America’s Management of the Cold War

The cold war pertains to the tension and rivalry the existed between America and the Soviet Union approximately after the end of the Second World War until the late 1970’s.   Neither side confronted each other directly in a full blown war but they channel their competition and rivalry through wars in other nations who fought for their ideals on their behalf.The Vietnam War where America is set against combating communism illustrated that cold war conflict.   Despite the oppressive and corrupt government of Ngo Dinh Diem of South Vietnam, his anti communist stance won him the support of the American government to fight against the pro communist North Vietnam under Ho Chi Minh, who was backed up by Russia and China.Following the Domino theory, the American government along with their Western Allies feared that communism will spread like a disease from one country to another and the power and influence of the Soviet Union will further expand. (Kissinger, p15)The Vietnam War a s a dummy war between the US and the Soviet Union was an effort to contain the spread of communism which threatened and impeded the objective of the US government to achieve political, economic and military hegemony in the world.Politically, communism is directly in contrast to the political ideologies and principles that served as the pillars for the foundation of a political governance of the America, to wit, free election, capitalism, individual freedom and democracy, among others.Economically, the political dominance of communism is detrimental to the capitalistic endeavors of the US and its western allies in enhancing their access to global market for their expanding capitalistic economy. Democracy is necessary to open nations to engage in free trade and restrict the economic intervention of governments in facilitating the same.Militarily, the maintenance of a state of war permitted and justified the perpetual endeavor and investment for the creation and proliferation of modern military arsenal, which will help ensure the military dominance of the US.And indeed, the cold war bear witnessed to the unprecedented advancement of military weaponry, the nuclear arms race (e.g. Hydrogen Bomb) as well as equipment and agencies for global espionage (CIA and KGB).In the late 1960s’, the threat of communism in the US is starting to gain attention in the midst of the civil rights movement and the unpopularity of the Vietnam War, among others which engendered civil unrests at the home front.Driven by anti communism anxieties, the Cold War thus served to further justify the increased government control over the American citizens which was manifested with the expansion of executive power.   In 1950 for instance, US President Truman contended that spending appropriations (especially for military operations) is the discretionary power of the president.   (Fausold and Shank, p113).Also, the House of Un-American Activities Committee was created for the Investigat ion, early detection and curtailment of communism especially directed against labor union leaders, suspected government officials and other political personalities.Under these premises, the cold war benefits and served the US best in order to withstand the threat of communism and eventually thrived to become the most powerful nation in the world.The military intervention and US foreign policy during the cold war for purposed of achieving political power and maintaining corporate profit were essential components for establishing the imperialistic dominion that the US currently enjoys today.   â€Å"Russia walked out of the cold war game leaving the US alone in front of the chess board.† (Zinn and Arnove, p548)ReferencesFausold, M and Shank, A. (1991). The Constitution and the American presidencySUNY PressKissinger, H. (2003). Ending the Vietnam War: A History of America's Involvement in and Extrication from the Vietnam War. Touchstone BooksZinn, H. and Arnove, A. (2004). Voi ces of a people's history of the United States. Seven Stories Press  

Language Arts with an emphasis on Writing Essay

First grade students will use technology to complete a report about a farm animal. A visit to a local farm will provide students with hands on demonstrations of farm animals and how they live. Students will learn in depth facts about one specific animal by conducting research online. Students will improve writing and typing skills by composing their animal report using the computer. Students will gain further practice with the writing process during center time when they will write a letter to their chosen animal. Finally, students will gain presentation skills by presenting their animal findings to the class through oral presentations. These skills will be gained by meeting the following lesson objectives: 1. Students will identify farm animals. 2. Students will identify what their chosen farm animal eats. 3. Students will research and identify the name of the animal’s offspring. 4. Students will research and explain what resource their animal provides to humans. 5. Students will compile their research by using the computer. 6. Students will present their findings orally. Brief Description of the Task: Students will record four important facts about their chosen animal during a visit to a farm. Students will learn about what their animal eats and what its offspring is called. Students will ask the farmer questions in order to learn more about their animal. Students will have their drawing and writing materials with them in order to record what they see while at the farm. These recordings and observations will be taken back to the classroom and used to conduct research and write a report about their animal. After the reports are presented orally, they will be made into a class book for students to read during center time. Steps of the Lesson: 1. Visit the farm. Ask the farmer questions. Draw and write observations. 2. Find a picture of chosen animal on the computer via the Internet. 3. Find important facts about chosen animal and record them. 4. Glue the animal picture to a piece of writing paper. 5. Write down facts researched on the computer including name of animal, what the animal eats and what it provides for humans. Other important facts will be included. 6. Present the report orally to the rest of the class. 7. During center time, read the reports that have been made into a class book. 8. During center time, write a letter to chosen animal telling their animal about what they eat and where they live. A question for the chosen animal will also be included. Instructional Strategies Used: Sometimes summarizing and note taking are considered only â€Å"study skills† but they are two of the most powerful skills students can acquire (Marzano, et al, 2001). Summarizing and note taking give students the opportunity to identify and understand what they are learning (Marzano, et al, 2001). When students take notes through their drawings and observations while at the farm, they will be making identifications of different farm animals and will be gaining an understanding of farm animals. In order to include the most useful information in their animal report, students will analyze the information they are receiving in order to decide what will need to be included in their report. Summary frames will be used while students are at the farm as students develop a series of questions for the farmer that will highlight the critical elements in order to learn specific types of information (Marzano, et al, 2001). In this case, summary frames will allow students to learn about where their animal lives, what it eats and what it provides for humans. Reinforcing effort and providing recognition can push students to make an extra effort when they don’t feel like doing schoolwork or when the work is challenging. It is important for teachers to show students the connection between effort and achievement (Marzano, et al, 2001). The visit to the farm will be a fun activity for students and they will excited about doing something different so they will all most likely complete their note taking well. However, computers can cause frustration, particularly for first graders who are still emerging readers and have a hard time navigating the Internet. Therefore, the Pause, Prompt and Praise strategy will be useful. When students get frustrated or discouraged while using the computer, the teacher can initiate a short pause so the student can collect his or her thoughts. Next, the teacher can give specific suggestions to help the student complete the assigned task. Last, the teacher can praise the student for correcting his or her error as well as completing the task (Marzano, et al, 2001). Nonlinguistic representations will be included in this lesson plan. Students will include drawings of farm animals in their original note taking and research done while at the farm. These drawings will elaborate on the information that students are learning (Marzano, et al, 2001). Therefore, students will need to include pictures of the animal, details about where it lives and pictures of what it eats. Further, graphic organizers are useful for students when organizing information in a coherent way (Marzano, et al, 2001). Providing students with graphical organizers as an option while conducting research will enable visual learners to organize their material in a way that will help them make the most sense of it. Not all students will need to use a graphical organizer but they will be made available to students who would like to use one. Marzano, R. J. , Pickering, D. J. , & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Introduction Assignment Essay Example | Topics and Well Written Essays - 500 words

Introduction Assignment - Essay Example I always believe that my roots will bring me an advantage in facing the world, especially in the field of writing. I came from a big family with four sisters and a brother, and I am the youngest one. My family has an innate influence on me. They have been the first people in my life and the first people I have interacted with; we have interesting similarities and differences that make each of us very special. In relation to this, when I had the chance to be an international student, I acquired more learning experiences from actual relations with various kinds of people of diverse origins and with different ways of life. I consider every person as a chance to learn more about the world; it can be said that every new person in my life inspires me, and I incorporate this inspiration in my writings. It is important for me to know the topic which I am writing about. It is a seed that I plant and cultivate to produce knowledgeable fruits. Inspiration is healthy in writing but it will not be of help without the correct information. As a writer, I see to it that my works contain legit data, and I take note of the credibility of the source. Free writing is good for personal writing pleasures, but professional writing requires certain formats to follow. I stick to formats given to me and make sure requirements are achieved. I aim for harmony in my personal writing style and for the achievement of the goals of the writing task. Just like life, writing is not writing if it does not have a purpose. Life is not life if we do not live it for a purpose. It is important to have a clear idea of what one is going to write about for one to achieve the purpose of writing (Goldreich 2).This is how I view my responsibility as a writer. After all, written works become records of our lives; in other words, they become human

Lesson 4.3 -Outlines Essay Example | Topics and Well Written Essays - 500 words

Lesson 4.3 -Outlines - Essay Example The topic on climate change is growing with each day; this is due to the adverse effects felt in regions that are worse hit by the problem, resulting into drought unpredictable rainfalls poor harvests for some regions and poor air quality resulting from pollution. Thesis statement: This paper will aim at solving the problem of climate change through going through the progress of the problem, its origin and giving suggestions as to how the problem can be fixed and its effects eradicated from the face of the earth. This is not a new topic; hence, some reference will be given from already existing contributions made towards fixing the problem. This is the unpredictable weather patterns as to what has been observed over long periods. The various aspects of human life that have and are still contributing to climate change necessitate this. However, some groups and scientists are of the opinion that climate change is not manmade and that it is part of normal changes within the solar system. This paper will provide evidence that climate change is manmade and can be controlled. Climate change did not exist in the early days; this problem was realised not long ago through the effects it portrayed. Climate change and pollution of the environment have a direct link to each other, hence it is right to say climate change is a result of pollution and that human beings or manmade activities result in pollution of the environment. That translates to the fact that climate change is manmade. There are gases that are released into the atmosphere as a result of human activity through burning of fossil fuels that end up polluting the air and causing effects such as warming around the world that ends up melting the ice caps. This is finally manifested through flush floods and rise in sea levels having negative impact on the people living near large water bodies. As it is indicated through the paper, climate change is as a result of human

Bad practices in Restaurants in the UAE Essay Example | Topics and Well Written Essays - 1500 words

Bad practices in Restaurants in the UAE - Essay Example As these restaurants prepare various kinds of cuisines, it becomes difficult for them to abide by all the norms of hygiene. Almost most of them nowadays, do not comply with the norms devised by the food control authority of the country. The paper will argue how the restaurants and food control authority ignore hygienic practices in restaurants of UAE. It gives an account of the causes leading to these bad practices, the final outcome of neglect and the solutions some of which are reflected in terms of the steps taken by the authority. The study would argue on the basis of secondary research as well as results from primary survey to capture the choice pattern of public. A brief interview and survey was conducted on a randomly drawn sample of 50 people online and at the American University of Sharjah to understand on what basis the customers choose restaurants to go and eat. Causes: The restaurants in UAE are facing severe hygiene troubles as all the restaurants do not employ qualified or trained employees. To maintain low costs, the employers generally employ untrained and unprofessional people in their restaurants. â€Å"One in every three people responsible for hygiene in Dubai’s restaurants is not qualified† (Malek, May23, 2012). ... (Malek, Oct 19, 2011). It is understood that Indians make up 65 per cent of the food industry workforce, Asian comprise 20 per cent of workers, with Arabs making up 12 per cent. The results point out that the majority of workers are not receiving efficient hygiene training (Shaheen and Dajani, Mar 1, 2010). The lack of a culture of hygiene and food safety in restaurants and food outlets is a key reason for illness.   For example, the Abu Dhabi Food Control Authority instructed the closing of Al Tazaj Fakieh Grilled Chicken, a restaurant in the Hamdan Centre building along Hamdan Bin Mohammad Street, for recurrent breach of food safety policy.(Kader, April 18, 2011). Sometimes the food is also not prepared in proper clean environment and furnished place. It therefore leaves a risk behind in the whole making of the food (Occupational Food Handling and Food Preparation Areas, February, 2012, p.9). Out of the 130 restaurants inspected, 8 were accused of unhygienic practices while 95 ha ve been alerted – â€Å"Offences included poor ventilation, unclean cooking areas and piling food in refrigerators in a way that could lead to cross contamination† (The National Staff, 2012). The Ibrahim restaurant was ordered to shut down after the food authority in Abu Dhabi found â€Å"cockroaches and other insects in the restaurant’s kitchen and dining area† (Abu Dhabi food inspectors cracking down on restaurants, 2012) . Some related issues can also be identified. For instance, problems like temperature control, contamination and food poisoning are witnessed due to unhygienic methods employed in the cooking process. Controlling temperatures of food in high-risk outlets such as hotels, cafeterias, restaurants and catering companies

Cultural Differences and People Management Essay

Cultural Differences and People Management - Essay Example This study shall discuss the aspects which make up this cross-cultural awareness and sensitivity. It shall also discuss the aspects of organisational life which are particularly influenced by cross-cultural differences. Body Accomplishing any work with the assistance of other people calls for the engaging flow of data in the workplace. However, in the current diverse work setting this is difficult to accomplish. Managers would often find themselves frustrated by employees who nod at everything they say without manifesting any clear comprehension of the instructions. However, culture is a major part of people’s behaviour on the job (Gardenswarts and Rowe, 2001). It dictates the way people talk with one another, the way they speak, how they manage conflicts, how they relate with the opposite sex or with other religions, and how they participate in office activities. There are various cultural norms which impact on a manager’s reactions, including hierarchy and status; gro ups versus individual orientation; time consciousness; communication; and conflict resolution (Gardenswarts and Rowe, 2001, p. 2). Managers who do not fully understand the impact of culture in the workplace often end up misinterpreting behaviours and creating a culturally divisive workplace. There are four cultural dimensions which apply to any organization. Hofstede (1980) mentions these as: power distance, masculinity/femininity; individualism/collectivism; and uncertainty avoidance. Individualism/collectivism refers to the relations between individuals and groups within the organisation (Hofstede and Bond, 1988). For highly individualistic societies, individuals often do not exist well in the collective setting as easily as those who are in collective societies and they are expected to be fend for themselves and not to consider other people for support. On the other hand, the more collectivist groups are part of a greater group who offer support to one another (Lowe, et.al., 1988 ). These societies function in a group structure in a family setting or large regional communities. The individualist or collective culture in the organisation impacts significantly in the management of the work setting, especially in instances when the culture of the organization or the corporation is individualist (Lowe, et.al., 1988). The burden of making such an environment more engaged in a multicultural set-up is on the manager. Masculinity/femininity within the work setting refers to gender roles in the workplace and how these genders are managed and accommodated in the work setting (Hofstede and Bond, 1988). There may be differences in the values placed on men and women with male values being more assertive and female values being more nurturing. In the workplace, the manager is often faced with issues which relate to gender discrimination, including homophobia (Lowe, et.al., 1988). The demand for the manager in these instances is to make the decisions based on non-gender re lated considerations or gender-based biases. Power distance as a cultural aspect of an organisation is based on â€Å"individual interactions and communication differentials between executive and employee† (Kaskel, 2010, p. 22). Humans have the ability to accept the hierarchical structure of most situations; other times, they cannot accept these situations. Individual interact

Continued Global Population Growth Seriously Limits the Prospects for Essay - 1

Continued Global Population Growth Seriously Limits the Prospects for Development - Essay Example Many economists have conventionally tried to explore this relationship, and have found alarming consequences of population growth on development, though some economists tend to adopt a more optimistic view about the benefits of increased workforce resulting from the population growth considering the â€Å"economies of scale and specialization, the possible spur to favorable motivation caused by increased dependency, and the more favorable attitudes, capacities, and motivations of younger populations compared with older ones† (Easterlin, 1967). Analysis of the long-cultivated debate about the consequences of population growth, the central question that appears in the limelight is; do the positive effects of population growth on the economic development of a nation outweigh the consequential negativities? This paper tends to evaluate the effect of population growth on the development by comparing the merits and demerits of increase in population. The first English economist who estimated the effects of population growth upon economy was Thomas Robert Malthus In 1798, Malthus presented a theory stating that rate of increase of population causes underdevelopment (Cobridge, 1986, p. 82). In the long run, this trend can cause such problems as starvation, famine and wars over possession of water, land and natural resources. It was because of the very gloomy forecast of the effects of population growth on development made by Malthus that people began to refer to Economics as â€Å"the dismal science† (Hall, 2011). It can be observed in general that a vast majority of industrialized nations have extremely low birth rates whereas a lot of developing and underdeveloped countries have very high birth rates. The birth rate is one potential factor that tells an underdeveloped country from an advanced country since many if not all advanced countries have very low birth rates and the trend is on the other pole of the scale for the underdeveloped countries generally. This was also confirmed in 1958 by the findings of the research conducted by Edgar Hoover and Ansley Coale (Hall, 2011).  These researchers found an inverse relationship between economic and population growth.  Ã‚  

Developing Strategic Thinking Essay Example | Topics and Well Written Essays - 2000 words

Developing Strategic Thinking - Essay Example The major competition came with the advent and enhancements of Google as it took the major chunk of the market share from Google, with its ever innovative stance towards its competition and Google did give a tough time to Yahoo. The biggest competition came with the innovative features and benefits that Google mail provided, compared to Yahoo mail. However, after suffering and losing its market share to Google, Yahoo began its revamping projects and today is doing quite well, in the existing competitive arena. Yahoo can actually be translated to be called as a SMART company2. SMART stands for Specific, Measurable, Achievable, Realistic and Timed3 – SMART objectives seek to define the future of a business alongside control. These are defined to mark long-term objectives and long-term goals of an organization. Yahoo or any other business would only be defined as SMART if it corporate these towards its strategic objectives. Fundamentally, this implies that the goals are precisely stated (specific), quantifiable (measurable) so easy to compare the achievement level, realizable (achievable) in terms of the possibility to attain them, practical (realistic) in viability, and specifically having a time horizon (timed) associated to it4. The business that sets its strategic goals using this benchmark is considered to be a SMART company. When it comes to the information technology-oriented structure of the industry such as the one in which Yahoo prevails, the significance of applying SMART objectives increases drastically, mainly because such industries are ever changing with drastic changes coming in, the out of the box ideas bringing in extreme changes overnight.  Assuming the example of Bill Gates who aimed at having a computer on palms of every user, and palm-tops has gained the momentum in sales today.

BUY LOCAL FROM NB INFORMATION TECHNOLOGY FIRMS Research Paper

BUY LOCAL FROM NB INFORMATION TECHNOLOGY FIRMS - Research Paper Example In this regard, there are certain potential problems that are likely to be faced by the New Brunswick (NB) firms in their internal and external business environment context. The internal risks that could be faced by the NB organizations are generally non-marketable attributes namely brand, visibility, credibility as well as cost related constraints (Kramer, Jenkins & Katz, 2007). Problems in Internal Environment The potential internal constraints for the NB firms can be identified to be ingrained within the facet of non-marketable variables which can considerable affect to efficiently derive the potential benefits of ICTs. Moreover, the risks associated with internal environment of the NB firms can also create significant challenges for them in terms of building their long-term sustainability in the fiercely growing global IT industry. In accordance with the non-marketable risks in the SCM processes, certain potential problems can raise due to the integration of ICTs within the diffe rent operational activities. ... The integration of ICTs within the supply chain process provides adequate support to an organization to efficiently perform its range of supply chain functions. However, the functions of ICTs within the supply chain often been observed to involve issues related with its visibility. The integration of ICTs within the supply chain process tends to provide adequate flexibility to the organization along with offering them enhanced visibility amid the large NB purchasing organizations. In addition, the local NB IT firms face a major challenge due to the lack of visibility. This is because they generally use quite a less amount of marketing and promotional activities. This factor reduces their chances to have a prominent place as a prospective Business-to-Business player in the minds of large local NB purchasing organizations (Booz Allen Hamilton Inc, 2012). 2. Brand: The brand value of the NB IT firms can also be regarded as one of the major constraints which can occur due to the extensiv e practice of ICTs within different supply chain activities by the firms. An effective and strong brand position can provide adequate support to the organizations to effectively obtain significant benefits of the ICTs especially in the supply chain operations. However, the notion of brand or brand valuation can also be a major concerning factor of an organization which can further lead to significant issues. Owing to the stated concern, the integration of ICTs in the supply chain ensures to reduce the usage of different organizational resources and it also provides benefits to minimize the potential costs in the SCM operations. In relation to local NB IT firms, they generally do not use branding or product positioning as a major marketing tool. Therefore, a lack of brand identity tends to

Wall Street Journal Executive Summary Essay Example | Topics and Well Written Essays - 750 words - 1

Wall Street Journal Executive Summary - Essay Example This lending has brought a new life to Ms. Mathews’ family business and also to her bank. â€Å"For a lot of the big regional banks, the future is a return to the past, â€Å"says Eric Wasserstrom, an analyst at Guggenheim Securities LLC. ’’It’s more like their traditional lending, more balanced† (Sterngold Web). After the recession, some businessmen and lawmakers, said banks were not playing their part in economic growth, although they received a lot of funds from the government. Banks increased their lending across the country in the second quarter of 2012.since then they have increased their lending. However, not all banks accelerated their lending. Some local banks increased their lending to businesses earlier than the national banks in past recession period. The volume of commercial and industrial loans at the major street banks is larger in dollar terms than at regional lenders, although the loans only make a small amount of their total share. For example, Bank of American Corp. made $233.6 billion in loans in 2014 which was 26.5 percent of its total and Citigroup Inc. 6.4 percent of its total. Large banks are mostly concentrating on giving the other types of loans; smaller banks put much emphasis on loaning business persons. KeyBank, for instance, increased its commercial and industrial loan by 12.3 percent in 2014, taking a lion share among its peers in 2014. Fifth Third Bancorp increased its bank loan by 4 percent last year and PNC Financial Services grew hers by 10 percent. KeyBank is established in 12 states, from Maine to Alaska. In July it announced that it had agreed to own Pacific Crest Securities, a technology focussed investment bank. The stock price for KeyCorp, the holding company which consists almost entirely of the banking operation has out competed most of its competitors. During the recession of 2008 and 2009, KeyBank just like the other banks was affected by the economic crisis. It

Outline and evaluate definitions of abnormality Essay Example for Free

Outline and evaluate definitions of abnormality Essay Abnormality has three definitions. The first definition is deviation from social norms. Social norms are the approved and expected ways of behaving in a particular society. In terms of social norms, abnormal behaviour can be seen as behaviour that deviates from or violates social norms. The key weakness of the deviation of social norms is cultural relativity. Social norms by their very definition are specific to a particular culture or society so a behaviour seen as a deviation in one society may appear acceptable but may not be accepted in other society. Social norms vary as time changes and vary from culture to culture. Secondly, abnormality can be defined as the failure to function adequately. It means that a person is unable to love a normal life, they have experiences outside the normal range of emotions or do not engage in the normal range of behaviour. This can be seen as the person not being able to cope with life on a day-to-day basis. Functioning can be measured on the Global Assessment of Functioning scale (GAF). The first strength of failure to function is it is practical and focuses on treating the abnormal behaviour. Failure to function means those outside the individual do not have to label a person as mentally abnormal which still carries stigma in many societies. Unlike the deviation of social norms focusing on public view, it recognizes a person’s subjective experience as a means of helping to define who is abnormal. We can focusing on treating the behaviour that is hindering the person from leading an adequately normal life and offer treatment to encourage more adaptive behaviour. However, it is not without its problems. The first limitation is that apparently abnormal behaviour may actually be helpful, functional and adaptive for the individual. For example, those with obsessive-compulsive disorders find that their obsessions (some maybe socially acceptable behaviour such as hand-washing) make them feel happy. The second limitation is some of its criteria depend on subjective judgements of other people. It may be that someone is deemed abnormal simply because the observer experiences discomfort in watching their behaviour and in their own mind believes them unable to function adequately. Thirdly, abnormality can be defined as the deviation from ideal mental health.

History of Cooperative Learning

History of Cooperative Learning 2.0 Introduction The review of the literature is organized in seven themes. The first theme aims to provide an overall overview on the history and previous studies made on Cooperative Learning. The second theme addresses the importance of Cooperative Learning. Then, the third and fourth themes focus on Group Work and its benefits. Followed by, are the fifth and sixth themes base on the positive perceptions and experiences from students using group work and use of Group work in accounting class. The seveseventh section which is the last one of the literature review enumerates some of the criticisms of using group work as a teaching and learning strategy. 2.1 History of Cooperative learning The origin of the Cooperative Learning dated back at least 100 years ago, and even thousands of years ago, but little research was made until the 1960s (Jacobs et al., 2002:2). Since then, it has awakened much attention and has constantly been a hot topic in education. From 1960s till today great importance has been attached to the term Cooperative Learning. For instance, in the mid 1960s Johnson and Johnson contributed much for cooperative learning in the training of teachers at the University of Minnesota. Then, it progressed till the early 1970s where researchers like David DeVries and Keith Edwards at Johns Hopkins University built up Teams-Games-Tournaments and other researchers like Sholmo and Yael Sharan in Israel developed the group investigation procedure for the Cooperative Learning groups. In the late 1970s Robert Slavin extended DeVries and Edwards work at Johns Hopkins into Student Teams-Achievement Divisions and modifying computer-assisted instruction into Team-assisted Instruction. At the same time, Spencer Kagan created the Co-op co-op procedure. Followed by, in the 1980s Donald Dansereau widened a number of cooperative scripts, and many other individuals worked out further cooperative procedures (Johnson, Johnson Smith, 1991).The Cooperative Learning has also been found as an effective epitome of communicative language teaching. As affirmed by Putnam (1995) that The Cooperative Learning is embraced within a communicative language teaching framework He also pointed out that the cooperative learning activities are often used in communicative language teaching Cooperative learning has become so common that it is no more considered as a new idea in education. This can be viewed in the mid of 20th century where applications of cooperative learning drew its development to sociology and social psychology specifically to Gordon Allports Social Contact Theory and Morton Deutschs studies of group dynamics. This continues on, as Cooperative Learning is believed to make educational magic in a uniquely 21st century way. 2.2 Definitions of Cooperative learning It is believed that the use of cooperative learning in the classroom as an instructional strategy had been a subject matter for many years. Jenkins and OConnor (1996) suggested that cooperative learning in the classroom is amongst the best strategies for teaching students with and without disabilities in the classroom. As a result, the success of teaching using cooperative learning was conclusive in almost all studies. To begin with, it can be noted that many scholars and researchers have attempted to investigate into the concept of Cooperative Learning. In view of that different definitions have been given to Cooperative learning. According to Slavin (1983) Cooperative learning has been defined as a teaching strategy that encourages students to work in small, heterogeneous learning groups in order to promote individual learning. The fact that learning groups should be mixed or diverse is significant to ensure that learners can learn from each other, and provide encouragement and support to each other in different aspects and at different levels of the curriculum. Likewise, cooperative learning has generally avowed to be the best option for all students since it emphasizes active interaction between students of diverse abilities and backgrounds (Nelson, Gallagher, Coleman, 1993; Tsai, 1998; Wei, 1997; Yu, 1995). The accepted idea proposed in these different definitions by different authors is that Cooperative learning should be taken as a learning approach in which student are grouped together in order to ensure that they help each other in learning an academic subject in the scope of a common goal and also where they are actively participating in the teaching-learning process 2.3 Importance of Cooperative Learning Today cooperative learning is a matter-of-fact in almost all school content areas and, progressively more, in college and university contexts all over the world (Johnson Johnson, 1989; Kessler, 1992). This could be found in the results of several studies of the cooperative learning literature where Springer, Stanne, and Donovan (1997) acknowledged that there is the need for a shift in importance from teaching to learning. At the very first glance, it might seem that cooperative learning is merely the splitting up of students with varying levels in small groups in order to attain common goals. Things; though, are not always what they appear to be. In reality, cooperative learning goes beyond organizing students. For example, as stated by Crandall (1999) Cooperative learning is more than just small group activity. In a well-structured cooperative task, there is a genuine information gap, requiring learners to both listen and contribute to the development of an oral, written or other product which represents the groups efforts, knowledge and perspectives. Many studies have been conducted vis-Ã  -vis the effectiveness of such cooperative learning approaches. Cooperative learning is group learning activity planned so that learning is reliant on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. (Olsen Kagan, 1992). In addition Barbara Leigh Smith and Jean T. MacGregor (1992) mentioned collaborative learning as an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. Drawing from this quotation, it can be said that to some extent together with cooperative learning, collaborative learning activities also cover a broad territory of approaches such as classroom discussions intersperse with short lectures, peer teaching, students put together around group work in the amount of in-class or out-of-class time and others. Nunan (1992), for instance, uses the terms cooperative learning and collaborative learning interchangeably and quotes the following definition: Collaborative learning entails students working together to achieve common learning goals.(Slavin, 1983; Sharan et al. 1984). But for this study our prime focus is on group work. 2.4 Definition of Group Work Toseland and Rivas (1984) described group work as a goal directed activity with small groups of people aimed at achieving socio-emotional needs and completing tasks. Normally, this activity is aimed at individual members of a group and to the group as a whole within a system of service delivery. The use of group work has been broadly accepted as an effective teaching and learning tool (Conway, Kember, Sivan, Wu, 1993; Freeman, 1995). More precisely, there is a substantial body of literature advocates that the use of group work as a cooperative learning approach has positively contributes to student learning (James, 2005; Mahenthiran Rouse, 2000; Roberts, 2004; Rossin Hyland, 2003). Furthermore, as stated by Lundgren (2008) cooperative learning was considered as a relationship in a group of students that requires positive interdependence, individual accountability, interpersonal skills, face-to-face positive interaction, and processing. Infrequently, random or special interest teams could be formed to maximize student talents or meet a specific student need (Kagan, 1994). 2.5 Benefits of Group work 2.5.1 Group Work enhance Learning To start with, it is recognized that engaging students in Cooperative learning make them learn best when they are actively involved in the process (Gross Davis, B 1993) and also Cooperative learning involves groups of students working to complete a common task together (Siegel, 2005). It has also been viewed by Vygotsky (1978) that students perform at higher levels when they work in diverse groups, as opposed to working individually. Furthermore, as asserted by Johnson and Johnson (1987) huge majority of the research comparing student-student interaction patterns indicated that students learn more effectively when they work cooperatively. Other investigators like Cotterill and Mills (1994), in Australia at Wollongong University, stated that all three benefits of group work in their assessment policy, Group work, under proper conditions, encourages peer learning and peer support and many studies validate the efficacy of peer learning. It is said that teachers also get satisfaction with the integration of cooperative learning groups (Linchevski Kutscher, 1998). It is so because the use of small groups requires fundamental changes not only in the organization of the classroom but also in ways of learning (Kramarski Mevarech, 2003). Likewise, cooperative learning facilitate individuals to develop their own understanding as cooperative learning approaches force learners to actively relate their own experiences and perceptions to those of others. Consequently, while interacting in cooperative learning activities individual understandings are verbalized and discussed and in the process of discussion new meanings are created as learners help each other to better understand the learning matter. (e.g. Akan, 2005; Anderson et al, 1996; Kalliath et al, 2006). It is at this point interesting to note that Anderson et al (1996) put forward that group learning has become more important, as institutions of higher learning consist of increasing numbers of mature learners who bring life and work experience into the classrooms. Therefore, these mature learners return to formal education because rapid social, economic and technological changes require them to be lifelong learners with transferable skills. 2.5.2 Group Work and its 21st Century Skills Using Group work as a teaching and learning strategy does not only promote cognitive development but also plays an important role in the development of personal and social skills which will help students in future. As per Bermejo (2005) Group work is becoming more and more imperative with the demand for higher order thinking skills in the 21st century job market. The field of collaborative learning broadens beyond the classroom walls and then cooperative learning may be observed as a component of collaborative learning. This has been clearly discussed by Wiersma (2002) who believed that collaborative learning has a wider application outside the classroom and is rather a philosophy of life that involves working together, building together, learning together, changing together, improving together. Its a philosophy that fits todays globalized world. Moreover, it has been seen that in a literature there is a strong support that a successful cooperative work environment will lead to greater effort to achieve, more positive interpersonal relationships, and greater psychological health when compared to a competitive work environment (Johnson Johnson, 1989). As argued by Gibbs (2001) the requirements for students to enter todays work force with the ability to identify and organize information and resources, communicate well with others, and understand social and organizational systems. Therefore, it will be true to say that Collaborative learning does enhance leadership skills by developing and strengthening team members abilities to reflect, respect, converse, and resolve conflict. 2.6 Positive perceptions and experiences from students using Group Work According to Walker (2001) little research has been published to date reporting on student perceptions of group work. Despite the fact that focus of her study is on student perceptions of group work associated to peer assessment, her findings suggest that students in general had a positive attitude towards group work. The facts that most students are usually positive about group work have been echoed by additional researchers. To start with, Chapman et al (2006) in a study found that the overall attitude generally positive [and] degree of conflict was moderate. As a result, it can be said that most group experiences can be categorized as a positive one. The question which needs to be answered is: What are these positive experiences? At first, it will be true to say that students appear to enjoy working cooperatively and are willing to cooperate with others in the group (Krol, Janssen, Veenman, van der Linden, 2004). The reason behind which is the fact that it encourages various styles in which learning takes place. Normally, learning in groups is experienced as fun and more active. This can be found in a study by Yazici (2004) entitled as Student Perceptions of Collaborative Learning in Operations Management Classes provided evidence that the students agreed that they had a better understanding of Operations Management in a collaborative instruction environment. As said by Colbeck et al (2000) students who experienced to group learning approaches in education learn to value the skills which they are acquired for their future careers, like for instance, the ability to listen to other perspectives with an open mind, to suspend judgments, and to search for solutions in a democratic and inclusive manner. Moreover, in a study made by De Vita (2001) students found group work to be demanding, but on the other hand they felt that they learned a lot about themselves and felt better prepared to work in diverse teams in the future. As a result, it can be said that group work has lead to positive impact on students. 2.7 Use of group work in Accounting Class Many studies have focused on cooperative learning as teaching strategy in accounting field. For instance, Norman, Rose Lehmann (2004) in their broad review of literature between 1990 and 2003 agreed on the terms collaboration and cooperative learning were used interchangeably in many international accounting journals and elsewhere. In a study by B.J Farrell and H.M Farrell (2009) called Student satisfaction with cooperative learning in an Accounting curriculum showed that team work has been as an instructional strategy. As a result, it can be viewed that the used of cooperative learning is common in tertiary sector. Thus, teachers in secondary schools must ensure that cooperative strategies are being used. In Mauritius, either it is in Primary or Secondary schools; more focus is paid on teacher-centered classroom rather than student-centered. Therefore, for accounting students who will opt for further studies in Universities or will join the world market, they should possess the knowledge, quality and skill to work in groups. It is because team work is required in almost every universities and work place. Hence, in every classroom, especially in accounting teachers must structure lessons so that students work co operatively in small groups, ensuring that all members master the assigned material. Restructuring the classroom using one of the many cooperative learning models represents a major departure from the traditional classroom setting. In Mauritius it can be clearly noted that there are a competitive situations in classroom. Students only aim is to compete with each other for grades, they work against each other to attain a goal that is getting the highest mark. Therefore this lead to a competitive or individualistic classroom environment, but studies have shown that working in groups lead to significant positive effects on the learning of the students ( Johnson Johnson, 1989; Johnson, Johnson and Smith, 1981, 1991; Johnson et. al. 1981; Qin, Johnson, Johnson, 1995). 2.8 Criticism of Group Work It is believed that to avoid drawbacks of this particular teaching strategy, it is of the essence to recognize what has been said against it. Many researchers have proved that cooperative elements alone do not ensure maximal productivity from a learning group; there has to be both cooperation and conflict (Iganaki Hatano, 1986, Tjosvold Johnson, 1978, Worchel McCormick, 1963). To be more precise, group work practices have been criticized as being ineffective (Alexander, Rose Woodhead, 1992). It is because many problems like conflicts of ideas, disagreements, misunderstanding and free riders can be found during the processes of the strategy. On the word of D.Johnson, R.Johnson and A.Smith (1990), it has been viewed that when students interact conflicts among their ideas, conclusions, theories, information, views, opinions and preferences are obvious. Furthermore, Cohen (1996) stressed upon the fact that, Disagreements about ideas is a healthy sign during group work as long as intellectual disagreement does not degenerate into sharp interpersonal conflict. As said by Ames (1984) when cooperative groups fail, there is the tendency to fix blame on others and the weaker group members become the scapegoat. Therefore, misunderstanding might rise up. There are still some cases where pupils, even in small groups, tend to be silent participants and depend on the thinking of other students. Previous studies by Galton et al. (1980) and Bennet (1987) have shown that, whilst children in classrooms may be seen sitting in groups; closer observation proves that their mode of working is rarely collaborative. Free-rider is a familiar problem in group work. In a study by Per Ola BÃ ¶rjesson et al. named Free-riding in Group Work Mechanisms and Countermeasures, free-riding in group work has been described when one or several members of a group contribute so little to a group project that if the same grade is given to all members of the group, the grade would be misleading and unfair. Hence, this is ascertained that such problem is inevitable. Although many studies have shown that both low and high ability students tend to benefit from cooperative learning, the question of whether the experience of working in group will be of value in terms of creating a pleasant environment which will lead students in achieving academically is remained to be answered. Occasionally, random or special interest teams could be formed to maximize student talents or meet a specific student need (Kagan, 1994). It was certainly understandable Jerome Bruner wrote The single most characteristic thing about human beings is that they learn (1967: 113). The review of the cooperative learning literature is structured around six themes. The first theme aims to provide a theoretical frame of learning underpinning the use of group work as learning and teaching strategy in education in general. The second theme focuses on the rationale for the use of group work in Accounting. Vital in a discussion about group work in accounting education are the group work experiences and views of learners and educators as discussed in studies about group work these make up the third and fourth theme respectively. The review then examines suggestions put forward in the literature regarding ways to overcome some of the challenges associated with group work. The last theme focuses on the influence of task design on group work and suggests that good design can contribute to addressing a number of group work challenges. Use of collaborative learning in general collaborative learning Use of group work in accounting Group work experiences and views of learners as discussed in previous studies Overcome some challenges Task to design group work There have also been criticisms of this pedagogic approach, Holt et al (1997) council against its indiscriminate use. They note the complex relationship between individual, competitive and collaborative behaviours. Holt also stresses that all costs and benefits, particularly to the students, must be weighed. Further noting that time, in particular, is a very scarce resource for students. Evaluation has been carried out on the effectiveness of group work in accounting education for meeting the desired learning outcomes (Caldwell et al 1996; Ravenscroft et al 1997, Berry, 1993). Berry expresses concerns similar to those above about theconflict between individual and collaborative behaviours in this context. The effect of cooperative learning has been measured using student examination performance Ciccotello et al (1997). observed that students exposed to cooperative learning outperformed students taught by individual problem solving sessions on a managerial accounting course. Several papers report on the implementation and operational issues arising from the use of group work in accounting (Cottell et al, 1992; Cottell et al 1993; Peek et al, 1995). Referring back to the Group work in accouting that cooperative learning as a student-focussed pedagogical approach provides educational satisfaction (Norman et al., 2004) in creating a positive learning engagement for most students studying International Accounting and in developing their interpersonal, professional and written communication skills. Norman, Rose Lehmann (2004) in their extensive review of literature between 1990 and 2003 found the terms collaboration and cooperative learning were used interchangeably in many international accounting journals and elsewhere.

Method Development for Protein Detection

Method Development for Protein Detection Binding-induced and label-free colorimetric method for protein detection based on binding-induced DNA hybridization and DNAzymebased signal amplification INTRODUCTION In diagnosing the early stage of a disease or pathological condition, proteins, especially those associated with cancers, are of great importance because they are the molecular machinery of life.[BB2013-AM-3, 1,2] Enzyme-linked immunosorbent assay (ELISA) is the most commonly used method for protein detection.[PD-3,1,2] Unfortunately, this antibody-based assay requires a long incubation periods and long assay times with the involvement of multiple washing steps.[PD-5,1,2] Additionally, it is faced with the challenges of insufficient sensitivity and limited dynamic range.[PD-4, 5,6,7] As an alternative to the antibody-based assay, aptamer-based assays have gained tremendous attention recently.[PD-4,9-11] Aptamers are single stranded DNA or RNA oligonucleotides selected from random sequence nucleic acid libraries through an in vitro selection process termed systematic evolution of ligands by exponential enrichment (SELEX).[PD-6,4-6] They possess high affinity and good selectivity for s mall molecules, proteins or other targets.[BB-11,20-22] Compared to antibodies, aptamers exhibit obvious advantages including a better stability for long-term storage, a rapider preparation by chemical synthesis in large quantity, and the flexible modification with a variety of functional groups.[PD-4, BB-11,23,24] Some aptamer-based amplified detection assays for protein have been developed in the past two decades, such as the polymerase chain reaction (PCR), rolling circle amplification (RCA), strand displacement amplification (SDA) and ligase chain reaction (LCR). [BB-AM-3] Although these amplified assays greatly enhance the sensitivity of protein detection, they are usually time-consuming and too complicated. Therefore, the amplified detection of protein is still challenging in bioanalytical chemistry.[BB2013-AM-3] Deoxyribozymes (DNAzymes) are artificial nucleic acids, which are isolated from in vitro selection. [DM-5] Similar to traditional protein enzymes, they exhibit high catalytic hydrolytic toward specific substrates, while they possess higher thermal stability that can be denatured and renatured formanycycles without losing catalytic activities.[DM-4] This obvious advantage makes DNAzymes ideal biocatalysts for achieving signal amplification in biological applications.[DM-4] An important development in the DNAzyme field is the discovery of the G-quadruplex DNAzyme.[DM-9,9] The G-quadruplex sequences can associate with a cofactor, hemin, to form peroxidase-mimicking DNAzymes to catalyze the H2O2-mediated oxidation of 2,2-azino-bis(3-ethylbenzothiazoline-6-sulfonic acid) (ABTS) to a green-colored product ABTS†¢Ã¢Ë†â€™ or enhance the chemiluminescence of the luminol-H2O2 system.[DM-6,25, DM-5,44] With this main advantage, G-quadruplex DNAzyme has been employed to develop many colorime tric, chemiluminescent or fluorescent sensing platforms for the detection of proteins, DNA and other biomolecules.[DM-9,14,DM-2,34-37] Recently, Willners group reported an enzyme-free amplified detection platform based on the hemin/G-quadruplex horseradish peroxidase (HRP)-mimicking DNAzyme.[AC2012-2] This strategy is quite successful, while the target detection is limited to DNA, and the detection of protein represents another challenge. In this work, taking the advantages of the high selectivity and affinity of aptamers and the HRP-mimicking DNAzyme amplification strategy, we designed a new binding-induced and label-free ultrasensitive colorimetric method for amplified detection of protein. As a proof of principle, human ÃŽ ±-thrombin and its two aptamers, Apt29 and Apt15, are used. In this sensing system, Apt29 and Apt15 are integrated into the proximity probes as recognition elements for the thrombin. These two proximity probes hybridize with each other stably only when both of them bind to the thrombin simultaneously.[BB2013-AM-3] The binding-induced hybridization duplex triggers an autonomous cross-opening of the two functional hairpin structures. And this leads to the formation of a variety of hemin/G-quadruplex DNAzymes. The DNAzymes catalyze the oxidation of ABTS, generating a green colorimetric signal, which can be monitored simply by a spectrophotometer. [DM-3,29,30] This binding-induced and DNAzyme-based s ignal amplified method has a great potential for protein detection. [BB2013-AM-3] In addition, since various recognition elements might be fused, this method can be further extended to sensitive detection of other proteins.[DM-4] EXPERIMENTAL SCETION Materials and Reagents. All DNA oligonucleotides were purchased from Genscript (Jiangsu, China). The oligonucleotides were PAGE-purified and diluted in pH 7.4, 20 mM Tris-HCl buffer solution (containing 100 mM NaCl, 20 mM KCl, and 2 mM MgCl2) to give stock solutions of 100 ÃŽ ¼M. Before use, two hairpin structures were heated to 95à ¢Ã¢â‚¬Å¾Ã†â€™ for 5 min, and slowly cooled down to room temperature. Human ÃŽ ±-thrombin (Tb), bovine serum albumin (BSA), and human serum albumin (HSA) were purchased from Sigma-Aldrich (St. Louis, MO, USA). Hemin, [tris(hydroxymethy-l)aminomethane] (Tris), 4-(2-hydroxyethyl)piperazine-1-ethanesulfonic acid sodium salt (HEPES), 2,2-azino-bis(3-ethylbenzothiozoline-6-sulfonic acid) (ABTS), and H2O2 were purchased from Aladdin Reagents (Shanghai, China). A hemin stock solution (1 mM) was prepared in dimethyl sulfoxide (DMSO) and stored in the dark at −20  °C. All other chemicals were of analytical grade and were used without further purification. All solutions were prepa red using double-distilled water, which was obtained through a Milli-Q purification system (Billerica, MA, USA). Absorbance Measurements. Absorbance measurements were performed under room temperature using a TU-1901 UV−visible spectrophotometer (Beijing Purkinje General Instrument Co, Ltd., China). Kinetic data were recorded at the wavelength of 420 nm every 5 s during the first 5 min of the reaction. The absorption spectra of the solution was measured in the wavelength range from 390 to 490 nm. Procedure for Thrombin Assay. The experiments were performed in 50 ÃŽ ¼L of Tris-HCl buffer (20 mM Tris-HCl, pH = 7.4, 100 mM NaCl, 20 mM KCl, 1 mM MgCl2) containing 200 nM P1, 200 nM P2 and varying concentrations of Tb. The mixture was first incubated for 30 min at room temperature to allow complete binding. Next, 25 ÃŽ ¼L of 2 ÃŽ ¼M H1 and 25 ÃŽ ¼L of 2 ÃŽ ¼M H2 were added and incubated for 6 h at room temperature. Then, 20 ÃŽ ¼L of 2 ÃŽ ¼M hemin and 240 ÃŽ ¼L of HEPES buffer (25 mM HEPES, pH= 7.4, 200 mM NaCl, 20 mM KCl, 0.05% Triton X-100, 1% DMSO) were added, and allowed to incubate for 1 h at room temperature. Finally, 30 ÃŽ ¼L of ABTS and 10 ÃŽ ¼L of H2O2 were added to the mixture to give the final concentrations of 2 mM and 2 mM, respectively. The resulting samples were tested with a UV−vis spectrometer. RESULT AND DISCUSSION Design strategy for human ÃŽ ±-thrombin detection The sequences of the oligonucleotides used in this work were listed in Table 1. It consists of two proximity probes (P1 and P2) and two hairpin structures (H1 and H2). Both proximity probes P1 and P2 consist of four domains. Domain I includes two different thrombin aptamers, Apt29 (29 mer) and Apt15 (15 mer). The Apt29, orange domain of P1, binds to the heparin-binding site and the Apt15, skyblue domain of P2, binds to the fibrinogen-binding site of thrombin, resulting in proximity. Domain II (black) consists of a poly-T sequence that is designed to reduce the effect of steric hindrance induced by thrombin. Domain III (pink) is designed to have only 6 complementary bases, so that two proximity probes P1 and P2 cannot form a stable duplex without the target protein at room temperature. Domain IV (blue) is the key domain for binding-induced DNAzyme-assised signal amplification. By using two functional hairpin structures, the recognition of domain IV could trigger-on the hybridization c hain reaction that led to DNAzyme chains consists of the hemin/G-quadruplex HRP-mimicking DNAzyme. Hairpin structure H1 is functionalized at its 5 end with three-fourths of the G-quadruplex sequence, domain V (green), which is linked to the programmed sequences VIII (red) and VII (blue). One-fourth of the G-quadruplex sequence, domain VI (green), is extended at the 3 end of the hairpin H1. Hairpin structure H2 is functionalized at its 5 and 3 ends with one-fourth of the G-quadruplex (domain VI) and three-fourths of the G-quadruplex (domain V) sequence, respectively. Programmed sequences of domains VII and VIII in hairpin H2 are complementary to domains VII and VIII in hairpin H1, respectively. Both four domains in hairpin H1 and H2 are incorporated into a stable hairpin configuration in an initially locked format by hybridizing with their partially complementary sequences. It is noteworthy that sequence V is partially hybridized with domain VII in hairpin H1 or VIII in hairpin H2, w hich prevents the self-assembly of the active hemin/G-quadruplex DNAzyme. Principle of binding-induced DNAzyme-assisted amplification strategy for human ÃŽ ±-thrombin detection The working principle of human ÃŽ ±-thrombin detection is illustrated in Scheme 1. In the absence of thrombin, domain III in P1 and domain III in P2 will not associate since the complementary sequences (6 nt) are too short to promote efficient hybridization. When the target thrombin is introduced into the system, domain I in P1 and P2 bind to the protein simultaneously, resulting in domain III and III sufficiently close and to hybridize to each other to form a stable P1-Tb-P2 duplex, step 1. [BB2013-AM-3] Once the P1-Tb-P2 duplex forms, it associates with the stem region of H1, domain VII, leading to an opening of H1. This opening of H1 results in the release of the single-stranded domain VIII and the conserved three-fourths of the G-quadruplex (domain V), step 2. The released domain VIII then hybridizes with domain VIII of the stem in H2, and opens H2 using the strand displacement principle, step3. Subsequently, the liberated domain VII in H2 cross-hybridizes with H1 by hybridizatio n of domain VII to domain VII in H1, resulting in two G-quadruplex subunits (domain V and VI) sufficiently close and to self-assemble into a G-quadruplex structure, step 4. [AC2012-4] In the process of this autonomous cross-opening of H2 and H1, strand displacement can be repeated continuously, generating numerous G-quadruplex structures. In the presence of hemin, the resulting catalytic hemin/G-quadruplex peroxidase-mimicking DNAzymes catalyze the H2O2-mediated oxidation of the colorless ABTS2− to green-colored ABTS†¢Ã¢Ë†â€™. Detection of thrombin in human serum To further demonstrate the feasibility of the proposed method in real bioenviroments, we performed the detection of thrombin in human serum. [AC2013-4] Three concentrations of thrombin (10 pM, 100 pM, and 1000 pM) were spiked into 10-fold diluted human serum. [ZK-CC-1] Figure 4 shows the time-dependent absorbance changes of ABTS†¢Ã¢Ë†â€™ in response to different concentrations of thrombin. [AC2014-6] In logarithmic scales, the absorbance value exhibits a linear correlation with thrombin concentration over a range of 3 orders of magnitude from 10 pM to 1000 pM (inset of Figure 4B). [AC2012-12] The result indicated the potentiality of the proposed method for protein detection in real biological samples. [AC2013-4] Conclusions In conclusion, we have developed a binding-induced and label-free colorimetric method for protein detection based on binding-induced DNA hybridization and DNAzyme-assisted signal amplification. This method does not require any modification of DNA and involve any protein enzyme, which makes it technically label-free, enzyme-free and very cost-effective. Furthermore, the present approach uses a simple separation-free procedure in which the assay is conducted in a homogeneous solution.[AC2014-3] In addition, due to the excellent specificity of two proximity probes to the thrombin and the ingenious design of two hairpin structures,[AC-EA-2] this method exhibits a high sensitivity for thrombin detection, with a low detection limit of 2.5 pM. More importantly, this method can be extended to sensitive detection of other proteins by simple changing the aptamer sequences of the two proximity probes. To sum up, this simple and cost-effective colorimetric signal amplified method has great poten tial to be used as a universal tool for ultrasensitive analysis of thrombin or other proteins in serum and supply valuable information for biomedical research and clinical diagnosis.[ZK-CC-1]

Argument for Welfare in the United States Essay -- essays research pap

Can a single mother of three working full time for minimum wage afford to pay ' by herself ' for food, clothing, transportation, childcare, occupational training and medical care? Without government aid, the obvious answer is no. Temporary Aid to Needy Families (TANF), as described by Robert Kuttner, is a government aid program designed 'to help all of the working poor rise out of poverty.' It includes tuition reimbursements, wage supplements, and above all, childcare? (Kuttner). It creates a more equal opportunity for those at a disadvantage to improve themselves and their situation. TANF, 'which limits the time families can remain on welfare, appears to be a smashing success' (Cohn). First, if eligibility were to become stricter, seeking employment would become even more difficult for those in need of aid. Second, it would hinder the ability of an individual to become a productive member of society without proper training. And finally, if a family in need is not adequately aided be cause of strict requirements, they can ultimately suffer more than if they were never on welfare. With this in mind, I believe that welfare programs in the U.S., specifically TANF, have set the correct requirements for eligibility. According to the Department of Human Services (DHS), in order to acquire and maintain TANF aid, one must ?be pregnant or have a child under age nineteen who lives with them. Any child who is eighteen must be a full-time high school student. [The applicant] must be a U.S. citizen or meet certain immigration requirements. A client must work with DHS staff and develop a plan that outlines the steps they will take to become self-sufficient. [Applicants must] be screened for issues related to substance abuse, mental health,... ...mistakes or sick children. As a result, a great many people are diligently working but even worse off economically? (Kuttner). This statement illustrates the hoops that working people are jumping through to attain welfare. If these requirements became stricter, TANF and welfare in general, would become more difficult to maintain. This would not only discourage clients but also leave them more in need than before. If society expects these disadvantaged individuals to become self-sufficient, they must understand that they cannot do so without the help of TANF and other welfare programs. Society must also understand that the requirements for eligibility are as strict as possible without hindering the program?s original goals. If the requirements become stricter, welfare programs such as TANF, will become less attainable and will inevitably worsen the welfare state.

student :: essays research papers

1 'Taking A Brand Global: Ten Steps To Success'; I. Introduction: The Importance of Being Global A strong global brand is a powerful weapon. These days, however, it may also be an indispensable one, even as the economy challenges our faith in brands to deliver a profit. According to Interbrand's 'World's Most Valuable Brands 2000'; study, for example, although Amazon's share price has declined, its brand value has increased by 233%. On the other hand, international power player Coca-Cola, although still the world's #1 brand, saw its value drop by 13%. And technology brands did quite well— Microsoft, IBM, Intel, and Nokia placed second through fifth—not at all foreshadowing the precipitous crash in their stock prices about half a year after the study findings were released. Overall, notes marketing writer Jane Bainbridge in Marketing [20 July 2000], Interbrand's second annual study of this kind reveals not only that global brands are 'stable assets,'; but also that 'the most valuable brands are global.'; In fact, she argues, 'to have a billion-dollar brand, a company has to be global.'; II. Branding As The New 'Universal Language'; Based on a recent survey of more than forty-five thousand people across nineteen countries, Young & Rubicam makes a rather startling claim. In its newest Brand Asset Valuator report, issued in March 2001, the firm asserts that brands have taken on a godlike status: consumers find greater meaning in them and the values they espouse than in religion. As Conor Dignam reports in Ad Age Global [12 March 2001], the study claims that superbrands like Calvin Klein, Gatorade, IKEA, Microsoft, MTV, Nike, Virgin, Sony PlayStation, and Yahoo! can therefore also be called 'belief brands.'; Although Dignam argues against the idea that consumers would treat brands as gods (because they will not be dictated to by them), he does accept the implications of the argument and make a different analogy. Brands, he says, are more like 'best friends,'; in that they are an important part of people's lives, do carry specific meanings for the consumer, and they are respected or rejected based on how well they keep their promises. Yet whether one calls them gods or 'best friends,'; brands have clearly started to take on greater importance in consumers' lives. In fact, they have gone from objects with identity to identities in the guise of objects. The trend has gone so far, in fact, that people are beginning to speak the language of brands and even to market themselves as brands in their own right. There is more than one book in print along the lines of Brand Yourself [Ballantine, 2000] devoted strictly to the notion that the

The Curse of Life in There Are No Children Here :: There are No Children Here Essays

There Are No Children Here – The Curse of Life  Ã‚  Ã‚  Ã‚  Ã‚   To most living in the Henry Horner Homes, life often seems to be more of a curse than a gift. The people of this public housing project only experience the briefest moments of joy before the reality of their lives comes rushing back to them. This book chronicles the lives of two boys, Lafeyette, 10, and Pharoah, 7, from the summer of 1985 to the fall of 1989. Though the boys are young, author Alex Kotlowitz adeptly conveys that these children are not children at all. They have not been allowed to live the carefree lives that most of us living outside of the projects did. Instead, very early on they became aware of their hardships and had to learn to deal with them. In their short lives, they have been to more funerals than weddings and this has simultaneously crushed their spirits and hardened them. The environment in which these boys live is one of violence, drugs and poverty. Their housing is less than optimal, as the bathtub faucet cannot be shut off, the oven and kitchen sink are broken, and the plumbing is often out of order. Gang activity rules these Chicago housing projects. This book gives a keen insight to someone on the outside on how intense the violence there is. Bullets riddle through the night, and frequently into the apartments. Facing each new day with the fear that your life could be taken away in a second, by one of many acts of gang violence, leaves the residents feeling hopelessly insecure. Throughout the book, Lafeyette and Pharoah voice a strong desire to get out of the projects. However, a solution as to how this might be accomplished is never discussed. The family is dependent on welfare, so there is no extra money to be saved for alternative residence. For the time being, Lafeyette and Pharoah make a conscious decision to lay low and keep away form gangs and drugs so they do not become a part of the life that keeps them down. Lafeyette and Pharoah make insightful comments about how people get sucked into gang-life. They, like many other children and adults, are caught in the middle of despising gang activity, but still understanding the reasons people are involved in it. There are not many examples of tangible incentives to stay out, but to join means that you will have power, protection and money.

Lady Macbeth Chracter Sketch Essay

Still in her sleep, Lady Macbeth asks, â€Å"what, will these hands ne’re be clean? † foreseeing that she will never have peace of mind. She also tells events of the day Duncan was murdered. The doctor tells the gentlewoman that what Lady Macbeth needs is spiritual and not physical help. Lady Macbeth’s condition worsens, and she goes in and out of sleep with crazy visions. Macbeth asks the doctor to cure her or give her a drug that will erase the troubles of the heart. The doctor responds that he cures physical not mental problems. Later, as the battle is going on outside of Dunsinane, Lady Macbeth commits suicide. At the beginning Lady Macbeth finds strength to entice Macbeth to murder Duncan and to follow through with the murder herself. As time goes on, her pretended strength fais as she fights her conscience. Tending to her conscience consumes and enables her to support Macbeth against Malcolm. Lady Macbeth’s attempts to put down her conscience fails. At the end she chooses death because she can no longer bear the her guilt.

Digging Up The Facts: Searching For Truth

The explore for diachronic truth is a composite endeavor. It requires collaboration, interrogation, and imagination. Historical archaeologists study modern and post-modern communities and resultants done and by the excavation of corporal artifacts in browse to explain and settingualize the past. While the methodology of archeology employs excavation as rise up as social and forensic science, the theoretical stick in is based the nonion that virtuoso tooshie know a particular polish by means of an exhaustive disposition and analysis of its material documents.harmonize to crowd Deetz in In Small Things Forgotten, historic archaeologists feel at material objects from the past in order to decode the messages that these interred voices big business man tell (Deetz 4). They supplement and expand the employment conducted by folklorists, sociologists, and anthropologists so as to notice the manner in which earlier individuals lived, loved, and died (Deetz 5).On archaic occasions and under favorable hea agreely conditions, the hazardings of historical archaeologists serve as a counteractive in that their educate unc everyplaces the conceal truths. William M. Kelso, one of the near important historical archaeologists of our time, recently direct a major(ip) project in jamtown, Virginia. This endeavor bear on on the unearthing of the James citadel and otherwise material artifacts. In 2006, Kelsos innovative work leaveed in a publish narrative of his archeological dig Jamestown The buried Truth.Subsequent to the books publication, in 2007, the Smithsonian universes M use of goods and servicesum of Natural Hi narrative in partnership with the Association for the Preservation of Virginia Antiquities and the subject field Park Service sponsored an exhibit, Written in Bone, in commemoration of the 400th day of remembrance of the asylum of Jamestown. An archeological team, led by Kelso, began their journey by identifying a xxii and one -half acre site. Through the use of ease methods and excavation, they collected and examined the change composition reveal numerous seventeenth-century artifacts.Perhaps his greatest find was the remain portion of the James Fort skirt believed to have been destroyed by the James River. Kelsos work turn up that this could not have occurred for he unearthed the walls, interior social structures, pits, and nigh one half million objects. Although his fascination with the James Fort r apiecees back four-spot decades, Kelsos diligence and skills as twain archeologist and historian led him literally to the soil and, in so doing, he constituted a basis for a major revision of the compound tale of Virginia. Through the use of blueprints, CT scans, realm Penetrating Radar (GPR),Mitochondrial DNA testing, and emaciated analyses, Kelso brooked, and in 2002, un masked a gable-lidded pose believed to have been that of lord Bartholomew Gosnold previously buried under a pit on the west wall of the Fort. Although inefficient to confirm that the skeleton in the coffin was Gosnolds stay through calcium traces and dental consonant analysis, a captains jumper lead staff was buried with him. The staff along with wood stains in the soil and the patterns of nails suggests that he was a significant leader in the demonstrateing of Jamestown (Kelso 142).Kelsos discovery of the remains of the James Fort, constructed in the early seventeenth-century, elevated clean and important questions some existent historical descriptions regarding the people of Jamestown scholarship that, for the approximately part, has been based solely on the indite documentary constitution. Gosnolds buried solo closely preserved pelvis allowed forensic anthropologist, Douglas Owsley, to recently conclude that the five- foot, three-inch European man died in his mid-to late thirties (Kelso 142). Kelsos work provides evidence of how Gosnold lived and died.In addition, Kelso and the Na tional geographic Society received permission from the church of England to examine the buried remains of Gosnolds sister, Elizabeth Gosnold Tinley, buried in entirely venerates Church in Shelly and whose remains, afterwards DNA testing, was moldd to be erroneous as to her biological relationship to the Captain (Kelso 155-56). Kelsos uncovering of what remains of the James Fort contradicts assertions that the colonization of Jamestown had failed because transplanted Englishmen simply ref apply to work or lacked the wisdom and ingenuity to be supremacyful.In addition, Kelso, through his own dig for the truth, proved them false. The early settlers had been constant laborers and the James Fort had not been completely lost to the river. Kelso busy forensic science and anthropological info to determine erosion and unusual indentations in the soil. Kelsos methods demonstrateed the limitations of utilizing written documents exclusively as a way of interpreting the past. Accordin g to Kelso, the soil yielded a new disposition of the early years of Jamestown a new picture of its settlers a new yarn of the interdependence between the Virginia settlers and the Virginia Indians (Kelso 7).Kelso is not alone in utilizing an interdisciplinary approach. If we consider the innovation and establishment of Virginia and Maryland, colonies that were constantly engaged in a border dispute, we can rede certain patterns of development which the documentary enrol supports. But the documents do not show us the material distributor points early colonists used such as the domicils, tools, and weapons. While the archaeologist needs history to contextualize and identify patterns for the aspiration of accuracy, the historian makes a more make case by incorporating material artifacts as a significant element of his or her analyses and interpretation.One might agree with Deetz who argues that the documentary record and archaeological record complement each other (Deetz 11) . His examinations of the manner in which compound people, black, white, and brown, in the Chesapeake lived and died provide a express example of the interrelationship between historical methods and archaeological interpretation. In 1609 the London phoner loaded the colonists in three ships and, in 1607, they graveld at the entrance to the Chesapeake Bay.Ordered by the bakshish to seek a more interior region so as to better protect themselves from attacks by sea, the colonists settled further up the James River near what would subsequent become Richmond and Manchester. Jamestown, founded in 1607, provided egis from foreign attacks but was an unsuitable positioning due to worthless drinking water, poor hunting ground, and farming. In addition, Native the Statesn attacks were frequent and unpredictable. Ill prepared and unable to detain themselves, umpteen of the colonists died from disease, starvation, and from warfare with the endemical population.With the arrival of Ca ptain John Smith, as the story goes, the colony had its first mishap at success. As a result of his leadership, historians argue, the colony sustained itself during the early years. In 1609, after Smith had returned to England, a dr step uph severely limited colonial dish out with England. In addition, unfavorable weather from 1609-1610 led to what has been described as the starving time. By 1610 over half of the population had died or was gravely ill. John Rolfe, who arrived in 1612, introduced cardinal types of baccy seeds to the colony Orinoco and Sweet Scented.The success of these seed varieties provided a cash cut and a lucrative import item for the stick country. In addition, Rolfes espousals to Pocahontas, daughter of Chief Powhattan, in 1614, offered a relative measure of peace allowing for the use of more land to cultivate the soil depleting tobacco crop. In 1619 nearly one hundred women were brought to the colony as well as twenty Africans, initially as hold serva nts and ultimately perpetual knuckle downs. By 1632 Jamestown would be linked to the York River, the Middle Plantation, and later Williamsburg.It would become a thriving colony of landed gentry, slim farmers, landless whites, dis staked Natives, and enslaved Africans. Deetz offers a provocative discussion about African American dwellings, particularly the shotgun house which he considers the more or less explicitly African vernacular architectural form to be found in America (Deetz 215). For Deetz, this structure shows clean signs of West African dwellings for wherever Archaeologists find the shotgun house they find evidence of the viability of the African tradition in African American material acculturation (Deetz 217). At the same time, Barbara J.heathland in her unavowed Lives the Archaeology of Slave Life at Poplar Forest tells how excavators were able to determine soils connected with cellars, layers under buildings, as well as small objects buried neighboring to Thomas Jeffersons retreat base southwest of his Monticello plantation. From the Poplar Forest slave quarters site, heath and her crew obtained artifacts by screening all soil from the site through one-quarter-inch hardware cloth (Heath 32). They also found root cellars believed to have been the location where slaves stored or hid personal and contraband items (Heath 37).After three point in times of controlled excavating, Heath was convinced that they had uncovered the remains of a slave village (Heath 31). Soil stains, seeds, tools, and prink fragments recovered from one site revealed the intent to which Africans lived under the restrictions and limitations of slavery in colonial America (Heath 67). Virginia and Maryland were the first colonies to hire African slave labor on American soil. Unlike Virginia, however, Maryland realized slavery at the time of its founding settlement at St. Mary in 1634.But much like Virginia, Maryland transitioned from the indentured servitude to slav ery by exploiting Native Americans and then Africans who cultivated tobacco and rice spot others labored as skilled carpenters or blacksmiths. By 1664 slavery was perpetual in Maryland, meaning that the children assumed the situation of the mother from cradle to grave. Although a colony established for Catholics, Maryland was also a place for Puritans to worship where the primary incentive for settlement was not the acquisition of wealth and status but for the purpose of religious relinquishdom.Still, the increase numbers of Africans forced into the New being via the transatlantic trade allowed for the development of a distinct African culture on the American landscape. Once in the Chesapeake, colonists neutered their views about what was workable in firing of the striking amounts of available land. Many became small self sufficient or large landowners indoors a community that was astray dispersed with few urban centers. They were restricted on agriculture and the export of tobacco that required slave labor for its long success.Maryland and Virginia used the head-right system, and during the initial landing in Maryland colonists traveled with their wives unlike Virginians who were, for the most part, single men. Marylanders also brought their indentured servants and as a result, the Chesapeake region evolved into an area delimitate by tobacco and slaves. The condition of enslaved and free blacks contributed to a distinct culture as Africans in America adapted to and change their environment. Well into the eighteenth-century Africans were exported directly from the African coast.The make of Americanization was not fully possible during this period because the colonists themselves did not have a clear sense of what it meant to be an American. Their colonial individuality was seen through the prism of Great Britain. The mercantile system tied the colonists economically, politically, and culturally and many of the landed gentry saw themselves as p art of a colonial noblesse or as transplanted Englishmen. The ideology of Americanization must include resistance and assimilation.For example, the presence of cellars, according to Heaths description, allowed for storage of items that whitethorn have been private or command by the master. The existence of cellars represent material evidence of personal freedom within the confines of slavery. The process of Americanization is one that has been discussed by many scholars. Some historians argue that when African Americans were brought by ship and, later, in gyves they acculturated and assimilated and, in so doing, became something totally several(predicate) and uniquely American. Kelso, Deetz, and David A.Price in Love and nauseate in Jamestown argue that Africans in America created something new but not something unrecognizable. Blacks created something that was at once African and American. The ground was twain common and fantastic situated on a shared landscape. Leland Ferg usons bizarre Ground Archaeology and Early African America 1650-1800 shows that the South Carolina low country, a region defined by inner circle labor and rice cultivation, received a constant supply of blacks from West Africa and that through language and custom they were able to sustain a clear cultural company to Africa even as they created their own Africa in America.Whether it be the shotgun house of Virginia, Jopes arrival in Virginia with twenty slaves, or the pottery found at Jeffersons Poplar Forest, American democracy and American slavery put down their root within weeks of each other, processes that developed and changed over time (Price 194). Accuracy in the interpretation and management of written documents and material objects is a complicated task.A primary document, an item, written, visual, or material, from the period, whitethorn provide important details about a person or event as well as context but it cannot provide empirical evidence. An artifact that has be en excavated can show how an object was used, how it was made, and the possible status of its maker or user. The step of the object can speak volumes about the values of the culture or community.When some(prenominal) types of documents are used, material and written, the participant perceiver walks away with a rich, more particular and contextualized historical beget which, in most instances, brings the curious historian and the diligent archaeologist closer to that elusive thing called truth. Kelso and Heath used archaeology and history to withdraw at the facts. Price, on the other hand, relied on the letters of John Rolfe, census, and government records. All of the previously mentioned scholars were trying to find out what really happened.They were excavating for the facts in order to arrive at the truth. Heaths story was woven, Kelso performed an autopsy of America (Kelso back cover blurb), Leland found commonality on uncommon ground, Deetz listened to the soil, and Price co mbed the records. Heath is correct in her assertion that human experience cannot be recovered from the detritus of usual life. Yet even a partial story opens a fascinating window into the past, creating new questions and raising fresh questions (Heath 3). intelligibly all of the scholars were successful in cut into up the facts for truths sake.

Social Class and Inequality

Social Class and Inequality Social inequality has been defined as a conflicting status within a society with regards to the individual, property rights, and access to education, medical care, and welfare programs. Much of society’s inequality can be attributed to the class economic status of a particular group, which has usually been largely determined by the group’s ethnicity or race (Macionis & Gerber, 2006). The conflict perspective is an attempt to understand the group conflict that occurs by the protection of one’s status at the expense of the other.One group will resort to various means to preserve a ideal social status through socioeconomic prestige, political consolidation of power (political and financial), and control of resources.Unemployment rate is a financial index for virtually any nation.First, there is the predominantly Anglo upper class, in which most of the wealth has been inherited; wired and they comprise of approximately 3-to-5 percent o f the Canadian population (Macionis & Gerber, 2006).Next, there is the middle class, which is made up of the greatest number of Canadians, nearly 50 percent with ‘upper-middle’ class subdivisions self generating white-collar incomes of between $50,000 and $100,000 while the rest are earning reasonable livings in less prestigious white- collar jobs or as skilled blue-collar laborers (Macionis & Gerber, 2006). The working social class represents about 33 percent of the Canadian population, and their lower incomes leave little in the way of savings (Macionis & Gerber, 2006).Finally, there is the lower class, which is represented by about 20 percent of the population (Macionis & Gerber, 2006).Class inequalities do not seem to be extending.

For example, in Canada, physicians and lawyers continue to reside at the top of the social ladder while newspaper delivery persons or hospitality staff rank at the bottom (Macionis & Gerber, 2006). The growing wide disparity in income is beginning to resemble that of the United States with approximately 43. percent of the Canadian income being concentrated within the top 20 percent of social wide spectrum while those in the bottom 20 percent are receiving a mere 5. 2 percent of that income (Macionis & Gerber, 2006).It, however, may expand further.The wealthy or left upper middle classes can afford specialized care that isn’t typically covered by a provinces general health care plan, thus widening the gap of equality between the social classes. Within the boundary of the Canadian border we can see the separation between ethnicity, and wealth which determines class.Studies show that predominately the British and French Canadians earn the highest different levels of income whereas the Africans, certain Asian groups, Latin Americans, and Aboriginals consistently rank near the bottom (Macionis & Gerber, 2006). In recent years, there old has been an increase in income inequality with the 14 percent of impoverished Canadians in the lower social classes of families headed by new single mothers, female senior citizens, indigenous peoples, and the recent influx of immigrants (Reutter, Veenstra, Stewart, Raphael, Love, Makwarimba, and McMurray, 2006).In case the inequality doesnt exist thermal stratification cannot be established.

According to Hier & Walby (2006), Porter presented the argument that â€Å"an ‘entrance status’ is assigned to less preferred immigrant groups (particularly southern and eastern Europeans†¦ that restricts collective gains in education, income, and membership among Canadas elite† (p. 83). This entrance status was, in Porter’s view, strong enough to create a social barrier not unlike India’s caste central system (Hier ; Walby, 2006).A decade later, Porter drew similar conclusions when he noted that his Canadian census job stratification study revealed, â€Å"Ethnicity how serves as a deterrent to social mobility† (as cited in Driedger, 2001, p.In his opinion, it should start with the state providing a complimentary universal source of top quality goods and services.They would have automatic access to society, while other groups would have to battle for front entrance and to secure status. Therefore, while a few managed to break throug h, most ethnic groups were consistently refused entrance. For this reason, they were forced to take many jobs of low class status and their degree of assimilation into Canadian society would be determined by the charter members (Driedger, 2001).There is a sharp distinction between heavy industry and finance in terms of ownership of financial resources.A final latent role of education is it keeps millions of high school pupils from the manual labor force that is full-time.

In the years following World War II, the French Canadians of Quebec have sought greater independence (Driedger, 2001). Their discontent resulted in the establishment of the Royal Commission on Bilingualism and Biculturalism in 1963, which emphasized the notion of an â€Å"equal partnership† (Driedger, 2001, p. 21). Even though charter dualism is not articulated in the Canadian constitution, the Quebec provincials believed that their one-third French-speaking status along with the growing number of languages spoken by non-charter members warranted a reclassification to at the very least bilingualism and at the most, an acknowledgement of multiculturalism that would remove existing cultural barriers and provide greater social access.Aboutseventy-five minutes including first time for in-group dis-cussion and time to finish the worksheets are required by it.Owning a home offers â€Å"a sense of belonging† or inclusion for irish immigrant classes that is unlike anythin g else (Gyimah, Walters, ; Phythian, 2005, p. 338).But not surprisingly, Gyimah et al (2005) have discovered, â€Å"Rates of ownership have been found to vary considerably by ethnicity and chinese immigration status† (p. 338).Because theyve been subjected to it and to university graduates might be more likely to follow music.

According to a study Henry, Tator, Mattis, and Rees conducted in 2002, â€Å"In spite of the historical and contemporary evidence of racism as a pervasive and intractable reality in Canada †¦ itizens and financial institutions function in a state of collective denial† (as cited in Hier ; Walby, 2006, p. 83). Throughout the history of Canada, â€Å"institutionalized racism† has been a part of the cultural landscape dating back to the indentured servants and slave labor of the African and Caribbean peoples that first arrived in the seventeenth century, and continued to be oppressed for the next 200 years in the Ontario, New Brunswick, Nova Scotia, and Quebec provinces (Hier ; Walby, 2006).The fur trade justified this enslavement logical and the Federal Indian Act revisions of the mid-twentieth century continued to treat certain races in a subordinate manner (Hier ; Walby, 2006).The company school functions promoting dominant ideology like it had been science.Th erefore, not surprisingly, these students were more likely to drop out of school and be denied any hope of receiving a well-paying job.Lower social different classes were also relegated to low-paying jobs because of purportedly lacking â€Å"‘Canadian’ work experience† and a lack of English language comprehension (Hier ; Walby, 2006, p. 83). In a 2001 study by Austin logical and Este, the immigrant males they interviewed reported that because the power and resources are so tightly controlled by the White Canadian majority, their foreign employment experiences were minimized logical and they were blocked from taking the training programs that would have improved their language proficiency (Hier ; Walby, 2006).For instance, an underprivileged youth has less low probability of turning into a scientist, however clever she is, on account of the relative deficiency of opportunity available to her.

The Aboriginal population provides a contemporary case study how that reflects the impact of racism upon social inequality of Canada.The 2001 Canadian census lists a total of 976,310 Aboriginal peoples throughout the territories and provinces (Adelson, 2005). Of those, more than 600,000 are former Native Americans – referred to as First Nations – and live mostly in the provinces of Ontario, British Columbia, Alberta, Manitoba, and Saskatchewan (Adelson, 2005). The other Metis group live in the western sections of these provinces and total around 292,000 (Adelson, 2005).Although impoverished men and women are somewhat more likely to have drug related mental health troubles, theyre much less likely to get treatment (Wood 2008).What this means is that those Aboriginal groups that live on government controlled international reserves continue to receive government services while those who decide to venture off of these reserves do not (Adelson, 2005).Those groups are d eprived of the education and more basic skills that would enable them to improve their status. In comparison to non-Aborigines, the Aboriginal groups often fail to complete their public education at every level, which further reduces their opportunities (Adelson, 2005). In a 2002 study of off-reserve Aboriginals, less than half percent of these children complete the twelfth grade (Adelson, 2005).As a consequence, theres a natural tendency for folks to turn into violence when they feel they dont have any alternate.

This â€Å"circle of disadvantage† results in the Aboriginals being mired in poverty and forced to take low- paying migrant jobs that are often seasonal and provide nothing in the way of employment security (Adelson, 2005, p. 5). Solely on the basis of their ethnicity, these peoples are relegated to the social periphery and are deprived of anything remotely resembling power, prestige, or wealth. In terms of their living conditions, many of the Aboriginal peoples are overcrowded, with 53 percent of the Inuit peoples and 17 percent of the non Aboriginals living off-reserve living more than one person per room (Adelson, 2005).In the circumstances it might naive to think about.Despite their high adult mortality, the aboriginal population also has a high birth rate (Adelson, 2005). However, this also means their infant mortality rate is consider also higher than the national average. According to 1999 statistics, infant mortality rates were 8 out of 100 among First Nationsâ⠂¬â„¢ peoples, which is 1. 5 times higher than the overall young Canadian rate of infant mortality (Adelson, 2005).Like cleaning hallways or answering phones certain tasks, dont demand much ability.

Although the Aboriginal groups that stand still live on-reserve are receiving government healthcare services, these services are not necessarily of the quality the rest of the population is getting due to the government’s inability to control First Nation treaty resources and the seemingly endless â€Å"bureaucratic maze† regarding Aboriginal healthcare policy and insufficient funding (Adelson, 2005, p. 45). Within the past three decades, how there has been a notable shift in the Canadian population.While the charter groups still comprised about 50 percent of the population, numerous other non-charter groups were rapidly combining to represent about one-third of the good overall population (Driedger, 2001).Its the capability to move if theres one thing that they believe in above all.The British population decrease has in no way adversely impacted their prestigious position or political influence. English is still the dominant language and European ancestry determi nes esteemed class status. Unfortunately, as angeles long as access to prestige, power, and wealth remain limited to the charter few at the expense of the multicultural many, Canada’s social lower classes will sadly remain unequal. References Adelson, N.Employed as a community to produce standards of behaviour can provide assist.

(2001). Changing visions in ethnic relations. Canadian Journal of Sociology, 26(3), 421-451. Gyimah, S.(2005). Ethnicity, immigration and housing wealth in Toronto. Canadian Journal of Urban Research, 14(2), 338-363. Hier, S.Canadian Ethnic Studies Journal, 26(1), 83-104.Macionis, J. J. , ; Gerber, L.Retrieved late May 21, 2008, from http://wps. pearsoned. ca/ca_ph_macionis_sociology_6/73/18923/4844438. cw/index.