A Cure for Cancer Essay -- Biology Apoptosis

For years people have been looking for a cure for the devastating disease of cancer. Cancer is the third highest killer in the US with over 2,500,000 victims per year. Oncologists and scientists around the country are researching all forms of cancer in an effort to understand, treat, and ultimately defeat this disease. Already there have been numerous advances in the field, such as chemotherapy and gene therapy. One advance has been the use of a cell process known as apoptosis. By harnessing this normal cell process, scientists hope to have found an effective way to combat cancer. Cancer is a disease that affects human somatic cells. It causes the cells to divide uncontrollably and form masses known as tumors. There are two different types of cancer tumors. Some tumors are benign and other tumors are malignant. Benign tumors look similar to the tissues that they came from and develop slowly. The tumor remains in the same area that the tumor originated in. Malignant tumors are formed from cells that do not resemble the tissue that they came from. They vary in shape and size. This enables pieces of the tumor to break off and spread to other places in the body. Over the past few decades cancer has become a very prominent disease. There are many different types of cancer and many different causes for the the disease. Most cancers are because of a genetic mutation. The most common type occur when a cell is dividing. Proto-oncogenes, which are alleles in a normal cells, mutate to form oncogenes. These oncogenes cause cancer because they do not allow the cells to sel f destruct or become epistatic. There have been several research projects which have been testing epistatis. Transfecting DNA To perform the experiments for this re... ...wth of both normal and malignant cells. The limited research that has been performed using these cells has yielded contradictory results: some results say that the alpha5beta1 integrins destroy cancer cells, other results have shown that cell division and other necessary cell functions have been encouraged by the integrin. But the research has predominantly shown that the results of the expression of alpha5beta1 integrins yield beneficial results in terms of cancer tumor reduction. More research needs to be done, but the knowledge obtained from this experiment that alpha5beta1 integrin prevents premature cell death is an excellent step forward in the fight against cancer. There are untold possibilities of the medical applications of not only alpha5beta1 integrins, but all of the many integrins and cell adhesion molecules that play important roles in cell function.

Critical thinking Essay

1. What is the purpose of education? To transmit culture? To provide social and economic skills? To develop critical thinking skills? To reform society? I think that the purpose of education is to get the children ready for real life, and provide them the learning skills, and abilities that they will need. 2. What are schools for? To teach skills and subjects? To encourage personal self-definition? To develop human intelligence? To create patriotic, economically productive citizens? Schools’ purposes are major in every culture all around the world. In my eyes, schools are to educate the general public, young or old for survival in the next chapter in their life, a degree. They are taught the basic skills and subjects to maneuver on to college, or to start life. After the basics, they are taught more in depth skills and subjects. Schools aren’t good just for that. In schools children also gain life long friends, experiences and learn the social skills they need in life. 3. What should the curriculum contain? Basic skills and subjects? Experiences and projects? Inquiry processes? Critical dialogues? The curriculum should contain all basic skills and subjects, math, reading, language, writing, science, and geography. Then on a second level, to test the knowledge, and for student’s to learn from other students, projects should come in. As for experiences, I think that students that can relate, should share their experiences. It helps other students gain incite on another way something can happen; also it helps them understand more. 4. What should the relationship be between teachers and students? Transmitting heritage? Teaching learning skills and subjects? Examining great ideas? Encouraging self-expression? Constructing knowledge? Solving problems? The relationship between teachers and students should be more then just an authority figure. It should be on a friend level. But not too much. Just enough for comfort. I think teaching learning skills and subjects are priorities, as well as examining ideas. Self-expression should be encouraged. 5. When you have completed the above questions, review Chapter 4 and determine the type(s) of philosophy that your personal statements reflect. Include why you chose each philosophy. Dewey’s pioneer- Schooling that emphasizes problem solving and activities in a context of community. Making an doing ;history and geography; science ;problems. Montessori’s pioneer – Wide range of practical skills for life in urban centers, along with arts and sciences, and problem solving. Spontaneous learning; activities; practical, sensory, and formal skills; exercises for practical life.

Education authority staff Essay

By you consistently adhering to the writing guidelines By meeting agreed timescales and deadlines Through regular monitoring of output by your team leader. Through joint meetings with other writers to set and maintain the standard Through feedback from the engagement process Finally, sign off for outputs will be agreed by the Program Director following advice from a final validation panel comprising members of all four partner organisations. A checklist for writing outcomes Does the outcome conform to the following criteria? 1. Is it written in clear English, appropriate as far as possible to the level? 2. Does the outcome: Specify what may be: i. learned – knowledge, understanding or skill? ii. Experienced? iii. Indicate or direct the selection of learning activities? iv. Allow evaluation of the outcome: v. By the young person? vi. By the teacher? vii. Does the outcome include an appropriate ‘action verb’? viii. Does the outcome demand more of the young person than consider features of outcomes at the earlier level? Technology in K-12 education [8] Generation Y is an innovative curriculum and resource solution for grades 3-12 that promotes school wide technology infusion. It is a technology program with a twist. Gen Y students develop technological fluency while learning how to share their knowledge with others. Each student is paired with a classroom teacher who needs help integrating technology into their practice. Each student/teacher team decides on a curriculum component or lesson to enhance with technology. Students learn about pedagogy and lesson plan design while developing their communication, planning and project management skills. The partner teacher receives support for their technology projects when and where they need it – in their classroom. The result is authentic project-based learning for the students and sustainable technology professional development for the teachers. This powerful model has been refined and proven in real classrooms around the world. The students are empowered to see themselves as valuable members of the educational community. They take this responsibility very seriously, becoming invaluable resources and helping teachers and their schools throughout their school career. For six years, Generation Y has been delivered in almost any conceivable school setting. From Native American villages in Alaska and Washington to all secondary schools in the Virgin Islands, to remote towns in Wyoming to urban schools in empowerment zones in Philadelphia, Cincinnati, Seattle, Los Angeles and Washington DC. â€Å"Through this technology infusion, participating educators receive individualized support as they strengthen their use and integration of new technologies. Students learn technology, communication, collaboration, and project management skills in an authentic, personally meaningful context, and many go on to further extend their skills through advanced school or community service projects. † Generation Y is one of most researched educational technology programs in the United States. Since the start of the Technology Innovation Challenge Grant (TICG) program, the Northwest Regional Education Laboratory (NWREL) has served as an independent external evaluator. Feedback from every stakeholder group was woven back into the curriculum materials, the online support tools and the assessment design. The resulting program is a strong model that supports a wide variety of uses and classroom profiles. Test for the effectiveness of curriculum towards meeting its aims and objectives [6] Is it possible to anticipate whether or not the curriculum meets its aims? One simple test to apply makes use of the set of guiding principles of good education proposed by the American Association of Higher Education. According to these a good curriculum should: Encourage staff/student contact Encourage co-operation between students Encourage active learning Provide prompt feedback on performance of both teacher and taught Emphasise `time on the task’ Respect the diverse talents and ways of learning brought to the course by the students Evaluate itself Display a clarity of aims and objectives. Make use of the educational literature Conclusion One telling criticism that can continue to be made of any approach is that there is no social vision or program to guide the process of curriculum construction. Designing a curriculum not a simple matter and there is no single ‘best’ answer either in the form of the curriculum or even the methodology adopted for its design. A final question we might ask is whether or not it is possible to determine if the result is any good. One way is by always including a careful student of the course once it has been given. Evaluation of this sort is essential and should always be treated seriously, allowing sufficient time in class for any survey questionnaire to be filled out and with the results carefully summarised. It is good practice to post a notice giving the results of the evaluation and providing an instructor’s commentary. References 1. p 10, Kelly 1983, Kelly 1999 2. v50 n6 p488-496 Mar 2007, Stansberry, Susan L. ; Kymes, Angel D. , Journal of Adolescent & Adult Literacy 3. p 23, Blenkin et al 1992: 23 4. p 11, Grundy 1987, Curriculum: Product or Praxis, Lewes 5.77, Stenhouse 1974. 6. David J. Unwin, (1997). Curriculum Design for GIS, NCGIA Core Curriculum in GIScience, 7. http://www. ncgia. ucsb. edu/giscc/units/u159/u159. html, posted January 08, 1998. 8. http://www. newhorizons. org/strategies/technology/martinez. htm 9. Generation Y Evaluation Studies http://www. genyes. org/products/geny/genyresearch 10. Tyler, R. W. (1949) Basic Principles of Curriculum and Instruction, Chicago 11. Wragg, T. (1997) The Cubic Curriculum, London 12. Aristotle (1976) The Nicomachean Ethics (‘Ethics’), Harmondsworth: Penguin. 13. Barnes, J. (1976) ‘Introduction’ to Aristotle The Nicomachean Ethics (‘Ethics’), Harmondsworth: Penguin. 14. Barrow, R. (1984) Giving Teaching back to Teachers. A critical introduction to curriculum theory, Brighton: Wheatsheaf Books. 15. Blenkin, G. M. et al (1992) Change and the Curricula, London: Paul Chapman. 16. Bobbitt, F. (1918) The Curriculum, Boston: Houghton Mifflin 17. Bobbitt, F. (1928) How to Make a Curriculum, Boston: Houghton Mifflin 18. Carr, W. & Kemmis, S. (1986) Becoming Critical. Education, knowledge and action research, Lewes: Falmer Press 19. Cornbleth, C. (1990) Curriculum in Context, Basingstoke: Falmer Press. 20. Curzon, L. B. (1985) Teaching in Further Education. An outline of principles and practice 3e, London: Cassell. 21. Dewey, J. (1902) The Child and the Curriculum, Chicago: University of Chicago Press. 22. Dewey, J. (1938) Experience and Education, New York: Macmillan. 23. Eisner, E. W. (1985) The Art of Educational Evaluation, Lewes: Falmer Press. 24. Foreman, A. (1990) ‘Personality and curriculum’ in T. Jeffs. & M. Smith (eds. ) (1990) Using Informal Education. An alternative to casework, teaching and control? Milton Keynes: Open University Press. Freire, P. (1972) Pedagogy of the Oppressed, Harmondsworth: Penguin. 25. Grundy, S. (1987) Curriculum: product or praxis? Lewes: Falmer Press. 26. Jackson, P. W. (1968) Life in Classrooms, New York: Holt, Rinehart & Winston. 27. Jeffs, T. & Smith, M. (eds. ) (1990) Using Informal Education. An alternative to casework, teaching and control? Milton Keynes: Open University Press. 28. Jeffs, T. J. and Smith, M. K. (1999) Informal Education. Conversation, democracy and learning, Ticknall: Education Now. 29. Kelly, A. V. (1983; 1999) The Curriculum. Theory and practice 4e, London: Paul Chapman. 30. Stenhouse, L. (1975) An introduction to Curriculum Research and Development, London: Heineman. 31. Newman, E. & G. Ingram (1989) The Youth Work Curriculum, London: Further Education Unit (FEU). 32. Taba, H. (1962) Curriculum Development: Theory and practice, New York: Harcourt Brace and World. 33. Tyler, R. W. (1949) Basic Principles of Curriculum and Instruction, Chicago: University of Chicago Press. 34. Usher, R. & I. Bryant (1989) Adult Education as Theory, Practice and Research. The captive triangle, London: Routledge.

Tips for a Successful Career and Get a Dream Position

Tips for a Successful Career and Get a Dream Position How to Be Successful at Work Can you recall now the best advice on how to be successful at work? Besides, do you remember who let you in on this secret? Whether it was your high school teacher, college professor or your internship mentor, I guess, this person will long remain in your mind, especially if the given advice on the steps to be successful at work proved to be useful. Whether the advice is useful personally to you or not depends on how well you understand it and put it into practice. As a rule, it is not complex but easy to get and sometimes it can be so obvious that you cant help wondering why you havent thought of it yourself. Get a dream position in the company, explore the following pieces of advice: 1. Work on your emotional maturity Being emotionally intelligent is an invaluable asset that will definitely help you in any career you land. First of all, it will enable you to overcome all the existing challenges at work and simply survive there (especially if the job is rather tough). EI acquisition will help you become more self-confident, resilient, strong, and determined. Besides, it will help you improve your interaction and communication skills. 2. Acquire the secrets of effective negotiations Conflicts and disagreements are a common thing not only in the workplace but simply everywhere where you happen to interact with people. Therefore, in order not to waste your energy on unnecessary disagreements, you should learn how to discuss and negotiate matters in a calm way. At work, such ability to reach consensus is especially important as you will learn how to reach a win-win situation. 3. Investigate your chefs/ managers mindset Try to think outside the box and do not merely co ncentrate on your personal wishes and urge to succeed. Think, for example, from the company owners or your boss perspective. Be more than an employee demanding a regular paycheck each month realize that you also need to have a deep interest in the company matters and its overall success (not only your personal). 4. Realize your value and workers potential Sometimes, your lack of self-worth or self-appreciation is the only thing that holds you back from gaining success at work. Therefore, if you would like to get a promotion or enjoy some other working benefits, then you need to realize that you deserve and not be shy to talk about this stuff. Focus on the way you do things not just the results. If you understand that you are really good at something, you will have that inner feeling that you are worthy of more than that. 5. Be tolerant when you receive a feedback from someone At first, you might get really angry when you receive a feedback regarding the quality of your performance or accomplishment of a particular task. However, try not to be steered by your emotions. React to the feedbacks in a professional and mature way treat them as an opportunity that helps you uncover your hidden talents and as a chance to improve your work even more.

Introduction to Purchasing-Power Parity

Introduction to Purchasing-Power Parity The idea that identical items in different countries should have the same real prices is very intuitively appealing- after all, it stands to reason that a consumer should be able to sell an item in one country, exchange the money received for the item for currency of a different country, and then buy the same item back in the other country (and not have any money left over), if for no other reason than this scenario simply puts the consumer back exactly where she started. This concept, known as purchasing-power parity (and sometimes referred to as PPP), is simply the theory that the amount of purchasing power that a consumer has doesnt depend on what currency she is making purchases with. Purchasing-power parity doesnt mean that nominal exchange rates are equal to 1, or even that nominal exchange rates are constant. A quick look at an online finance site shows, for example, that a US dollar can buy about 80 Japanese yen (at the time of writing), and this can vary pretty widely over time. Instead, the theory of purchasing-power parity implies that there is an interaction between nominal prices and nominal exchange rates so that, for example, items in the US that sell for one dollar would sell for 80 yen in Japan today, and this ratio would change in tandem with the nominal exchange rate. In other words, purchasing-power parity states that the real exchange rate is always equal to 1, i.e. that one item purchased domestically can be exchanged for one foreign item. Despite its intuitive appeal, purchasing-power parity doesnt generally hold in practice. This is because purchasing-power parity relies on the presence of arbitrage opportunities- opportunities to risklessly and costlessly buy items at a low price in one place and sell them at a higher price in another- to bring prices together in different countries. (Prices would converge because the buying activity would push prices in one country up and the selling activity would push prices in the other country down.) In reality, there are various transaction costs and barriers to trade that limit the ability to make prices converge via market forces. For example, its unclear how one would exploit arbitrage opportunities for services across different geographies, since its often difficult, if not impossible, to transport services costlessly from one place to another. Nevertheless, purchasing-power parity is an important concept to consider as a baseline theoretical scenario, and, even though purchasing-power parity might not hold perfectly in practice, the intuition behind it does, in fact, place practical limits on how much real prices can diverge across countries. (If you are interested in reading more, see here for another discussion on purchasing-power parity.)

Cell Phones Essay Example for Free (#2)

Cell Phones Essay Cell phones are the way of life today. In the US, little kids are carrying around the newest iPhone versions. Closing the digital divide requires studying and learning about the country’s needs and capabilities of upgrading to the digital world. There are countries that are financially unable to afford a cell phone, but it should be the cell phone companies that should be able to work around various prices for cell phones. For example, in the U.S. the iPhone is taking over and consumers require the latest technologies. As the phones get older, companies should send those phones to less developed countries in an effort to grow the digital market and close the digital divide. As the article mentions, India leads the way with 756 million subscribers, while being a developing country. All it takes is an introduction to the country and cell phones begin to spread like wildfire. They market themselves once introduced in a country at a reasonable price. If the price is too much for a single family to afford, the family can set goals to attain a cell phone in the future. Either way, cell phones sell themselves. â€Å"To get a sense of how rapidly cell phones are penetrating the global marketplace, you need only to look at the sales figures. According to statistics from the market database Wireless Intelligence, it took about 20 years for the first billion mobile phones to sell worldwide. The second billion sold in four years, and the third billion sold in two. Eighty percent of the world’s population now lives within range of a cellular network, which is double the level in 2000† (Corbett, 2008). In 2008, these statistics show that cell phone market was on a rise. Since iPhone’s introduction in 2007, the cell phone market has grown even more substantially, especially in the U.S. I can speak for the ever-increasing mobile service in India as even rickshaw drivers who make about 50 rupees (about $1.25) in two hours are carrying a cell phone. Companies such as Obopay and Moka are transforming the service provider payment plan to pay as to go in various countries. â€Å"Obopay, for instance, is enabling third-world countries including India to receive and send payments via text message, while Moka provides language translations, such as English to Chinese† . This is a way to close the divide. If a family cannot afford to pay a consistent wage every month for a cell phone, companies such as Obopay are able to provide the pay as you go plan. Families and individuals in India pay as they go, they utilize their cell phones, as they need to, according to how much they are able to afford. Through these payment plans, cell phone companies can sell their phones to a mass audience in large countries like India and China. One company that has millions of customers in third world countries is Nokia. â€Å"There are entire chunks of the planet where Nokia has a virtual monopoly because no other manufacturer even wants to compete† . With the iPhone and Android dominating the U.S. market, Nokia has found its niche in third-world countries. The countries where consumers cannot yet afford the newest iPhone are turning to Nokia. They have positioned themselves as #1 ahead of Samsung, Apple, Motorola and anyone else. This is because they saw a market opportunity and are utilizing the need for cell phones around the world. The U.S. may be looking for new technology, but to the third world countries, simple Nokia phones are new technology. Corbett, S. (2008, April 13). Can the Cell Phone Help End Global Poverty. Retrieved April 18, 2012, from NYTimes: http://www.nytimes.com/2008/04/13/magazine/13anthropology-t.html?pagewanted=all Openshaw, J. (2009, May 24). Mobile Phones: Key To Developing Nations. Retrieved April 18, 2012, from Huffington Post: http://www.huffingtonpost.com/2009/04/23/mobile-phones-key-to-deve_n_190809.html Raby, M. (2012, January 30). Nokia still top mobile phone maker. Retrieved April 18, 2012, from TG Daily: http://www.tgdaily.com/mobility-brief/61102-nokia-still-top-mobile-phone-maker Cell Phones. (2017, Jan 19).

Thinking Like An Economist Essay Example | Topics and Well Written Essays - 1000 words

Thinking Like An Economist - Essay Example Thus, trade barriers will reduce market efficiency. The reason is simple that the comparative advantage that is there in free trade system will be lost and the economies will have to produce each and everything for themselves which will not allow for specialization and the benefits gained from it. Each country has specific resources in form of labor, capital, technology and knowledge (skill) and these resources can be used to produce certain type of goods better than other type of goods. Thus, if each country is able to recognize what it can produce best, the whole world will benefit by producing only what it excels others at producing and exchanging that with nations that produce other things that they excel at thus allowing for larger number of each good produced for the same amount of resources. Other positives of free trade system include greater variety of goods and services, efficient use of the scarce resources and a greater competition for the domestic industry. Therefore, we can say that since having trade barriers causes the economy to produce inside its maximum potential with given amount of resources, that is, the production possibilities frontier, a reduction in trade barriers would mean production moving closer to the production possibilities frontier. ... Q.2) An economy that is producing inside the production possibilities frontier is not realizing its full potential and there is a room for betterment. Such a situation, where the economy does not operate at its full potential arises in two situations: 1) when the economy is unable to employ all its resources of production, for example, labor available but not employed; 2) misallocation of resources. The production possibilities frontier tells us the maximum quantity of two products that can be produced using the current amount of resources. However, if available resources are not fully utilized, the output will be less than the full potential. Using 4 out of 5 machines available due to fuel shortage can be another example of underutilization of available resources. Misallocation of resources happens when an economy starts producing goods that it does not specialize in. This will require the particular nation to use comparatively more resources to produce the same amount of that good than a nation who has comparative advantage in producing that good. Had the nation employed the same resources in producing the other goods that it specializes in, the economy would have been better off by being on or closer to the production possibilities curve. The inefficient use of resources implies that the economy could be producing more without adding a single unit of labor or capital by allocating resources efficiently on the basis of comparative advantage (Tregarthen & Rittenberg, Chapter 2: Confronting Scarcity: Choices in Production, 2009). Q.3) Economic growth refers to the state where the production possibilities curve of an economy expands or shifts outwards. This means that the economy is able to produce more with the given amount of resources than it