Pathophysiology of breast cancer

Pathophysiology of breast cancer Cancer is a process in which normal cells go through stages that eventually change them to abnormal cells that multiply out of control. Breast cancer is a malignant growth that begins in the tissue of breast. It is most common cancer in women, but it can also appear in men. As per the W.H.O. survey 5, 19,000 deaths happen around the world per year. In 2008, Breast cancer incidence was estimated that 1.38 million folks suffered with breast cancer throughout the world. In 2008, it was estimated that nearly 3, 32,000 in Europe and 1,82,460 in US were registered with new cases. The incidence of breast cancer in India is on the rise and is rapidly becoming the number one cancer in females. One in twenty two women in India is likely to suffer from breast cancer during their lifetime, but this figure is more in developed countries like America and UK (one in eight being victim). In 2005, International Association of Cancer Research survey showed that there will be 2,50,000 of breast cancer patients that will be seen in India by 2015, A net 3% increase per year (80 new cases per 1,00,000 population per year). PATHOPHYSIOLOGY OF BREAST CANCER: Breast cancers arise from a sequence that begins with an increase in the number of breast cells to the emergence of atypical breast cells followed by carcinoma in situ and finally invasive cancer. Breast cancer occurs due to interaction between the environment and a defective gene. When cells became cancerous they lost ability to stop dividing, to attach to other cells and to stay where they belong. Some mutations can cause cancer such as p-53, BRCA1 and BRCA2. These mutations are either inherited or acquired after birth. Other mutations also cause breast cancer which is deterring the P13K/AKT pathway; these are helpful in apoptosis so that the pathway is stuck in the on position and cancer cells do not commit suicide. Breast cancers are many types which are mainly invasive (infiltrating) breast cancer, non-invasive(ductal, lobular), estrogen fueled, inflammatory and metastatic breast cancer, in these types ductal carcinoma and invasive breast cancers are more common types accounting for about 15% and 80% respectively. CLINICAL SYMPTOMS: Lump or swelling in the armpit. Changes in breast size or shape. Dimpling or puckering of the skin thickening and dimpling skin is sometimes called orange peel. Inverted nipple nipple turns inwards. Crusting or scaling on the nipple. THERAPEUTIC APPROACHES FOR BREAST CANCER: In the present era we have different approaches are there to reduce the breast cancer effect in patients. The treatment of breast cancer is merely dependent on stages of breast cancer, prognosis and risk of recurrence. It is usually treated with breast conserving surgery and then may be with radiation or chemotherapy or both. In case of hormone positive cancers are treated with hormone therapy. Surgery is usually the first line of attack against breast cancer and depends on many factors. Lumpectomy, Mastectomy, lymph node removal and breast reconstruction are comes under the surgery. Chemotherapy treatment uses medicine to weaken and destroy cancer cells in the body, including cells at the original cancer site and any cancer cells that may have spread to another part of the body. It is used to treat early stage invasive breast cancer and advanced stage breast cancer, in some cases chemotherapy is give before surgery to shrink the cancer. In many cases a combination of two or more med icines will be used as chemotherapy treatment for breast cancer. Hormone therapy medicine treats either by lowering the amount of the hormone estrogen in the body or by blocking the action of estrogen on breast cancer cells. Hormonal therapy medicines can also be used to reduce the growth of advanced stage or metastic hormone receptor positive breast cancers and early stage hormone receptor positive breast cancers. Hormonal therapy medicines are not effective against hormone receptor negative breast cancers. RISK FACTORS FOR BREAST CANCER: Many factors can influence a womans getting breast cancer but having one or more risk factors does not necessarily mean that a women will get breast cancer. It is important to remember that breast cancer can also occur in women who have no identifiable risk factors. There are many risk factors are responsible for breast cancer, these are classified into three categories Strong risk factors Moderate risk factors Other risk factors Strong risk factors AGE: The primary risk factor for breast cancer in most women is older age. Overall, 85 percent of cases occur in women 50 years of age and older, while only 5 percent of breast cancers develop in women younger than age 40. Family history: Women who have a family history of breast cancer are at a higher risk for breast cancer than those who do not have such a history. Mainly two autosomal dominant genes, BRCA1 and BRCA2 are responsible for breast cancer. Previous breast cancer: If women had breast cancer in one of the breast previously then there is more possibility of developing cancer in the other breast. This is basically due to hereditary mutation of BRCA gene Moderate risk factors Mammographic density: Women whose mammograms showing many dense areas of tissue in the breast have higher risk of acquiring breast cancer than women showing only fat tissue in her mammogram. Biopsy abnormalities: Women whose previous breast biopsy result showed abnormal proliferation like excessive growth of glandular tissue have an increased tendency of acquiring breast cancer than non proliferative benign breast conditions like fibrocystic changes. Radiation: For the treatment of other cancers a women who have received high doses of radiation therapy on the chest are more prevalence to breast cancer than women who have not exposed to radiation. Other risk factors Hormones: Throughout a womens life breast tissue remain sensitive to hormonal changes that includes during each menstrual cycle, pregnancy and lactation. Increased exposure of estrogen is more porn to breast cancer in women because estrogen stimulates glandular proliferation in breast. Pregnancy and breast feeding: Women who gives child birth at or after the age of 30 have double the chances and women who never given birth have triple the chances of getting breast cancers. Hormone replacement therapy: women aging 50 to 79 who undergo hormone replacement therapy, a combination of estorogen and progesterone for approximately 5 years have increased risk of breast cancer development. Alchol: A women who drink alcohol of two units per day have 8% chances of developing breast cancer than women consuming one unit per day. Increased alcohol consumption increases estrogen levels causing breast cancer. Miscellaneous factors: It may include women of high socio economic status, women working in night shifts exposing to light, race or different ethnic groups like black women and women who smoke have increased tendency of acquiring breast cancer. Women who have other diagnosed cancers of endometrium, ovary or colon have increased chances of getting breast cancer. DIAGNOSTIC TOOLS FOR BREAST CANCER: Evaluation of breast complaints and screening for breast cancer accounts for a significant part of primary care. These screening techniques are useful in determining the possibility of cancer. Generally triple test is used to diagnose the breast cancer; it means clinical breast examination, mammography and fine needle aspiration cytology. Other techniques for evaluation of breast cancer are ultrasonopgraphy, core needle biopsy and genetic tests to evaluate the BRCA mutagenic genes. There are many biomarkers are there to evaluate the breast cancer most of them are useful for early detection some are useful to assess the prognosis of the disease. Risk biomarkers are those associated with increased cancer risk and include mammographic abnormalities, proliferative breast disease with or without atypia, and inherited germ line abnormalities. Prognostic biomarkers provide information regarding outcome irrespective of therapy, while predictive biomarkers give evidence regarding response to therapy. Mammography: It is performed to evaluate the breast lumps or as a screening tool. It is usually recommended as part of the evaluation in women older than 35 years who have a breast mass to help evaluate the mass and to search for other lesions. Mammographic findings propose cancer include increased density, irregular border, speculation, and clustered irregular microcalcification. There have been eight major trials of mammography screening. The observed change in breast cancer mortality has varied widely among these studies but the difference is only in randomization techniques, quality of mammograms, and duration of follow-up and evolving treatments during the trial. To assess the Mammographic density is allied with risk of breast cancer and portrays the effects of different reading conditions on the detection of changes in mammographic features. The subjects were recruited from who were participated in NBSS(National Breast Screening Study) program. The trial was randomized into two groups and subjects were allocated based on age, menopause conditions. i.e. one group contains who had undergone menopause after entry (n=202) and called it as prepostmenopausal group and another group contains who had not (n=202), called it as premenopausal group. By using a computer assisted method they obtained memmogram in each individual. Through the one year they collected mammographs in four reading methods of randomization. They assessed mammographic measures of total, dense and non-dense areas, percent density and associated variance to evaluate the mean effect of the menopause. The result of trial shows mehod-1 gave the largest mean period difference; method -4 gave the least mean period among the four mammographic measures. Finally the result shows that mammographic density is the most reliable and sensitive method for the detection of changes. There is variation in the composition of tissue and also radiographic properties of fat, stroma and epithelium in the breasts of the radiographic appearance from one woman to the other. Literature studies have shown more density of breast is associated with increased breast cancers. Wolfe explained the relativity between variation of mammographic density and the risk of breast cancer. Women have four to six times higher risk of getting breast cancer with more than 75% of density. An extended mammographic density may make difficult to detect breast cancer by mammography. During screen tests it will increase the risk of development of cancer. The reason for the study was to relate mammographic density in base line mammogram and the increased development of breast cancer. The NBSS conducted a screening test with mammography and physical examination. The SMPBC with mammography and OBSP with mammography and physical examination. A cause control study in which the subjects who had histolog ically verified breast cancer were included and subjects whose diagnose of the breast cancer with less than 12 months were excluded. Through radiologist and computer assisted method the mammographic density was examined. The image of unaffected breast of case patient with image of control subjects were examined in a multiviewer in a set of 100 images. The statistical result showed that women with 10% of mammogram density had lesser risk of developing breast cancer than women with 75% of density. Increased risk of breast cancer persisted for minimum of 8 years either detected by screening or other methods. It was less in older women than in younger. 26% breast cancer and 50% of cancers detected in less than 12 months after negative screening test in women younger than age of 56. The study concluded increased risk of breast cancer is seen with higher mammographic density detected by screening or between screening tests. CONCLUSION: The incidence of breast cancer is rising in every country of the world especially in developing countries such as India. This is because more and more women in India are beginning to work outside their homes, food habbits, life styles and shorter duration of breast feeding and late age at first childbirth. Early detection of breast cancer has possibility to save the lives. Weve different biomarkers to detect breast cancer. Mammography is not generally useful in women younger than 35 years who present with a lump. It is performed as an adjunct to the physical examination in evaluating as a screening tool in breast cancer. Mammography is not sufficient to exclude cancer in the evaluation of a palpable mass. Ultrasonography is very useful for evaluating breast lumps and in further defining mammographic abnormalities. It is especially useful in women younger than 35 years.

Normandy :: essays research papers

Introduction The Allied invasion of France on June 6, 1944 is variously known as D-Day, the Longest Day, Cross-Channel Attack, and probably some others as well. It was the largest single military operation of World War II. Hence, the Normandy beaches are a must stop if you get anywhere close to France. The 50th anniversary celebration in 1994 generated a lot of hype. The recent movie Saving Private Ryan rekindled that interest. However, the landing always held a special niche going back to the event itself. Much like Gettysburg, the Normandy attack has been studied in great detail -- hour by hour, person by person, shot by shot. We'll assume a flight landing in Paris and getting a rental car (a must) at the airport. Then you would drive over to Caen (about a 150 miles) and spend the night, which would put you at the east end of the beaches the next morning. This book by Bruce Bilven, Jr., is a historical documentation of D-Day, June 6, 1944. The book itself contains a lot of dates, n ames and places, which makes it a tough book to follow. Bruce Bilven Jr., himself took part in the massive D-Day invasion of Omaha Beach, as a second Lieutenant in the 29th Division Artillery. Drawing on his own experiances as a solider in World War II, he wrote two other Landmark Books about the war; From Casablanca to Berlin and From Pearl Harbor to Okinawa. Since the war he has written The American Revolution as well as many other books articles, and reviews. He lives with his wife and co-author, Naomi, and his college-age son in New York City. Summary Strategy D-Day began with the concept of the "Second Front." When Stalin's Russia was invaded in 1941, he immediately demanded that his new allies attack Hitler to take off the pressure. No matter his past complicity. Churchill and Roosevelt replied with the invasion of North Africa in November 1942 and Italy in 1943. Chief of staff George C. Marshall considered these sideshows draining away troops and time. The real war, argued Marshall, was to be a direct advance on Germany through France. Even as the "sideshows" proceeded, three other campaigns were under way -- the war against the German submarines, the US-British strategic bombing offensive against Germany, and the logistical buildup in Britain. The submarine conflict was a precondition for the bombing and the buildup.

Order vs. Freedom in Political Systems Essay -- Politics Philosophy

Order vs. Freedom in Political Systems Order and freedom are both necessary and beneficial towards the citizens and society with the aim to promote harmony, yet they both contradict each other. This contradiction has existed throughout many years and it is still hard to decide which one is ideal for the society. This essay will discuss and analyze if order or freedom is more important for political systems. Many believe that order should be applied by the government; though it should be allowed to a certain limit and should not interfere in a citizen’s personal life. However others believe that full freedom should be given to individuals and that nothing should be enforced as it brings along many differences between citizens. This essay will attempt to study and answer the long awaited question; which of the two are more beneficial for the society. Order is a demand of disciplined or prescribed agreement surrounded by elements that a desirable purpose is achieved. There were many philosophers who believed that order was necessary to encourage an equal society in which one of them was Machiavelli. Machiavelli strongly believed in having order to achieve an equal society, he adopted a different view which was centred on man, and the nature of human beings along with its relationships with other individuals. Machiavelli was the first modern, political scientist who only approved on empirical based method of analysis therefore he was more concerned with the present rather than focusing on the consequences. Machiavelli focused and examined the political history and studied in depth the city states and rulers in order to propose general rules of political behaviour. Machiavelli was also greatly influenced by the Romans; â€Å"R... ...at having order or freedom alone brings along many conflicts and disagreements within society. Therefore it is believed that neither should be fully implied, hence in order to promote a healthy society, a basic equilibrium between the two should be present. BIBLIOGRAPHY D. A. Lloyd Thomas., 1998. Locke on government. New York: Routledge. Ellenburg, S., 1968. Rousseau’s Political Philosophy. London: Cornell University Press. Plamenatz. John., 1963. Man and Society. London: Longman Quinton. A., 1967. Political Philosophy. London: Oxford Press Roger, D., Masters., 1968. The Political Philosophy of Rosseau. New Jersey: Princeton University Press. Shklar, J. N., 1976. Freedom and Independence. London: Cambridge University Press W. Von Leyden.,1982. Hobbs and Locke: the politics of freedom and obligation. London: The MacMillian Press Ltd.

Shakespeares Othello - Othello and Iago :: Othello essays

Othello and Iago The tragedy "Othello" by William Shakespeare is a story based upon the revenge of two characters, Othello and Iago. These two characters help to prove Murphey's Law which states that if something wrong can happen it will: for Othello it is the wrongful killing of his wife and friend, for Iago it is getting caught for his actions and finally being tortured. Many historians, actors, and readers would like to argue that Othello and Iago are very complex but at a closer look you will notice that their actions are purely based upon revenge for their iniquities. "I follow him to serve my turn upon him," said Iago (9:45). From the beginning of the story Iago has a cruel intent bent on destroying Othello merely because the job that he sought after was given to young Cassio. Exactly why his hatred burns so bright is unclear because it was not uncommon to lose a position to another soldier. With or without reasonable justification for revenge, Iago immediately starts to tear Othello apart by informing Brabantio (Desdemon's father, Othello;s wife) that she is out with a black ram and committing unjust acts. As time progresses Iago becomes more wrapped up in his lies that he even begins to believe that Othello has slept with his own wife, Emelia, and now he has even more reason to hate "the Moor", "I hate the Moor and it is thought abroad that `twixt my sheets `has done my office"( 55:429-431). Iago is so obsessed with his revenge on Othello that he does not care what happens to anyone else so long as he is happy. In the process of hur ting Othello he manages to have Roderigo killed, Cassio severely injured, his own wife Emelia is slain by his own hands, Desdemona dies at the hands of her husband Othello, and after everything Othello kills himself. Sadly Iago accomplishes his revenge but with so many casualties and then he himself is tortured and killed for his part in the great conspiracy, but before he is punished he has to see that Cassio will be the one to take Othello's place (a strange irony since it was Cassio that Iago was jealous of).

Is Social Networking Good for Society?

Is Social Networking Good For Society? Irma Barrios Brandman University Is Social Networking Good for Society? With various ongoing debates about why social networking may be bad for society, I have found it to be a positive resource. Social networking comes in many forms. It comes in the form of facebook, twitter, and even professional forums such as Linkedin. In such a fast-paced world, I find social networking to be an invaluable way of sharing ideas and interests that allow me to remain engaged.Although some may debate that social networking takes away from face to face and/or quality interactions, I have found it to be an invaluable tool in building community and networks. In fact, I believe it has given us a more effective way of communicating and engaging with one another especially in our fast-paced society. If I am on a work assignment that requires me to keep abreast of current events, one of my favorite tools to use is twitter. I find it to be a quick news feed and I usual ly learn about news first from there before learning it from the mainstream media such as television or radio.On a professional level, I have found Linkedin to be highly valuable. It has given me the ability to connect with prospective clients or sponsors that otherwise may have never been possible. And of course facebook has been the staple for me as for many in helping us remain engaged and to keep abreast of graduations, weddings, births or other special events regarding our family and friends. Social media continues to make strides to make communication more accessible and easier for all of us.Just this week Mark Zuckerberg, founder of facebook, has announced that it is now offering a Graph Search function in order for the user to have the ability to run queries from one’s network of friends. It allows users to run queries in order to find commonalities or other areas of interest within friend networks. Twitter has allowed many in suppressed countries to organize and make their voices heard to the point of overthrowing oppressive government leaders. Here at home many have opted to use facebook or twitter to raise awareness for their special causes and obtain signatures for legislation they are hoping to pass.On a more critical note, there have been cases where people have found an organ donor match or long lost loved one using social network sites. The deaf and mute have found a voice via their use of twitter and facebook and it has giving them a platform to be on par with the rest of the world. For the elderly, it has given them the ability to remain connected with loved ones. It has given them a way of remaining engaged and a way of overcoming obstacles of face to face interactions especially if they are experiencing physical limitations (Lu, 2011).For those who have been concerned about their online image, they can take control by taking advantage of the resource Linkedin. There you can list professional achievements, build a professional rolodex , and ask for recommendations for visibility on your online profile. Various career sites have mentioned that prospective employers place as much value on Linkedin recommendations as they do on traditional references. It is also thrilling to see that social networking has provided a platform for online learning.It is because of this invaluable resource that many, including myself, now have the opportunity of completing a formal education that otherwise may have been an impossible dream. Yet with all of these positive aspects of social networking, there are many who oppose the idea of it and for their own personal reasons. Michael Bugeja, director of the Greenlee School of Journalism and Communication at Iowa State University, has written a book entitled Interpersonal Divide: The Search for Community in a Technological Age. According to his book, one of Bugeja’s main objections to online social networking is the business models.He argues that the main goal of online social net working is to generate revenue through their ads, not to build a community experience. Another one of his concerns is that online social networking, in particular facebook, can lend itself to creating addiction (Jayson, 2009). But according to Nancy Bayam, an associate professor of communication studies at the University of Kansas, â€Å"There is not compelling evidence that spending time on social networking sites and expanding our social circles damages the close relationships we have.People think that if you’re hanging out on Facebook, you’re not having quality face-to-face time. That is not supported† (Jayson, 2009). Also, in a study conducted by Robert Kraut, a professor of human computer interaction at Carnegie Mellon University in Pittsburgh, in the journal Information, Communication & Society showed that for those who communicated online with someone they knew, experienced a reduction in depression (as cited in Jayson, 2009).Furthermore, Barry Wellman wh o is a sociologist at the University of Toronto stated, â€Å"The mythology we have is that people used to spend whole days hanging around community – like the bar at Cheers. They didn’t. They stayed home. If we switch from television to social networking sites, it’s a switch toward sociability-not away from it† (Jayson, 2009). Some oppose facebook because they believe it is a superficial means of communication. Others oppose it due to the cyber bullying and cyber stalking stories they hear in the news. Others fear it due to a feeling that it leads to an invasion of privacy or identity theft.Some may oppose twitter because they don’t understand how there could be any value of sending messages at 140 characters per tweet. Other critics have the preconceived notion that the time people spend in front of a computer on social sites is time taken away from other positive aspects in life such as exercising or attending events in person. As you can see th ere are many reasons why critics of social networking believe it is bad for our society, yet the powerful effects of online social interaction seem to outweigh what can be misconceptions or fears.Sharon Jayson, the author of the article published in USA Today entitled â€Å"Flocking behavior lands on social networking sites† (Jayson, 2009) finds that social networking influences human behavior regardless of it occurring face to face or online. In her article she quotes Claude Fischer, a sociology professor at University of California-Berkeley, â€Å"Those of us who study social networks believe they matter – that things do spread along social networks. † She adds that Nicholas Christakis, a physician and Harvard University sociologist states, â€Å"In many ways, human beings behave like flocks of birds or schools of fish. She shares the observations by James Fowler, a social scientist at the University of California-San Diego, and Christakis, â€Å"Whether the y’re face-to-face or virtual social networks influence human behavior and shape everything from finance to the way people vote. † Since it is human nature to belong to a group, one can see how â€Å"joining† twitter, facebook or Linkedin groups is a natural part of our human behavior. Some experts state that studying the long-term effects of social networking is still in its early stages since this form of interaction is relatively ew. However, there are experts who are already disclosing positive findings from various studies. Scientific American Mind (as cited in Jayson, 2009) discloses that â€Å"social support and social networking offer benefits, from additional resilience to greater life satisfaction to reducing the risk of health problems. † Apparently, other studies in recent years have found that in a large group the feeling of belonging to a larger group was beneficial for stroke victims in their recovery, and another benefit was that of improvin g memory.A major benefit is that of helping to boost a feeling of well-being. Christakis and Fowler conducted a study based off of the Framingham Heart Study with a group consisting of 5,124 adults within a network of 12,067 people from Framingham, Massachusetts. Their findings indicated that participants had an average of 10. 4 ties to others and totaled 53,228 ties (as cited in Jayson, 2009). The results of this study are telling in that they demonstrate the community building that has taken place via these social sites.With a all of the hustle and bustle and stresses of the world, achieving a feeling of well-being is priceless. Note The Australian Psychological Society in 2010 conducted a survey that disclosed some interesting findings. Participants stated some of the reasons they used social network sites were to check up on their kids, receive event invitations, and for business, promotional and professional networking purposes. Surprisingly, more than 50% of the participants s tated they felt they would lose touch with friends if they were not actively using a social network site.Some participants valued the use of social network sites especially if they had issues with being shy or for matters related to the heart. Nearly 80% had a date with someone they had met online and 82% had formed an intimate relationship with someone they had met online. The use of social network sites have also proved to be effective in the political arena. There was a telling study conducted by Matthew James Kushin, Department of Communication-Utah Valley University and Masahiro Yamamoto, from The Edward R.Murrow College of Communications-Washington State University. It analyzed the online media use by college students for political purposes during the 2008 election. Facebook users could express themselves politically in various ways such as by making online donations, encouraging their friends to vote, and posting graphics or status updates expressing political attitudes and o pinions. Twitter and blogs were used by candidates and voters alike to comment on social and political issues, share information, and encourage participation. – Kushin and Yamamoto, 2010Twitter has proved to be such an effective means of communication for political activists that it is banned in China. Ai Weiwei a Chinese activist explains that in China twitter is used differently compared to other countries. In China 140 characters lends itself to writing a novel. This allows activists to share deeper ideas as they relate to democracy and freedom (Ladhani, 2011). All in all, there appears to be a consensus among experts in the social studies, communications, and other relative fields who have discovered that there are many benefits that come from social networking, even if it is via a computer.As Christakis said, â€Å"So many things we normally think of as individualistic – like what our body size is, or what we think about a political topic, or whether we are happy – are actually collective phenomena† (Jayson, 2009). In conclusion, social networking sites have in fact given us additional tools to nurture our relationships, build community and professional networks. It has provided an avenue for people in the world including those in oppressive countries, to have a voice and create positive change on important political matters.In essence, it has provided an equal platform where regardless if you are someone who has a physical or social impediment, you can remain engaged and be heard, even in this fast-paced world. References APS National psychology week survey 2010, The Australian Psychological Society, Retrieved January 18, 2013 from http://www. psychology. org. au Bugeja, M. (2005). Interpersonal divide: The search for community in a technological age. Retrieved from www. amazon. com Christakis and Fowler (2011). The surprising power of our social networks and how they shape our lives.Retrieved from www. amazon. com Jayson, S. (2009, September 28). Flocking behavior lands on social networking sites. USA Today. Retrieved January 28, 2013 from http://www. usatoday. com Kraut, R. (n. d. ). Information, Communication & Society. Retrieved from http://www-bcf. usc. edu/~wdutton/ics_journal. html Kushin, M. J. and Yamamoto, M. (2010), Did social media really matter? College students’ use of online media and political decision making in the 2008 election. Mass Communications and Society, 13, p. 608-630. doi: 10. 1080/15205436. 2010. 16863. Ladhani, N. (2011). The organizing impact of social networking. Social Policy. Retrieved January 16, 2013 from http://www. socialpolicy. org Lu, X. A. (2011), Social networking and virtual community. Proteus a Journal of Ideas, 27, p. 51-56. Retrieved February 1, 2013 from http://www. ship. edu Rosenquist, J. N. (2011), Social network determinants of depression. Molecular Psychiatry, 16, p. 273-281. doi: 10. 1038/mp. 2010. 13. Scientific American Mind (n. d. ). Retrieved from http://www. nature. com/scientificamericanmind/index. html

Wider Professional Practice

Task 1 Wider Professional Practice We were selected to deliver a learning activity on the concept of Professionalism in the LLS. Tasked to investigate the meaning of professionalism, using the perspective of organisations such as the Lifelong Learning UK (LLUK), the training and Development Agency (TDA), Institute of Learning (IfL) and also considering the broader context of business. In order to broaden the scope of research the group were allocated specific tasks.We gathered the definition of professionalism from a eight separate sources such as traditional dictionaries, the internet, business sources, including government bodies’ interpretations. This was beneficial as I learned the range of definitions and how professionalism is interpreted in different sectors. The group dynamics were completely normal, with some members not meeting dead lines for submission of resources, others being too dominating with unrealistic expectation, members not being regular attendees, some c ontributing too little others contributing too much.I would say that it was a typical group mix and as the groups were selected randomly; the result was the best mix. I was very happy to work with all the members. We were able to agree on the most comprehensive definition as â€Å"continually achieving excellence through a willing, eager and responsible approach to: †¢enhancing one’s own relevant qualifications and competence (LLUK); †¢the development of one’s own knowledge and the application of good practice relative to teaching and learning (CPD); †¢developing people and improving young lives (TDA)’.It was also agreed that a teacher should follow some principles of professionalism; Teachers should take a responsible and proactive approach to: 1. Improving knowledge; 2. The application of good practice; 3. Addressing quality, diversity and inclusivity issues; 4. Complying with the law; 5. Respecting professional codes of practice; 6. Accepting governance and accountability; 7. Being altruistic in professional duty and 8. Embracing change and making it work.Through our research we came across the business idea adopted by the Japanese methodology where the process of work has been organized into five stages, so in-order to understand work there are 5 phases or the 5 ‘S; 1. Sorting, 2. Straightening or setting in order, 3. Sweeping or systematic cleaning, 4. Standardising, 5. Sustain the discipline or self discipline. We looked at a report by Ashwin Kini (2011) who gave his view on professionalism and distilled this into the 3 â€Å"P’s† of Passion, Persistence and Professionalism. Therefore qualities an individual should have to perform well and gain authority.However when I looked at a report from Brown and Turk (1998) the mmisuse of power can happen when a professional person takes control of a situation. People on the receiving end of power misuse feel powerless. Brown and Turk (Brown, 1998) suggest t hat children and vulnerable adults can be subject to physical abuse because of an abuse of power. These vulnerable people are usually in care and because of their special needs, the professional have access to their bodies beyond what would be considered typical (Brown, 1998, p114).We all were included in the discussions and opinions were heard but clear boundaries were laid down to which the group was able to follow set targets. The planning was clear and developed a good foundation to which we were able to include a good volume of material with varied critical opinions. Learning took place when we introduced the concept and coupled with our level of interest we were able to engage the learners, with our idea.We also handed out a very comprehensive amount of additional critical material in order so that the learners could refer back to it for future reference. Furthermore, if I had to do this again we would organize our handout material in either one simple handout, so that the lea rners could follow the speaker or have the other group members stand at the back of the class, to hand out information. In order not to overshadow the main speaker and keep the noise level down as mentioned on the evaluation feedback sheet (see Appendix1). In the findings t was clear that predominately the individuals felt that the presentation, the group activity was fit for purpose. The group aim was to ensure we structured the presentation in a comprehensive way and at the same time handout more than enough information for the individuals to have and read in there own time. I understand that a level of professionalism is an important part to the role of a teacher and although it is incorporated in the standards, guidelines and policies of organizations, is often not implemented nor highlighted in practice.Certainly in respect to my currently college and I feel this acts as a restraint on my progression and my ability to be â€Å"professional†. The importance of this subjec t I feel goes beyond what a teacher may know, but if they lack a clear understanding of professionalism they are missing a broad area of the profession. As teaching is such a demanding profession, careful consideration needs to be given to how effort is distributed so that every student gets equal attention. As a professional it is important that consistency is maintained.When teaching students they will need to know what the learning objectives are so I clearly explained at the beginning of the lesson and recapped at the end. These are some of the patterns of behaviour that I have adapted in my practice. I have discovered that these simple practices help to make students aware of how the topic connects to the Big Picture. Ginnis (2002:32) proposes, ‘if pupils are allowed to see the big picture, the purpose of the lesson, what it contains, how it fits with what’s gone before and where it is going, then more interest and motivation will be shown in lessons. As teachers w e demonstrate a passion that stimulates learning by giving examples, ensuring clarity, providing individual as well as whole class practice in applying knowledge. These are some of the ways that I am able to support students in lessons to think for themselves and gain a better understanding of the subject, thereby applying knowledge in light of other situations. Appendix 1 – Peer feedback Feedback #1 †¢Group facilitator should have hovered instead of walking & talking within group instead of letting us just get on with it. 0 handouts disturbed flow but also good resources & research!! Professionalism – looked & delivered well Feedback #2 †¢The overall presentation was very good. Evidence of research was evident, you seemed to have confidence in what you were doing and your findings will help me in my own professionalism. Learning took place but there were too many distractions handing out handouts. Feedback #3 †¢Group member should not be speaking whilst one member is delivering. Handouts could have been sent via email really Feedback #4 Please do not talk to other group members whilst one of your group is giving the presentation Feedback #5 †¢If we had more time on the activity, would’ve been more useful. I know you were pressed for time. I really enjoyed it, otherwise everything was very professional. I want to know more. Thanks. Feedback #6 †¢Lots of handouts which were given out at the same time as the information which proved a little distracting. Very well planned & executed presentation. Feedback #7 †¢I thought it was put across very professionally, very good, sharp and interesting – well done!!Feedback#8 †¢Too much/many pieces of paper. References: Brown. H, TurkV, (1998) ‘Defining sexual abuse as it affects adults with learning disabilities’ in K100 Understanding Health and Social Care, Offprints Book, Milton Keynes, The Open University Ginnis, P. (2002) The Teachers Toolkit. Wales. Crown House Publishing. Kini. A. A Personal View of Professionalism @ http://www. ipthree. org/blog/professionalism-what-does-it-mean? start=5 (Last accessed 22. 05. 11) http://tlp. excellencegateway. org. uk/tlp/cpd/puttingcpdintoa/putting (Last accessed 29. 4. 11) http://www. ifl. ac. uk/(Last accessed 29. 04. 11) http://en. wikipedia. org/wiki/5S_(methodology) (Last accessed 29. 04. 11) Task 2. The role of Quality Assurance in LLS. Following the brief introduction by the group we were asked to address the question â€Å"How would you evaluate the role of a teacher in terms of quality assurance? † Following this statement the group continued to move to the group activity. The activity charted out a â€Å"time-line† in which individuals were asked to see what there role at each stage.I found this a little challenging initially as I haven’t considered my role in term of quality assurance in terms of the complete cycle of the learner on a course of study. The aim of the learning activity was useful in as much as it increased my understanding of the full range of a learner’s route broken across a time line, which I have not seen demonstrated in this form. I would recommend that the introduction be extended on the simple fact that the time used by the individual to understand the activity and its purpose the group could have eased the learners in to the activity without disrupting engagement.But it did not give a simple explanation of Quality Assurance, something like â€Å"is a type of quality improvement, which provides provisions with recognition that they have achieved quality against a set of standards. This provides settings with satisfaction and shows parents/carers that the provision has raised standards above minimum. † (National Children's Bureau 2007). Clearly the subject was well researched by the group being demonstrated through the material provided as well as the delivery of the presentation had a good rapp ort, which allowed for a smooth transition between group members.As a result of having participated in the activity I now realize the importance of quality assurance at a number of different stages. Also that the aim of the quality assurance in education is to provide a framework for reviewing, measuring and improving the quality of the work being done by approved institutes. I also learned that the systems operate on a number of process’s which measures the quality of provided by the service and identifies areas for ongoing quality improvement.With the ultimate aim of these quality assurance systems for learning providers to promote and ensure quality outcomes for learners. But the learning activity did not cover the possible methods which can be used to increase and improve Quality Assurance in institutes by increasing its awareness to teachers. I feel that this can only be achieved through a shared understanding of service aims, priorities, policy developments and monitori ng and evaluating mechanisms. This requires everyone involved to have a clear vision of what they are working towards and commitment?I would like the group to also be specific and maybe tried addressing the issue of whether it is possible to provide an overall service for learners which encompasses every learner in every aspect of society. Furthermore I would have liked the group to mention the definition of what constitutes ‘quality’ as I have found out that it has been the subject of an ongoing debate particularly in relation to the balance between parent-led and professional-led services for children and families. Overall having participated in the activity I now realise the importance of quality assurance across a much wider range of events.I have in the past given little attention to quality assurance and certainly following the presentation I have further investigated this topic in relation to broadening my own learning. It has been an important experience for me to investigate further the areas that I may not have considered very important but where now for me a Tutorials can be seen as a form of quality assurance as they offer the learner advice and give feedback on their learning journey – how far they have come, where they are now and where they are going to.Reference: National Children's Bureau (2007) Putting children and young people first [online] Available from: http://www. ncb. org. uk/Page. asp (Last accessed 22. 05. 11) Group 3 An aspect of equal opportunity policy and its impact in LLS It was clear that this group had done there research and demonstrated a relatively competent understanding of equal opportunity. Through there presentation the aim was to get the information concisely delivered to the class by means of power point material as well as by a main speaker.A colorful leaflet was also created. The contents were, concise bits of information regarding the definition of â€Å"disability† under the Equality Act 2010. The leaflet was very concise and I feel that under the circumstances the information that I got was very limited and in order for me to get a stronger grip with the subject I would certainly require further research in the area, in my own time. I felt this to be a negative aspect to the material and would have hoped to get a more detail list of resources.As for the presentation, this group decided to hand out a group activity. This involved a list of three open questions designed to draw from the group its understanding on issues relating to equal opportunity. I felt that the initial request to undertake the questioner was very vague in its instruction announced to the class. Following this the supervising staff I felt were a little too keen to get the group started in there discussion, rather than allowing the groups a moment to absorb the requirement.The aim of the learning activity was useful in as much as it increased my understanding of barriers of education, equal oppor tunity for all for an inclusive classroom by setting achievable targets, managing facilities and differentiation related to diverse learning needs and of the relevant Acts of law related to equal opportunity but these area did not cover any in-depth explanation on these areas which I could refer to at a later date. Question one required a list of potential barriers to learning and assessment.For the initial question our group was able to chart out a number of barriers. Although the second question took relatively longer to understand, one reason could be that it was not to the point. I felt that the group also realized this fact as they attempted to ask an additional two questions in order to lead to the desired outcome. The final question required the group to list relevant Acts relating to equal opportunity, with the ability to use the internet to gather the answers.Under the circumstances this was not practical as it was a class activity limited by time, I was in a group of matur e individuals who through their long experience in teaching have come across a number of the government Acts. Listing the Government Acts related to equal opportunity was useful in as much as it highlighted my understanding of what they are, but it would have been better if they could have given a simple Executive Summary, which would have helped me more. As a result of me participating in the activity I now realize that it is important for me to investigate further Policies in the education sector.Group 4- A government policy- Every Child Matters (ECM/ELM) The group introduced the activity which was an introduction to the government green paper Every Child Matters (Children Act, 2004). In 2003, the Green Paper ‘Every Child Matters’ was published and designed to protect children and maximise their potential in response to the death of Victoria Climbie[1], This opening sequence had me completely engaged. I learned that the tragedy of Victoria’s death uncovered the weaknesses in our ability to protect the most vulnerable pupils.This publication sets out a framework for the new approach to the well being of children and young people from birth to the age of 19[2] and it is aimed at helping reduce the number of educational failures, offences and anti social behaviour and those who suffer from ill health, teenage pregnancy and abuse. I learned that although the current coalition government has moved away from the term ECM and withdrawing its funding, it has simply replaced the term to ELM (Every Learner Matters). Although the principle of ECM is preserved by the Children Act (2004) and even though the terms have changed the organizations linked with ECM i. social workers, health workers, and the police continue to base there practice on ECM ideology. Regarding the activity, the instructions could have been more clear and concise to avoid asking the group to repeat the instructions. The group members demonstrated a competent understanding of the subject area as they were able to share there knowledge confidently and answer all questions. The group worked well together as they were able to demonstrated a smooth transition from each member. I felt that the learning activity was extremely helpful but I think they could have explained in detail the Government aim for a learner.This resulted in me finding out that the Governments aims for all young people whatever their background may be: 1. To be healthy 2. To stay safe 3. Enjoy and achieve 4. To make a positive contribution 5. To achieve economic wellbeing The aim of the learning activity was useful in that it increased my understanding of how and why the policy of ECM was introduced but it did not cover in-depth the main outcomes of this policy. I would have liked to have more information to allow me to further investigate this area and i feel if a critical material list was provided it would have been very helpful in my learning.This has clearly highlighted a need for me to extend my understanding with the regulations of ECM/ELM. Reference: [1] BBC News : www. news. bbc. co. uk/1/hi/in_depth/uk/2002/victoria_climbie_inquiry/default. stm (Last accessed 22. 05. 11) [2] http://www. everychildmatters. gov. uk/aims/ (Last accessed 22. 05. 11) Task 4. In light of the experience of the other group discussions I was very much interested in the subjects covered. I personally feel that these subjects although covered before were far more effective when delivered by peers in this format.The interest and passions was certainly palpable in there delivery. I learned something new with each subject either through the group activity or through the presentation. The area of the Life Long Learning Sector (LLS) is constantly changing and in order for me to keep up with the changes I plan on investigating further ongoing progress. I would be certainly looking deeper in to the idea of professionalism in the context of my teaching and college. The aim being I incorporate it more heavily in my future teaching and development for the future.The Every Child Matters initiative is integrated into the college system. But it is not openly publicised and following the presentation I feel it’s certainly something I need to incorporate in my personal understanding. Currently the college that I work at is undergoing radical and extensive changes with the introduction of regular staff training days and I will make sure to attend are the ECM/ELM initiative. The systems are under constant review to match this initiative and as a result the college has adapted various approaches to ensure learners receive the best support and guidance.The aim of each and every new development I pursue is to ensure that I learn that each pupil is considered on their own merits and that where help and assistance is required I enable the pupils to access the curriculum to achieve their full potential. In addition I will need to explore the following reports in greater depth, Suc cess for All (2002), Skills for Life (2001), 14-19 Education and Skills The Tomlinson Report (2005), The Foster Review (2005) looking at the future of further education colleges. Further: The National improvement Strategy (2007) from the quality improvement agency.These are just a few of the significant material that I feel can further enhance my future development. Education: Raising Skills, improving Life Chances (2006), Raising expectations and Pursuing Excellence. Furthermore I will like to investigate why it is that in the current political and economic climate the government is sending contradictory messages, where on the one hand major cuts are being implemented to the university funding in the LLS initial teacher education. Whilst on the other hand sending and supporting a message of the importance and magnitude for the country to have a qualified, fully trained and professional LLS workforce.

Political Aspects of Lord of the Flies

The â€Å"Lord of the Flies† is an allegorical novel by Nobel Prize-winning author William Golding. It was Golding’s first novel, and was published in the year 1954. Even though it was not a grand success at the time selling fewer than 3,000 copies in the United States throughout 1955 prior to going out of print it went on to turn out to be a bestseller, and mandatory reading in various schools and colleges. It was adapted to film in 1963 by Peter Brook, and once more in 1990. The title is a reference to Beelzebub from the Hebrew name Baalzvuv ב× ¢Ã—Å" ×â€"בוב, and said to be a synonym for the Devil. Lord of the Flies explores the dark side of humankind, the savagery that lies beneath even the most civilized human beings (Faber School Editions, 1962). Golding planned this novel as a tragic parody of children’s adventure tales, demonstrating humankind’s intrinsic evil nature. The author presents the reader with a chronology of events leadi ng a group of young boys from anticipation to disaster as they try to survive their unsupervised, uncivilized, isolated environment until rescued.In the middle of a nuclear war, a group of British boys discover themselves stranded without adult supervision on a tropical island. The group is generally divided into the â€Å"littluns,† boys more or less the age of six, and the â€Å"biguns,† who are among the ages of ten and twelve. Primarily, the boys try to form a culture comparable to the one they left behind. They select a leader, Ralph, who, with the advice and support of Piggy considered as the intellectual of the group, made every effort to set up rules for housing and sanitation. Ralph furthermore makes a signal fire the group’s first priority, hopeful that a passing ship will see the smoke signal and save them. A chief challenge to Ralph’s leadership is Jack, who as well wants to lead. Jack orders a group of choirboys-turned-hunters who sacrifice t he responsibility of tending the fire so that they can partake in the hunts. Jack draws the other boys gradually away from Ralph’s influence for the reason of their natural attraction to and fondness toward the adventurous hunting activities indicating violence and evil.The conflict between Jack and Ralph, and the said forces of savagery and civilization that they correspond to is exacerbated by the boys’ literal horror of a mythical beast wandering the island (Traister, Rebecca 2005). One night, an aerial battle takes place above the island, and a casualty of the battle floats down with his opened parachute, eventually coming to rest on the mountaintop. Breezes occasionally inflate the parachute, making the body seem to sit up and then drop forward again. This sight alarms the boys as they mistake the dead body for the beast they fear. As a result to this panic, Jack forms a splinter group that is ultimately joined by all but a few of the boys. The boys who join Jack are tempted by the protection Jack’s ferocity appears to provide, as well as by the prospect of playing the part of savages: putting on camouflaging face paint, hunting, and presenting ritualistic tribal dances. Ultimately, Jack’s group in fact slaughters a sow and, as a present to the beast, puts the sow’s head on a stick.Of all the boys, only the mystic Simon has the guts to discover the real identity of the beast sighted on the mountain. Subsequent to witnessing the death of the sow and the gift made of her head to the beast, Simon starts to hallucinate, and the staked sow’s head turns out to be the Lord of the Flies, reporting to Simon what he has previously suspected: The beast is not an animal on the loose but is concealed in each boy’s psyche. Weakened by his dreadful vision, Simon loses consciousness. Recovering later that evening, he struggles to the mountaintop and discovers that the beast is merely a dead pilot/soldier. Trying to get the news to the other boys, he slips into the tribal frenzy of their dance. Perceiving him as the beast, the boys beat him to death.Soon just three of the older boys, including Piggy, are still in Ralph’s camp. Jack’s group takes Piggy’s glasses to begin its cooking fires, leaving Ralph incapable to sustain his signal fire. When Ralph and his small group approach Jack’s tribe to ask for the return of the glasses, one of Jack’s hunters releases a big boulder on Piggy, killing him. The tribe captures the other two biguns prisoners, leaving Ralph on his own.  The tribe undertakes a manhunt to look for and kill Ralph, and they begin a fire to smoke him out of one of his hiding places, generating an island-wide forest fire. A passing vessel sees the smoke from the fire, and a British naval officer appears on the beach just in time to save Ralph from definite death at the hands of the schoolboys turned savages.Golding uses many symbolisms in The Lord of t he Flies.   The whole book is symbolic of the nature of human and society generally as the island turns out to be a society metaphorical to society as a whole and the chase at the end of the book symbolic of the war.   A symbol Golding uses all through the book is the conch.   It symbolizes authority and order.   The person holding the conch had the supremacy, and it formed order and rules since when it was called, everybody had to listen.   One more symbol is Piggy’s glasses.   It represents knowledge and insight.   While Piggy had them, he was able to provide advice to the group, such as that of the signal fire.   It was the glasses that produced the fire.   On the other hand, after the glasses are broken, the group loses what insight they had.   The war paint is furthermore a symbol.   It represented the rejection of society.In a way, when they put on the disguise of war paint, they took off the mask of society and exposed their true inner selves whic h were savage. Human condition is depicted all the way through the key characters in the novel. Every one embodies a strong-minded social stereotype which will be later on profoundly explained. This existentialist dissatisfaction is an aspect which darkens human kind similar to other factors such as the type of fear which is dealt throughout the book, being this one of the key causes of chaos. Those parallelisms, being several of them adventured, are valid too revealing two questions which take far beyond this point: to what extent is brutality a mere consequence of circumstances or a genuine feature in mankind.Unfortunately anarchy conquers order. This is the outcome for the reason that Golding believed that government is an unproductive way to maintain people together. No matter how logical or reasonable, government will in the long run have to give in to the anarchical demands of the public. This book traces the faults in society to the faults in the human being (Baker, James R. 1970).   Golding says that every person has in evil inner nature inadequately covered by society.   If the society is taken away, then the inner nature comes out and disorder and lawlessness erupt. Every person has an evil nature and is able of committing heinous crimes.   In this book, practically each person fell to the level of Jack’s savagery with the exception of those that were able to notice that evil such as Ralph, Simon, and Piggy. The beast is human.   In the start of the book, a littlun told the others that he saw a beast in the jungle opening everyone’s fears.   On the other hand, it turns out that the beast is in fact a parachutist and human, symbolizing that what people should be scared of is not some evil creature, but their own selves and other humans.Baker, James R. â€Å"The Decline of Lord of the Flies.† In South Atlantic Quarterly, Vol. 69, Autumn, (1970).Golding, William. Lord of the Flies. New York: Capricorn Books, G.P. Putnamâ⠂¬â„¢s Sons, (1954).Lord of The Flies, William Golding. Faber School Editions, (1962).Traister, Rebecca, â€Å"Reading â€Å"Lord of the Flies†Ã¢â‚¬ , (2005).