The Road by Cormac McCarthy

‘The Road’ is a book by Cormac McCarthy that focuses on a post-apocalyptic event involving a nuclear war. Evil is prevalent and man seems to have lost any sense of morality. Theft, murder, cannibalism and all forms of brutality seem to be the order of the day. This quote from the book is a clear indication of how worse things had become:Advertising We will write a custom essay sample on ‘The Road’ by Cormac McCarthy specifically for you for only $16.05 $11/page Learn More People sitting on the sidewalk in the dawn half immolate smoking in their clothes, like failed sectarian suicides. Others would come to help them. Within a year there were fires on the ridges and deranged chanting. The screams of the murdered, by day the dead impaled on spikes along the road. What had they done? He thought that in the history of the world it might even be that there was more punishment than crime but he took small comfort from it (McCarthy 53). The story is centered on a post apocalyptic event that causes the suffering of humanity. People lack the most basic necessities and live under extreme cruelty. An unnamed man and his small boy are exposed to the brutality. There are incidences of rape, theft and cannibalism all over. When they try to escape from the brutality, they come across one of the ‘bad guys’ who intends to kidnap and kill the boy. The man shoots him and they escape but they are disturbed by the incidence. When the man and the boy run out of food, they go to a place where they come across some scary scenes. Humans are held captive by some gang, and are kept like livestock to be feasted upon. Such was the intensity of human cruelty. In one of the passages the writer says; â€Å"The frailty of everything revealed at last. Old and troubling issues resolved into nothingness and night (McCarthy 24).† People are prone to hunger and starvation, the man and the boy, for instance, are at the verge of starvation when they come across an apple orchard and a well. This cushions them against starvation. When they run out of their food reserves again, they came across canned food at some bomb shelters but they do not take the same with ease as they fear for their security. The theme of violence is also brought out when the boy’s mother clearly expresses her fears that they might soon be found, raped and killed, as such had become normal in the society. She even states that in the past they would talk about death but they no longer did as it was being witnessed everywhere. This is evident in her statement: No, I’m speaking the truth. Sooner or later they will catch us and they will kill us. They will rape me. They’ll rape him. They are going to rape us and kill us and eat us and you won’t face it†¦ We used to talk about death,† she said, â€Å"We don’t anymore. Why is that?†¦ It’s because it’s here. There’s no thing left to talk about (McCarthy 93).Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More All these point to the absence of law and order. The scarcity of resources drives people to steal, kill and even become cannibals. Those who attempt decency try to avoid the vices and are only driven to the extremes out of necessity. This is evident in the passage, â€Å"The man had already dropped to the ground and he swung with him and leveled the pistol and fired from a two-handed position balanced on both knees at a distance of six feet. The man fell back instantly and lay with blood bubbling from the hole in his forehead (McCarthy 102).† In spite of all these, the man and the boy remain compassionate and generous. The boy, for instance, does not harm anyone, while the man does so only when it is really necessary. This implies that in the midst of all the cruelty, the virtues of compassion and morality can still prevail. The woman however opts to commit suicide so as to escape the cruelty. The man also preserves two bullets in the gun for self destruction incase things get to the extreme. This is evident in the passage: She was gone and the coldness of it was her final gift. She would do it with a flake of obsidian†¦ and she was right. There was no argument. The hundred nights they’d sat up debating the pros and cons of self destruction with the earnestness of philosophers chained to a madhouse wall (McCarthy 94) This is a clear indication that suicide seemed a better option under extreme brutality. On their journey, they come across incidences of cannibalism as evident in the passage, â€Å"Coming back he found the bones and the skin piled together with rocks over them†¦He pushed at the bones with the toe of his shoe. They looked to have been boiled (McCarthy 110).† In the novel, it is also quite evident that the people are subjected to abject po verty to the level that some do not even have clothing as evident in the passage, â€Å"Huddled against the back wall were naked people, male and female, all trying to hide, shielding their faces with their hands (McCarthy 168).†Advertising We will write a custom essay sample on ‘The Road’ by Cormac McCarthy specifically for you for only $16.05 $11/page Learn More Such lack is what drives the people to cruelty for survival. It is a man-eat-man society and virtues seem rare. People are raised just like livestock for slaughter, and the conditions under which they are raised are pathetic. The boy is exposed to the world at its worst and the man is not even able to explain the same to him. Cruelty had become normal and one had to use any means including hurting or killing so as to survive. Someone, for instance, tries to kill them by shooting them with an arrow. The man is wounded on the leg but manages to protect the boy. Before the off ender could aim again, the man shoots at him and they all hear him scream. The Man and the boy seem to be living in isolation from the good people. It almost seems as though even God had abandoned them. In spite of all these, their affection for each other remains strong. Their memory of a better past makes it so hard for them to come into terms with the current happenings. The writer seems to be pointing to the fact that with such cruelty, human are likely disappear from the face of the earth. One of the characters, for instance says: When we’re all gone at last then there’ll be nobody here but death and his days will be numbered too. He’ll be out in the road there with nothing to do and nobody to do it to. He’ll say: Where did everybody go? And that’s how it will be. What’s wrong with that? (McCarthy 237). At first the boy is left by the mother, who opts to commit suicide as she can no longer cope with the hopelessness. At the end the boy is also left by the father, who dies and leaves him alone in a world that is so difficult to cope with. People are in a state of disillusion and it is even hard for one to imagine that things will ever get better. The man for instance says, â€Å"Well, I don’t think we’re likely to meet any good guys on the road (McCarthy 224).† This is a clear indication of the hopelessness that existed. The land is unproductive and in desolation. It is quite evident from their conversation that people were hiding from each other. The phrase points to the fear and isolation that had become evident. No one could trust another. The man refuses to imagine that the ancestors were watching and that there would be any form of justice at the end. According to him, they were dead and that was all. It is as though the human history and morality had been eroded by that devastating apocalyptic event. While asked the purpose of the gun, the man indicated that he possessed it for the purpos e of setting others on fire and not necessarily signaling. Such are the extremes that the world had reached so that a grisly weapon is used for signaling and setting others on fire. The society seems to be divided into two, the ‘good guys’ and the ‘bad guys.’ The bad ones seem to engage in acts that demean and even eliminate those that are weaker than them.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More They enslave, torture and even kill them while the good ones try not to harm others unless if it is out of necessity as in the case of self defense. The man and the boy fall in this category. He assures the boy that they were still good guys. The man goes ahead to assure the boy that they would not eat a human even if they were starving. This is a basic form of decency that any man is expected to have but it is quite surprising that most people. Works Cited McCarthy, Cormac. The Road. New York: Pan Macmillan Limited, 2010. Print. This essay on ‘The Road’ by Cormac McCarthy was written and submitted by user Git Hoskins to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

ACT Test Information Release Should You Order It

ACT Test Information Release Should You Order It SAT / ACT Prep Online Guides and Tips If you’re hoping to find out more information about your ACT scores or use your test as a study aid, you should think about ordering Test Information Release. I’ll go through what’s included in TIR, why you should strongly consider ordering it, and how to order it for your test. What Is Test Information Release? Test Information Release is essentially an all-access guide to your ACT scores.You can order it during registration or up to three months after you take the test, and it costs $20. Here’s what you get for your money: A copy of the multiple choice test questions A list of your answers The answer key If you took the writing portion, you also get a copy of the essay prompt and essay scoring guidelines along with your essay scores You will also receive information about ordering a photocopy of your answer sheet (and essay, if you took the ACT with Writing) for an additional fee.Test Information Release is only offered for the December, April and June ACT test dates at national test centers. Unfortunately, on other dates there is no comparable service offered by the ACT, so if you want to review your scores in-depth you should stick to those test dates. Reasons to Order Test Information Release There are several reasons you might order TIR as a supplement to your regular score report, including its usefulness for future studying and its clarification of the mistakes you made on the test. Reason #1: It’s a Great Studying Tool! If you’re planning on taking the ACT more than once, Test Information Release is an excellent resource. It allows you toreview the test questions and analyze your mistakes to avoid repeating them next time you take the test.Focusing on the mistakes you made in a real test environment will increase the efficiency of your prep time. The ACT says on the order form for TIR that â€Å"you should not expect to receive [your TIR materials] before the registration deadline or in time to study for the next test date.†But if you’re not planning on taking the test on the very next date(or if you are but you think you might take it a third time later), TIR can be super useful as a study guide. Reason #2: You Got a Score You Didn’t Expect and Want to Review Your Answers in More Detail If you’re stumped by your ACT score, ordering Test Information Release can help you make sense of what happened.With full access to the questions, it’s more likely that you will remember why you made certain mistakes. If you believe an error was made in the scoring process and are considering going a step further and ordering Hand Scoring for the ACT, you should order TIR first.Hand Scoring means that a real human from the ACT will review your answers to see whether there was a mistake in the scantron scoring process.This is relatively expensive ($45 for multiple choice or essay, $90 for both), so you should make sure you have a good reason to do it. Test Information Release will either confirm or deny your suspicions about your score based on whether you remember answering questions the way it says you did on your score report. With TIR, you get to be your own ACT detective! Don't get too excited. How to Order Test Information Release As mentioned above, if you already know you want to order Test Information Release before you sign up for the ACT, you can order it along with your original registration (check the TIR box during online registration).You should receive your materials four weeks after your scores are released.If you order TIR after the test, your order has to be postmarked within three months of the test date.You must send the form and check via snail mail.Here is a link to the form. Mail the form, along with a check for $20 made out to ACT, to this address: ACT Test Information ReleasePO Box 4008Iowa City, IA 52243-4008 You should expect to receive your materials three to five weeks after you send in the order form.Remember, you can only order TIR if you test on official dates in December, April, or June at a national ACT test center. What's Next? Still not sure whether you should retake the ACT? Here's a quick guideto help you decide. Or are you just trying to find the right test date for your situation? Learn more about when you should take the ACT. Use this guide to figure out your target ACT score so you have a goal in mind for the next time you take the test! If you're looking for tips on specific sections, take a look at these articles on how to earn the best scores on each section of the test. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

IAE_Principles_Practices Essay Example | Topics and Well Written Essays - 250 words

IAE_Principles_Practices - Essay Example In some cases, children are vulnerable to certain adverts by virtue of being immature. Therefore, the advertisers must tailor their message in such a way that it does not negatively impact on this vulnerable group. 2. Principle 4 has been often ignored by advertisers which state that advertisers should disclose all material conditions such as receipt of payment of free product as well as identity of endorsers among other issues. In most cases, the advertisers are not at liberty to disclose this information in some of their adverts. 3. The comment on principle 7 is overstated. Whilst it is important for all advertising agents to abide by the federal law, the bottom line is that there is a regulatory body that oversees the operations of all these agencies. This body has a code of professional conduct and ethics that guides the operations of all the advertising agents. In other words, this body at law is responsible for administering the law to its members so that they conform to the expected standards. However, principle 5 is well articulated. Children should be protected from gullible advertisers since this group is comprised of vulnerable people. 4. I agree with the author who states that some adverts are distorted particularly those targeting children. Like the example given, the advert about the confectionary product is directly the opposite of what it claims. It can be seen that the advertisers are concerned about their profit oriented goals at the expense of the targeted consumers who are children. As noted, children may not be able to make meaningful decisions on their own by virtue of their young

Mid term exam Assignment Example | Topics and Well Written Essays - 1000 words

Mid term exam - Assignment Example He judges what his colleagues says by revealing that he does not agree with everything. His judging behavior is also illustrated by his judgment of the opinions of his colleagues by arguing that they are entitled to their opinions. Furthermore, Reuben shows that he would be judging the progress that each individual would have made in the next meeting. Reuben warns that the accountants should be able to back up their decisions during their next meeting which reveals his judging behavior. Support: Inequity in the reward structure of the organization is one of the perpetual errors made in the management of the organization. This is revealed by Joan’s assertion that â€Å"I believe that there is enormous inequity in this organization’s rewards and structure. As I look around the room, I don’t see any other female representatives.† Joan adds that â€Å"This Company seems to be run like an old boys club. To Cameron’s point, we encourage teamwork, while rewarding only individual effort. Support: Another perpetual error is the failure of the employees to give the graduate recruits an opportunity to learn and become better. This is revealed by James when he points out that â€Å"we have a tendency to ‘jump in and fix things before they mess up’, as they put it. It’s as though they feel we aren’t giving them the opportunity to learn or become better†. Support: This is because Raid shows his admiration for teamwork. He further says that an individual achieves success only if the team succeeds. Furthermore, Raid reveals his outgoing personality by revealing that there was need for the workers to know each other beyond their professional life. Support: This is due to the fact that he demonstrates relationships with the competitors whom he says are not offering better compensations for the graduate the company does. Reuben is persistent as a long term orientation attribute by showing that the graduates should work effectively

The Step Pyramid of King Zjoser Essay Example | Topics and Well Written Essays - 2500 words

The Step Pyramid of King Zjoser - Essay Example From this essay "The Step Pyramid of King Zjoser" it is clear, that Egypt is bordered by the Red Sea and Israel on the east side. (1) The country is divided into two extreme arid regions, The North-West flowing Nile River. The Nile starts 110 miles (162 km.) south of the Mediterranean and fans out to a sea front of 155 miles between the cities of Alexandria and Port Said. The ancient Egypt was divided into two major parts, first was â€Å"black land,† and another was â€Å"red land.†The black land was situated on the bank of the river Nile and it was very fertile land. The land was used for growing crops. This was the only land in Egypt which was formed due to a layer of rich, black silt, deposited there every year after the flood of the Nile. The Red Land was a barren desert that protected Egypt from its neighboring countries and invading armies. This region provided precious metals and semi-precious stones to Egyptians. The major responsible factor for flourishing the ancient Egyptian civilization is the river Nile. It is the gift given by God to the Egyptian people. It is hardly possible to think Egyptian civilization without the river Nile. (2) The river Nile is the longest river in the world which is over 4000 miles long. The shape of Nile is like that of a lotus flower and it is always depicted in ancient Egyptian art. The river Nile has been playing a very crucial role in developing the Egyptian civilization. The Nile River plays very important role in giving food, water to the people.

Dramatic Irony In The Age Of Innocence

Dramatic Irony In The Age Of Innocence Dramatic irony occurs when the reader is aware of past or future events that make it easy to recognize the contradiction in a characters speech or actions. This essay will explore how and to what effect the literary technique of dramatic irony has been used in portraying the main issue of discord between characters and their respective societies in the novels The Age of Innocence and The House of Mirth by Edith Wharton. This conflict is both external and internal. At times the society disapproves of the behaviour of the individual and ostracizes the person or displays its displeasure, while at other times the character is in a dilemma whether to listen to the public opinion or the voice of his or her own mind. This will be done through a thorough literary examination of the works in question, and also by the reading of critics and Whartons own writings on her two novels. Wharton uses characters speech and actions, narrators comments and the events of the two novels to create dramatic irony. This helps in the conveyance of key themes, characterization, plot progression and providing a window into two different societies of upper class New York in the late 1800s. Introduction Novels of manners allow the reader to delve into the worlds of contemporary cultures, providing a far more enriching experience than factual research. Edith Whartons works are attractive for their vividly descriptive prose and mildly derisive view of the societies/ cultures depicted. What problems plagued the outwardly perfect upper class New Yorkers of the late 19th century? In The House of Mirth, Lily Bart is torn between her innate morals and desires and the route that she has been taught to take by public opinion, while in The Age of Innocence, Ellen Olenska and Newland Archer are thrown into turmoil, at times resenting the constraints and petty troubles of their society and at other times bowing willingly to its guiding hand. In studying the conflicts, it is possible to see the restrictive nature and other aspects of both cultures -their ideals, the role of women, and their outlook on matters such as marriage and divorce. Since both rebels are members of the societies they criti cise, readers are able to regard society from the inside as well as the outside, as they mull over societal norms. Throughout the novels, the reader is made to take cognizance of past and future events to feel the impact of a particular line or situation. Thus, Edith Wharton effectively uses dramatic irony to highlight one of the key issues in her novels-the clash between individual choice and societys unspoken rules. Marriage and Love If she did not marry him?  [1]  Lily Bart asks herself as she pursues Percy Gryce. She is supposedly sure of him and sure of herself  [2]  , but the if  [3]  in her mind is the first indication of her departure from societys expectations. The dramatic irony lies in the fact that the reader is well aware that Lily actually has no desire to marry Percy Gryce, but Lily herself is unaware of this fact. Ultimately, her own irony  [4]  cuts deeper  [5]  for she is the one who wanted the marriage, and yet it is she who consciously drives Gryce away. This incident marks the beginning of the constant clash between what she wants to do and what she is expected to do. Lilys question after she loses Gryce-What wind of folly had driven her out again on those dark seas?  [6]  is ironic because the wind of folly  [7]  is none other than herself. The metaphor also reveals the frivolity of society, as the journey of life without the comfort of money and a husband is consid ered dark seas  [8]  . It portrays the extent of the womens dependence on men. The issue of marriage arises once more when Rosedale asks for Lilys hand during her exclusion from society. Lily has to stop and consider that, in the stress of her other anxieties, as a breathless fugitive may have to pause at the cross-roads and try to decide coolly which turn to take.  [9]  The simile brings out the tension in the situation and there is a clear conflict between Lilys intuitive repugnance  [10]  and years of social discipline  [11]  . Ironically, it was earlier Rosedale who was dependant on Lily to give him a permit into society. the power of society is highlighted here-it can make or break a person. Rosedale eventually rejects Lily, as in the time that passes between his proposal and her answer, he had mounted nearer to the goal, while she had lost the power to abbreviate the remaining steps of the way.  [12]  Achieving a position in society is represented as a dest ination; the steps represent the progress of characters. The importance of social standing is brought out and the unexpected turn of events creates irony since the reader is able to compare Lilys desperation with her previous dismissal of Rosedale. Lily realizes this, and completes Rosedales remark of Then you thought you could do better; now-Ë ®Ã‚  [13]  with You think you can?  [14]  . The sharp dramatic irony shows Lilys descent in society and the materialistic attitudes of people. They are willing to give second priority to love and friendship for the sake of appearances. The caesura shows that Rosedale is ashamed of the shallowness that he is now a part of. In a twist of cosmic irony, it is the person she snubs who helps her in her time of need. When Lily visits Selden, she smiles, recognizing the irony in the situation. Then she had planned to marry Percy Gryce-what was it she was planning now?  [15]  The reader can note the similarity in Lilys situation now an d a year ago-marriage is her only way out, and she is standing in Seldens living room. The reader wonders if she will finally bow to the dictates of society and marry Rosedale or tread her own path. Throughout the course of the book, Lily also struggles with the feelings that she has for Selden, a man not rich enough and who does not care enough about high society to be of value in Lilys social climb. They share a conversation, and Selden passes his judgement on Lilys pursuit of Gryce and all the things she is striving for through it-money, name and a social life. She sums up: Then the best you can say for me is, that after struggling to get them I probably shant like them?  [16]  What a miserable future you foresee for me!  [17]  In a cruel twist of dramatic irony, his words foreshadow Lilys future. Selden is seen as an intuitive character who can see through Lilys ambitions. He foresaw that I should grow hateful to myself!  [18]  she tells Gerty Farish. Lilys true char acter is revealed through her exclamation. She grows disillusioned with the shallow, materialistic life her friends lead. This is seen again as she sets up a comparison between Gryce and Selden at the dinner table. Wharton brings out the irony of the situation by highlighting a fact, which the reader is well aware of: it is this comparison which is her undoing  [19]  . The pull towards Selden that Lily feels distracts her from the task of marrying Gryce, which ultimately leaves her alone, and penniless. Lilys walk with Rosedale become symbolic in the light of her earlier walk with Selden, which represented an irresistible flight from just such a climax as the present excursion was designed to bring about  [20]  . Lily herself points out the ironic contrast to her present situation  [21]  , thus creating dramatic irony. Ultimately, it is with a kind of tragic irony that Selden resolves to declare his love to her the day after she dies, thinking, It was strange that it had not come to his lips sooner-that he had let her pass from him the evening before without being able to speak it. But what did that matter, now that a new day had come? It was not a word for twilight, but for the morning.  [22]   The theme of forbidden love runs through The Age of Innocence as well, in which Ellen and Archer fall in love despite Archers engagement and consequent marriage to Ellens cousin, May. This is first foreshadowed when Archer muses on Ellens alleged relationship with her husbands secretary, thinking that Rich and idle and ornamental societies must produce many more such situations; and there might even be one in which a woman naturally sensitive and aloof would yet, from the force of circumstances, from sheer defencelessness and loneliness, be drawn into a tie inexcusable by conventional standards.  [23]  As the reader knows, but Archer does not, this is exactly what happens between Archer and Ellen later on in the novel. The author uses this thought of Archers to compare New York society to European ones and indirectly comment on it. The adjectives rich and idle and ornamental  [24]  also describe New York society, while naturally sensitive and aloof  [25]  characterize Ell en. The sentence provides some justification for the relationship that is to develop between the two characters, so that the reader is able to see their side as well as societys. May at first refuses to hasten her and Archers wedding, giving him a chance to leave her. May is the typical young New York woman, and the fact that it is her telling Archer that, when two people really love each other  [26]  , there may be situations which make it right that they should-should go against public opinion  [27]  adds a flash of situational irony to the omniscient dramatic. May is speaking of Mrs. Thorley Rushworth, an older woman with whom Archer had had an affair. Tension is created when she does not mention names, simply referring to two people  [28]  , but Archer and the reader initially believe that May has guessed about Ellen, for the advice is well-suited to Ellen and Archers situation. There is a hidden criticism of society in this ironic sentence, for although May says tha t society bends its rules for true love, it does not in the case of Ellen and Archer, choosing instead to send Ellen out of its tight circles. Archer uses Mays refusal to implore Ellen to throw conventions away and be with him. Shes refused; that gives me the right-Ë ®Ã‚  [29]  he begins, but Ellen cuts him off to strike him, as well as the reader, with a sharp bolt of dramatic irony. Ah, youve taught me what an ugly word that is,  [30]  she says, reminding the reader of Archers staunch adherence to conventions when he convinces her not to get a divorce although she has a right to, by saying that though legislation favours divorce, social customs dont.  [31]  This once again brings out the idea of a parliament governed by society, as well as old New Yorks attitude towards divorce. Ellen evidently understands New Yorkers better than one of their own. Finally, Archer meets Ellen alone a few years after they part. They sit at a restaurant, close together and safe and sh ut in; yet so chained to their separate destinies that they might as well have been half the world apart.  [32]  Although their literal propinquity is apparent, Wharton reminds the reader that they are in completely different worlds figuratively. The verb chained  [33]  suggests unwillingness on both parts, while also hinting at the power that society holds over the individual. This type of dramatic irony, known as tragic irony, is drawn out yet again when Archer and Ellen sit next to each other in Mays brougham and interwoven with cosmic irony: The precious moments were slipping away, but he had forgotten everything that he had meant to say to her and could only helplessly brood on the mystery of their remoteness and their proximity, which seemed to be symbolised by the fact of their sitting so close to each other, and yet being unable to see each others faces.  [34]  This sentence serves as an explanation of Whartons technique. She uses symbolism to convey Archer and E llens predicament. The words remoteness  [35]  and proximity  [36]  are contrasting, highlighting the frustration and sorrow of the characters circumstances. Ellen too adds to the tragic irony, saying, Were near each other only if we stay far from each other.  [37]  This paradox also helps to bring out the almost ridiculous wretchedness of the moment. The Struggle within the Character The conflict between the individual and society is in part caused by the battle between two sides of Lilys character. While one part of her lusts after the money and power associated with New Yorks elite, another part of her yearns to be free from the clutches of materialism. At first, Selden is only aware that the qualities distinguishing her from the herd of her sex were chiefly external: as though a fine glaze of beauty and fastidiousness had been applied to vulgar clay.  [38]  The simile shows Lilys superficiality and artificiality. Ironically, Lilys the reader soon recognizes difference is on the inside rather than the outside, when she voluntarily strays from the beaten path of marriage and comfort. Lily is also compared to an orchid when she works with a charitable organization. All this was in the natural order of things, and the orchid basking in its artificially created atmosphere could round the delicate curves of its petals undisturbed by the ice on the panes.  [39]   This, unfortunately, does not hold true for her. There is some verbal irony in the metaphor, but it is the dramatic irony that comes through strongest, for Lily, unlike the orchid, does not survive untouched much longer. She has been feeling, and will continue to feel the burden of poverty. The metaphor also reflects the nature of society, for it is also like the orchid, untouched by reality and unable to see anything beyond its world. Wharton employs symbolism to unfurl the dramatic irony, as Lily decides to marry Gryce and thus enter inner societial circles, but thinks that her friends had earlier symbolized what she was gaining, now they stood for what she was giving up.  [40]  This disillusionment is further developed when Lily also feels a vague sense of failure, of an inner isolation  [41]  , and continues throughout the novel. Although Lily herself hardly knew what she had been seeking  [42]  , the reader realizes that she desires freedom from societys constra ints as she later refuses to be tied down by marriage despite having to remain poor and ostracized. The theme of freedom is touched upon here. Newland Archer too displays a rebellious streak, which is seen first when he visits Ellens home, although he thinks that she ought to know that a man whos just engaged doesnt spend his time calling on married women  [43]  . This is also the beginning of the irresistible pull that Ellen and Archer feel towards each other. The author also comments that, if Archer had cared to look within himself, he would have found there the wish that his wife should be as wordly-wise and as eager to please as the married lady whose charms had held his fancy  [44]  . Ironically, Ellen comes through as wordly-wise  [45]  and eager to please  [46]  , and not his real wife, May. The love between Ellen and Archer is foreshadowed at the opening of the novel. When Archer enters the florists, he sees a cluster of yellow roses. He had never seen any as sun-golden before, and his first impulse was to send them to May instead of the lilies. But they did not look like her-there was something too rich, too strong, in their fiery beauty.  [47]  He instead sends them to Ellen and his impulsive action foreshadows his attraction towards Ellen. Therefore, the flowers become symbols, the roses standing for Ellen and the lilies, with their purity and innocence, May. Archer feels that Nothing about his betrothed pleased him more than her resolute determination to carry to its utmost limit that ritual of ignoring the unpleasant in which they had both been brought up.  [48]  Dramatic irony is created as he later comes to resent her exactly for this. When she warns him to close the window, saying, Youll catch your death.  [49]  , Archer recognizes the irony in her words and thinks, But Ive caught it already. I am dead-Ive been dead for months and months.  [50]  Archers change in beliefs shows his character development; he now feels the monotony of a society that cannot face reality. In yet another case of dramatic irony, Janey, Archers sister, is in the dark about past events. Immediately after Archer unsuccessfully attempts to persuade Ellen to marry him since May refuses to pre-pone the wedding, he receives a telegram from May agreeing to postpone the wedding. Archer realizes the twist of fate and throws back his head with a long laugh.  [51]  Janeys question, But, dearest, why do you keep on laughing?  [52]  further emphasises the irony by repeated references to his laughter. The Direct Conflict with Society Ultimately, Lily finds herself cast out of societal circles. Her destitution is ominously foreshadowed from the very beginning of the novel. Lawrence Selden is struck with the irony of suggesting to her such a life as his cousin Gertrude Farish had chosen  [53]  . It is impossible to imagine this sybarite as anything but rich. The reader, however, recognizes a different kind of irony-dramatic-for Lily does later lead a life even worse than the lonely, poverty-stricken Gertrude Farishs. However, her real troubles begin when she receives The Dorsets invitation to go abroad with them  [54]  . Although it seems to come as an almost miraculous release from crushing difficulties;  [55]  , it is but a precursor to even greater difficulties. Lily does not yet know this, but the reader does. The same type of irony can be seen in the narrators comment that The fact that the money freed her temporarily from all minor obligations obscured her sense of the greater one it represented.à ‚  [56]  Lily later falls into debt and social disgrace due to her borrowing from Gus Trenor. When Lily returns to Bertha immediately before Bertha accuses her of having an affair with George Dorset, she is more than ever alarmed at the possible consequences of her long absence.  [57]  Ironically, Lily innocently fears for Mrs. Dorsets reputation, when it is her own she should care for. There is some situational irony as well, since the reader also expects Bertha to be afraid for her reputation, but she is in full command of her usual attenuated elegance  [58]  . Pity for Lily is created, as her kind nature shines through, while Bertha is seen to be cunning and false. Dà ©nouement-isnt that too big a word for such a small incident?  [59]  she asks, little knowing that the incident is big enough for the word, while the reader shares this knowledge with Bertha. Berthas remark to Lily, I suppose I ought to say good morning  [60]  holds dramatic irony as the reader is informed that it is the day Lily is to be thrown out of her friends good graces. The author points this out through the phrase with a faint touch of irony  [61]  prior to Berthas sentence. Once again, Berthas malicious nature comes across. Lily finally finds herself probing the very depths of insignificance  [62]  and courting the approval of people she had disdained under other conditions  [63]  . Lily Bart, once a figure to arrest even the suburban traveller rushing to his last train  [64]  and create a general sense of commotion  [65]  by her mere presence, has been reduced to an inconspicuous speck. The reader is fully able to appreciate the tragic irony of the novels conclusion through the stark contrast. Ellen Olenska clashes with the highly conventional New York setting from her arrival as she brings with her odd European ways and the scandal of having left her husband. Oh centuries and centuries; so long, she says at first, that Im sure Im dead and buried, and this dear old place is heaven;  [66]  Although she does not know it yet, New York turns out to be anything but heaven for Ellen later on as her ideals and lifestyle constantly clash with the conformist society. Ellens comment shows her to be a very liberal woman, expecting a society rooted in traditions to forget its differences with her, and creates some curiosity about her. Archer warns her, with a flash of sarcasm  [67]  , that New Yorks an awfully safe place  [68]  , but she takes him literally. The reader is able to discern his meaning, being aware of her subsequent exclusion from society. Ellen is evidently very innocent, emphasised by her exclamation on New York: If you knew how I like it for just that-the straight-up-and-downness, and the big honest labels on everything!  [69]  Little does she realize that most things remain unspoken here, such as the ritual of ignoring the unpleasant  [70]  . When Ellen finally realizes this, she admits, New York simply meant peace and freedom to me: it was coming home.  [71]  , but the reader is able to appreciate the dramatic irony in the narrators comment: simple-hearted kindly New York, on whose larger charity she had apparently counted, was precisely the place where she could least hope for indulgence  [72]  . Ellen also believes that she is conforming to American ideas in asking for her freedom.  [73]  However, American ideas are the opposite of this, as society is aghast at her desire for a divorce. There is no freedom for the women of New York, and the standing that a marriage brings is esteemed. Initially, Archer too expresses his forward thinking through his violent I hope she will!  [74]  , but he is later the one who convinces her not to go ahead with it, saying our legislation favours divorce-our social customs dont.  [75]  The power that society holds over even an open-minded man and womens lack of freedom is manifest here. When the van der Luydens host Ellens welcoming party, Archer notices a number of the recalcitrant couples who had declined to meet her at Mrs. Lovell Mingotts.  [76]  Only when an influential family supports Ellen, society rallies behind her. Its hypocrisy and shallowness is observable here, and also in Mr. van der Luydens remark: its hopeless to expect people who are accustomed to the European courts to troubles themselves about our little republican distinctions.  [77]  Absurdly, this is exactly what they expect of Ellen as can be seen throughout the novel, from the time she is persuaded to remain married until the time she is sent out of New York. At one point, Mrs. Welland wonders, I wonder what her fate will be?  [78]  Archer adds the irony by remin ding the reader of what her fate actually becomes towards the end of the novel: What weve all contrived to make it  [79]  . Lawrence Lefferts had once remarked, our children will be marrying Beauforts bastards.  [80]  Archers son marries Fanny Beaufort, who had appeared in New York at eighteen, after the death of her parents, had won its heart much as Madame Olenska had won it thirty years earlier; only instead of being distrustful and afraid of her, society took her joyfully for granted. She was pretty, amusing and accomplished: what more did anyone want? Nobody was narrow-minded enough to take a rake up against her the half-forgotten facts of her fathers past and her own origin. Only the older people remembered so obscure an incident in the business life of New York  

Comparing Like Water for Chocolate and One Day in the Life of Ivan Deni

Like Water for Chocolate and One Day in the Life of Ivan Denisovich    Like Water for Chocolate (LWC) written by Laura Esquivel and One Day in the Life of Ivan Denisovich (ODLID) written by Alexander Solzhenitsyn, are two very different types of novels with more evident discrepancies than similarities. The first novel LWC, splendidly illustrates the life of a young Mexican campesina named Tita whom lives under the authoritarian rule of her mother. The second novel ODLID, originally a Russian publication, demonstrates the life and hardships of a middle-aged man named Ivan Denisovich in a Soviet work camp in Siberia. The themes revolve around both protagonists, Tita and Ivan, whom each set the overall tone of the novels. The dominant theme in both novels is the oppression the protagonists are exposed to on a daily basis. Consequently, the characters and the plots also incorporate aspects of oppression such as parental censorship and personal ill treatment. The characters, theme, and plots correlate with one another and also are associated with the cultural background of each novel, ODLID from Russia and LWC from Mexico. The influence culture has on the development of the characters, theme, and plots sets the stage for apparent similarities and differences between both novels.    The primary examples of cultural influences in LWC and in ODLID, are the mindsets of the protagonists. The cultures influence the rather listless conduct of the protagonists by establishing precincts that cripple their inner aspirations. Initially, Tita's conduct is influenced by the Mexican culture. She demonstrates a submissive behavior towards her mother. This is explained by Mexican culture of the early nineteen ... ...al influences. In LWC, the Mexican culture plays huge role in the novel introducing the reader to a unique lifestyle packed with cooking, love affairs, attractive dramas, and oppressed dreams. In ODLID, the Russian culture also flavors the novel by creating a very vapid and listless stage on which Ivan Denisovich's daily routine is delineated as realistic as possible. It would be tedious to point out all the ways, in which culture influences each novel, but it is important to take into account the prominent role culture plays in the formation of the individual novels. Like Water for Chocolate (LWC) written by Laura Esquivel and One Day in the Life of Ivan Denisovich (ODLID) written by Alexander Solzhenitsyn do not only exemplify great pieces of literature, instead they also serve as tools to map out and comprehend the cultures they were built upon.   

Promoting Children’s Play, Learning and Development Essay

In this TMA I have met the ethical requirements of the E105. I complied with the ethical guidance published by BERA, 2011 under the United Nations Convention on the Rights of the Child (UNCRC) by informing parents and giving them the option to withdraw their child from participating; as some children were of an age where they had a limited understanding of the purpose of the investigation (BERA, Guidelines 16 – 21, 2011). I explained to parents and colleagues why I was carrying out the observations, and that I would comply with the Data Protection Act 1998 by making my findings anonymous and it will only read by my tutor. I reassured parents that the welfare of the children was paramount and would not be affected by my investigation. If for any reason their child refused to participate or became distressed, then I would immediately terminate my observation. I gained consent from children in a sensitive way and ensured that my investigation was not a hindrance in their care, learning & development. Activity 3. 13 (Block 3, pg 57) helped me in planning my method to approach children to gain their consent. Introduction This assignment is based on an investigation I carried at my setting on the play and learning experiences provided for four year olds. My key question on which I based my investigation was: How I could make children’s play and learning experiences fun and enjoyable? The United Convention on the Rights of a Child (UNCRC) says that ‘Every child and young person has the right to rest, play and leisure’. (UNCRC, Article 31, 1989) Play can be interpreted in various ways however in the context of a setting; I understand play as an experience in which children have fun, enjoy and learn at the same time. Being the manager and room leader I have a major influence on the learning experiences provided for the children. I therefore decided to investigate the impact of my current planning and provision on children’s play experiences. In my observations I looked at children’s ‘disposition’ to the play experiences I had provided (Katz, 1993) cited in E100. I used the Leaven Involvement Scale for Young Children (Leavers, 1994) which highlights signals that help measure how involved a child is in the activity. A child would be involved and engaged with an activity if it was enjoyable and stimulating. In my discussion I analyse my practice based on the investigation and then discuss my changing values and beliefs and the impact it has had on my practice in relation to promoting children’s play, learning and development. [241 Words] Analysing my practice: In my setting I was finding it difficult to balance between focused and free play activities for four year olds in order to meet the ‘early learning goals’ set out by the Early Years Foundation Stage (EYFS, 2008), therefore I decided to investigate this area of my practice. I carried out ‘tracking observations’ (Block 3, pg: 52) on three children aged four, two boys and a girl, as there are more boys than girls at my setting. I observed each child using the suggestions made by Devereux J, Observing children (Reader 2, chapter 8) over a period of three days. I was a ‘complete observer’ during the first day of my observations so that maximum information could be attained. I was a ‘participant observer’ on the second and third day (Block 3, pg: 46). I wrote field notes during the observations, then added detail later using recommendations by Lofland and Lofland (1995) (Block 3, pg: 52). The emerging pattern in my observations on Day 1 was that all three children enjoyed undirected play, and were more involved in the experiences when it was self chosen. However on Day 2 and 3 they were equally involved in adult-led play experiences, when they were planned based on their interests seen on Day 1 and at the edge of their capabilities, ‘zone of proximal development’ (Vygotsky, 1962) (Block 3, pg: 24). (Appendix 2). Adam and Sara were often seen in the home corner. It seemed as though they had created their own play world, where they would not be disturbed. They were seen taking various resources to explore in the home corner. In observation1 (Appendix 1a, lines 8-13) the practitioner is seen demonstrating the socio cultural theory in the way she extends Adam and Sara’s learning by ‘scaffolding’ and ‘guided participation’ (Rogoff, 2003), She is being ‘sensitive to their zone of proximal development’ (Woodhead, 2008, pg: 162) (Block 3, pg: 24). John was seen engaging in imaginative play in the ‘mini world’ where he was imitating the sounds of the different animals as he was playing with them. (Appendix: 1h, lines 61-66). His play fits into the constructivist view where he is ‘actively engaged in testing and refining’ his understanding (mental mode). A similar view can be seen my observation (Appendix: 1f, lines 42-51), where John demonstrates what Piaget (1951) would call ‘discovery learning’ in the way he innovates a new painting technique. My organisation of the activity provided an experience for children where peer-peer interaction was encouraged (symmetrical relationship). There was scope for ‘cognitive conflict’. (Block 3. Pg 23), which was demonstrated by the way Sara and Adam learnt a new skill of painting from John (Appendix 1b& 1e). The ‘change of routine song’ sang by the practitioner (Appendix 1i, lines 68) demonstrated the behaviourist theory, ‘stimuli and response’ (Block 3, pg: 20). Hearing and watching the practitioner, John immediately knew that it was snack time. [483 Words] Changing values and beliefs: I used the ‘three-layer model’ and the RP cycle in Block 3, activity 3. 23 to help me unfold my underlying beliefs and practices with regards to how children learn. In ‘stage 1’ I believed that play is important for children in the early years and that children learnt best through play, however when exploring my practice, in ‘stage 2’ I found out that at my setting I lay great emphasis on adult let activities for 4 and 5 year olds. I saw their play as time passing in between the focused activities and disregarded this as an active opportunity for learning. When taking the role of a ‘complete observer’ during my investigation I realised how much children were learning during self chosen play experiences. During ‘stage 3’ of the RP cycle I found that the regular group sessions that I was arranging for the 4 and 5 year olds were far from play. In fact it mainly consisted of direct teaching with EYFS goals in mind. Children achieved some of the goals set; however they did not enjoy the activity (Appendix 2). It seemed as if the children were eager to complete the task so that they could go back to playing (Appendix 1c & 1g). At the end of the each session, I asked Adam, John and Sara what they liked most about their nursery day (Appendix 5). On the first day all three participants chose an activity that was self chosen; however on the second day, two of the participants chose focus activities and on the third day all the participants chose focus activities. This made me realise that planned focused activities were equally enjoyable if they were based on the interests of the children involved. This investigation gave me a better understanding of the EYFS principle: a ‘unique child’ (DCSF, 2008a). It made me realise how important it was to plan play experiences based on children’s interests; rather than on the ‘goals’ set by the EYFS. When I planned adult led play experiences on the second and third day based on my observations of each child’s interests; they were more involved in the activity and also achieved many of the EYSF goals. (See plan in appendix 3) My practice is similar to that described by Sexton L, 2012 on the tutor group forum, where I use a combination of all three theories in my practice but in different contexts. Gilchrist J. 2012, posting made me think about my practice in how she uses ‘children who are more able in our setting to support others who are more reluctant to take part and encourage them to learn from each other’. I currently use a constructivist view when planning focus activities for children based on their ages and abilities, ‘stages of development’ (Block 3. Pg 23); however if I was to use the Socio constructivist approach and mix group them, then there would be scope for ‘peer-to-peer learning’, where children would learn from the ‘more able other’ in a more social way. [507 Words] Changing practice: Using the ‘continuum of pedagogical approaches (DCSFa, 2009)’ (Block 3, pg: 27) I found that the play experiences I currently provided for 4 and 5 year olds were a mixture of ‘child-initiated’, ‘focused learning’ and ‘highly structured’ approaches however my main approach was ‘focused learning’ for 4 and 5 year olds. Observing children during my investigation made me see a wealth of knowledge and learning emerging from each other; which I previously overlooked. An example of this can be seen in appendix 1, where Adam and Sarah made the home corner into a shop and defined their roles as ‘shop keepers’. I underestimated children’s capabilities and their ability for independent learning. From my investigation, I saw the positive impact of focus activities when they were innovative and planned on children’s interests. This is also a requirement of the EYFS, ‘physical and mental challenges†¦active learning’ (Principle 4. 2, DCFS, 2008) I particularly liked the ‘painting outside’ that I saw on the DVD and set up a similar activity in the outdoor area. This encouraged participation of many children including some who generally did not take an interest in painting or ‘mark-making’. (Refer to Appendix 4, feedback from a colleague). I discussed some of the play experiences provided by other practitioners that I came across during my Block 3 reading with my staff during our weekly planning meeting; some of my staff acknowledged the enjoyment of children during the innovative play experiences that I had provided as I was ‘exploring my practice’. They shared positive feedback from parents of some of their key children who also noticed a change in their child’s learning experience. I used this as an opportunity to motivate my staff to research innovative play experiences for children. I recommended them to use the internet; particularly the ‘tes’ (teacher’s site for education resources) to access a range of creative play experiences for the foundation stage. During the meeting staff raised concerns that, having 35 children in the setting, it is not practical to plan play experiences based on each child’s interests; therefore we agreed on setting up a rota system, where two of each key person’s children are observed each week and their observed interests are used to plan play experiences for the following week, during which a second set of children would be observed I realised how important it was to observe children; yet it can be quite difficult for practitioners to do so regularly with other responsibilities; I therefore set up a rota system where they have observation days on which the staff member in only observing and does not get involved directly with the children unless required. Influenced by Anning A. and Edwards A. (2010) ‘Creating contexts for professional development’ in reader 2, chapter 24, I shared my findings with an Early Years Consultant from the local authority and arranged a staff training session to help us incorporate a more play based curriculum for children. [490 Words] Conclusion From my investigation and data analysis, I concluded that careful planning of play experiences, using innovative styles and taking children’s interests into consideration proved to be effective in providing an enjoyable learning experience for the children. I strongly believe that the planning cycle should start from observations of children rather than based on adult decided themes as was my practice previously. A balance of free play and focused activities is important to ensure that children enjoy their learning experience. Practitioners should take the lead from children and extend their learning by joining in their play, rather than direct teaching. Focus activities that were hands-on proved to be effective in providing an enjoyable learning experience for children and achieving the EYFS ‘early learning goals’ (DCSF, 2008) (refer to appendix 3) The physical organisation of the setting can give strong messages to children. It is important to give children the ‘free use of space’. ‘To be structured so they (the children) can be unstructured’ and ‘the freedom to control themselves’ (Hartley 1993:63) cited in Reader 2, pg 220. This can be seen in observation 1a where Sara and Adam were able to move the furniture to make their ‘shop’. [198 word] Self-reflection I found this assignment very interesting as it gave me an opportunity to step away from my role as a manager and look deep into the actual learning of individual children. I found it difficult deciding on which evidence to submit as I was limited to three pieces. [49 words] References: Anning A and Edwards A, (2010) Creating contexts for professional development in Miller, L. , Cable, C. , and Goodliff, G (eds) Supporting Children’s Learning in the Early Years, Abington, David Fulton in association with The Open University. British Educational Research Association (BERA, 2011) Ethical guidance for Educational Research, London, 2011 Department for Children, Schools and Families (DCSF) (2008) Practice Guidance for the Early Years Foundation Stage, Nottingham, DCSF Draper L and Duffy B, (2010) Working with parents in Cable, C. , Miller, L. and Goodliff, G (eds) Working with children in the Early Years, Abington, David Fulton in association with The Open University. Gilchrist J. (2012) ‘Blue group-week1 activity’, E105 11J Tutor group forums, 30th of January 2012 (online), http://learn. open. ac. uk/mod/forumng/discuss. php? d=836298 (Accessed 1st February 2012) Laevers F (1994) Effective Early Learning Programme: Child Involvement Scale, in Bertram T and Pascal C, Centre for Research in Early Childhood, Birmingham (online) http://www. decd. sa. gov. au/farnorthandaboriginallands/files/links/link_104984. pdf cited on 20th January 2012. Moss P, (2010) The democratic and reflective professional in Miller, L. , Cable, C. , and Goodliff, G (eds) Supporting Children’s Learning in the Early Years, Abington, David Fulton in association with The Open University. Paige-smith A and Craft A, (2010) Reflection and developing a community of practice in Miller, L. , Cable, C. , and Goodliff, G (eds) Supporting Children’s Learning in the Early Years, Abington, David Fulton in association with The Open University. Read M and Rees M, (2010) Working in teams in early years settings in Cable, C. , Miller, L. and Goodliff, G (eds) Working with children in the Early Years, Abington, David Fulton in association with The Open University. Robson S (2010) The physical environment in Miller, L. , Cable, C. , and Goodliff, G (eds) Supporting Children’s Learning in the Early Years, Abington, David Fulton in association with The Open University. Sexton L. (2012) ‘Blue group-week1 activity’, E105 11J Tutor group forums, 16th February 2012 (online), http://learn. open. ac. uk/mod/forumng/discuss. php? d=836298 (Accessed 18th February 2012) The TES-Education jobs, Teaching resources and magazine & forums. Website: www. tes. co. uk/ The Open University (2010), E105 Assessment Guide 2010, Milton Keynes, The Open University The Open University, E100 Early years practice: Practitioners and children 2010, Study Topic 3, Milton Keynes, The Open University. The Open University, E105 Developing reflective practice: key themes, 2010, Block 3, Milton Keynes, The Open University. The Open University (2010) E105 The early years: developing practice, ‘DVD 2: Painting outside, Milton Keynes, The Open University. Appendix1 Observation on Day 1: Adam 1a) 12:50 pm Home cornerEngagement according to Leuven scale (LS): 5 Adam gets some magnets from the resource cupboard and takes it to the home corner†¦ He then gets behind the drawer and says, ‘lets make a shop Sara. Come here’. He indicated to Sara to come next to him. A practitioner comes up to him and says, ‘why did you move the furniture? Put it back the way it was please. ’ He looks at Sara as he wants her to answer. When the practitioner physically starts to move the drawer back Adam speaks up saying: ‘we’re making a shop’. ‘Wow really! What kind of shop? ’ she asks. ‘Toy shop’ he replies. ‘Where is your till? ’ she asks. Adam quickly climbs over the drawer and gets the till from the outdoor area. He places the till on the drawer and gets behind it again. ‘We’re the shop keepers’ he says pointing to Sara. Practitioner gets some money and plays the role of a customer. ‘What are you selling in your shop? ’ she asks. ‘this’ says Adam pointing to a rectangular magnet block. ‘How much is it? ’ she asks counting some coins in her hands. ‘? 2’ says Adam, holding up two fingers. 1b) 1:15 pm: Creative/Paint area LS: 4 Adam watches Sara painting with the string. He asks practitioner for another sheet of paper. He takes the string and takes the string that was in the burgundy paint tray. He dips it in the yellow paint and holds it with both hands at the ends and makes straight line prints on his paper. 1c) 1:30 pm: Focus activity-adult led. LS: 3 Practitioner calls Adam and two other children for a literacy session. They go to the quiet room next door. She holds up a picture card and tells them to say what they see and sound out the letters that make the word and write it on their paper. Adam is able to correctly write the names of some of the objects. After the writing activity, the children had to group the cards according to the first letters. Each child was given a stack of cards and they had to place them correctly in each alphabet group. Adam was able to sort some of the cards in the correct group. When he heard John say ‘Finish’, he threw his cards down and ran for the door. 1d) 2:00 pm: Home corner/role-play LS: 5 Adam returns to the home corner with Sara. He takes play dough and two rolling pins. ‘Let make biscuits’ he tells Sara as he gives her a rolling pin. ‘He rolls out the play dough and goes to the resource cupboard and gets animal cutters. He cuts the rolled play dough and places them in the oven tray that I placed next to his table. He holds the oven tray, and tells ‘Sara to go and put the biscuits in the oven’. Observation on Day 1: Sara 1e) 1:15 pm: Creative/Paint area LS: 4 Sara leads Adam to the creative area. ‘lets go and paint’ she tells him. She gets an apron and sits opposite John. She watches him paint using string and follows his hand with her eyes as he continues making patterns. She then picks up another string and dips it in the red paint and making similar patterns on her paper. Observation on Day 1: John 1f) 1:10 pm: Creative/Paint area LS: 5 John dips the paint brush in the blue paint. Mixes the paint, and then pours some red paint into the blue and continues mixing. He then gets up and goes towards the resource drawers. He pulls open the ‘paint’ drawer. Looks inside, and then closes it again. He moves up and opens the animal drawer. Picks out an elephant, and then puts it back again. He then opens the beading drawer. He picks out two strings; one yellow and the other red. He goes back to the paint table and sits down on the chair. Pulls the chair closer to the table and puts the strings down next to the paint trays. He looks at Sarah, then at Adam. He then picks up the yellow string and dips it into the burgundy (paint he mixed earlier). He slowly pulls out the string, holding it at one end, and takes it over to the blank white sheet of paper next to him and moves the string in circular motion, forming a pattern. He dips the string again, holding onto one end and brings it back to his picture and continues making circular patterns. 1g) 1:30 pm: Focus activity-adult led. LS:2 John attempts to make marks and is able to correctly write the first letter of the objects. After 3 pictures he starts looking towards the door. Practitioner notices that he was not focusing on the activity so she directs a question at him. ‘John what is this? ’ she asks holding the picture card. ‘Car’ he says. ‘That’s absolutely right, now will you write car on your paper? ’ she asks. He correctly forms the ‘c’ and ‘a’. After the writing activity, the children had to group the cards according to the first letters†¦ John started placing his cards randomly in each group. He placed the ‘duck’ in the ‘a’ group, ‘pig’ in the ‘b’ group etc. ‘I am finished’ he said when he distributed the cards. It seemed as if he was rushing to get over the activity so that he could go back to the hall. 1h) 2:00 pmLS: 4 John plays with the animals that I had set up in the mini world. He holds up a cow and makes ‘moo†¦moo’ sounds as he moves it back and forth. He rearranges the blocks separating the animals. He places the sheep on the grassy area and the horses next to them divided by wooden blocks. He moves the pigs next to cow and makes the cow eat it, licking his lips and smiling as he does that. When a practitioner comes up and sits down next to him, he walks away. 1i) 2:30 pm- Snack time Practitioner starts to sing aloud: Everyone do this, everyone do this, just like me†¦. John stops and copies the practitioner placing his hands where she instructs. She then leads the children to the bathroom to wash their hands. John follows. He returns back to the hall and sits around the snack table, waiting for his plate. Appendix 2: Graph showing the engagement of children in adult directed/focused activities: Involvement Measured using Leaven Scale (Leavers, 1994) Appendix 3 Plan for focused/adult led activities that I conducted on Day 2 & 3 based on my observations on the first day. Adam, Sara and two other children sharing their interests: Day 2: Visit to the local toy shop, with clip boards, pen and paper. They were instructed to write a list of 10 items they would like to sell in their own toy shop. EYFS (DCSF, 2008) learning goals intended to achieve: ‘Attempt writing for different purposes, using features of different forms such as lists, stories and instructions’ ‘Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed’ (CLL) ‘Count reliably up to ten everyday objects’ (PRSN) ‘Find out about, and identify, some features of living things, objects and events they observe’ ‘Handle tools, objects, construction and malleable materials safely and with increasing control’ (KUW) Day 3: A biscuit baking activity. EYFS learning goals achieved: PRSN, KUW, CLL, PSE, PD and CD John and two other children sharing his interest: Day 2: Large animal jigsaw Once complete, they were asked to write the names of the animals that were in the puzzle. They were then asked to write how many of each animal they could see. EYFS learning goals intended to achieve: PSE, PD, CLL, KUW and PRSN Day 3: Animal sound recognition Game that involved playing an animal sounds CD and guessing which animal it was for each sound. EYFS learning goals intended to achieve: KUW, CLL and PSE Key for symbols used: CLL: Communication, language and literacy, KUW: Knowledge and understanding of the world, PRSN: Problem solving, reasoning and numeracy, PD: Physical development, PSE: Personal, social and emotional development, CD: Creative development Appendix 4: Feedback from colleague: ‘The painting activity was so wonderful. I couldn’t believe Cameron actually got involved. I have been trying to get him to paint and make marks but he’s always refusing. ’ Appendix 5: Carpet time: I asked children which activity they enjoyed the most at the end of each session. Their responses were: Day 1-Adam: ‘playing with Sarah and making my shop’. Sara: ‘painting’. John: ‘painting’ Day 2-Adam: ‘Going to the toy shop’. Sara: ‘writing my shopping list’. John: ‘goldilocks story’ Day 3-Adam: ‘making biscuits’. Sara: ‘cooking biscuits’. John: ‘the animal game’ ———————– [pic] View as multi-pages TOPICS IN THIS DOCUMENT Active learning, Childhood, Plays RELATED DOCUMENTS Theories of Play, Development and Learning †¦ Theories of Play, Development and Learning Child development was previously largely ignored, and there was little attention to the progress which occurs during childhood and adolescence in terms of cognitive abilities, physical growth and language usage. However, researchers have found interest to study typical development in children as well as what influences development. Many theories have emerged which†¦ 4114 Words | 6 Pages READ FULL DOCUMENT Value of Play in Promoting Learning and Development in the Early Years †¦ Value of play in promoting learning and development in the early years Play is an essential part of every child’s life and is vital for the enjoyment of childhood as well as social, emotional, intellectual and physical development. Though play children learn about themselves and the world that surrounds them. They also learn to express themselves and form relationships with others†¦. 4114 Words | 3 Pages READ FULL DOCUMENT Promoting children’s development †¦ and interest if you hold your face close to theirs -loves skin-to-skin contact and tickles -Cry to make needs known -Laughing -Will smile at a face. -Begin to understand they exist separate to their carer. 3 Months -Watches hands and plays with fingers -Clasps and unclasps hands -Can hold a rattle for a moment -Lifts head and chest up -Waves arms and brings hands together over body -Recognises familiar routines such as bath time -Enjoys playing in water -†¦ 4114 Words | 7 Pages READ FULL DOCUMENT Meeting additional requirements for children’s care and learning development. †¦ Meeting additional requirements for children’s care and learning development. P1 Additional needs is a person with a physical, communication, sensory, behavioural or learning disability, or long-term/life-limiting condition. This can also include those with emotional health and wellbeing needs which puts an impact on their daily life including the even more significant mental health problems. Downs syndrome: Downs syndrome is a†¦ 4114 Words | 4 Pages READ FULL DOCUMENT Children’s Care, Learning and Development †¦ Outcome 1 Understand the importance of creative development Assessment Criteria The learner can: 1. 1 Describe why creative development is important to children’s learning Creative development is important to a child’s learning because it helps them to use their mind and imagination and express their own ideas, and through playing with their friends it also helps them to understand that all†¦ 4114 Words | 3 Pages READ FULL DOCUMENT Promoting Development and Learning †¦ Promoting development and learning in early childhood is extremely important. â€Å"Learning starts in infancy, long before formal education, and continues throughout life. † All parts of the environment and everything or everyone a child comes in contact with will have an impact on their cognitive, emotional, and social development. In our early childhood programs, they use Developmentally Appropriate Practice to determine†¦ 4114 Words | 1 Pages READ FULL DOCUMENT Why Is Play with Siblings and Peers Important for Children’s Development? †¦ Why is play with siblings and peers important for children’s development? For some time play has been considered a vital activity for children in enabling them to develop and practice real social skills in a safe setting. Whilst interactions with adults can be very important it is often, due to the nature of the relationship, when children interact with peers and siblings that the potential for development through†¦ 4114 Words | 6 Pages READ FULL DOCUMENT Why Is Play with Siblings and Peers Important for Children’s Development? †¦ Why is play with siblings and peers important for children’s development? To provide my answer I will consider the nature and features of sibling and peer interactions and discuss the developmental significance of these relationships. I will draw upon research to support my rationale and explore the limitations of these accounts. I intend to conclude that children’s play is more than ‘A physical or mental leisure†¦ 4114 Words | 7 Pages READ FULL DOCUMENT CITE THIS DOCUMENT APA (2012, 05). Promoting Children’s Play, Learning and Development.

Find Out More About Global Warming Causes

Find Out More About Global Warming Causes The Consequences of Warming World One of the main causes of global warming is an existence of the exceeded amount of carbon dioxide in the atmosphere. The accumulation of carbon dioxide in the atmosphere is connected to such human activities as burning oils, gas, cutting down the forests, etc. As a result, CO2 creates and performs a function of a blanket that covers out planet. It leads to the fact that the average temperature rises, which causes different negative effects on the natural processes. Global Warming Can Be Dealt With! Based on different climate change facts, global warming effects can be reduced. As it has been mentioned before, the main reason of global warming is intensive CO2 emissions, which are not likely to be reduced in the nearest future due to the human dependence on such natural resources as oil, gas, coal, etc. As a result, there is an urgent need for developing alternative sources of energy, which will reduce CO2 emissions into the atmosphere. In other case, global warming may have diverse negative effects not only on people living today but also on future generations. The issue has been widely discussed and there are numerous debates regarding the issue of a warming world. However, it has become obvious that people can reduce the negative outcomes of this threat! First of all, the level of emissions should be sufficiently reduced. Moreover, it should be done as soon as possible not to let the things get worse. The more people hesitate in taking necessary measures, the most costly it w ill be in the future. Warming World Consequences The researchers provide shocking facts regarding global warming. The last 10 years were the hottest years in the history of the mankind, which is quite disturbing. The average temperature has increased by 0.7C (1F) globally over the last century. Though it may not seem sufficient, such a temperature change causes numerous problems for all living things on the planet. The statistics show that the number of hot days in year increase drastically, while the number of cold days and nights reduces. The other negative consequences of global warming include the increased sea level, more often droughts, storms, snow pattern,s to name just a few. Actions to Be Taken to Reduce the Warming World Negative Effects It is extremely important to ordain specific laws to mitigate the threat. However, not only states governments are responsible for the effects of global warming. Every person can add to solving one of the greatest problems of the modern world. The level of carbon dioxide emissions differs from community to community, making it a problem of every region. Sometimes, it is a decision of the community members but not a state law that greatly contributes to the reduction of such emissions. For example, there are regions where people refuse from the common means of transportation in favor of energy-saving transport, etc. So, global warming is a problem of every individual and it is our common task to overcome this threat!

Alternative chemical names Essay Example

Alternative chemical names Essay Example Alternative chemical names Essay Alternative chemical names Essay 1. Introduction: 1.1. Background on GHB Gamma hydroxybutyrate ( GHB ) is a fatty acid consists of a short concatenation with four Cs has the undermentioned expression: Ohio? ? ? CH2? ? ? CH2? ? ? ? CH2? ? ? ? COOH GHB has alternate chemical names including 4- hydroxybutyrate, 4- hydroxybutanoic acid, hydroxybutyric acid and Na ox bate. It is often supplied as a white pulverization that is odorless with somewhat piquant gustatory sensation, sometimes in capsules and on juncture as tablets. It can be taken orally and can be dissolved in H2O ( Wills, 2005 ) . GHB is a metabolite of Gamma -amino butyric acid ( GABA ) . Its presence in the encephalon shows unequal distribution and it is of import to cognize that comparatively higher degrees of GHB are discovered in kidney, bosom and skeletal musculus ( Nelson et al, 1981 ) . The normal concentration of GHB in the human encephalon is two to three times higher in the basal ganglia than in the intellectual cerebral mantles ( Okun et al. , 2001 ) . Barbaccia et Al, 2005 proposes that the presence of GHB in mammals including worlds, together with the unequal distribution in the encephalon and the talk that synthesis and release of GHB are regulated procedures, indicates that GHB may move as neurotransmitter and/or neuromodulator. GHB is an of import compound, in three respects, in that it is present endogenously as gamma Hydroxybutyric acid, abused drug as illegal GHB and a curative drug as Gamma Hydroxybutyrate, Na salt ; or sodium ox bates ( Carter et al. , 2009 ) . These facets are discussed below: 1.2. GHB as a curative drug GHB was synthesized in 1960 to bring forth an parallel for the ubiquitous inhibitory encephalon neurotransmitter GABA that would traverse the blood-brain barrier. It s used as anesthetic drug for minor surgical processs, but now the usage of GHB as an anesthetic is diminishing, although it is still permitted in Germany for endovenous anesthesia ( Caputo et al. , 2009 ) . GHB was known as Na ox bate under the trade name Xyrem for the intervention of cataplexy associated with narcolepsy, and for the intervention of utmost daytime drowsiness with narcolepsy ( Fuller and Hornfeldt, 2003 ) . Narcolepsy is considered as a sleep upset that is characterised by disconnected dark clip slumber and daylight sleepiness, and can besides include cataplexy which is characterised as loss of musculus tone with integral consciousness. Surveies in narcolepsy illustrate that GHB was valuable in handling the daylight cataplexy and helped it handling confused sleep/wake rhythms of these patients. GHB dark doses were selected to cut down the figure of night-time waking ups and daytime cataplexy ; besides it can develop a good form in narcoleptic patients ( Carter et al. , 2009 ) . In add-on, GHB is under survey for insomnia associated with schizophrenic disorder. There is some presymptomatic verification of the public-service corporation of GABA? -receptor agonists such as GHB for such sleep upsets ( Balla et al. , 2009 ) . GHB was found to cut down intoxicant backdown marks and symptoms such as shudder, sudating, sickness, depression, and anxiousness ( Gallimberti et al, 1989 ) . Reports are increasing about the effectivity of GHB in advancing abstinence in alkies taking to the blessing of GHB in Italy and Austria for the intervention of alcohol addiction under the trade name Alcover ( Begh A ; egrave ; and Carpanini, 2000 ) . A new survey, verified that GHB was more valuable than Valium in handling intoxicant backdown syndrome. GHB reduced anxiousness, agitation and current depression more quickly than Valium and every bit expeditiously as clomethiazole. GHB was used at the dosage of 50-100 mg/kg separated to three or four day-to-day doses, and no terrible side effects were registered ( Caputo et al. , 2009 ) . GHB is a supposed neurotransmitter that was consumed by organic structure builders to increase the release of growing endocrine, besides sold as a wellness quinine water to dieters and individuals with insomnia. GHB was manufactured throughout the late eightiess in the USA and marketed as a dietetic addendum in 1990s ( Chin et al, 1992, Okun et al. , 2001 and Wong et Al, 2004 ) . 1.3 GHB as a drug of maltreatment Throughout the late of 1990s GHB had became a popular drug in nines known as club drug due to its widespread among persons while go toing cabarets, raves, and circuit parties ( Wong et al, 2004 ) . GHB is abused significantly as a day of the month colza drug and as drug-facilitated sexual assault due to its ataractic and hypnotic effects ( Schwartz et al. , 2000 and Halkitis et al. , 2007 ) . In malice of Food and Drug Administration prohibition, this substance is still used. More than 40 instances of GHB toxic condition are reported in California with farther instances in other provinces. The forecast for GHB toxic condition instances is non bad ; there are no accepted studies of long-run inauspicious effects or deceases, nor any cogent evidence for physiological dependence ( Chin et al, 1992 ) . 2. Pharmacology of GHB Roth and Giarman ( 1970 ) demonstrated that GHB is a of course happening substance in the encephalon of mammals and suggested its function as a neurotransmitter. As illustrated in figure 1, the primary precursor of GHB in the encephalon is GABA, which is transformed into succinic semialdehyde ( SSA ) through a GABA-transaminase and so transformed into GHB by a specific succinic semialdehyde reductase ( SSR ) . GHB can besides be retransformed into SSA by a GHB dehydrogenase, and so SSA can be transformed back to GABA. SSA can besides be changed by succinic semialdehyde dehydrogenase ( SSADH ) into succinic acid and so extra metabolized by the Krebs rhythm in chondriosome ( Caputo et al. , 2009 ) . GHB was revealed to heighten the activity of ventral tegmental country ( VTA ) dopaminergic nerve cells by the suppression of VTA GABAergic nerve cells and hence GHB enhances the release of Dopastat into the karyon accumbens ( NAc ) . The changing of NAc Dopastat degree is the cardinal action of many drugs of maltreatment, but most of them besides act on other sender systems besides. The other major mark is the glutamatergic system: improved glutamate transmittal is necessary to show drug-seeking, Restoration or sensitisation ; besides many drugs are exciting their ain receptor in the NAc ( Molnar et al, 2009 ) . 2.1. Pharmacokineticss of GHB GHB soaking up is rapid and the peak plasma concentrations following unwritten disposal are 30- 60 proceedingss. Unlike GABA, GHB easy crosses the blood-brain barrier, and the plasma half life of GHB is 20-30 min ( van Noorden et al. , 2009 ) . Although nutrient did non change riddance and urinary elimination of unchanged GHB, nutrient well affect the bioavailability of GHB by cut downing peak plasma concentration, lifting average time-to-peak concentration, and doing the country under the plasma concentration-time curve to be decreased, ( Borgen et al. , 2003 ) . Clearance is 14.0 milliliter min? ? kilogram? ? at a dosage of 12.5 mg/kg and half life is 20 proceedingss. GHB metamorphosis is really fast and leads it to come in the citric acerb rhythm as succinate which is converted to CO2 + H2O ( Doherty et al. , 1975 ) . GHB is about wholly oxidised to carbon dioxide and about 2- 5 % was eliminated in the piss ( Gantt et al. , 1997 ) . GHB is excreted in the piss, its about less than 5 % being unchanged with a maximal concentration after about 60 min. Therefore, GHB can non be detected after 24 hours following disposal, and piss can be used in forensic probes merely when the sample is collected about instantly after ingestion ( Brenneisen et al. , 2004 ) . GHB pharmacokinetics has been verified as nonlinear in worlds and rats and whole clearance diminutions with lifting dosage. Assorted mechanisms are joined to the nonlinear pharmacokinetics and these include capacity-limited metamorphosis, saturable soaking up, and nonlinear nephritic clearance. Nephritic clearance becomes increasingly of import in overdose conditions with high urinary concentrations reported in worlds ; nevertheless, metabolic clearance considered as the chief riddance tract for GHB ( Morris and Felmlee, 2009 ) . Elimination half-life corresponds to the clip needed for the concentration of drug in the plasma, or the drug sum in the organic structure, to cut down by half or 50 % , the t? of GHB is 0.3 -1.0 H, and the volume of distribution is 0.4 L/kg. Bioavailability of GHB after unwritten consumption is rather low, after five half-lives or about 97 % of a drug is eliminated from the organic structure ( Jones et al. , 2009 ) . 2.2. Pharmacodynamics of GHB GHB binds to both specific high-affinity GHB sites and to GABA? receptors, doing the apprehension of its neuropharmacology rather complex ( H A ; oslash ; g et Al, 2008 ) . Carter et al, 2009, revealed that there are several likely pharmacological mechanisms for GHB. GHB is metabolized to GABA, which binds to GABAA and GABA? receptors. Besides GHB can adhere to GABA? and/ or GHB receptors, like the NCS-382 ( 6, 7, 8, 9 -tetrahydro-5 ( H ) -5-ol- ylidene acetic acid ) drug besides adhering to GHB receptors. Selective ligands for GABAA, GABA? and GHB receptors are shown in Figure 2. A figure of the behavioural effects of GHB are non reversed by the GHB receptor adversary NCS-382, and are blocked by GABA? receptor adversaries. NCS-382 does non impact GABAA receptor-gated chloride channels or the GABA? receptor ( Ticku and Mehta, 2008 ) . This shows that some of the effects are independent of GHB receptors and GABA receptors. There is grounds from surveies of the interactions of GHB and baclofen with adversaries at the subtype of glutamate receptors called N-methyl-D-aspartate ( NMDA ) . The NMDA adversary dizocilpine ( MK- 801 ) increases GHB-induced catalepsy in gnawers and these cataleptic effects of GHB are increased non merely by MK-801 but besides by other drugs with NMDA antagonist action, such as PCP ( PCP ) and Ketalar, on the other manus, these NMDA adversaries do non impact the cataleptic effects of baclofen ( Koek et al, 2009 ) . The surveies show that chronic GHB usage enhances dopaminergic, acetylcholinergic and serotonergic neurotransmission, and down-regulation of GABA receptors ( van Noorden et Al, 2009 ) . 2.2.1. GABA receptors ( GABAA and GABA? receptors ) GABA? receptors are present on GABAergic and non-GABAergic nerve cells and can modulate neural ( GABAergic ) signalling pre- and post-synaptically by diminishing neurotransmitter release ( Bonanno and Raiteri, 1993 ) . Activation of GABA? receptors can increase the production of some neuroactive steroids that positively modulate GABAA receptors ( Barbaccia et al, 2002 ) . Activation of GABA? receptors by GHB can explicate the effects of GHB on GABAA receptor. Animal surveies revealed that GHB causes absence-like ictuss and this type of ictuss is aggravated by GABAA agonists ( Snead and Liu, 1992 ) . GHB effects differ from the effects of GABA, even though GHB is closely related to GABA and can trip GABA? receptors in elevated doses ( Molnar et al, 2009 ) . GHB is known to be metabolized to GABA and to adhere to GABAB and GHB receptors without demoing considerable binding to sites on GABAA receptors ( Carter et al, 2009 ) . GHB in little doses has anxiolytic effects in rats, these anxiolytic effects are non opposed by the GHB receptor adversary, NCS-382, nor by Narcan, which is the opioid receptor adversary. However, the anxiolytic effects of GHB are reversed by flumazenil, which is the benzodiazepine receptor adversary, bespeaking GHB interaction with GABAA receptors that mediate the anxiolytic effects of benzodiazepines ( Schmidt-Mutter et al. , 1998 ) . GHB given exogenously to cut down the symptoms of intoxicant backdown syndrome in worlds due to the transition of GHB to GABA which activate GABAA receptors ( caputo et al, 2009 ) . The chief important clinical consequence of exogenic GHB is a cardinal nervous system depression by adhering to the GABA? receptor. Surveies are show that GHB activates the GABA? receptor either straight or after transition into GABA ( Ticku and Mehta, 2008 ) . 2.2.2. Gamma-hydroxybutyrate ( GHB ) receptors GHB besides binds to the GHB receptors which are reported to be present in the mammalian encephalon. Several structural parallels of GHB were established to hold a selective activity for the GHB receptor without any consequence of GABA? receptor ( Ticku and Mehta, 2008 ) . Newly established derived functions of phenylacetic acid, including the nonsteroidal anti-inflammatory drug ( NSAID ) diclofenac, bind to definite GHB adhering sites with affinity similar to GHB, and the presence of these separate GHB binding sites is besides supported by the production of selective GHB ligands such as NCS-382 ( H A ; oslash ; g et al. , 2008 ) . GHB receptors are found chiefly in nerve cells of the cerebral mantle, striate body, and hippocampus. Not merely is GHB an endogenous substrate for GHB receptors but besides succinate, a common tricarboxylic acerb rhythm metabolite binds to the same site ( Molnar et al, 2009 ) . 2.3. GHB prodrugs: gamma-butyrolactone ( GBL ) and 1, 4-butanediol ( 1, 4-BD ) The GHB parallels GBL and 1, 4-BD became popular drugs, as a effect of the Food and Drug Administration prohibition on nonprescription GHB in 1990, they are quickly metabolized to GHB by the enzymes serum lactonase and intoxicant dehydrogenase, respectively.The clinical effects of GBL and 1, 4-BD are tantamount to the effects of exogenously administered GHB e.g. , sleepiness, euphory and animal feeling ( van Noorden et Al, 2009 ) . GBL and 1, 4-BD compounds are present of course in rat encephalon at concentrations of about 1/10 of concentrations of GHB. These paths may be of significance to the synthesis of GHB under restricting conditions ( Lyon et al, 2007 ) . 3. Behavioral effects of GHB Survey in 1964 characterizes GHB as hypothermic, hypnotic, anesthetic, and anti-convulsant, with no clear respiratory depression or toxicity ( Carter et al, 2009 ) . Regular disposal of GHB causes down ordinance of GABA receptors, this lead to drug dependance as a agency to maintain up homeostasis ( Constantinides and Vincent, 2009 ) . A figure of carnal surveies indicate that the habit-forming belongingss of GHB may be mediated through the GABA? receptor ( van Noorden et Al, 2009 ) . Numerous surveies propose that GABA? receptors are chiefly indispensable for assorted behavioral effects of GHB, including hypolocomotion, catalepsy, ataxy, loss of compensating, decreased operant responding, and discriminatory stimulation effects. The typical GABA? receptor agonist baclofen besides produce all of these effects of GHB. GABA? receptors have a important function on the GHB effects ; nevertheless, the effects of GHB are like but non indistinguishable to the effects of the baclofen, which is a typical GABA? receptor agonist ( Koek et al, 2009 ) . 4. Changes in cistron look in GHB treated cells GHB is known to hold profound pharmacological effects, through binding to either the GHB receptor or GABA receptors. It is therefore possible that exposure to GHB can be monitored beyond 12 hours by mensurating GHB dependent alterations in cistron look. In old surveies, two messenger RNA transcripts have been identified as being up regulated following GHB exposure epiregulin and Phosphoprotein enriched in astrocytes of 15 kDa ( PEA-15 ) . The same survey revealed that GHB bring on cistron look alterations in a mouse theoretical account, and these alterations depend on the clip interval station exposure ( Larson et al, 2007 ) . 4.1. Epiregulin look in GHB treated cells The growing and distinction of cells are controlled by peptide growing factors and there is grounds that this growing control involves growing factors and their receptors in tumour every bit good as non-tumor cells. Epiregulin is considered as a member of the cuticular growing factor household ( Toyoda et al, 1995 ) . The cuticular growing factor receptor ( EGFR ) belongs to a household of cell surface receptor tyrosine kinases and many different growing factors can function as ligands for the EGFR and these include cuticular growing factor ( EGF ) , transforming growing factor-R ( TGF-R ) , heparin-binding EGF-like growing factor ( HB-EGF ) , betacellulin ( BTC ) , amphiregulin ( AR ) , epiregulin ( EPR ) , and epigen ( EPG ) . All EGFR ligands are synthesized as membrane proteins and released from the cell surface by regulated proteolysis ( Baldys et al, 2009 ) . 4.2. Phosphoprotein enriched in astrocytes of 15 kDa ( PEA-15 ) look PEA-15 is a little protein ( 15 kDa ) that was recognized ab initio as a plentiful phosphoprotein in encephalon astrocytes. A figure of surveies have established that PEA-15 regulate multiple cellular maps through its interaction with constituents of chief intra- cellular transduction tracts ( Sharif et al, 2004 ) . PEA-15 is a little anti-apoptotic protein expressed in a wide assortment of tissues and enrich in astrocytes, a figure of surveies showed that PEA-15 is capable to adhere to the extracellular signal-regulated kinase 2 ( ERK2 ) , even though it is non a substrate. The ERK2 cascade is activated by a aggregation of external factors such as growing factors, endocrines, and neurotransmitters. When initiated, the cascade plays of import functions in a scope of cellular actions such as proliferation, distinction, and programmed cell death. The inactivated ERK2 is normally situated in the cytosol. The over look of PEA-15 prevents ERK2 from roll uping in the karyon, proposing that one function of PEA-15 is to attach ERK2 in the cytosol ( Callaway et al, 2007 ) . PEA-15 plays an anti-apoptotic function in cellular tracts in a figure of cell types including malignant neoplastic disease cells and it s more expressed in terminally differentiated cells advancing endurance ( Mizrak et al, 2007 ) . Phosphoprotein enriched in diabetes/phosphoprotein enriched in astrocytes ( PED/PEA-15 ) is overexpressed in several tissues of persons affected by type 2 diabetes. In integral cells and in transgenic animate being theoretical accounts, PED/PEA-15 over look impair insulin ordinance of glucose conveyance and this is mediated by its interaction with the C-terminal D4 sphere of phospholipase D1 ( PLD1 ) and the attendant addition of protein kinase C- activity. ( Viparelli et al, 2008 ) 4.1. SHSY5Y cell line The SH- SY5Y cell line is a three times cloned neuroblastoma cells, originated from the neuroblastoma line SK-N-SH which are originally established from a bone marrow biopsy of a neuroblastoma patient and neuroblastoma line SK-N-MC. SHSY5Y cells are described foremost in 1978 and go avaiable for surveies ( ( Biedler et al,1973 and Biedler et al,1978 ) . Recent surveies in SH-SY5Y cell lines illustrate the efficiency of transition of 1,4 Butanediol to GHB when the chief GHB synthesis tract from GABA is closed, one time the concentration of GHB is lowered, the cell respond to counterbalance GHB, this explains the presence of specific doorsill for GHB in the cell ( Lyon et al, 2007 ) . The SHSY5Y cells are often used as a neural cell theoretical account due to their sympathetic characteristic and low resting membrane potency, SHSY5Y cells are used in many surveies associating to tumour cell growing and neural cell biological science ( Tosetti et al, 1998 ) . Astroglial cell line The cardinal nervous system consists of a figure of cell populations, largely nerve cells, microglial cells and macroglial cells. The chief macroglial cell types are astrocytes and oligodendrocytes. Many maps including cellular support, ion homeostasis, neurotransmitters uptake, CNS immune system part and neuromodulation are attributed to astroglia ( Ridet et al, 1997 ) . Astrocytes are late considered as cells that propagate Ca2+ over drawn-out distance in response to stimulation, and, like nerve cells, release senders ( called gliotransmitters ) in a Ca2+-dependent mode to set a host of important encephalon maps. Astrocytes are besides stated to play an of import function in modulating neural excitant synaptic activity by Ca2+-dependent release of the gliotransmitters glutamate and ATP ( Fiacco, et Al, 2009 ) . Recent surveies found that the chief consequence of GHB in the karyon accumbens ( NAC ) was the activation of subpopulation of astrocytes. It induced Ca2+ transients in a subpopulation of astrocytes and this consequence is dose-dependent. GHB did non move on GABA? receptor or GHB receptor in the NAC, but induced Ca2+ transients in a subpopulation of astrocytes. The activation of astrocytes by GHB proposes their association in GHB-mediated physiological effects ( Molnar et al, 2009 ) . 5. Purpose of this survey This survey is aimed to widen the window of sensing of GHB beyond 12 hours through happening robust alternate markers of GHB disposal. GHB maltreatment and particularly in day of the month colza sexual assaults has increased in recent old ages. Current sensing methods rely on trying blood and piss but the rapid rate of metamorphosis of GHB means that GHB can vanish and the condemnable instances are frequently hard to prosecute. However, GHB is known to hold profound pharmacological effects, through binding to either the GHB receptor or GABA receptors. It is therefore possible that exposure to GHB can be monitored beyond 12 hours by mensurating the GHB dependant alterations in cistron look. 6. Survey program In this survey, the consequence of different doses and times of GHB exposure on the look of epiregulin, PEA-15 and other cistrons in SH-SY5Y cells and astroglial cells will be evaluated utilizing a combination of quantitative RT-PCR, Western smudges and proteomics ( 2D-gels ) . I hope that a full look profile will be obtained, and besides that the mechanism of ordinance can be elucidated, including finding of the function of GHB and GABA receptors in interceding these effects, by proving GHB, GBL1 and1, 4-BD, in add-on to GHB and GABA receptors antagonsts. 7. Decision GHB is an of import and actuating compound in that it is present endogenously as gamma Hydroxybutyric acid, abused drug as illegal GHB, and a curative drug as Gamma Hydroxybutyrate, Na salt ; or sodium ox bates. GHB has been extensively used in a date-rape sexual assaults in the last old ages and the condemnable instances are frequently hard to prosecute, it causes a forensic job due to its rapid metamorphosis and riddance. GHB is besides found endogenously as a metabolite of GABA neurotransmitter. However, it expresses many characters that indicate it can be a neurotransmitter itself. GHB is an of import and actuating compound in that it is present endogenously, abused drug, and a curative drug. 8. Mentions: Baldys A. , Go?oz M. , Morinelli TA. , Lee MH. , Raymond JR. , Luttrell LM. and Raymond Sr. ( 2009 ) . Essential function of c-Cbl in amphiregulin-Induced Recycling and signaling of the endogenous cuticular growing factor receptor. Biochemistry, Vol. 48, No.7: 1462-1473 Balla A. , Nattini M.E. , Sershen H. , Lajtha A. , Dunlop D.S. , and Javitt D.C. ( 2009 ) . GABAB/NMDA receptor interaction in the ordinance of extracellular do-pamine degrees in gnawer prefrontal cerebral mantle and striate body. Neuropharmacology 56: 915-921 Barbaccia ML. , Carai M.A. , Colombo G. , Lobina C. , Purdy R.H. and Gessa G.L. ( 2005 ) . Endogenous gamma-aminobutyric acid GABAA receptor active neurosteroids and sedative/hypnotic action of gamma-hydroxybutyric acid ( GHB ) : a survey in GHB-S ( sensitive ) and GHB-R ( resistant ) rat lines. Neuropharmacology 49, pp. 48-58. Barbaccia M.L. , Colombo G. , Affricano D. , Carai A.M. , Vacca G. and Melis S. ( 2002 ) . GABAB receptor-mediated addition of neurosteroids by? -hydroxybutyric acid. Neuropharmacology 42: 782-791 Begh A ; egrave ; F. and Carpanini M.T. ( 2000 ) . Safety and tolerability of gamma- hydroxybutyric acid in the intervention of alcoholic patients. Alcohol 20: 223-225. Biedler J. L. , Helson L. , and Spengler B. A. ( 1973 ) . 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