externally saying that her mom would be correct. Adam, the older participant was clear saying that his mother would be correct if asked what subjects he is better at school and about his behavior at home. Self evaluation When describing her weak and strong points Annie pointed out solely to physical traits of herself â€Å"my ears and legs (11:06)†and observable characteristics â€Å"I’ve got lots of friends (9:13)†. Adam equally relied heavily on character traits to describe his strong and weak points, however with a difference that his accounts were mostly related to internal (not necessarily observable) traits â€Å"I think im approachable b anyone†¦I suppose that my personality like just being a relaxed person (20:02)†Ideal self The older participant (Annie) relied on external factors to describe her ideal self like jobs â€Å"for my job I would like to be an actress (13:42)†making no account of any inner characteristic. Adam (16 years) on the other hand showed a capability to project his future in terms of interpersonal traits â€Å"I’d be like a leader, like a leader or something with power, because I like to think that I’d been really strong as a leader†Self and others Annie made comparisons of herself to others in terms of similar or different she is regarding her physical characteristics â€Å"I’m the same as Naomi as we both like Maths†¦(11:24)†. Nevertheless, she shows an ability to reflect on internal aspects of herself and the importance of her uniqueness as a person â€Å"Because if all the people are the same as me then I wouldn’t feel special (13:23).†Most of Adam’s comparisons to others were described in terms of the quality of inner similarities that enables relationships to form and be maintained â€Å"we’ve more or less got the same viewpoints (23:21)†and his inner drives that differentiates him from others â€Å"I like to think that I’m not going to spend the rest of my life working in a shop like some of my friends (25:00)†Discussion The purpose of this study was to investigate by means of comparison of interviews with two young participants (Annie aged 8 and Adam aged 16), the idea outlined in current research that development of identity occurs progressively from an existential self to a categorical self and children’s self descriptions shift gradually from predominantly physical traits in younger children to more interpersonal characteristics in older ones. Equally it aimed to analyze Rosenberg’s suggestion that a transfer in the locus of self knowledge from external to internal occurs as age progresses. In the self description task, Annie made use exclusively of physical and character traits to provide a description of herself where Adam showed a fluent ability to understand himself as an abstract being and use interpersonal and emotional traits when talking about himself. This is consistent with the idea of James (1892 as cited in Miel and Ding 2005 pp 131) that a sense of self emerges gradually. In detailed analysis of the questions related to the locus of self knowledge, Both Annie and Adam place emphasis on the other rather than the self contradicting Rosenberg’s findings that a shift occurs to the self as children grow older (Rosenberg 1979 as cited in the Open University 2012 assessment guide). However this could be so for reasons related to the methodology of research itself. For instance both participants did not seem to grasp the meaning of the questions initially, or perhaps confounding variables like power imbalance between researcher and participant could have played a role. On this topic it is therefore impossible to draw a positive or negative conclusion based only on this sample size. Cooley (1902 as cited in Miel and Ding 2005 pg 134) suggests the idea of the self as a looking glass where the person develops a sense of self by gradually undertaking other’s views and reactions of them. This theory can be supported by the findings of this study regarding the locus of self-knowledge where both children seem to see their own selves through the â€Å"looking glass†of others. The responses given in the other themes (ideal self, self and others and self evaluation) provide a strong support to Harter (1983 as cited in Open University 2012 assessment guide) and Rosenberg’s theory of a reliance on physical activities and aspects by younger children and a shift to more inner traits and relation to others in older participants. It is important to note that this study relies on a sample size too small to allow its results to be universalized. Also the context of the interviews and the participants were selected in a Western society where emphasis is strong on individuality and independence (Tobin et al 1989 as cited in Miell and Ding 2005 pp130). Therefore this study should only be interpreted within the limits of its settings; however it gives interest to the possibility of further research with a broader cross-cultural selection of participants. Briefly, some methodological issues came up in the formulation of questions that could perhaps have had an impact however small on the results of this study; At times, both participants showed confusion regarding the questions asked. Perhaps a different wording would have been more appropriate. Conclusion This study supports ongoing theories of a gradual development of self awareness proving the initial research question suggested and the idea that identity is shaped by an interaction of cognitive factors with various external aspects like social, peer, religion etc†¦ Due to methodological issues and small sample size it is impossible to offer conclusive support to the theory of Locus-of-self –knowledge. In future, the field of developmental psychology could benefit from further research involving larger sample sizes of varied cultures as this study can only account for children based in the scope of western society
Tuesday, October 22, 2019
Reluctant Fundamentalist Essay
In The Reluctant Fundamentalist, Mohsin Hamid uses a variety of literary devices to create the tone of confusion and agitation. By doing so, Mohsin Hamid also develops a theme of change. All these literary features combine to make an enthralling page-turner. One literary device used by the author to create restlessness in the reader is diction. The author intentionally uses words to create discomfort in the reader. â€Å"The twin towers of New York’s World Trade center collapsed. And then I smiled. Yes, despicable as it may sound (4-6). †The fact that the protagonist smiles at America’s misfortune only puts the reader at unease. Furthermore, the author himself suggests that the smile was a despicable reaction. However by making the reader anxious, Mohsin Hamid does only but one thing; lure in the reader to continue reading. This quote also denotes Changez’s change towards America. This is because, although Changez was â€Å"the product of an American university; (he) was earning a lucrative American salary; (he) was infatuated with an American woman (28-30)†his initial reaction to this incident was a smile. The repetition of the word â€Å"American†only creates the motif that Changez has supposedly become American. However after the attack, Changez’s smile only suggests otherwise; thereby creating the theme of change. Another literary device used by Mohsin Hamid to create a sense of confusion is the use of ambiguity through dramatic monologue. â€Å"It is hateful to hear another person gloat over one’s country’s misfortune. But surely you cannot be completely innocent of such feelings yourself (22-24). †Because the American does not speak, the reader is forced to create the personality of the American in his or her own mind. Thus, when the protagonist accuses the American of being guilty of such feelings, the protagonist is essentially accusing the reader of those feelings. The ambiguity of this quote further agitates the reader, yet at the same time forces the reader to continue reading in hope of finding more truths about the reader’s self. One more technique the author uses to develop the theme of change as well as compel the reader to continue reading is foreshadowing. After reflecting on his reaction to the attack, Changez still doesn’t know why he smiled; â€Å"So why did part of me desire to see America harmed? I did not know, then (30-31). †Although Changez is not sure why he smiled at the present time, this quote indicates that later on, the reader will find out why he smiled; another reason requiring the reader to finish reading the book. Simultaneously however, the author also foreshadows a lot of change is about to take place since we already know Changez is back in Pakistan and telling this story to an American at a Pakistani cafe. Literary devices and techniques are abundant in this passage, though they all merge to create a sense of perplexity and irony. At the same time however, they all merge to create the theme of change. Though all this contrariness simply obliges the reader to continue reading the book. Not only will the reader finally understand Changez’s reaction to the attack but the reader will also discover new truths about him or herself as he/she continues to read the book.
Genetically Modified Food Essay Example
Genetically Modified Food Essay Example Genetically Modified Food Paper Genetically Modified Food Paper Definition: Genetically engineered (GE) food refers to any product containing or derived from GMOs. Most recently, biotech companies have inserted herbicide-resistance genes into wheat, fish genes into strawberries, human genes into fish and pharmaceuticals like birth control into corn. Genetically modified food refers to the origin of food from genetically modified organisms, produced by genetic engineer. History: Scientists first discovered that DNA can transfer between organisms in 1946. The first genetically modified plant was produced in 1983, using an antibiotic-resistant tobacco plant. In 1994, the transgenic Flavr Savr tomato was approved by the FDA for marketing in the US the modification allowed the tomato to delay ripening afterScientist experimenting food picking. In the early 1990s, recombinant chymosin was approved for use in several countries, replacing rennet in cheese-making. In the US in 1995, the following transgenic crops received marketing approval: canola with modified oil composition (Calgene), Bacillus thuringiensis (Bt) corn/maize (Ciba-Geigy), cotton resistant to the herbicide bromoxynil (Calgene), Bt cotton (Monsanto), Bt potatoes (Monsanto), soybeans resistant to the herbicide glyphosate (Monsanto), virus-resistant squash (Monsanto-Asgrow), and additional delayed ripening tomatoes (DNAP, Zeneca/Peto, and Monsanto). In 2000, with the creation of golden rice, scientists genetically modified food to increase its nutrient value for the first time. Advantages of Genetically Modified Food Figure Naturally grown food Genetic modification can produce larger, hardier, tastier, and more nutritious foods. For example, Strawberries are sweeter, less acidic flavor; Soybeans have higher protein content, making them more nutritious for livestock and humans. Better production in lesser time, thereby providing food for more people. Have an increased resistance to spoilage with a better shelf life thus can be transported long distances better shelf life. : They are potentially non-allergenic. Provides medicine and vitamin deficiency. For instance, scientists have discovered Golden rice containing to support deficiency of vitamin A causing blindness for half of the world population who live on rice. Naturally grown food consumed by a kid Provide more resistance to diseases. Nowadays, plants can be genetically modified to be better able to survive abiotic extremes, such as frosty temperatures, heat waves, droughts, and poor soil chemistries. Provides an increased production of eggs, milk and meat. More economical to the farmer in terms of production of food. Provides improved health of the population and thereby reduces the economic burden. GE Saves the wild animals. - Disadvantages of Genetically Modified Food Environmental activists, religious organizations, public interest groups, professional associations and other scientists and government officials have all raised concerns about GM foods most concerns about GM foods fall into three categories: environmental hazards, human health risks, and economic concerns. Environmental hazards: According to the World Health Organization (WHO), there is a very real risk of out-crossing, which refers to the transfer of engineered genes (transgenes) from genetically modified crops to conventional, cultivated plants or to related crop species in the wild. This may happen by means of wind, insect pollination, or other transfer. The foreign genes can cross with and contaminate these other species, resulting in a hybridization of the genetically modified crop plant with a non-GMO plant. This could radically alter entire ecosystems if the hybrid plants thrived. Out-crossing can also have an indirect effect on food safety and security, as the contaminated species make their way into the food chain. Human health risks: Perhaps the number one health concern over GM technology is its capacity to create new allergens in our food supply. Allergic reactions typically are brought on by proteins. Nearly every transfer of genetic material from one host into a new one results in the creation of novel proteins. Genetic engineering can increase the levels of a naturally occurring allergen already present in a food or insert allergenic properties into a food that did not previously contain them. Foreign genetic material in a host can cause other genetic material in that host to behave erratically. One consequence of over expression, for example, can be cancer. Nutritional problems can also result from the transfer.. GM crops have been linked to health problems as diverse as reproductive damage, cancer, Alzheimer’s disease and diabetes. GMO is not supported by many institutions Economic concerns: Bringing a GM food to market is a lengthy and costly process, and of course agro-biotech companies wish to ensure a profitable return on their investment. Many new plant genetic engineering technologies and GM plants have been patented, and patent infringement is a big concern of agribusiness. Yet consumer advocates are worried that patenting these new plant varieties will raise the price of seeds so high that small farmers and third world countries will not be able to afford seeds for GM crops, thus widening the gap between the wealthy and the poor. - - - - Conclusion Genetically modified food (GMF) will play an important factor in coming years for full filling the demand of increasing population of worlds as the food productions are not increasing as much as the population. In addition to that, GMF foods are more economical and full of nutrients covering the daily need of an individual which cannot be provide by naturally produced food Though, GMFs have faced some crisis by different institution. Though, we cannot deny it’s important as it can prove to be a life saving option for countries in Africa, which natives are facing malnutrition and protein deficiency. Therefore, GMOs should be seen as an alternative food rather than primary food category unless more research and development in this field is conducted. Bibliography 1. care2. com/greenliving/health-risks-of-eating-gmo-foods. html#ixzz2c2VlMEok 2. naturalnews. com/029869_GMOs_dangers. html#ixzz2c2TE1wcs 3. naturalnews. com/029869_GMOs_dangers. html#ixzz2c2Ss2Bp7 4. http://en. wikipedia. org/wiki/Genetically_modified_food_controversies 5. http://en. wikipedia. org/wiki/Genetically_modified_food
Sunday, October 20, 2019
Simple Décrire Verb Conjugations in French
Simple Dà ©crire Verb Conjugations in French In French, to say to describe, you must use the verb dà ©crire. Admittedly, conjugating this verb to mean described or will describe is not the easiest thing to do. However, a quick lesson and some dedicated practice will help you memorize this tricky verb. Conjugating the French Verb Dà ©crire Dà ©crire is an irregular verb, so it does not follow one of the common verb conjugation patterns found in French. Yet, all French verbs ending in -crire are conjugated this way. You might consider studying a few at the same time to make learning each just a little easier. Conjugations transform the verb into the present, future, or past tense so the sentence makes sense. This is done by identifying the verb stem - in this case, ​dà ©cri- - then adding the appropriate infinitive ending for the subject pronoun. For instance, I describe is je dà ©cris and we will describe is nous dà ©crirons. Subject Present Future Imperfect je dà ©cris dà ©crirai dà ©crivais tu dà ©cris dà ©criras dà ©crivais il dà ©cris dà ©crira dà ©crivait nous dà ©crivons dà ©crirons dà ©crivions vous dà ©crivez dà ©crirez dà ©criviez ils dà ©crivent dà ©criront dà ©crivaient The Present Participle of Dà ©crire When you add -ant to the verb stem of dà ©crire, you form the present participle dà ©crivant. It is a verb, of course, yet youll also find it used as an adjective, gerund, or noun at times. The Past Participle and Passà © Composà © The past participle of dà ©crire is dà ©crit. Its used in the construction of the passà © composà ©Ã‚ for the past tense of described. To use it, you must also conjugate the auxiliary verb avoir. The passà © composà © comes together quickly once you know these rules. As an example, I described is jai dà ©crit and we described is nous avons dà ©crit. More Simple Dà ©crire Conjugations Among the other simple verb conjugations of dà ©crire that you should know are the subjunctive and conditional. Each implies some degree of uncertainty or dependency in the act of deciding. In literature, youll come across either the passà © simple or imperfect subjunctive forms. While you may not use them yourself, recognizing them as a form of dà ©crire will help with comprehension. Subject Subjunctive Conditional Passà © Simple Imperfect Subjunctive je dà ©crive dà ©crirais dà ©crivis dà ©crivisse tu dà ©crives dà ©crirais dà ©crivis dà ©crivisses il dà ©crive dà ©crirait dà ©crivit dà ©crivà ®t nous dà ©crivions dà ©cririons dà ©crivà ®mes dà ©crivissions vous dà ©criviez dà ©cririez dà ©crivà ®tes dà ©crivissiez ils dà ©crivent dà ©criraient dà ©crivirent dà ©crivissent In short, assertive commands and requests, the imperative verb form is used. When using this, keep the sentence short and skip the subject pronoun: dà ©cris rather than tu dà ©cris. Imperative (tu) dà ©cris (nous) dà ©crivons (vous) dà ©crivez
Saturday, October 19, 2019
Greenwich Printmakers Essay Example | Topics and Well Written Essays - 3750 words
Greenwich Printmakers - Essay Example It serves as the home of a number of significant artists in a national level, promoter of several art clubs, developer of new commercial galleries and annual exhibitions and center for a major art training facility. Majority of its tourist attractions can be found in Central London while one may also find them outside the city centre. The city of London serves as home to St. Paul's Cathedral, where one can find just outside its official boundary the Tower of London and the Tower Bridge. Visitors are brought to the City of Westminster to the west with the Houses of Parliament, and Westminster Abbey, and the Buckingham Palace, which possesses several of London's top museums and galleries. Amongst its attractions are the British Museum, the National Gallery in Trafalgar Square, Madame Tussaud's, and the Tate Britain. Tourist attractions and heritage sites such as palaces remain popular for both visitors and the local people. Often, tourists take some poses with the amazing Horse Guards Parade for a ceremonial photo opportunity, whilst the nearby Downing Street serves as home to the new Prime Minister Gordon Brown who replaced Britain's former, Tony Blair. Meanwhile, the London Borough of Camden, situated at the north of the City of Westminster, features the famous London zoo and the northern end of Regent's park, which are both located inside Central London. Camten Town is located just outside it, serving as a home to the well-known market, which serves as a north attractor. Further to the west are the Royal Borough of Kensington and Chelsea, where one may find the museum district of South Kensington, which serves as home to the Kensington Palace, Natural History Museum, Science Museum, and Victorian and Albert Museum. Many hotels are also mounted in this area, ready to take in a visitor who wants to take a rest from a day's visit of London. The regeneration of South Bank and Bankside areas across the river from the City and Westminster was witnessed by the recent years. In these areas, one may contemplate visiting the Globe Theatre, the Tate Modern, the London Eye, and the London Aquarium. In West London, in the other side of the city, the London Borough of Richmond, featuring Kew Gardens, and Richmond are situated. The Hampton Court Palace may be found on the other side of the river in the southwestern edge of the borough. Also outside the center, in the eastern area of South London, is the Greenwich, a popular tourist destination with the Royal Observatory, the National Maritime Museum, and the Cutty Sark. It is common for many of London's museums to offer free entry while cultural or historic attractions charge an entry fee of anything between '5 to '20 per adult like the St. Paul Cathedral, the Globe Theatre, and the Tower of London. The London Sightseeing Pass offers entry with one ticket to several London Tourist Attractions, which one has to purchase in advance. The Greenwich
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