Research Paper Rough Essay

When reading a book, do you ever feel like you have already read a plot like this before? Do you sometimes wonder if you have even read this book already? There are very similar patterns in writing books and producing movies. There are also very similar characters in these books and movies. One type of storyline in particular is the bildungsroman plot. This is the coming to age novel. Bildungsroman books trace back to Germany in the early 1900’s (Cengage). A bildungsroman story generally contains a protagonist who learns and grows as time progresses. This growth can be physical or moral. There are many stories containing this plot. An author tries to send a message out to the reader about life and how you can change. The question is, do all bildungsroman novels have the same outcome? I think that protagonists in bildungsroman stories all have a similar, successful turnout at the end of the story. In this growth novel, there are many things that affect the protagonist. The main character is generally affected most by peers. The people around them can change the way they act, think, and appear. An example of that would be Joe Dirt. This comedy is about a young boy (David Spade) searching for his parents that left him in the Grand Canyon when he was little. During his search, he comes across a wide variety of people that help him along the way. After the long journey, he comes to realize that his family isn’t missing, but they are right there in front of him. He learns that his friends are the ones that truly care for him. One emotion that can heavily affect growth in a bildungsroman novel is love. Love is present in some form in almost every bildungsroman book or movie. Forrest Gump is a great example of how love can direct the outcome of a movie. When Forrest was young, he met a young girl on a bus to school named Jenny. As soon as he met her he said, â€Å"She was the most beautiful girl I ever did saw† (Groom). As time progressed, He and Jenny are separated by war, fame, fortune, drugs, and political movements of the 60’s. All this still could not keep them apart because of the love they shared for each other. Gump’s decisions in many parts of the movie are motivated by his passion for Jenny. He soon reunites with Jenny and marries her. This shows that love can almost take over the character and form it to work with the person he or she loves. The antagonist can also form the main character. Generally, the antagonist is trying to stop the protagonist from growing in a bildungsroman novel. A fine example of this would be Harry Potter. Harry is a young wizard who is notoriously known for surviving a deadly spell casted by the most evil wizard ever. Harry lives his whole life trying to discover more and more about Voldemort. As he learns more, he starts dealing with issues that lead him up to killing Voldemort. Voldemort tries to kill Harry in several different attempts. He uses trickery, persuasion, and built up rage in Harry. Harry learns many things along his journey at Hogwarts. He builds his beliefs and values around his constant battle between good and evil. This shows how strong an antagonist can affect a bildungsroman plot. Lastly, setting can affect the way a character will think or act. Huck Finn was a young boy who lived in the South in a time of slavery among African Americans. He is a true red neck who floats up the Mississippi River on a raft. He comes across all types of people on his journey. The setting affects this book so much because the fact the he lives in the south during the slave era shows how he treats black people along the way. He is faced with many problems, and uses his knowledge of his surroundings to get him out of them. My first example for a bildungsroman story is Ender’s Game. Ender is a young boy who joins a school that train young children to fight. He is training to fight against a group of aliens that look almost like insects. Ender was taken in, and he was supposedly the chosen one. He had constant arguments with the people in his battalion, and he even got into a few fights. Ender was bullied when he was the â€Å"new guy† (Maximus), and then slowly became more respected as he became a hardened soldier. The way Ender learned was very different from a lot of archetypal bildungsroman characters. Generally, the protagonist will learn from other people. Ender learned from other people, but developed his own style based on trial and error. Ender proved to be very smart and was rewarded highly for it. He made his own moves for combat and were proven very effective on the battlefield. This book was very different because it didn’t use a common plot for bildungsroman. It focused less on character development, and more on character outcome. A bildungsroman book generally focuses more on development. At the end of the book, Ender finds out that the acclaimed killer of an enemy is actually harmless. They are being attacked without reason, and all of Ender’s practice sessions were actually real battles. It turns out the antagonist wasn’t truly a bad species. They were just looking for a place to survive. Ender learns a lot from the fighting and why he is doing it. This book is a good example of peers affecting the main character in the sense that they were falsely leading him. Ender was lead to kill when killing wasn’t necessary. Although he did form himself through lies made by the government, he still learned about life and what war is truly about. The next book I want to focus on is The Adventures of Huckleberry Finn by legendary author Mark Twain. Mark Twain is a realist writer who shows how it really was back in a time of corruption and slavery (Pool 1). Many people condemn Twain calling him a racist and a bigot, but little do they know he is trying to convey a message from a realistic point of view, rather than a romanticized point of view. Huck Finn is a country boy who gets fed up with life at home and decides to run away and live life on the Mississippi. He takes his friend Jim along with him. The complicated thing about it is the fact that Jim is black. If someone spots Jim, they will turn him in as a runaway or even kill him. Huck uses his skills of being a great con artist to get him out of many situations. Huck learns from the way people act, the way they look, and where they are from to work them. This all has to do with setting. For example, when he meets the Grangerfords, he knows the are way classier and richer than him. He uses this to assume they don’t have much street smarts. He comes across all sorts of people, and he has to retain information about the people, the land, and the personalities to continue on with his journey. The antagonist in this novel is really a person in particular. It is more a group of people throughout the book. Anyone that remains a threat to Huck and Jim would be considered an antagonist. The outcome of this book kind of lets the reader continue the story. They drop it off and make it sound like Huck runs away again. We can assume that he ran away again for more adventures in his travels. My third example for a bildungsroman novel is Great Expectations. Great Expectations would probably be considered a canon for bildungsroman novels. The intricate writing and detailed storyline makes it a great novel for character development (Kogan). This book is about a young boy named Pip who goes from a lower class family to learn how to become a true gentleman in a high end English family. Pip meets nearly sixty people along his journey, and learns from everyone. The characters he meet are very interesting because some of them he learns from in a positive way, and others in a negative. Dickens focused on peers rather than setting and love, although they both play there respective parts in this book. Setting is shown when contrasting the poor lifestyle to that of the rich English lifestyle. Pip must learn to cope from on both spectrums of housing. Love also plays a key role because he develops feelings for a girl he is housing with. Although he likes her, love doesn’t steer his decision making like it does for most protagonists. The antagonist in this book is being held down by society and not making a name for himself. He learns to break free of the bonds of society and become a gentleman. At the end of this book, Pip is much older and now a hard working gentleman who is in the mercantile firm. All the people in his life ended up impacting his life greatly and for the better of things. My next example is the Harry Potter Series by J.K. Rowling. This is a very predominant series read by millions of people. It is one of the most famous series of the twenty-first century. Although it is highly recognized as a critically acclaimed series, it is often over looked as a true character development novel. Harry is a young boy who learns he is a wizard and enrolls in a wizard school. What Harry does not know tis the fact that he is one of the most famous wizards ever. He is the only person to ever survive an unforgivable curse. As Harry goes through school at Hogwarts, he uncovers some of the most dark and horrible secrets about the past. He finds out about his family, his enemy, and his school and there dark pasts. Harry tries to break free of this unknown past but keeps coming back in grueling ways. Harry comes face to face with Voldemort many times, and he becomes enslaved to the battle between the two. Harry learns from all the trials and tribulations that lead up to the killing of Voldemort. Unlike Ender’s Game, Harry Potter is focused more on journey than destiny. My last and favorite example is Forrest Gump. This movie is widely considered the greatest work of character development. This book expresses all the themes of a bildungsroman plot into one movie. It shows how love, setting, and antagonist can all affect the outcome of a person. Forrest Gump is a mentally challenged boy who experiences more difficulties than the average human. He plays All-American Football, he fights in Vietnam, He meets the president multiple times, he deals with racism, he owns a multi-million dollar company and more. Love directs Forrest in a way like no other. His path goes off course multiple times in search of his true love, Jenny. Setting plays a big role because of the problems in the 60’s. Things like the drug movement, the sex revolution, racism, war, and an economic crisis made Forrest Gump a true American. The antagonist of this movie is not a person. The antagonist is merely separation. Separation from Jenny is the whole point of Forrest’s great journey. Through this journey we can understand what being alive is all about and living in the pursuit of happiness. With all these in mind, we can draw conclusions that bildungsroman novels have not really veered from the path since they were invented. They all have similar plots and outcomes. They all have to do with pursuit of happiness and reaching the goal. All of the examples I have mentioned all reached their goals. It is a trend for bildungsroman novels to reach their goals and to succeed in the end. Although, this is a trend, it does not mean it is true for all of them. Some books leave a failure at the end in an attempt to show the reader maybe life isn’t all about searching. Protagonists basically all have the same flawed characteristics that make them possible to develop. If they were perfect, they wouldn’t have any goals to reach. They wouldn’t search for a purpose in life. I think as readers we enjoy a flawed character because it is easier for us to relate to them. We enjoy reading these types of books because they almost help us decide how we want to carry out our lives and live as an individual. Works Cited â€Å"The Bildungsroman in Nineteenth-Century Literature.† Enotes.com. Enotes.com. Web. 11 Mar. 2012. . â€Å"Forrest Gump’s Amazing And Colorful Tale.† Orlando Sentinel. 22 Dec. 1996. Web. 11 Mar. 2012. . â€Å"A Great `Expectations`.† Chicago Tribune. 07 July 1989. Web. 11 Mar. 2012. . â€Å"The Little-known Dark Side Of Ender’s Game.† Fabius Maximus. Web. 11 Mar. 2012. . Pool, Bob. â€Å"Commercialism Sold Huck Finn Character down the River, Twain Scholar Says.† Los Angeles Times. Los Angeles Times, 18 Feb. 2010. Web. 11 Mar. 2012. .

Alcoholism Is Destroying Our Society Essay

Alcoholism is the inability to control alcohol and have a strong craving for alcohol.There are cases where people are so addicted to alcohol that they can’t remain without it whitin more than one hour.Some even drink alcohol as if they are drinking water.Alcoholism is really becoming a big problem for our society.There is no real cure to alcoholism other than to stop drinking. First of all i would talk about the effect of alcoholism.It has physical effects which are the most important as it can causes death.For example alcoholism causes cancer in the stomach, kidney and liver.Besides alcohol alters digestion of nutrients that the body needs to stay healthy.Alcoholism also causes severe damage in the neurons,so it causes alteration in the body movements,loss of appetite and depression. There are other effects in the body like gastritis and cirrhosis of the liver. All these physical consequences could cause your death if you drink alcohol in mass quantities. The second effects caused by alcoholism are psychological. At the beginning, alcohol makes you feel relaxed, but if you drink it in excess, it increases anxiety and causes depression. It also causes family and legal problems, violence, changes of behavior, suicide, among others. Alcohol is very powerful and alters all your normal behaviors.Moreover alcoholism causes economic effects as well. Alcohol is not cheap. If someone drink two or three times in a week, it could cost him a lot.People do not think about the money and spend almost everything when they are drunk. Studies show that some individuals are more likely to experience alcoholism at some point in their lives than others. For example, genetics can play a role in whether or not a person is likely to be drawn to alcohol. Often the children of alcoholics will have a higher risk of one day becoming an alcoholic themselves. Psychological problems also increase the risk for alcoholism. Individuals suffering from depression, attention deficit disorder, bipolar disorder and many other psychological disorders often turn to alcohol to make them feel better or ease their suffering. This often turns into a dependency. How individuals experience alcoholism in their lives?Genetics can play a role in whether a person is likely to drawn to alcohol.Often the children of alcoholics will have a greater risk of becoming an alcoholics themselves.psychological problems also increase the risk of alcoholism.Individual suffering from depression,attention deficit and many other phsycological disorder often turn to alcohol to make them feel better or to ease their suffering.But this often turns to dependency.The family of those who suffer from alcoholism,may suffer as this person will need money to drink,the family might not afford to fulfill their basic needs.Moreover an alcoholism might lose his job if he cannot be active at work.This causes financial problems to the family. To conclude,alcoholism is destroying the person who suffer from it and his family as well,this causes harm to the whole society.Therefore measures should be taken so that the drinker stops drinking as there are no other real solution to this problem.If the drinker does this soon enough, some of the damage to his or her body may reverse itself. However, most experts feel that a person is an alcoholic for life, and will never be able to drink socially again without falling back into addiction.

Examine the Key Factors Influencing

Examine the key factors influencing inclusive teaching and learning Inclusive teaching means recognising, accommodating and meeting the learning needs of all students, regardless of age, gender, ethnicity, religion, disability or sexual orientation. This starts with acknowledging that students are members of diverse communities, have a range of individual learning needs, and deserve equal opportunity to access the learning experience. Applying inclusive learning is increasingly important in our diverse society and education should reflect, promote and facilitate this. For example, there are more and more disabled people entering education nowadays than there used to be: an inclusive environment must ensure that they are equally valued and accepted and that their efforts to learn are recognised and judged without bias. Traditional teaching holds that students with diverse needs be placed in the general education setting only once they can meet traditional academic expectations.Inclusive education, on the other hand, celebrate people’s diversity and brings all students together in one classroom, regardless of their strengths or weaknesses in any area, and seeks to maximize the potential of all of them by encouraging and using their different backgrounds and knowledge to broaden the learning experience. In order to create an effective inclusive learning environment we must overcome barriers that might stop lea rners getting the best from their learning experience. Barriers to learning are problems or situations that  prevent learners from accessing programs,  going to class, concentrating and learning. Intrinsic barriers of learning are located within the learner, hence of an intrinsic nature, and can be physical, sensory, physiological or intellectual. For example not knowing, or not being comfortable with, the rest of the class could constitute a barrier. Icebreakers could be used in this instance to encourage learners to talk to us, to each other and to the group as a whole. Similarly climate setters can be used to promote learning related to session objectives; this is particularly important as people can be intimidated in a situation where they are asked to come up with ideas. Intrinsic barriers of learning are located within the learner, hence of an intrinsic nature, and can be physical, sensory, physiological or intellectual. For example not knowing, or not being comfortable with, the rest of the class could constitute a barrier. Icebreakers could be used in this instance to encourage learners to talk to us, to each other and to the group as a whole. Similarly climate setters can be used to promote learning related to session objectives; this is particularly important as people can be intimidated in a situation where they are asked to come up with ideas.Hence the tutor needs to create an environment where students feel comfortable to express themselves. Learners may also face extrinsic barriers, related to the environment they live, work and study in. Issues with family relationships, social support, employment and financial matters provide some such examples. It’s very important to motivate learners in order for them to get the most out of their classes. To motivate a learner we must first understand what motivates them and teach to their particular strengths and weaknesses.Sometimes we may have to match teaching approaches to their learning styles and provide support to those who need it. Other times we may have to use energizers to challenge the class or refocus learners’ attention, e. g. after a long period of concentration or after a break. Also, encouraging friendly competition could provide motivational challenges for all of them. Most of all, we need to give them constructive feedback to encourage personal improvement. One theory we can be refer to for motivational purposes is Maslow’s pyramid of needs.According to his pyramid we must feel that we are satisfied with our physiological needs before we can think of getting a roof. Having the feeling of being secure motivates us to seek love. Once we have accomplished the need for belongingness then we seek a better future which motivates us to set goals an d achieve something honourable in life. Once we have accomplished a settled life with love and respect, we might then look to reach our full potential. To ensure all students gain the most from their learning, consideration must be based on the particular learning style and objectives for each individual.An initial assessment of the students can be carried out for this purpose and then use a mixture of two or more styles and a range of different approaches to meet the needs of individuals and groups. Typical teaching methods fall into three categories: * Teacher-led: this is where the tutor transmits ideas, information and skills via lectures or presentations; * Participative: this involves interaction which allows knowledge and experience to be shared between the teacher and the learners; * Learner centred: this is where learners explore and discover by themselves, either on their own or in small collaborative groups.Benjamin Bloom provided the theory of Taxonomy to help tutors cho ose the appropriate teaching method. He made a classification of learning objectives that educators set for students in order to create a more holistic form of education. Bloom’s Taxonomy divides educational objectives into Cognitive, Affective and Psycho Motor domains. Skills in the cognitive domain revolve around knowledge, comprehension and critical thinking on a particular topic; traditional education tends to emphasize the skills in this domain and uses methods like lectures, small group work and problem solving tasks.Skills in the affective domain describe the way people react emotionally and their awareness to other people’s joy or pain; teaching methods in this domain might include discussion, case studies, role play and simulation. Finally, skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument; typical teaching methods in this domain will include demonstration, individual practice and coaching. A tutor must also de vise a programme of strategies to cater for the specific needs of their own specialism. This relates to the arrangements we make to get the class discuss particular aspects of the subject.Depending on specialism we can have discussions in pairs or in small groups. If the class is not too big we can also get the whole group work together and bounce ideas off each other. We could also take this one step further and consider if the class could benefit from group project work rather than individual project work. In that respect, Bruce Tuckman's theory on stages of group development comes to our aid in understanding and assessing students in a group effort. This theory has gained a great deal of popularity and suggested that for a group to achieve maximum effectiveness it needs to move through four stages.These are: * Forming: at this first stage the team is new and the members are unfamiliar with each other. Each seeks group acceptance with caution, and conflict is avoided. * Storming:   at this stage different ideas compete for consideration and the he team addresses issues such as what problems they are really supposed to solve. Team members open up to each other and confront each other's ideas and perspectives. * Norming: here the team manages to agree on common goals and comes to a mutual plan for achieving them.Some may have to give up their own ideas and agree with others in order to make the team function. * Performing: by this stage members are motivated and knowledgeable and the team functions as a unit in order to achieve agreed goals. Many long-standing teams go through these cycles many times as they react to changing circumstances. For example, a change in leadership may cause the team to revert to  storming  as the new people challenge the existing norms and dynamics of the team. Another important aspect of inclusive learning is the resources we use.It’s vital that these are carefully selected so as to reflect and meet the needs of all l earners. If resources fail to do this they will create barriers to learning and disadvantage some individuals in the group. There is a wide range of resources that can be used but here is a selection that may meet learners’ needs: * Powerpoint: this is a vital resource when delivering information and, if used in the correct manner, can appeal to all learning styles. For example they can provide the basis for teaching other activities and can be left up at all time to remind students of their aims and objectives. Picture Cards: these are good visual resource and can support the topic being taught. They are particularly useful in multicultural environments and can be adapted easily in order to make them inclusive. * Films: appeal to all learning styles and abilities as they create a relaxed environment and can offer real life situations that can't be created in the classroom setting. Films also have a way of explaining different points of view in an alternative way. Moreover, t hey can act as an assessment method to check the learners have understood what has been shown. Case Studies: this is a powerful resource that stimulates learners to understand and critique how a subject is applied in the real world. * Quiz: this is a fun and interactive resource that can be tailored to different learning styles and ability levels. Other examples of resources include handouts and books to study and discuss theoretical aspects of the subject; computers, software and hi-tech equipment for hands-on experience of ICT subjects; and of course writing boards and flip charts to create on-the-spot diagrams and workflows and to have the whole class participate and interact.We also need to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills. This can be achieved by embedding functional skills. Functional skills are practical skills in English, information ; communication technology, and mathematics. Allowing for these transferable sk ills to be included in our teaching will enable individuals to work confidently, effectively and independently in life. For example, facilitating contribution to discussions and working in groups will enable learners to develop literacy skills which they will then be able to use in their everyday lives.Also, coursework assessments and reflective learning logs constitute effective method of encouraging learners to use written skills. Also, we can encourage Maths skills by using for example number games, and ICT skills by including computer-led teaching and assessments. In organizing a class it’s increasingly important to establish ground rules with learners in order to adhere to minimum necessary conditions for getting learning work done in the class and promote respect for each other.The setting down of ground rules at the start of the course gives structure and guidance to the group ensuring that the people’s beliefs and wants are taken into account and the course can run productively within the set rules. Though there is no definitive list for all classes it is an essential exercise to think through what we want on the list. Typical ground rules may  include items like arriving on time, respecting health and safety regulations, switching off mobile phones, respecting other people's contributions and not interrupting fellow-students.Usually, ground rules are teacher imposed but learners can make valuable contributions and sometimes there can be room for negotiation. Obviously, the majority of the ground rules cannot be negotiated but getting the learners to aid in the setting of the rules puts the ounce on them to adhere to them more. Moreover, it will make them aware of what will happen should the rules be broken. We also need to create assessment opportunities that meet the needs of learners. Assessment is the process of appraising the learner’s understanding of the subject and also of recording their knowledge, skills and attitudes.I t can focus on individual learners or a group of learners as a whole. It is always best to start any course with an assessment of the students’ prior knowledge so that the tutor can start their teaching at the correct level and can ensure an inclusive teaching method where every learner’s needs are met. There are many methods of assessment depending on specialism. For example in assessing foreign language learning we can use multiple choice exercises, written answers, essay writing, class test, listening and speaking activities, to name but a few.When assessing learners we need to give constructive feedback in order to spur and motivate them to hone their skills. It’s important to tell them when they are doing something well and why, as this will serve as encouragement. However, constructive feedback doesn’t just mean positive feedback. We can give negative feedback too as long as we clearly state what could be improved and why. This means talking first a bout what a learner has done well, then going on to discussing points for improvement and then ending on another positive note.Using this strategy students are motivated by their achievements and evaluate the negative aspect of their feedback in a constructive way to better themselves. ——————————————– [ 1 ]. Maslow, A. H. (1943). A theory of human motivation [ 2 ]. Bloom, B. S. , Engelhart, M. D. , Furst, E. J. , Hill, W. H. , & Krathwohl, D. R. (1956) Taxonomy of educational objectives: the classification of educational goals; Handbook I: Cognitive Domain New York, Longmans, Green [ 3 ]. Tuckman, Bruce (1965). â€Å"Developmental sequence in small groups†.

Analysis of 3 Blind Mice Essay

I chose the story/nursery rhyme 3 Blind Mice to provide my summary and analysis on. It goes as follows – â€Å"3 Blind Mice, 3 Blind Mice†¦ See how they run, See how they run†¦ They all ran after the farmer’s wife, Who cut off their tails with a carver’s knife, Have you ever seen such a thing in your life? As 3 Blind Mice†. To summarize the above nursery rhyme I was able to conclude there are 3 mice and each mouse is blind. I found that the mice run and chased the farmer’s wife. I also was able to conclude that the farmer’s wife cut off all 3 of the mice’s tails. That is all I was able to come up with as far as summarizing goes. After completing an analyzation of 3 Blind Mice, I noticed symbolism, some unanswered questions and a few other findings I previously didn’t notice. I always assumed the farmer’s wife chopped off the 3 blind mice’s tails AFTER they were chasing her meaning she was defending herself. What if the wife cut off the 3 mice tails first and they were chasing her for attacking them initially? The lyrics does not advise which order either of the above 2 deeds occurred; it just states they both happened. It makes you question who the aggressor was, which may determine which side you are on and the lesson you learned from the story if any. After further analyzation, I began to wonder how the mice were able to chase the farmer’s wife around if they are blind. The author put extra emphasis on seeing the way the 3 blind mice run (those were the 1st 2 lines, the only lines that were repeated twice and the only lines that did not rhyme) as if it was different than how non-blind mice run. It’s unclear if the mice were running in fear, anger, if they were running different because they got their tails cut off etc. The author could be implying nothing good happens for people/animals with disabilities. The story seems to only highlight the mice’s deficiencies and nothing good happens for them. The last observation of my analysis is I never heard of a mouse, or even a few mice chasing a human in real life. Mice normally run from people in fear, not after them. I think symbolism was used to convey a message deeper than the simple nursery rhyme. Maybe the mice were used to represent the general public, and the wife represents their queen/leader. When the â€Å"little people† in society try to challenge the government or top authority figures, they normally get an example made out of them (hence the tail being cut off). It is unclear if the mice lived or died after their tails were chopped, but it’s clear they were punished by the farmer’s wife. Rodents were used to represent the â€Å"little people† because when rodents become a problem, you exterminate them!!! That is what I found when completing my summary and analysis for â€Å"3 Blind Mice†. I hope I was able to provide good theories to back up my findings while changing your view on an old nursery rhyme.

Minority ethnic group Essay Example | Topics and Well Written Essays - 2500 words

Minority ethnic group - Essay Example The concept of boundaries began to get eliminated. The entire globe was observed as a global village. The nationals of different countries in hunt of a better life style and professional opportunities started migrating to different developed countries. Some of them settled over there and since then never came back to their country of origin. The trend of migrating to different countries gave rise to the communities. These communities were named according to the country of origin. The communities were not only created on the basis of countries, there are also communities based on the basis of similar religion, lifestyle, culture, language, etc. If we examine countries like USA, UK, etc, we observe different communities within their societies based on the variables mentioned above. The major factor in the birth of a minority is the difference of beliefs, language, culture, values, etc, from the majority of that particular society of the country. In most of the countries, the ethnic minority groups are now recognized as influential factor in the political scenario of the particular country. A most recent example would be of â€Å"Blacks† in South Africa during the apartheid era. Wagley and Harris (1958) defines minority ethnic group as people portraying five characteristics. The list includes; unjust treatment and less control of their lives, different physical and cultural features, automatic membership of a particular group, understanding of subordination and frequent internal group marriages. So, it would not be wrong to say the societies especially of developed economies are now multi ethnic. According to National Statistics (2005), the portion of ethnicity in UK increased by 53% from year, 1991 to 2001. The increase in ethnicity was 7.9% of the total UK population (Sheikh, 2005). The multi ethnic societies started to develop more rapidly as the influx of the best human capital was very

Coursework. Immunoprecipitation Technique Coursework

. Immunoprecipitation Technique - Coursework Example The basic idea behind this technique is the separation of one single protein from a mixture of proteins. This could give us the idea of several characters of a protein such as its relative occurrence in a solution, it’s up and down regulation as well as its affinity for a specific antibody. Technique/Methodology Usually the process of immunoprecipitation can be completed in two ways: in sequential or in one step. Commonly the antibody on which the required protein is supposed to be attached is immobilized on a solid support such as beads. This solution containing the immobilized antibody and the beaded support is then incubated with the solution that contains the protein mixture containing the required protein. Incubation allows the specific protein to bind to then antigen and form a complex. This complex can then be separated from the solution and studied with different techniques such as ELISA or Western Blot according to the requirements. (Pierce Biotechnology 2011) (Pierce Biotechnology 2011) The diagrams courtesy of ‘Pierce Biotechnology’ show the process of immunoprecipitation starting from preparation of a solid support along with the antigen to the incubation and the formation of the antigen-protein complexes till the precipitation of the required protein. Types There main types of immunoprecipitation are: 1. ... pitation: Same as Chromatin only difference lies in the detection of RNA binding proteins Uses Immunoprecipitation has been useful in many aspects such as, It has enabled the scientists to know the activation of the proteins, their molecular weight and also separate some protein binding molecules too. This technique has also been helpful in detecting the abundance and activity of a protein. Protocols After collecting the required number of cells and washing them in ice cold PBS, the solution was spinned at 1000g at a temperature of 4 degrees. This would help in separating the supernatant fluid. The next step involves the resuspension of the pellet that contains the cells in an ice cold buffer after which the cells are lysed by centrifuge. The supernatant fluid is removed after spinning it again at 13000g at the same temperature for fifteen minutes. Bradford assay is then used to measure the quantity of the protein after the supernatant fluid is removed by spinning briefly. This super natant free solution is then incubated in a cold room with the required amount of specific antibody solution. After the addition of Protein A or G beads to the tube it is again incubated for an hour and then spinned briefly again so that further supernatant is removed. This beaded fraction is then washed with ice cold buffer and spinned to remove the supernatant and the resultant solution is kept for further analysis. BCL-2 Proteins Bcl 2 family proteins have been identified to play a major role in the process of cell death i.e. apoptosis. These proteins play both anti and pro apoptotic roles. Some members of the family are supposed to increase while some are supposed to decrease this process of apoptosis. In this project the interaction of Bcl 2 family proteins with PUMA have been

Personal Statement Essay Example | Topics and Well Written Essays - 1000 words - 5

Personal Statement - Essay Example I play a number of sports, including uni-hockey, tennis, karting, skiing and golf. Sports enable a person to discover things about themselves that might elude them in normal life. They have taught me perseverance, courage and the ability to accept both victory and defeat with grace. As part of my extra-curricula activities I have taken part in yearbook activities and, as stated earlier took a trip to Mali in 2005 in order to teach children English. I learned what it is to be a stranger in a foreign land, and will empathize more with those I find in a similar position in my home country of Switzerland. I also learned the great benefits that accrue from helping others, both for society in general and the individual involved. The children I taught had little contact with the outside world before they met me, and expressed a fascination with this stranger in their midst that made me realize how privileged my life had been. Things I had taken for granted, such as always having enough to eat, living in a secure home and having a complete family cannot be relied upon by many of the children that I taught. Many had known times when they went hungry, when they feared for their lives because of civil strife, and when they did not know where they would be living from one day to the next. But none of them seemed to feel bitter or depressed about these facts. These experiences made them more eager to learn, especially the English language that they saw as a way to education and the way out of poverty. Their hope and enthusiasm taught me a lot about the most positive sides of human nature, especially those that can shine even when the physical circumstances of the person do not seem very promising. To conclude, I have led a full life up until now and am looking forward to the next stage of my education. My experiences in Mali showed me that hope, enthusiasm and optimism are the best manner to move forward in life. I learned as much from the children I taught