Throughout life Essay Example for Free

Throughout life Essay Every situation that an individual is exposed to throughout life, helps mold our self. As humans we have the ability to see ourselves from the outside, and all through life we try to see what others see and our self revolves around the generalized other. We observe how others perceive us and we make conclusions depending on our observations. How we act around others depends on the image we feel they have towards us. Charles Horton Cooley, a symbolic interactionist, concluded that our sense of self develops from interactions with others. Cooley described this process as the looking -glass self. The looking- glass self consisted of three elements. We first imagine how we appear to those around us. We may feel that others see us as boring or quiet. Therefore we try to interpret the reactions of others when we are around them to confirm if what we think is true. If others seem to avoid to talk to you or if you really cant keep a continuous conversation, this may prove to you that you are indeed boring and not so conversational, maybe making you a little uncomfortable when being around people. On the other hand if you see yourself as an individual who can communicate without a problem and you see that you can keep others interested in a given conversations, your reaction is more positive. Through this looking- glass self we develop a self concept. Depending on the observations we make concerning the reactions of others we develop feelings and ideas about ourselves. The reflection we see in the mirror is either negative or positive depending on the feedback we get back from those around us. Misjudgments of the reactions of others become part of our self concept also the misinterpretations of how others think of us. Self concepts begins in childhood but it continues to develop throughout life. As we observe how other people react to us, we modify our self. The self is never a finished project, and it continues to change as our life takes different turns. Our self reacts to the environment that we are in. As the self expands we put together the different reactions making us a unique individual. Every individual has a different way of thinking and therefore they make their own choices about certain situations. Going through different life changes, means the self is expected to change to accommodate the life stage we find our selves in. The way we perceived things when we were adolescents changes when we become adults. We perceive things differently and take in reactions with a different attitude. Even though the family sets basic fundamentals of our personality, we are not destined to keep those characteristics if we dont like them. We can expose ourselves to different groups and ideas that we prefer. Therefore our self transforms depending on the circumstances that we are in. Cooley concluded that our sense of self develops from interactions with others, therefore we modify our self depending on those people around us. For example if we perceive the reactions of others towards us as negative, we tend to change the way we act and sometimes think. There are times when we might try to fit in to a crowd were our self those not meet there qualifications and we focus on the generalized other. The way society expects an individual to be, also tends to bring about change in a persons self over the course of time. Society sets standards and as individuals we tend to form ideas about the way others see us. The self is something that never stops expanding. Change is inevitable, since we must accommodate to our environment. Our self is build by the interactions we have with others, therefore the reactions that we obtain from those around us are very important. This reactions can create either a positive or negative reflection that will influence the way we feel about ourselves and even some of the choices we make in life.

Theories of Genes and Cancer

Theories of Genes and Cancer The Wind in the Trees In the late 1950s, Peter Nowell and David Hungerford, two pathologists from Philadelphia had found an unusual chromosomal pattern in chronic myelogenous leukemia (CML) cells. In CML cells, Novell found that one copy of chromosome 22 had its head lopped off. Novell called this abnormality the Philadelphia chromosome after the place of discovery. In 1973, a hematologist in Chicago named Janet Bowley followed this study, looking for the missing pieces of the Philadelphia chromosome. She found a pattern. The missing head of chromosome 22 had attached itself to the tip of chromosome 9. And a piece of chromosome 9 had attached itself to chromosome 22. This genetic event was called a translocation the transposition of two pieces of chromosomes. Bowley found this same translocation in the cells of every CML patient. Cancer was not disorganized chaos, but an organized chromosomal chaos resulting from specific, identical mutations. Chromosome translocation can create new genes called chimeras by fusing two genes formerly located on two different chromosomes. The CML translocation, Rowley postulated, had created such a chimera. *** In 1969, Alfred Knudson, a geneticist at MD Anderson Cancer Center in Texas, wanted to capture a pattern of inheritance of cancer by studying retinoblastoma, an hereditary eye cancer. Retinoblstoma has two distinct variants, an inherited familial form and a sporadic form. Children who suffer from the familial form may have strong family histories of the disease, and they typically develop tumors in both eyes. Children with the sporadic form never have a history in the family and always have a tumor in only one eye. By studying cohorts of children with the two types of cancers, Knudson discovered the cohorts developed cancers at different speeds. Inherited retinoblastoma cancer develops at early ages, typically between 2 to 6 months old. Sporadic retinoblastoma cancer develops at older ages, typically between ages 2 to 4 years old. Humans inherit two copies of every gene, one from each parent. Knudson postulated that both copies of the Retinoblastoma (Rb) gene needed to be inactivated through mutation to develop retinoblastoma. Some children inherit one mutated version and one normal version of the Rb gene. The inherited mutation is the first hit. These children are thus predisposed to the cancer, and only a single additional genetic mutation is needed for them to develop the cancer. So they develop cancer at earlier ages. Sporadic retinoblastoma develops at later ages because two independent mutations have to accumulate in the cell. Knudson called this the two-hit hypothesis of cancer. For certain cancer-causing genes, two mutational hits are needed to produce cancer. At first glance, Knudsons two-hit theory seemed at odds with the src gene, which only required one activated copy to cause cancer. The answer is because the two genes perform two different functions. The src gene creates a hyperactive kinase that provokes perpetual cell division to cause cancer, while the Rb gene performs the opposite function. It is a cancer suppressor gene, or an anti-oncogene. It requires two mutation hits to inactivate such a gene. A Risky Prediction Risky prediction is a process scientists used to validate untested theories. For instance, the return of Halleys comet in 1758 validated Newtons law of gravity. The first risky prediction involved Varmus and Bishops hypothesis on oncogenes. In the late 1970s, Varmus and Bishop had shown that the precursors of oncogenes, also called proto-oncogenes, already existed in all normal cells. They hypothesized that mutations in such proto-oncogenes caused cancer. To prove that they were right, we needed to the mutated versions of such proto-oncogenes inside the cancer cells. How does one find such a gene? The MIT cancer biologist Robert Weinberg had an idea. If he transfers a fragment of the DNA containing the activated oncogene from the cancer cell into normal cells, then the activated oncogene should induce the normal cells to divide and proliferate, producing a foci out of the normal cells in the petri dish. By repeating this process and dividing the DNA fragments into smaller and smaller fragments, he should be able to isolate the culprit. In the summer of 1979, a graduate student in Weinbergs lab named Chiaho Shih went through the experiment using mouse cancer cells. He verified that the method worked for mouse cancer cells. They then moved on to human cancer cells. Three years later in 1982, Weinberg isolated a gene called ras from human cancer cells. The mutated ras gene encoded a hyperactive protein permanently locked on. It was the long-sought native human oncogene, captured out of a cancer cell. Meanwhile, two other scientists, Mariano Barbacid, and Michael Wigler had also independently discovered the ras gene in 1982. The second risky prediction the hypothesis that retinoblastoma was caused by the mutation of two copies of Rb genes. Thad Dryja, an ophthalmologist and geneticist, suspected that the mutation responsible was likely a deletion of the gene. To prove the hypothesis, Dryja wanted to prove that the two copies of the Rb gene were deleted from the cancer cells. Week after week, Dryja extracted the chromosomes from his big collections of tumors and ran his probe set against the chromosomes. Eventually, he saw a blank space in his probes. A piece of DNA was missing in probe H3-8 of the tumor cells. Dryja took his probe to Steve Friend who had a collection of normal cells in Weinbergs lab. Friend applied the H3-8 probe to normal cells and isolated the gene on that location. Both copies of the Rb genes were indeed deleted from the cancer cells. The third risky prediction involved the hypothesis that activated oncogenes cause cancer. We already knew that (1) activated oncogenes were present in cancer cells, and (2) they could be isolated from the cancer cells. To prove causation, we have to prove that activated oncogenes can create cancer in an animal. In 1984, using transgenic mouse technology, Philip Leders team at Harvard created transgenic mice with an activated c-myc gene expressed in the breast cells. The mice developed small tumors in their breast late in life after pregnancy. To test the roles of environmental stimuli and other oncogenes, Leder created a second OncoMouse with ras and myc expressed in breast cells. The mice developed tiny distinct tumors in their breasts in months, pregnancy not required. Scientists had created real, living tumors in an animal. The Hallmarks of Cancer Philip Leders experiment showed that scientists had created real tumors by manipulating two genes, ras and myc, in an animal. But activating two potent proto-oncogenes did not create the full syndrome of cancer in every cell of the mouse. It raised further questions about the genesis of cancer. In 1988, using human specimens, a physician named Bert Vogelstein set out to describe the number of genetic changes required to start cancer. Vogelstein studied how normal cells progress to cancer cells in colon cancer. He found a consistent pattern in his colon cancer samples. The genetic progression of cancer was a multi-step process. The transitions in the stages of cancer mirrored the transitions in genetic changes. Cancer cells did not activate or inactivate at random. Instead, the shift from a pre-malignant state to an invasive cancer correlated with the activation and inactivation of genes in a strict and stereotypical sequence. Cancer cells are caused by mutations of genes in their DNA. Besides uncontrolled growth, cancer cells also can resist death signals, grow their own blood vessels, and metastasize throughout the body. In January 2000, Robert Weinberg and Douglas Hanahan wrote the seminal paper, The Hallmarks of Cancer that gave the six essential changes in cell physiology that collectively cause cancer: Self-sufficiency in growth signals gas pedal stuck on Insensitivity to growth-inhibitory signals- brakes dont work Evading of programmed cell death (apoptosis) wont die Limitless replicative potential uncontrolled growth Sustained angiogenesis having its own blood supply Tissue invasion and metastasis

Merging Art and Theater into Real Life in Six Characters in Search of a

Six Characters in Search of an Author by Luigi Pirandello In Six Characters in Search of an Author Pirandello illustrates the point that in art there is no one reality, only perceptions. Art is one perception held by the one artist, in the case of the play, the author, who brings this perception to an audience. To illustrate this principle, Pirandello uses many staging approaches and techniques to merge art and theater into real life, while highlighting the shortcomings of drama and art in imitating life. Four elements are used within the play: the Characters themselves, the lines spoken by the Characters, the play structure pertaining to acts and scenes, and the stage directions within the play. The first main area of art and reality colliding in the play is the existence of characters who are referred to as Characters. Pirandello stretches the bounds of meta-theater by having actors portray Characters who swear they are not actors, when faced with other actors playing actual actors and a Director. The layers of unraveling of reality are astounding. The Characters must try and convince not only the Actors and the Producer of their true nature, but also the audience. Pirandello must convey his beliefs about the essence of art through the mouths of Characters seemingly unattached to the actuality of the theater around them. In the play, the Producer acts on stage in place of the author, questioning the sincerity and the true nature of the Characters, who become his r...

Essay --

Amongst the pandemonium of relentless sparring and political unpredictability of the Shang and Zhou era, various intellectual thinkers ascended and conveyed such insightful perspectives in the fields of religion, politics and philosophy; the study of ideas about knowledge, truth, the nature and meaning of life. During Chinas rise to Empire, Chinese Philosophers like Kongfuzi, or Confucius, Mencius, and Han Fei implemented two prestige philosophies Confucianism and Legalism. Although Confucianism and Legalism approaches bare a couple of distinct similarities, the differences between the philosophies are significantly evident. The first difference between Confucianism and Legalism is they have completely different beliefs. Based off the teachings of Confucius the Confucianism beliefs were established. The main focus of Confucianism is to instil how to live a harmonious life and adapt socially. Knowledge, humaneness, integrity, righteousness or justice, and etiquette or propriety are the five core virtues that arose from the teachings of Confucianism. The virtues are further instilled in filial piety, contingency, loyalty, and righteousness. Confucianism also communicates that relationships and family are top priorities within one’s lifetime. In contrast to Confucianism, Legalism is a pragmatic political philosophy, and believed using a system of rewards for good citizenship "set clear strict laws, or deliver harsh punishment" for law-breaking citizens, and its essential principle is one of jurisprudence. They believed that human nature is inherently bad, which is why strict laws were needed to keep people under control. This belief about human nature justified dictatorships and authoritarian rulers, which often led to corruption in ... ...he Chinese civilization in to a successful empire. In China from ca. 770 B.C.E. – 220 C.C, two magnificent philosophies were introduced to the Chinese civilization. Although Confucianism and Legalism philosophy approaches bare a couple of distinct similarities, the differences between the philosophies are significantly evident. Since we have examined the similarities and differences between Confucianism and Legalism. It’s clear that Confucianism is an ethical and philosophical system that is normally considered one of the world’s religion. Legalism is a political philosophy that does not address higher questions pertaining to the nature and purpose of existence. Just strict and harsh punishments. Even in our modern day these philosophies are still being practices in the Chinese culture. â€Å"It does not matter how slowly you go so long as you do not stop.†- Confucius

Comment Paper On Everything Th -- essays research papers

Everything That Rises Must Converge   Ã‚  Ã‚  Ã‚  Ã‚  In the story, “Everything That Rises Must Converge';; Flannery O’Conner uses a number of devices to make an organized plot. Causality, repetition, and structure all contribute in making the plot interesting.   Ã‚  Ã‚  Ã‚  Ã‚  The exposition consumes the beginning of the story. This is important because it gives the reader a better understanding of the characters, and sets tones for causality. Being introduced first is Julian’s mother. Her attitude and actions are best described on page 207. It states, “ She sat forward and looked up and down the bus. It was half filled. Everybody was white. ‘I see we have the bus to ourselves.'; This allows the reader to assume that Julian’s mother is prejudice, and was most likely raised in that time era. A good example O’Conner uses to explain Julian is found on page 208. It states, “Most miraculous of all, instead of being blinded by love for her as she was for him, he had cut himself emotionally free of her and could see her with complete objectivity. He was not dominated by his mother.'; It is safe to assume Julian is a depressed son, who is perturbed with his mother and her old ways of life.   Ã‚  Ã‚  Ã‚  Ã‚  Complications begin to arise after the reader has a good feel on who the characters are, which then leads to the climax of the story. Tension first arrives be...

Montessori Practical life Essay

Most children are passionately interested in practical life activities because the activities respond to all the sensitive periods (important periods of childhood development). Practical life activities build a foundation on which the children will grow and carry over into the other areas of the classroom, and over in to their every day life. The Montessori Practical Life exercises respond to the need for: Order of activities (sequences, routine, hierarchy, a cycle or full rotation of an activity) Movement. All practical life activities involve great movements that are varied and attractive. The variety of movements help the child’s self-awareness within the environment and increase the child’s acquisition of intelligent movement. Sensorial exploration (sights, sounds, smells, and eventually language). Needs and tendencies are responded to, to help the children adapt so that they can actively participate and grown within their environment. A child’s love of work. Practical life activities feed their natural desire to work and play an active role in their environment. Practical Life Lessons Guide Children 1. Construction and integration of the child’s personality through their freedom of choice, and through the variety of their choices. Freedom of choice is necessary for the healthy development of the will. 2. Spontaneous purposeful activity that is only possible when children are allowed to exercise their curiosity through repetition. It is only through repetition that abstraction is possible. This abstraction brings about a feeling of completion for the growing child. 3. Development of co-ordination of movement. The child thinks of the activity, wills himself to the activity, and then does the activity. 4. Development of the physical, mental, and emotional aspects of the child. 5. Purposeful movement that helps the development of the mind, and a sense  of achievement. The development of the child’s mind, movement, and senses will in turn, develop the will. 6. Concentration. The child will concentrate on completing an activity as perfectly as possible; all activities are intelligible, logical, sequential, and exact. Children will internalize this and try to repeat the exercises as perfectly as possible; all exercises have a motive for perfection. 7. Orderly work habits. The children need to internalize presentations in an orderly manner in order to reproduce it in an orderly manner. 8. The practical life exercises develop logical thought through the definite logic in the exercises. There is a beginning, middle, and end to each exercise. 9. The exercises give the children a sense of responsibility from the result of freedom (freedom which is a result of co-ordination of movement and awareness of the environment). Children have the freedom and ability to exercise their will within their environment. 10. Social development. All of the practical life exercises teach the children grace, courtesy, patience, and respect. These elements of social development are re-enforced through the actions of the other children and through the actions of the teacher. 11. Establish a sense of reality, rooted in real activities (nothing is make-believe). Exercises are lucid, logical, and realistic. This helps the children pursue reality. If an activity is not meaningful and purposeful than the mind cannot develop or construct itself. 12. Emotional stability helps the children become familiar with the real world and their environment. It builds self-esteem, and through that, their dignity will flourish. Materials and activities are therapeutic, meaning the mind and body work together. Scope and Sequence of the Montessori Practical Life area Before beginning you must observe the child, know what kind of activities they are drawn to, and understand their current skills and abilities. Not all children will be capable of each activity in the order it is shown below. The order below is a guideline only – not a steadfast rule. It is possible to skip over certain activities as long as the next activity the child chooses does not require knowledge/skill that the child does not yet have. The key is to follow the child and offer appropriate activities according to their abilities. The goal is always to set the child up for success. That’s not to say that the child won’t have to work through an activity and repeat it over and over again before being successful. The child needs to be adequately prepared for the activity, physically and mentally. And last, but not least, adults must use their own judgment and decide if an activity is safe for the child. Many practical life activities do not require expensive ‘Montessori materials’ to be effective. As well, practical life activities will vary from culture to culture. You can read Practical Life Lessons and Practical Life FAQ’s for more information. If you are homeschooling your child and wish to have a little more theory and direction on the presentation of Practical Life materials you can purchase our Practical Life Teaching Manual.

Mgt 301

Case study page 600: Question one: What has sustained Southwest culture? Southwest Airlines has a strong culture that lasted for 32 years. The organization’s core values are intensely held and widely shared by the whole organization, meaning that all employees believe in and stick to the organizational culture which makes sense why it’s regarded as having a strong culture. Which is reflected through their performance, loyalty and commitment, even when others competitors rose in the market, employees still never left the organization although they demanded better pay. Other reasons might be: Selection: workers were selected on the basis of having a sense of humour and other qualities but sense of humour has been a basic criterion. Top management: always motivated employees by portraying the airline as the underdog. Also allowing a large portion of the compensation to be in the form of stocks ,therefore sharing profits. Finally the provision of job security. Socialization: as mentioned in the case study that the company encouraged it’s employees too work hard and at the same time have a good time. Question two: Do you think upstart airlines can successfully duplicate this culture? It might be able to duplicate part of the culture but not all of it, since they already penetrated the market with their competitive edges as offering reserved seats, free live-satellite TV, more fuel-efficient planes and younger lower paid workers. Which makes sense why they can hardly see themselves as the underdogs, since they are likely to win being the top dogs of the market. Question three: Now that the company is no longer the underdog what can Southwest’s anagement do to retain it’s high-productivity culture? The organization should motivate employees to work as hard as they were before. The case now is that part of their compensation is cut due to the decrease of their shares’ value and dividends. Which justifies their aggressive demand for having higher wages and less working hours. Southwest should try to enhance it’s service and attract new customers through th e provision of in-flight entertainment, purchasing new jets and other benefits that would make them competitive in the market place. At that, time employees would be able to work harder. Question four: What dose the case imply about sustaining culture in a changing environment? Any organization should constantly evaluate the market for new technological developments and customer’s needs, because changing organizational culture is the hard way. As it involves changing people’s behavior; how they think, how they act and interact with one another in order to achieve the organization’s objectives.