Defense Budget Cuts Essay Example | Topics and Well Written Essays - 1500 words

Defense Budget Cuts - Essay Example The defense cuts are likely to cause irreparable harm not only on the capabilities of institutions but also to the men and women in uniform. However, compared to education, healthcare and green economy, spending within the military is a deprived basis of creating jobs1. Pollin and Heidi show that $1 billion investment in clean energy, education and healthcare generates between 50 % and 140% more jobs compared to similar amount spent by the pentagon2. Nevertheless, it is impossible to separate concept of economic security from that of national security since they are both dependent on each other because the current threats to US economic and national security are identical3. Therefore, regardless of whether the US remains a super power or not, the country has to invest in military capabilities to respond to these threats. Although maintaining robust defense is essential, the prevailing economic challenges to the US pose a unique challenge to defense budget; hence, the need for the def ense sector to rise to the challenges of the turbulent times. Although many defense experts believe that the defense sector requires extra funding in modernizing its weapons, they mostly fall short of quantifying certain shortfalls with recent comparisons targeting defense budget with regard to the GDP4. With regard to capability, depth and conventional power, the US military remains the dominant force in the world, which is also true to the size of the nation’s defense budget. For instance, the country’s defense spending is 7 times that of the second leading nation; moreover, the US spent 29 times more compared to the 6 rogue states of Cuba, Iran, North Korea, Libya, Syria and Sudan, in addition, US defense budget is greater than the GDP of these nations5. Therefore, it is clear that the US enjoys a substantial advantage in its size of the defense budget owing to the largely technologically advanced military that requires substantial funding.

Solidworks Essay Example for Free

Solidworks Essay SolidWorks is an immense topic, especially if you are new to the software. There is much to know and much to write about. Although I have made every effort to be complete in this book, I’m sure there are some niche topics that have gone untreated. The 2013 edition has been consolidated from two volumes into one, which led to some choices about content. In this edition, we rely more on video introductions for each chapter to demonstrate some of the basic concepts. You can find those video introductions on this book’s website at www. wiley. com/go/solidworks2013. This book is primarily meant as an encyclopedic desk reference for SolidWorks Standard users who want a more thorough understanding of the software and process than can be found in other available documentation. As such, it is not necessarily intended to be a guide for beginners, although it has elements of that. Nor is it necessarily intended as a classroom guide, but I have seen people use it for that as well. To keep the size of the book down, I have tried to avoid topics found only in SolidWorks Professional or Premium, although some discussion of these topics was in places unavoidable. Although the book does point out limitations, bugs, and conceptual errors in the software, in every case this is meant to give the reader a more thorough understanding of the software and how it is applied in the context of everyday design or engineering practice. The overall goal of this book is not to fill your head with facts, but to help you think like the software, so you can use the tool as an intuitive extension of your own process. As your modeling projects get more complex, you’ll need to have more troubleshooting and workaround skills available to you.

Reasons for the Disintegration of Yugoslavia :: Yugoslavia Military Economy Economics Essays

Reasons for the Disintegration of Yugoslavia From its birth in 1918 to its death in the 1990’s, Yugoslavia has always been a whole. Yugoslavia was kept together by it’s diplomacy and their good reputation and achievements during the administration led by Tito. As a result of his death, neighbors that lived in peace for decades turned on each other, ethnic hatred was occuring and republics were declaring independence one after the other. The country was gradually falling apart. There were many reasons for the breakup of Yugoslavia but one of the most important one was realism which basically deals with politics. Realism played an important role because equal power was never distributed in Yugoslavia and there was a struggle of power. Tito’s liberalism recieved a large amount of criticism from the USSR, especially, Joseph Stalin. Stalin, responded by cutting all ties between Yugoslavia and the USSR. Because of this, Tito wasn’t obligated to follow Soviet policy, and because of that Yugoslavia was no longer being funded by the USSR. This lack of financial support posed a huge threat to Yugoslavia’s survival. It was only after Tito’s death in 1980, that the world began to realize his true significance. Tito had controlled Yugoslavia for 35 years. During that time, his prestige and remarkable diplomacy held the country together. The Yugoslav Army played a disastrous role not only as an enforcer of political decisions but as an independent. In Tito’s time, the army had only a subordinate role. In those days, the Communist Party and the army were the glue that held the country together. When the Communist Party separated, the army remained the sole power that guaranteed the union. After the secessions, it became an army without a country. With Tito’s death in 1980 and the death of the Communist party in 1990, the national army was cut adrift with an idea with noone to control it. They eventually made themselves powerless. The most significant reason for the disintegration was the reintroduction of nationalism. Because Yugoslavia was created after self-determination the Serbs saw an opportunity to create a new slavic nation. Serbs saw in the idea of Yugoslavia the opportunity to have all Serbs living in a single state, and in addition, gathering around them the other nationalities in such a way that Serbs would play the dominant role.

Paraphrasing the Poem entitled “My Last Dutchess” Essay

Look into the wall so that you may see the last of my beloved woman with glee Wondering why upon looking at it comes alive for it is made intensively out of love. Everyday the painter worked expansively as he watched my woman to a pause. Asking for the painter to take a look at my girl and create a painting of her. On the painter’s face, I can see that he is mesmerized by her. I believe in the capacity of the painter – a well known artist. In my eyes I picture you so differently and other would say, If it is her true beauty and I reply, it is. So other now always looks unto her face. Not only had I told the painter that made the woman blushed. I remember after she was painted, she made a wonderful look and say â€Å"Thank you.† It is her smile – the smile that nurtures my being since then until now. But the vestige is her daughter – my daughter. I need to start all over again for it was the destiny of life. Recollecting the surroundings as what the painter created in my woman’s background, Her beauty cast me away, like an â€Å"Innsbruck in bronze† – for me. Reference Browning, R. (1842). My Last Dutchess. Retrieved 26 March 2008. http://wps.prenhall.com/wps/media/objects/680/696357/student_library/pdf/browning.pdf

A Mystery Note

The first few notes of the alarm clock prised open Amber's eyes and she stumbled out of bed, standing on an up-ended plug as she did so. She didn't have time for the pain; she had a Spanish test first thing and with a bit of luck she'd be able to catch the early bus to school so she could fit in a bit of revision before class. The floorboards creaked under her feet as she got changed. Everything here seemed to creak, the place was a wreck and she couldn't wait 'till she was old enough and more importantly have enough money to move out but that was unlikely. Amber's life had fallen apart bit by bit since the day she was born. Apparently her mum was put into a permanent coma after a car crash on her way to the hospital. Amber supposedly was a twin but something happened to her sister and that's how she ended up here, in an orphanage that looked like it was going to fall apart the minute another no-hoper walked through it's doors. â€Å"Get up Chloe,† Amber said, Shaking her roommate vigorously in attempt to wake her up. â€Å"I'll get up, just five more minutes,† Chloe murmured sleepily but Amber had to leave in a minute and she knew Chloe would probably never get up so she grabbed the covers and chucked them to the other side of the room. Satisfied, she grabbed her bag and the watch she got two weeks ago from Chloe for her fifteenth birthday and set off for school. Amber managed to squeeze in a few minutes of revision before the test but It wasn't exactly easy getting folders out because the wind had picked up and by the time she'd got to the classroom her usually neat black hair looked like something from ‘Jeepers Creepers.' The test took the best part of two hours – too long, thought Amber. She was relieved when the bell finally run and she practically sprinted out before Seniorita Belanto remembered about the homework due today. â€Å"Amber!† She nearly had a heart attack when the powerful voice of her manly P.E. teacher, Mrs Stevenson came booming at her. â€Å"Yes, Mr†¦I mean, Mrs Stevenson?† Amber said cheekily, wondering why the sudden need for her P.E. teacher to come rushing after her like an overweight lion. â€Å"Some guy passed a note onto me to give to you,† She grunted. She threw the piece of paper but Amber missed it and she had to crawl about the floor dodging numerous people who thought walking backwards as fun as walking normally. â€Å"Gotcha!† Amber shouted a little too loudly as everyone in the corridor stared at her on her hands and knees. She opened the piece of paper and read: Thanks a bunch for your help. I owe you one, Jay Connors â€Å"What the†¦?† She said. She looked around for Mrs Stevenson but she'd already been absorbed by the crowd. There must've been a mistake, she hadn't helped someone, had she? After school she decided to walk home and on the way she asked a few people from school if they knew who Jay Connors was. â€Å"Who?† Most of them said, but she hit the bonus when she asked the new kid in her Maths class. â€Å"You didn't think to ask me first, did you?† He replied, grinning. Amber looked puzzlingly at him but then he explained. â€Å"I'm Matthew Connors, Jay's brother,† he grinned. Amber realised then that she'd been stupid; who better to ask than the only person in school with the same surname as the mysterious Jay? â€Å"If your looking for Jay he'll be indoors by now.† He pressed the traffic lights button and the green man showed a few seconds later. Amber stood were she had been for the past few minutes looking like an idiot. What now? Did he expect her to follow him? Matthew looked back, â€Å"Come on then, what you waiting for?† Apparently Jay had been in a car crash yesterday and his car was a total wreck so he couldn't go to his work today. Amber was amazed at how he managed to cram every tiny detail into a space of two minutes. By the time they got there Amber seemed to know everything about Jay. They rang the doorbell and Jay answered. â€Å"Hey Matt, Alex! Nice to see you again.† He said â€Å"Alex? I'm not†¦I'm Amber.† This conversation was getting to be one of the most confusing of her life. â€Å"What†¦Ã¢â‚¬  Jay began but Matt butted in. â€Å"This is Amber, she's in my class.† Jay looked like someone had just put one of Einstein's maths problems in front of him. Just then someone was walking along the pavement and Jay and Matt both looked stunned. â€Å"Alex†¦Ã¢â‚¬  Amber turned around and couldn't believe what she was seeing. It was like she was looking in the mirror. It was her. Alex turned round and saw Amber, shock exploded on her face. Five minutes later Amber had forgot the shock because after a brief discussion with Alex, hope suddenly came into Amber sight. Was this her twin? Could this be possible? Could her mum be alive? She was, she had to be. â€Å"Alex, dinners out.† a figure emerged from a house but at the same time Amber heard a rumble and a huge shadow cast over her, all of the hope that had build up inside her was shattered as flight 755 rapidly lost altitude. In a split-second the world had turned black and she only caught one glimpse of her mother's face. That was the first and last time she ever saw it.

Alfred Nobel essays

Alfred Nobel essays Alfred Nobel was more than just a scientist; he was an engineer, a chemist, and a very good businessman. Born October 21st 1833 in Stockholm Sweden, the son of the late Immanuel Nobel and Andriette Ahlsell. In 1837 Immanuel Nobel left Stockholm in pursuit of a career in Finland and Russia. Leaving his wife and kids in Stockholm. Immanuel gained a very successful career in engineering. In 1942 Albert's father took the family over to St. Petersburg. There, Alfred and his brother's were given a " first-class" education from private teachers. In school Alfred learned natural sciences, languages and literature. When Alfred was only 17 he was fluent in 5 languages Swedish, Russian, French, English and German. Out of all of his studies Alfred most enjoyed poetry, which did not thrill his father. In an attempt to get Alfred to join his enterprises he sent him to study abroad in chemical engineering. For two years Alfred visited many countries including Sweden, Germany, France and the United States. In Paris he met Ascanio Sobrero an Italian scientist who had discovered Nitroglycerin. Nitroglycerin was a very powerful substance with a lot more explosive power than gunpowder. The problem was that Nitroglycerin was highly unpredictable and extremely reactive. Alfred Nobel was very interested in nitroglycerin and spent a lot of time trying figuring out a practical use in construction. He also had to design a safer way to detonate the nitroglycerin. Shortly after he visited his friend John Ericcson he went back to work in the Family business. After his father went bankrupt him and his brother Emil moved to Sweden and worked together improving the explosive. In their workshop they had several explosions one in 1864 killed his brother Emil and several other workers. Because of these explosions Alfred was unfortunately shut down by the authorities and had to move out of Stockholm City limits in order to conduct his experiments. Finally in...

The aim of this research is, eventually, to Essays

The aim of this research is, eventually, to Essays The aim of this research is, eventually, to Essay The aim of this research is, eventually, to Essay Context of the intended research CRIT is a receptor that was foremost encountered on the surface of aSchistosomaspecies ; in theSchistosoma,it acts as a decoy C2-binding receptor in order to protect this parasite from complement onslaught by viing with C4 for the binding of C2 ( Inal and Schifferli, 2002 ) . Complement is, basically, an enzyme system that is triggered upon immune system onslaught: most of the enzymes in this system are identified through standardised labeling: they are labelled C followed by a figure and so a codification based on the cleavage merchandises when proteolysed, for illustration, C5b-9. Complement onslaught ( Carroll, 1998 ) plays a major function in supporting hosts from immune onslaught, in footings of extinguishing foreign encroachers, and involves a complex tract of interactions, in order that the procedure does non take to self devastation: so, unregulated complement action can take to autoimmune diseases ( Ohet al. ,2003 ) , and other conditions/diseases such as bosom onslaught ( K ilgoreet al. ,1994 ) , Alzheimer’s disease ( Bradtet al. ,1998 ) . CRIT ( or Sh-TOR as it was antecedently known ) was found inSchistosoma,as a complement C2 protein, that could barricade complement activation, therefore bring oning bilharzia in worlds ; it was hypothesized that the CRIT blocked complement activation through its C2 binding site ; CRIT look in the parasite therefore acts as a steerer C2 binding receptor, protecting the parasite against complement onslaught by viing with C4 for the binding of C2, at the ed1 sphere ( Hui, 2005 ) . CRIT has later been found that other animate beings, that are suited as theoretical account systems for analyzing CRIT action besides express CRIT, for illustration, the rat andTrypanosoma.Recent work has besides shown that worlds have a CRIT factor, labeled ( Hu ) -CRIT which is expressed in a broad scope of human cells, particularly in hematopoietic cells ( Inalet al. ,2005 ) . Further elaborate surveies of CRIT have shown that it is a transmembrane receptor with two extracellular and two in intracellular spheres with an active 11 amino-acid peptide subdivision ( called CRIT-H17 ) which is hypothesized to be involved in the complement suppression activity of CRIT ( Hui, 2005 ) . Much work has been undertaken on clarifying the mechanism of action of CRIT, in footings of it being a potentially utile molecule in handling immunological diseases and other diseases, such as malignant neoplastic disease. For illustration, Inalet Al.( 2005 ) have shown that CRIT barricading can take to deprotection in CRIT-expressing human myeloid cell lines and in monocytes, ensuing in a greater susceptibleness to complement-mediated lysisin vitro. Other research, such as that by Mollet Al.( 2006 ) has shown that CRIT look is different in patients with kidney upsets, through assorted alterations in up- or down-regulation of CRIT look, taking to the suggestion that the upregulation of CRIT in activated podocytes might stand for a self-defense mechanism, stand foring a ‘last line’ of defense mechanism in membranous kidney disease of the kidney. Other surveies have looked at the existent mechanism of operation of the CRIT tract, for illustration Huiet Al.( 2005 ) looked at the look of a functional recombinant von Willebrand factor-A sphere from human complement C2, in footings of this being a possible binding site for C4 and CRIT. As we have seen, CRIT competes with C4b for the binding of C2, with the major adhering site on C2 being located on a short peptide sequence that was antecedently of unknown beginning ; Huiet al. ,( 2005 ) , nevertheless, looked at a part on C2 that was known to hold binding capacity, the von Willebrand Factor-A, and found that, so, this peptide sequence inhibits complement activity ; utilizing a cloned von Willebrand Factor-A sequence, Huiet Al.( 2005 ) were able to look in item at the interactions between C2 and CRIT and C4b. This pilot survey that is intended to be undertaken as portion of this reappraisal of CRIT is intended to take this work of Huiet Al.( 2005 ) farther. As will be seen, on adh ering the serum complement protein, C2, the CRIT peptide, H17 can cut down complement-mediated redness in vivo [ 7 ] and it is intended that CRIT-ed1 and H17 will be tested as possible distinction therapeutics peculiarly aiming monocytic leukemia. To better the efficaciousness of these peptides, structural information on the manner they interact with C2, such that this can be ‘tweaked’ to increase efficiency of binding. The CRIT-H17 peptide will be synthesized full length as an 11-mer, but besides as a 10-mer, 9-mer and 8-mer. We will besides mutate to alanine the amino acids believed to interact with the vWFA sphere of C2. CRIT-H17 will farther be synthesized as a head-to-toe cyclised version of H17 ( to mime the native CRIT molecule ) . Prior to the structural surveies, nevertheless, these peptides will be tested for their efficaciousness at cut downing complement activationin vitro. In add-on, interactions of these peptides with C2 vWFA sphere will be monitored for by a novel technique utilizing electrospray ionization mass spectroscopy ( developed within the Institute for Health Research A ; Policy at LMU by Dr. A. Bligh ) [ 8 ] . This technique can besides observe the presence of two adhering sites and if there are two ligands whether they bind competitively and with what affinity. To supervise conformational alterations on interaction, in add-on to working out dynamicss of interaction, we will utilize Double Polarisation Interferometry ( AnaLight Quantum ) through coaction with Dr. R.B. Sim ( MRC Immunochemistry Unit, Univ. of Oxford ) . Prof. Peter Gros ( Centre for Biomolecular Research, Utrecht ) has approached the applier for CRIT peptides for co-crystallisation with an available C2a ( von Willebrand Factor A [ vWFA ] and serine peptidase ) concept and we expect this coaction to continue and to finally demo the points of contact between CRIT-ed1 and C2 ( via the vWFA sphere ) . It is hoped that this methodological analysis will let a deeper apprehension of how CRIT binds with other molecules in the complement tract, and how this tract is regulated in footings of supplying a intervention option for some of the diseases/conditions that are known to develop following perturbation, or irregular operation of, this complement tract. Introduction The purpose of this research is, finally, to transport out a pilot survey to back up preliminary grounds that the complement receptor CRIT ( Complement C2 Receptor Inhibitor Trispanning ) plays a function in monocyte/macrophage terminal distinction. We aim to demo that by triping distinction through CRIT, it is possible to suppress the proliferation of myeloid leukemia cells. This could hold of import deductions for an alternate intervention agenda for monocytic leukemia. By the terminal of this survey we expect to demo the undermentioned: I ) that monocytes which can adhere C2 through CRIT maintain monocytic phenotypein vitroorin vivo ;II ) that monocytes can be induced to terminally distinguish by barricading the interaction of CRIT with its blood relation ligand, complement C2 or as monocytes move into an extravascular environment devoid of C2 ; that a knockdown of CRIT look in monocyte carcinoma cell lines or physical blocking of CRIT-C2 interaction induces them to terminally dis tinguish, and that, likewise, a blocking of CRIT-C2 interaction on leukaemic monocytes will halt proliferation and bring on distinction ; and, in conclusion, that, conversely, monocytes that are C2-/- , can non be induced to terminally distinguish by barricading the interaction of CRIT with its ligand, C2, nevertheless on traveling into an extravascular environment, other excess mechanisms, such as interaction of monocyte integrins with VCAM molecules on endothelial cells, may still bring on distinction. In consequence, basically, either barricading ligand interaction with CRIT or cut downing CRIT look should excite cell rhythm apprehension ( irreversible block at G1 ) and terminal distinction into cells with a macrophage phenotype. These conditions represent a fresh tract for monocyte/macrophage terminal distinction, based on the theoretical account proposed, and affecting the complement receptor, CRIT. In footings of monocyte leukemia, besides advancing cell rhythm apprehension, barricading CRIT with anti-CRIT-ed1 has the added benefit of rendering the cell more susceptible to complement-mediated cytolysis, as described antecedently for monocyte carcinoma cell lines ( U937 and THP-1 ) and primary monocytes showing CRIT [ 1 ] . It is intended that this research will lend to a deeper apprehension of how the complement tract works in worlds, in peculiar with respect to how abnormalities in the operation of the complement tract can do disease, and how CRIT look modulates the operation of the complement tract in human systems. The informations obtained from this pilot survey will be used to look into five chief issues: I ) The function of CRIT in myeloid distinction The function of CRIT in myeloid distinction has been studied with an antagonist CRIT-based peptide termed H17 ( NH2-HEVKIKHFSPY-CO2H ) consisting the 11aa C-terminus of CRIT-ed1. Preliminary work suggests that in adhering to C2 and therefore barricading the interaction of C2 with CRIT [ 1 ] , H17 may bring on the distinction of monocytes/promonocytic cell lines along the tract of macrophage distinction, and significantly, inhibit cell proliferation. The different curative attacks that are presently used in handling acute leukemia include cytotoxicity, programmed cell death and distinction. Differentiation therapy was developed over a decennary ago and Acts of the Apostless by bring oning cell rhythm apprehension and hence distinction in leukaemic monocytes [ 2 ] , therefore elegantly avoiding cytotoxicity effects. Retinoids, such as all-trans-retinoic acid ( ATRA ) are used to handle promyelocytic leukemia by specifically aiming neoplastic cells whilst non impacting normal mature ce lls. Many successes in the intervention of monocytic leukaemias have been reported since [ 3-5 ] . We suggest that a CRIT-based peptide ( H17 or an H17 derived function ) could finally offer an of import alternate intervention for monocytic leukemia by bring oning distinction of monocytic cells. The peptide will be tested entirely and in combination with ATRA in a mouse theoretical account of acute promyelocytic leukemia [ 6 ] . two ) The construction of CRIT peptides ( ed1 and H17 ) and of CRIT peptides interacting with the von Willebrand Factor A ( vWFA ) sphere of complement C2 On adhering the serum complement protein, C2, the CRIT peptide, H17 can cut down complement-mediated redness in vivo [ 7 ] and we will prove CRIT-ed1 and H17 as possible distinction therapeutics peculiarly aiming monocytic leukemia. To better the efficaciousness of these peptides, we aim to utilize structural information on the manner they interact with C2. The CRIT-H17 peptide will be synthesized full length as an 11-mer, but besides as a 10-mer, 9-mer and 8-mer. We will besides mutate to alanine the amino acids believed to interact with the vWFA sphere of C2. CRIT-H17 will farther be synthesized as a head-to-toe cyclised version of H17 ( to mime the native CRIT molecule ) . Prior to structural surveies, these peptides will be tested for their efficaciousness at cut downing complement activation in vitro. Interactions of these peptides with C2 vWFA sphere will be monitored for by a novel technique utilizing electrospray ionization mass spectroscopy ( developed within the Institute for Health Research A ; Policy at LMU by Dr. A. Bligh ) [ 8 ] . This technique can besides observe the presence of two adhering sites and if there are two ligands whether they bind competitively and with what affinity. To supervise conformational alterations on interaction, in add-on to working out dynamicss of interaction, we will utilize Double Polarisation Interferometry ( AnaLight Quantum ) through coaction with Dr. R.B. Sim ( MRC Immunochemistry Unit, Univ. of Oxford ) . Prof. Peter Gros ( Centre for Biomolecular Research, Utrecht ) has approached the applier for CRIT peptides for co-crystallisation with an available C2a ( von Willebrand Factor A [ vWFA ] and serine peptidase ) concept and we expect this coaction to continue and to finally demo the points of contact between CRIT-ed1 and C2 ( via the vWFA sphere ) . three ) Expression profile of CRIT in autoimmune disease and malignant neoplastic disease With a position to understanding the function of CRIT in autoimmune disease and malignant neoplastic disease, the applier is join forcesing on a Swiss National Foundation funded undertaking with Prof. J. Schifferli ( Univ. Hospital Basel ) to do a CRIT smasher mouse. To happen an association between CRIT look degrees and the disease procedure, a comparing of CRIT look ( messenger RNA and protein ) in normal tissue with that in autoimmune disease and malignant neoplastic disease will be made. In situ hybridization surveies every bit good as immunohistochemistry, utilizing dual staining and/or staining of consecutive subdivisions with anti-CRIT and cell specific markers, will be conducted to corroborate look in sertoli cells, podocyte cells, keratinocytes, encephalon [ 1 ] . The distribution of CRIT in normal and morbid tissue will be studied, peculiarly tissues injured by inflammatory or necrotic procedures: joints-synovium in arthritis, myocardial infarction etc. Previously, we carri ed out a survey along these lines, which looked at CRIT look in assorted kidney diseases [ 9 ] . This survey revealed CRIT upregulation in membranous kidney diseases on glomerular podocyte cells. Unlike CR1, hitherto the lone other complement regulator described on podocytes, and which is non upregulated in membranous nephropathy, we believe that CRIT on podocytes represents a last line of defense mechanism against onslaught by complement. Functional information back uping this was later obtained ( manuscript in Complement regulators are frequently upregulated in malignant neoplastic disease [ 10 ] and so expression degrees of CRIT in assorted human malignances will be assessed excessively. Critically, CRIT is upregulated in liver malignant neoplastic disease ( Fig. 4 ) and thyroid malignant neoplastic disease ( non shown ) . As obstruction of CRIT with antibody sensitises cells to complement lysis [ 1 ] , such findings may hold applications in malignant neoplastic disease. Already schemes to barricade complement regulators with specific antibodies have been used successfully with a position to developing fresh malignant neoplastic disease immunotherapies [ 11,12 ] . In a recent development, membrane-bound complement regulative proteins ( mCRP ) have been downregulated by siRNA to render tumour cells sensitive to complement [ 13 ] . Therefore we will bring forth vector-based shRNAs ( utilizing psiRNA vector [ In vivo Gen ] ) to stably strike hard down CRIT look and see the consequence on tumor cells. four ) CRIT extracellular peptide ( H17 ) and its usage in modulating complement-mediated redness in in vivo theoretical accounts of autoimmune disease With a position to therapeutically suppress redness due to classical tract activation in theoretical accounts of complement-mediated autoimmune disease, CRIT has been targeted to suppress the Reversed Passive Arthus Reaction in mice [ 7 ] . By disposal of an counter peptide, H17, which binds complement C2 and prevents its activation it was possible to significantly cut down complement-mediated redness. To prove this peptide as a curative against autoimmune diseases in which the classical tract is peculiarly of import we are join forcesing with labs that have the appropriate animate being theoretical accounts. Experimental autoimmune myasthenia gravis ( EAMG ) is an antibody-mediated autoimmune disease impacting the neuromuscular junction. The disease, which is besides T cell-dependent, is an accurate theoretical account in footings of its pathology and clinical result of human myasthenia gravis ( MG ) . We have been approached by Prof. P. Christadoss and Dr. E. Tuzun of the Universit y of Texas, Galveston to prove H17 in their mouse theoretical account of MG [ 14,15 ] and will continue with this coaction. 1.2.5 Does CRIT adhere other serum proteins through its extracellular spheres? In a collaborative survey with Prof. Marina Botto ( Imperial College ) we will look into whether CRIT is a receptor for any other proteins beside complement C2 and FB, with which it binds with high and low affinity, severally. To prove whether the extracellular spheres of CRIT have other adhering spouses, receptor affinity chromatography [ 16 ] will be used to see whether ed1 binds other proteins from the serum of a C2 deficient ( C2D ) patient or of a combined C2/FB smasher mouse [ 17,18 ] . As the function of the 2nd extracellular sphere, ed2 has non been established, normal serum will be used ab initio to place ed2-binding proteins adhering to ed2 affinity columns by standard mass-spec designation protocols. Further experiments will be conducted to see if CRIT binds integrins. The principle for this is that CRIT-ed1 binds the vWFA1 sphere of complement C2 [ 19 ] and vWFA spheres are typically found in integrins, such as Very Late Antigen 4 ( VLA-4 ) on monocytes. The interaction w ith vascular cell adhesion molecule-1 ( VCAM-1 ) molecules on the endothelium is believed to non merely intercede attachment [ 20 ] and transendothelial migration [ 21 ] but besides to excite distinction [ 22 ] . Methodology to be utilized in the survey of the purposes of the undertaking: I ) The function of CRIT in myeloid distinction As we have seen, the function of CRIT in myeloid distinction has been studied with an antagonist CRIT-based peptide termed H17 ( NH2-HEVKIKHFSPY-CO2H ) consisting the 11aa C-terminus of CRIT-ed1. Preliminary work suggests that in adhering to C2 and therefore barricading the interaction of C2 with CRIT [ 1 ] , H17 may bring on the distinction of monocytes/promonocytic cell lines along the tract of macrophage distinction, and significantly, inhibit cell proliferation. It is intended that this pilot survey will go on the work that has been started in this respect, and will lend original research findings to the intervention of diseases that are caused by failures in the proper operation of the complement tract in worlds. The different curative attacks that are presently used in handling acute leukemia include cytotoxicity, programmed cell death and distinction. Differentiation therapy was developed over a decennary ago and Acts of the Apostless by bring oning cell rhythm apprehension and hence distinction in leukaemic monocytes [ 2 ] , therefore elegantly avoiding cytotoxicity effects. Retinoids, such as all-trans-retinoic acid ( ATRA ) are used to handle promyelocytic leukemia by specifically aiming neoplastic cells whilst non impacting normal mature cells. Many successes in the intervention of monocytic leukaemias have been reported since [ 3-5 ] . We suggest that a CRIT-based peptide ( H17 or an H17 derived function ) could finally offer an of import alternate intervention for monocytic leukemia by bring oning distinction of monocytic cells. The peptide will be tested entirely and in combination with ATRA in a mouse theoretical account of acute promyelocytic leukemia [ 6 ] . This will take to cons equences which could be of great usage in developing alternate therapies for handling conditions that arise as a consequence of failure of the right operation of the complement tract in worlds. two ) The construction of CRIT peptides ( ed1 and H17 ) and of CRIT peptides interacting with the von Willebrand Factor A ( vWFA ) sphere of complement C2 As has been seen, Huiet Al.( 2005 ) looked at the look of a functional recombinant von Willebrand factor-A sphere from human complement C2, in footings of this being a possible binding site for C4 and CRIT. As we have seen, CRIT competes with C4b for the binding of C2, with the major adhering site on C2 being located on a short peptide sequence that was antecedently of unknown beginning ; Huiet al. ,( 2005 ) , nevertheless, looked at a part on C2 that was known to hold binding capacity, the von Willebrand Factor-A, and found that, so, this peptide sequence inhibits complement activity ; utilizing a cloned von Willebrand Factor-A sequence, Huiet Al.( 2005 ) were able to look in item at the interactions between C2 and CRIT and C4b. The current survey will take the work of Huiet Al.( 2005 ) further, by looking in item at the CRIT tract, in footings of adhering the serum complement protein, C2, the CRIT peptide, H17 can cut down complement-mediated rednessin vivo[ 7 ] and we will prove CRIT-ed1 and H17 as possible distinction therapeutics peculiarly aiming monocytic leukemia. To better the efficaciousness of these peptides, we aim to utilize structural information on the manner they interact with C2. The CRIT-H17 peptide will be synthesized full length as an 11-mer, but besides as a 10-mer, 9-mer and 8-mer. We will besides mutate to alanine the amino acids believed to interact with the vWFA sphere of C2. CRIT-H17 will farther be synthesized as a head-to-toe cyclised version of H17 ( to mime the native CRIT molecule ) . Prior to structural surveies, these peptides will be tested for their efficaciousness at cut downing complement activation in vitro. Interactions of these peptides with C2 vWFA sphere will be moni tored for by a novel technique utilizing electrospray ionization mass spectroscopy ( developed within the Institute for Health Research A ; Policy at LMU by Dr. A. Bligh ) [ 8 ] . This technique can besides observe the presence of two adhering sites and if there are two ligands whether they bind competitively and with what affinity. To supervise conformational alterations on interaction, in add-on to working out dynamicss of interaction, we will utilize Double Polarisation Interferometry ( AnaLight Quantum ) through coaction with Dr. R.B. Sim ( MRC Immunochemistry Unit, Univ. of Oxford ) . Prof. Peter Gros ( Centre for Biomolecular Research, Utrecht ) has approached the applier for CRIT peptides for co-crystallisation with an available C2a ( von Willebrand Factor A [ vWFA ] and serine peptidase ) concept and we expect this coaction to continue and to finally demo the points of contact between CRIT-ed1 and C2 ( via the vWFA sphere ) . three ) Expression profile of CRIT in autoimmune disease and malignant neoplastic disease With a position to understanding the function of CRIT in autoimmune disease and malignant neoplastic disease, the applier is join forcesing on a Swiss National Foundation funded undertaking with Prof. J. Schifferli ( Univ. Hospital Basel ) to do a CRIT smasher mouse. To happen an association between CRIT look degrees and the disease procedure, a comparing of CRIT look ( messenger RNA and protein ) in normal tissue with that in autoimmune disease and malignant neoplastic disease will be made. In situ hybridization surveies every bit good as immunohistochemistry, utilizing dual staining and/or staining of consecutive subdivisions with anti-CRIT and cell specific markers, will be conducted to corroborate look in sertoli cells, podocyte cells, keratinocytes, encephalon [ 1 ] . The distribution of CRIT in normal and morbid tissue will be studied, peculiarly tissues injured by inflammatory or necrotic procedures: joints-synovium in arthritis, myocardial infarction etc. Previously, we carri ed out a survey along these lines, which looked at CRIT look in assorted kidney diseases [ 9 ] . This survey revealed CRIT upregulation in membranous kidney diseases on glomerular podocyte cells. Unlike CR1, hitherto the lone other complement regulator described on podocytes, and which is non upregulated in membranous nephropathy, we believe that CRIT on podocytes represents a last line of defense mechanism against onslaught by complement. Functional information back uping this was later obtained ( manuscript in Complement regulators are frequently upregulated in malignant neoplastic disease [ 10 ] and so expression degrees of CRIT in assorted human malignances will be assessed excessively. Critically, CRIT is upregulated in liver malignant neoplastic disease ( Fig. 4 ) and thyroid malignant neoplastic disease ( non shown ) . As obstruction of CRIT with antibody sensitises cells to complement lysis [ 1 ] , such findings may hold applications in malignant neoplastic disease. Already schemes to barricade complement regulators with specific antibodies have been used successfully with a position to developing fresh malignant neoplastic disease immunotherapies [ 11,12 ] . In a recent development, membrane-bound complement regulative proteins ( mCRP ) have been downregulated by siRNA to render tumour cells sensitive to complement [ 13 ] . Therefore we will bring forth vector-based shRNAs ( utilizing psiRNA vector [ In vivo Gen ] ) to stably strike hard down CRIT look and see the consequence on tumor cells. four ) CRIT extracellular peptide ( H17 ) and its usage in modulating complement-mediated redness in in vivo theoretical accounts of autoimmune disease With a position to therapeutically suppress redness due to classical tract activation in theoretical accounts of complement-mediated autoimmune disease, CRIT has been targeted to suppress the Reversed Passive Arthus Reaction in mice [ 7 ] . By disposal of an counter peptide, H17, which binds complement C2 and prevents its activation it was possible to significantly cut down complement-mediated redness. To prove this peptide as a curative against autoimmune diseases in which the classical tract is peculiarly of import we are join forcesing with labs that have the appropriate animate being theoretical accounts. Experimental autoimmune myasthenia gravis ( EAMG ) is an antibody-mediated autoimmune disease impacting the neuromuscular junction. The disease, which is besides T cell-dependent, is an accurate theoretical account in footings of its pathology and clinical result of human myasthenia gravis ( MG ) . We have been approached by Prof. P. Christadoss and Dr. E. Tuzun of the Universit y of Texas, Galveston to prove H17 in their mouse theoretical account of MG [ 14,15 ] and will continue with this coaction. 1.2.5 Does CRIT adhere other serum proteins through its extracellular spheres? In a collaborative survey with Prof. Marina Botto ( Imperial College ) we will look into whether CRIT is a receptor for any other proteins beside complement C2 and FB, with which it binds with high and low affinity, severally. To prove whether the extracellular spheres of CRIT have other adhering spouses, receptor affinity chromatography [ 16 ] will be used to see whether ed1 binds other proteins from the serum of a C2 deficient ( C2D ) patient or of a combined C2/FB smasher mouse [ 17,18 ] . As the function of the 2nd extracellular sphere, ed2 has non been established, normal serum will be used ab initio to place ed2-binding proteins adhering to ed2 affinity columns by standard mass-spec designation protocols. Further experiments will be conducted to see if CRIT binds integrins. The principle for this is that CRIT-ed1 binds the vWFA1 sphere of complement C2 [ 19 ] and vWFA spheres are typically found in integrins, such as Very Late Antigen 4 ( VLA-4 ) on monocytes. The interaction w ith vascular cell adhesion molecule-1 ( VCAM-1 ) molecules on the endothelium is believed to non merely intercede attachment [ 20 ] and transendothelial migration [ 21 ] but besides to excite distinction [ 22 ] . CRIT is a receptor that was foremost encountered on the surface of aSchistosomaspecies ; in theSchistosoma,it acts as a decoy C2-binding receptor in order to protect this parasite from complement onslaught by viing with C4 for the binding of C2 ( Inal and Schifferli, 2002 ) . Complement is, basically, an enzyme system that is triggered upon immune system onslaught: most of the enzymes in this system are identified through standardised labeling: they are labelled C followed by a figure and so a codification based on the cleavage merchandises when proteolysed, for illustration, C5b-9. Complement onslaught ( Carroll, 1998 ) plays a major function in supporting hosts from immune onslaught, in footings of extinguishing foreign encroachers, and involves a complex tract of interactions, in order that the procedure does non take to self devastation: so, unregulated complement action can take to autoimmune diseases ( Ohet al. ,2003 ) , and other conditions/diseases such as bosom onslaught ( K ilgoreet al. ,1994 ) , Alzheimer’s disease ( Bradtet al. ,1998 ) . CRIT ( or Sh-TOR as it was antecedently known ) was found inSchistosoma,as a complement C2 protein, that could barricade complement activation, therefore bring oning bilharzia in worlds ; it was hypothesized that the CRIT blocked complement activation through its C2 binding site ; CRIT look in the parasite therefore acts as a steerer C2 binding receptor, protecting the parasite against complement onslaught by viing with C4 for the binding of C2, at the ed1 sphere ( Hui, 2005 ) . CRIT has later been found that other animate beings, that are suited as theoretical account systems for analyzing CRIT action besides express CRIT, for illustration, the rat andTrypanosoma.Recent work has besides shown that worlds have a CRIT factor, labeled ( Hu ) -CRIT which is expressed in a broad scope of human cells, particularly in hematopoietic cells ( Inalet al. ,2005 ) . Further elaborate surveies of CRIT have shown that it is a transmembrane receptor with two extracellular and two in intracellular spheres with an active 11 amino-acid peptide subdivision ( called CRIT-H17 ) which is hypothesized to be involved in the complement suppression activity of CRIT ( Hui, 2005 ) . Much work has been undertaken on clarifying the mechanism of action of CRIT, in footings of it being a potentially utile molecule in handling immunological diseases and other diseases, such as malignant neoplastic disease. For illustration, Inalet Al.( 2005 ) have shown that CRIT barricading can take to deprotection in CRIT-expressing human myeloid cell lines and in monocytes, ensuing in a greater susceptibleness to complement-mediated lysisin vitro. Other research, such as that by Mollet Al.( 2006 ) has shown that CRIT look is different in patients with kidney upsets, through assorted alterations in up- or down-regulation of CRIT look, taking to the suggestion that the upregulation of CRIT in activated podocytes might stand for a self-defense mechanism, stand foring a ‘last line’ of defense mechanism in membranous kidney disease of the kidney. Introduction The purpose of this research is, finally, to transport out a pilot survey to back up preliminary grounds that the complement receptor CRIT ( Complement C2 Receptor Inhibitor Trispanning ) plays a function in monocyte/macrophage terminal distinction. We aim to demo that by triping distinction through CRIT, it is possible to suppress the proliferation of myeloid leukemia cells. This could hold of import deductions for an alternate intervention agenda for monocytic leukemia. By the terminal of this survey we expect to demo the undermentioned: I ) that monocytes which can adhere C2 through CRIT maintain monocytic phenotypein vitroorin vivo ;II ) that monocytes can be induced to terminally distinguish by barricading the interaction of CRIT with its blood relation ligand, complement C2 or as monocytes move into an extravascular environment devoid of C2 ; that a knockdown of CRIT look in monocyte carcinoma cell lines or physical blocking of CRIT-C2 interaction induces them to terminally dis tinguish, and that, likewise, a blocking of CRIT-C2 interaction on leukaemic monocytes will halt proliferation and bring on distinction ; and, in conclusion, that, conversely, monocytes that are C2-/- , can non be induced to terminally distinguish by barricading the interaction of CRIT with its ligand, C2, nevertheless on traveling into an extravascular environment, other excess mechanisms, such as interaction of monocyte integrins with VCAM molecules on endothelial cells, may still bring on distinction. In consequence, basically, either barricading ligand interaction with CRIT or cut downing CRIT look should excite cell rhythm apprehension ( irreversible block at G1 ) and terminal distinction into cells with a macrophage phenotype. These conditions represent a fresh tract for monocyte/macrophage terminal distinction, based on the theoretical account proposed, and affecting the complement receptor, CRIT. In footings of monocyte leukemia, besides advancing cell rhythm apprehension, barricading CRIT with anti-CRIT-ed1 has the added benefit of rendering the cell more susceptible to complement-mediated cytolysis, as described antecedently for monocyte carcinoma cell lines ( U937 and THP-1 ) and primary monocytes showing CRIT [ 1 ] . Bradt, B.M.et al. ,1998. Complement-dependent proinflammatory belongingss of the Alzheimer’s disease B-peptide.J. Exp. Med.188, pp.431. Carroll, M.C. , 1998. The function of complement and complement receptors in initiation and ordinance of unsusceptibility.Ann Rev Immun16,pp.545-568. Hui, K-M. , 2005. Biochemical and functional surveies of a fresh complement inhibitor, CRIT, with its interaction spouses. Dissertation submitted to the University of Basel, 2005. Hui, K-M.et al. ,2005. Expression of functional recombinant von Willebrand factor-A sphere from human complement C2: a possible binding site for C4 and CRIT.Biochem J.389, pp.863-868. Inal, J.M. , 2005. Complement C2 receptor inhibitor trispanning: from adult male to schistosome.Springer Seminars in Immunology27 ( 3 ), pp.320-331. Inal, J.M.et al. ,2005. Complement C2 receptor inhibitor trispanning: a fresh human complement inhibitory receptor.Journal of Immunology74, pp.356-366. Inal, J.M. and Schifferli, J.A. , 2002. Complement C2 receptor inhibitor trispanning and the B-chain of C4 portion a binding site for complement C2.Journal of Immunology168, pp.5213-5221. Kilgore, K.S.et al. ,1994. The complement system in myocardial ischaemia/reperfusion hurt.Cardiovasc Research28, pp.437. Makrides, S.C.et al. ,1992. Cell surface look of the C3b/C4b receptor ( CR1 ) protects the hamster ovary cells from lysis by human complement.J.Biol.Chem.34, pp.24754-24761. Moll, S.et al. ,2006. CRIT is expressed on podocytes in normal human kidney and upregulated in membranous kidney disease.Kidney International69,pp.1961-1968. Oh, K-S.et al. ,2003. Inhibition of complement activation by recombinant Sh-CRIT-ed1 parallels.Immunology110, pp.73-79.

HMS Venturer Sinks U-864 - World War II Submarines HMS Venturer and U-864 -

HMS Venturer Sinks U-864 - World War II Submarines HMS Venturer and U-864 - Conflict: The engagement between HMS Venturer and U-864 took place during World War II. Date: Lt. Jimmy Launders and HMS Venturer sank U-864 on February 9, 1945. Ships Commanders: British Lieutenant Jimmy LaundersHMS Venturer (V-Class Submarine)37 men Germans Korvettenkapitn Ralf-Reimar Wolfram U-864 (Type IX U-boat)73 men Battle Summary: In late 1944, U-864 was dispatched from Germany under the command of Korvettenkapitn Ralf-Reimar Wolfram to take part in Operation Caesar. This mission called for the submarine to transport advanced technology, such as Me-262 jet fighter parts and V-2 missile guidance systems, to Japan for use against American forces. Also on board was 65 tons of mercury which was needed for the production of detonators. While passing through the Kiel Canal, U-864 grounded damaging its hull. To address this issue, Wolfram sailed north to the U-boat pens at Bergen, Norway. On January 12, 1945, while U-864 was undergoing repairs, the pens were attacked by British bombers further delaying the submarines departure. With repairs complete, Wolfram finally sailed in early February. In Britain, code breakers at Bletchley Park were alerted to U-864s mission and location through Enigma radio intercepts. To prevent the German boat from completing its mission, the Admiralty diverted the fast attack submarine, HMS Venturer to search for U-864 in the area of Fedje, Norway. Commanded by rising star Lieutenant James Launders, HMS Venturer had recently departed its base at Lerwick. On February 6, Wolfram passed Fedje the area however issues soon began to arise with one of U-864s engines. Despite the repairs at Bergen, one of the engines began to misfire, greatly increasing the noise the submarine produced. Radioing Bergen that they would be returning to port, Wolfram was told that an escort would be waiting for them at Hellisoy on the 10th. Arriving in the Fedje area, Launders made a calculated decision to turn off Venturers ASDIC (an advanced sonar) system. While use of the ASDIC would make locating U-864 easier, it risked giving away Venturers position. Relying solely on Venturers hydrophone, Launders began searching the waters around Fedje. On February 9, Venturers hydrophone operator detected an unidentified noise that sounded like a diesel engine. After tracking the sound, Venturer approached and raised its periscope. Surveying the horizon, Launders spotted another periscope. Lowering Venturers, Launders correctly guessed that the other periscope belonged to his quarry. Slowly following U-864, Launders planned to attack the German u-boat when it surfaced. As Venturer stalked U-864 it became clear that it had been detected as the German began following an evasive zigzag course. After pursuing Wolfram for three hours, and with Bergen approaching, Launders decided that he needed to act. Anticipating U-864s course, Launders and his men computed a firing solution in three dimensions. While this type of calculation had been practiced in theory, it had never been attempted at sea in combat conditions. With this work done, Launders fired all four of Venturers torpedoes, at varying depths, with 17.5 seconds between each. After firing the last torpedo, Venturer dove quickly to prevent any counterattack. Hearing the torpedoes approach, Wolfram ordered U-864 to dive deeper and turn to avoid them. While U-864 successfully evaded the first three, the fourth torpedo struck the submarine, sinking it with all hands. Aftermath: The loss of U-864 cost the Kriegsmarine the U-boats entire 73-man crew as well as the vessel. For his actions off Fedje, Launders was awarded a bar for his Distinguished Service Order. HMS Venturers fight with U-864 is the only known, publicly acknowledged battle where one submerged submarine sank another.

Suicide and the images of death in Hamlet Essay Example | Topics and Well Written Essays - 500 words

Suicide and the images of death in Hamlet - Essay Example This suspicion is confirmed when he makes his famous speech wishing that his flesh would â€Å"melt,/ Thaw, and resolve itself into a dew.† (Act I, Scene 2, lines 129-130). He says that the reason he does not kill himself is because God has made laws against â€Å"self-slaughter† (Act 1, Scene 2, line 131) but in fact the real reason is probably that he is over-dramatizing his mother’s relationship with his uncle, and he does not have the courage to do this to himself. The character of Hamlet appears to be very prone to dwelling on sad events, and he also feels weighed down by the pressures of belonging to this royal family. The two young men Rosencrantz and Guildenstern are presented as a sharp contrast to the miserable Hamlet, and while they make jokes about Fortune being a woman, Hamlet just maintains â€Å"Then is doomsday near...Denmark’s a prison...† (Act II, Scene 2, lines 236 and 241) He seems to have given up on life because he says â€Å" I have of late-but wherefore I know not – lost all my mirth, forgone all custom of exercises.† (Act II, Scene 2, lines 293-295) He contemplates suicide in another famous speech where he asks himself whether it is better â€Å"To be, or not to be...† (Act III, Scene 1, line 56). The image that he has of suicide and death is that of sleeping, and while this tempts him, because he is so tired of all the troubles that weigh him down, he is also afraid: â€Å"To die, to sleep-/To sleep, perchance to dream.

Ethics Awareness Inventory Analysis Essay Example | Topics and Well Written Essays - 500 words - 2

Ethics Awareness Inventory Analysis - Essay Example It meant that I value more the propriety of things and circumstances as well as the welfare and feelings of others more than the result or getting a particular task done. It is because I believe that if we are too concern about the result, it may lead us astray and do things that are far from the ideal. It does not mean however that I do not want to get things done. I am also concerned with results but I wanted to do it the right way. My ethical perspective of being more concerned with equity and least concerned about the result is a result of the various factors that influenced my value system. This is the interplay of how my parents brought me up, how my teachers taught me, how my community helped me shape values and my personal assessment of things. My parents taught to always do the right thing regardless of the circumstances and not to do injustice to other people just to get what I want. I have been taught to be considerate to people which explains why equity mattered to me more than result. School also taught me to be ethical. We were taught about the importance and benefit of doing the right thing. In addition, the cases about Enron, Worldcom and other corporate scandals that were rooted in unethical business practices really taught me the value of doing the right thing before the results. These companies, particularly Enron were so engrossed in getting results that they ended up manipulating their financ ial statements to appear profitable when they were not. Of course not all people agree with my ethical perspective. Many people today are driven to get results whatever it takes (even if they have to resort to undesirable actions) and my choice for looking at the ethical aspect of any action, as well as the people concern may be a hassle to them. For me however, I find it more durable to be considerate and ethical because it

Church Growth ideas which can be applied to Churches that i have Essay

Church Growth ideas which can be applied to Churches that i have encounted - Essay Example Among the strong holds of the church is the prayerful nature of the church. Through its various ministries the church has been able to bring many people to Christ. Growth of the church is not a one time thing, but rather takes a process before the people receive the calling and receive the gospel. Thus, churches not having instant growth should have faith in God and wait for their faith to be rewarded (Dortch 2010, p. 64). For this church to attain the maximum growth posible several aspects have to be adapted to aid in the growth of the church. One of the ways to ensure church growth is to modify the church services to suit the whole congregation including first time visitors. The visitors should be able to feel comfortable in the church even, though it is their first time in church (Dortch 2010, p. 65). The service should be fairly short for all to enjoy the service both the praise and worship and the preaching. The long services at the church scare away visitors as they concentrate on the amount of time spent in the service instead of listening to the preaching thus the church is unable to complete its mission of preaching the word of God. Thus the church should reconsider its practices in the service to ensure they reduce the time in the service if possible to be a short as two hours. The time allocated for the preacher is also to be considered to ensure the other activities do not take much of the church service. The main purpose of the congregation attending the service is to receive the message of the day that the pa stor has prepared for them, thus the preaching should be the main agenda of the service thus being allocated a substantial amount of time. The preacher can also check on time to have some time left for evangelism after the preaching. Professional marketing of the church is of importance when opening up a new church in a

Management in Robin Hood band Essay Example | Topics and Well Written Essays - 1000 words

Management in Robin Hood band - Essay Example He selected four lieutenants, where one was placed in charge of intelligence and scouting, the other one responsible for maintain discipline among the members of the band, the third one entrusted with the role of managing the finances of the band and the last lieutenant authorized to undertake the provisioning of the ever increasing band. The purpose/value statement of the band was â€Å"Rob the rich and give to the poor† (Lampel, 1). However, the band did not live up to its mission and eventually wanted to change from confiscating of goods to start taxing the people. This was a point of failure, since the band lost its purpose and mission, a fact that served to weaken its fight against the Sherriff. The key stakeholders were the members of the band, the enemy who was the Sherriff, the political allies and friends of the Sherriff, the rich merchants and traders and the not so well-up village people. Each of the stakeholders had their expectations. The band members expected to defeat the Sherriff, the village people expected their interests to be fought for by the band, the Sherriff expected to defeat the band and the allies of the Sherriff expected to remain in power. ... le, when the leader suggested the taxation of the people in order to make enough finances to fund the bands operation, the band members opposed to the taxation of the people, whom they considered their allies. The threats to the band were the decline in the sources of supplies for their food and finances, as well as the increased growth in strength of their enemy, the Sherriff. The opportunities open to the band was its collaboration with the barons who were against Prince John, a conspiracy that would earn the band future amnesty. The key issues arising from the analysis is the inappropriateness of the leadership style applied by the bandleader. A one-man leadership style did not seem to work, especially as the number of the band grew to enormous. Lack of commitment to the mission and purpose of the band is yet another issue. Another issue is that the band lacked a plan and a projection of the future growth crisis of the band, as well as the decline in their financial and food resou rces. The underlying question for the bands organization then becomes, can the band overcome all the challenges facing it and stay committed to its course of fighting the Sherriff? Applying the five-factor model on the management of the band, there is a perceived fulfillment of the requirements of some elements of the model. For example, there is a high degree of sociability in the bands management, a high level of thoughtfulness as indicated by the deep thinking portrayed by the bands leader, emotional instability and anxiety is also present, as demonstrated by the anxiety that the leader has. Openness is yet another trait portrayed by the leader of the band, in terms of his imagination and insights (Lampel, 2). However, one element, as required by the five-factor model is missing in the

Creating Job Descriptions and Interview Questions Essay

Creating Job Descriptions and Interview Questions - Essay Example The HR Director would be the one who will oversee all HR related tasks within the organization as his decisions would be in line with how the organization views the entire dictum of recruiting, selecting, and eventually firing the employees. The HR Director would report to the top management about the steps that have been undertaken by the HR department and apprise them of the gradual and incremental shifts that have been coming about within the organization from time to time. He would also be reporting to the CEO of the company as regards to the fiscal measures and thus tell him how the company would meet its goals and objectives that are being seen through the eyes of the most prized resources within the organization, i.e. the employees themselves. The HR Director would also form up plans and later on execute them for best possible mileage of the organization. It would mean that the shortcomings with the HR domains are taken care of in a proactive way and the strengths are cashed u pon in an amiable manner as well. The HR Director would oversee the tasks of the HR manager and his team while finding solutions to keep them encouraged at all times (Sims, 2002). Overall, the HR Director will also play a significant role at liaising between the employees that are under his aegis, forming links of interaction and communication amongst them, and finding the reasons behind low employee morale. He will have a proactive eye on the falling standards of work conditions, and find a way to resolve the same. The HR Director will give his best within the HR domains on a regular basis and would be confident at all times. The HR Director would therefore play a very active role at forming serious links with the employees, and be present regularly at his office to set a personal example within the organization. 2. Create 10 questions that you can use to interview candidates for the position of HRM director at the company. The questions should include probes for additional informa tion and desired responses. 1. Are you at complete understanding with how the HR policies change because our organization is a proactive one and wants to move towards newer pastures with the passing times? Would you go an extra mile to learn something new, considering you are getting hired for the HR Director post? 2. Would you be able to work in the form of a team that achieves its objectives in accordance with the work realms of one another or are you someone who believes in one-man-show for the sake of displaying authority and control? What is the reason behind being one of the two? 3. How closely in touch are you with the technological facets and realms? Have you had any computer and IT courses of late that could make you a better choice for the post of HR Director at this organization? 4. This job requires you to visit outdoor locations and to travel far and wide. Are you open to such an offer because the hiring and selecting regimes require the aspirants to be interviewed firs t hand before the HR department decides to hire them or otherwise? 5. What would it take to make your mark on the organizational philosophy that has come about of age with the passage of time? Would you go out of your way to make sure that the organization is your top most priority in professional terms? 6. Would you be open to a salary cut if and when the need arises? In times of today, this is a serious undertaking on the part of the organization and you should be ready for it to happen

Management in Robin Hood band Essay Example | Topics and Well Written Essays - 1000 words

Management in Robin Hood band - Essay Example He selected four lieutenants, where one was placed in charge of intelligence and scouting, the other one responsible for maintain discipline among the members of the band, the third one entrusted with the role of managing the finances of the band and the last lieutenant authorized to undertake the provisioning of the ever increasing band. The purpose/value statement of the band was â€Å"Rob the rich and give to the poor† (Lampel, 1). However, the band did not live up to its mission and eventually wanted to change from confiscating of goods to start taxing the people. This was a point of failure, since the band lost its purpose and mission, a fact that served to weaken its fight against the Sherriff. The key stakeholders were the members of the band, the enemy who was the Sherriff, the political allies and friends of the Sherriff, the rich merchants and traders and the not so well-up village people. Each of the stakeholders had their expectations. The band members expected to defeat the Sherriff, the village people expected their interests to be fought for by the band, the Sherriff expected to defeat the band and the allies of the Sherriff expected to remain in power. ... le, when the leader suggested the taxation of the people in order to make enough finances to fund the bands operation, the band members opposed to the taxation of the people, whom they considered their allies. The threats to the band were the decline in the sources of supplies for their food and finances, as well as the increased growth in strength of their enemy, the Sherriff. The opportunities open to the band was its collaboration with the barons who were against Prince John, a conspiracy that would earn the band future amnesty. The key issues arising from the analysis is the inappropriateness of the leadership style applied by the bandleader. A one-man leadership style did not seem to work, especially as the number of the band grew to enormous. Lack of commitment to the mission and purpose of the band is yet another issue. Another issue is that the band lacked a plan and a projection of the future growth crisis of the band, as well as the decline in their financial and food resou rces. The underlying question for the bands organization then becomes, can the band overcome all the challenges facing it and stay committed to its course of fighting the Sherriff? Applying the five-factor model on the management of the band, there is a perceived fulfillment of the requirements of some elements of the model. For example, there is a high degree of sociability in the bands management, a high level of thoughtfulness as indicated by the deep thinking portrayed by the bands leader, emotional instability and anxiety is also present, as demonstrated by the anxiety that the leader has. Openness is yet another trait portrayed by the leader of the band, in terms of his imagination and insights (Lampel, 2). However, one element, as required by the five-factor model is missing in the

No real title. it is all about the COP 15 Meeting in Copenhagen Essay

No real title. it is all about the COP 15 Meeting in Copenhagen - Essay Example For the US alone, the impact of climate change is $60 billion annually at 1990 prices from 1990 to 2025 in terms of effects on agriculture, forest, specie extinctions, sea-level rise, morbidity, loss of human lives, migration, hurricane, and pollution (Encyclopedia of Earth, 2008). Many of the US states are expected to have damages from climate change at US$ 1 billion each (Science Daily 2008). In Europe, the European Environment Agency (2004, p. 70) has determined that economic losses from weather disturbances increased from US$ 5 billion to US$11 yearly during 20 years prior to its 2004 report. The European Environment Agency estimate did not include several things but the report is highly indicative of the damage that climate change would make on Europe. The cost or impact to developing countries is anticipated to be higher as the changing climate raise sea levels and warm the globe. A two degrees centigrade of global warming can have a yearly cost of 3 percent of the world’s gross domestic product (Tol 2002, p. 47).1 The 15th Conference of Parties 15 or COP 15 is a conference of 187 countries in Copenhagen (Denmark) mandated to come up with binding agreements among countries on climate change mitigation and adaptation measures. The World Bank acknowledged that if mitigation measures are not adopted, global warming could be 5 degrees centigrade by the end of the century (World Bank 2010, p. 1). This paper assesses the COP 15 of Copenhagen and identifies the lessons with regard to the ability of international environmental conference processes to develop collectively beneficial agreements. Sampaio et al. (2009, p. 6-9) summarizes the results of the Conferences of Parties (COP) prior to COP 15 and is the main source of this paper on earlier COPs. COP 1 held 1995 in Berlin agreed that nations should take action to curb greenhouse emissions and

Debut Albums and Happy Birthday Essay Example for Free

Debut Albums and Happy Birthday Essay May you have all the joy your heart can hold, all the smiles a day can bring, all the blessings a life can unfold, may you get the world’s best in everything. Wishing you a Happy Birthday! You are like an angel because you’ve touched the life of every person you’ve met. You deserve the best and the most special of Birthdays so that you can touch the lives of a thousand more people. Happy Birthday! In the journey of your life, may you count your successes with each passing Birthday and may you never have to look back on any regrets of your life. Happy Birthday dear! Some like sunday some like monday, but i like your birthday.happy birthday my On this wonderful day, I wish you the best that life has to offer! Happy Birthday! Sending you my love on your birthday and everyday. On this wonderful day, a star of pure love appeared to be my giftmy present and my futuryou!! I am very thankful for all the joy you bring into my life! Happy Birthday!! Today is a perfect day to tell you that you are a wonderful friendWith each year Ill love you more. Remember that your best years are still ahead of you and Ill be there for every up down and in between. Happy Birthday, my angel! If I could, I would write it across the sky so that everyone could see it and know that you are truly loved! I wish I could attach my heart to this Birthday wish. Thats how much you mean to me. Have a happy and fun-filled Birthday! On your birthday lets celebrate our past, our today and our future! I love my life with you!

Reading Intervention Programme

Reading Intervention Programme Effects of an Out-of-school Intervention Program on Reading Ability and Attitude in Low-achieving First-grade Students Abstract This study, conducted at *****, proposes instituting a before- or after-school program to address the needs of struggling first-grader readers. Biweekly intervention sessions, lasting 30 minutes each, will take place from early September through May. Using individualized instruction targeting deficiencies in individual student skills and a balanced literacy approach, data will be collected to determine the effectiveness of the program and student attitudes about reading. Parent attitudes and participation in their children’s learning will also be explored. Data will then be compared to the average gains made by typical first-grade students. I anticipate these sessions will have a positive effect on student learning and attitudes, and that participants will make slightly greater gains than typical first graders. Introduction Background/School Information In the fall of 2008, I will begin my third year as a first-grade teacher at ******. According to the 2007 School Report Card (2007), the **** student population includes 335 students in kindergarten through fifth grade. It is a diverse school (51.9% White, 2.1% African American, 34.0% Hispanic, and 11.9% Asian/Pacific Islander). 17.6% of students are from low-income families and 21.2% have limited English skills. The average size of my class over the past two years has been 25 students, with over half (14 last year) speaking a second language (including Italian, Polish, Serbian, Spanish, Tagal, and Urdu) at home. Some parents refuse bilingual or ELL services in favor of a regular classroom placement. Students begin the year at many different literacy levels. The majority of students make excellent progress with the current literacy program (Harcourt Trophies). While most of the students who attend kindergarten in our district have mastered their letter names and successfully integrat e their phonemic awareness skills with phonics instruction, there are a few students each year that struggle with these skills and have not mastered our basic kindergarten sight words. Often students who come from other school districts are even further behind. Some parents of these students have admitted to spending little or no time reading with them at home, either because the child is reluctant to work with the parent, lack of time, or because their own literacy skills may be lacking. My Philosophy/Past Efforts I believe it is my responsibility to ensure that every student learns the necessary skills to become a successful reader and to develop a love of reading. I also assume that every student will learn if expectations are high. I believe in using a balanced approach to literacy instruction (Tompkins, 2003), using phonemic awareness, phonics, and literacy instruction which incorporates both reading (shared and independent) and writing. In searching for a way to reach struggling students and help them improve their emerging reading skills, I began a biweekly guided reading group during lunch during the 2006-07 school year for four struggling students. The students were tested using AIMSweb ® and made considerable improvement between January when the program was implemented and the end of the year. One student’s reading fluency increased from ten to 33 wpm, an increase of 330% in four months. Although the lunch hour was a convenient time to work with the students, it was difficult to ensure they were focusing on the lesson and finishing their meals at the same time. I have considered the advantages and disadvantages of working with them either before or after school. While an after-school program will afford more structured time to better meet their needs, a before-school program might ensure better attendance (***, personal communication, July 7, 2008). **** has offered both a before-school remediation program with fourth graders and an after-school book club with second graders, noted that students seemed more focused in morning sessions (*****, personal communication, July 14, 2008). Before implementation, I will survey parents to determine which format best suits their schedule. Role of the Researcher As an active participant and researcher in this study, I will be working directly with four to six of my lowest-achieving first-grade students. Individual student needs will be targeted through word activities, shared reading, independent reading, guided reading, and writing activities. Area of Focus The purpose of this study is to describe the effects of a biweekly out-of-school intervention and guided reading program on reading ability and student attitude about reading in low-achieving first-grade students. Research Questions My focus question is: How will implementing an out-of-school intervention and guided reading program affect reading ability and student attitude about reading in low-achieving first-grade students? I plan on implementing this program at the beginning of the 2008-09 school year and continuing it through the end of May. I hope to answer the following questions through this action research project: How will biweekly out-of-school intervention and guided reading sessions affect reading fluency? How will these sessions affect student reading comprehension? What effect will this program have on student attitudes about reading and school in general? What effect will these sessions have on student writing ability? What effect will this program have on parent attitudes about their child’s reading ability and education in general? Will parent involvement in working with their children be affected by their participation in the program? Key Terms AIMSweb ® – â€Å"a scientifically based, formative assessment system that informs the teaching and learning process by providing continuous student performance data and reporting improvement to parents, teachers, and administrators to enable evidence-based evaluation and data-driven instruction† (AIMSweb ® Organization Website, n.d.). Analytical Reading Inventory (ARI) – â€Å"The ARI is an individually-administered assessment conducted during a one-on-one reading conference. It is administered periodically to students in grades 4-8. Results are used to determine a student’s instructional reading level, guide teachers in planning classroom instruction, identify appropriate supports and interventions, and document progress over time.† (â€Å"Student Testing,† n.d.) Differentiate – â€Å"To use differentiated instruction – an approach to teaching essential content in ways that address the varied learning needs of students with the goal of maximizing the possibilities of each learner† (ASCD Website, n.d.). Fluency – â€Å"Reading smoothly, quickly, and with expression† (Tompkins, 2003, p. 397). Grapheme – â€Å"A written representation of a sound using one or more letters† (Tompkins, 2003, p. 398). Phoneme – â€Å"A sound; it is represented in print with slashes (e.g., /s/ and /th/)† (Tompkins, 2003, p. 399). Phonemic awareness – â€Å"The ability to manipulate the sounds in words orally† (Tompkins, 2003, p. 399). Phonics – â€Å"Instruction about phoneme-grapheme correspondences and spelling rules† (Tompkins, 2003, p. 399). Running Records – While observing individual children as they read aloud, â€Å"teachers calculate the percentage of words the child reads correctly and then analyzes the miscues or errors† (Tompkins, 2003, p. 386). Effects of an Out-of-school Intervention Program on Reading Ability and Attitude in Low-achieving First-grade Students Literature Review Introduction Students today enter school at very different developmental and readiness levels. First grade is a year of exciting growth, presenting new challenges for developing children – from the all-day format to learning how to read. While many students adapt to the all-day schedule and flourish in the first-grade classroom, some are not able to keep up, slowly falling further and further behind their classmates. Teachers often struggle to differentiate instruction to meet the diverse needs of their students. They also look for ways to ensure that every student is functioning at or above grade level, particularly since the No Child Left Behind Act (NCLB) was enacted in January, 2001 (Huncosky, 2004). Because time is limited during the school day and class sizes are often large, many teachers turn to after-school hours to remediate instruction for their struggling students (Brown, 2008; Davis-Allen, 2008; Huncosky; Little Hines, 2006; Saddler Staulters, 2008). Their studies show varied results in gains among the lowest-achieving students. What is a struggling student? Davis-Allen (2008) uses the term â€Å"at-risk,† describing these students as â€Å"strangers to the behaviors and values of the middle-class (as cited in Davis-Allen, 2008). Students were asked to participate in her study because of prior substandard academic achievement (Davis-Allen). To meet Huncosky’s (2004) criteria, students were functioning below grade level in reading or failing to turn in homework. Reading Recovery uses an assortment of tests given at the onset of first grade to target the lowest-achieving students for their 12-20 week program (MacKenzie, 2001). In simpler terms, struggling students are those who, academically, are not performing at grade level. As I begin my third year teaching first grade at Wesley School in Addison, Illinois, and as I reflect on ways to improve learning for all my students, I have found that the majority of my students have been well-prepared for first grade, with a strong background in phonemic awareness and a firm grasp of phonics. They already understand the grapheme-phoneme connection and are ready to begin putting letters and sounds together to make words. Even those who may be a little behind their classmates developmentally catch up quickly and are usually reading at grade level by the middle of the year. Unfortunately, each year I have had three or four students that slowly lose ground, either because they lack a solid background in literacy, have difficulty attending to the daily lessons, or have potential learning disabilities which have not yet been diagnosed. As the work gets progressively more difficult, these students struggle with the district’s literacy curriculum. The second grade teachers report that these low-achieving students sometimes continue to struggle throughout second grade (C. Walters, personal communication, July 14, 2008). This led me to wonder if we were to target the lowest students right from the beginning of the year, would this lead to better outcomes for them in first grade and beyond? According to C. Wartman (personal communication, July 7, 2008), principal at Wesley School, we often take a wait-and-see approach in first grade. As stated earlier, many low students are successful with the curriculum as we differentiate to their needs in the typical classroom; thus, the wait-and-see approach works for them. But for those few who quickly fall behind, the wait-and-see approach is not acceptable. My goal through my action research project is to find a way to reach these students before they fall too far behind their peers. These past two years I have had the assistance of a reading aide for 2-1/2 hours per week. At the beginning of the 2006-07 year, she led extra guided reading sessions with all of my students through a push-in model. It quickly became clear that four students needed extra remediation; therefore, she began pulling them out three times a week. This offered several disadvantages, the most significant being they missed valuable classroom instruction and may have felt disconnected from their classmates. How, then, might I find a way to fill in the gaps in their education without taking them out of the classroom for remediation? My first thought was to institute an out-of-school program. Relevant Literature Very little research is available on out-of-school programs for first graders. Perhaps this is because it is already a great adjustment for them to be in school all day, and it may be difficult for them to add an extra half hour or more to their already demanding schedule (C. Wartman, personal communication, July 7, 2008). Parents may not be available, particularly those who work, to drop their children off early or pick them up after the school bus has already departed (C. Wartman). A study by Huncosky (2004) addressed at-risk students in first through third grades through a ten-week, biweekly, after-school reading and math program (Huncosky). Students were selected for this program either because they were below grade level in reading achievement or because they failed to complete homework (Huncosky). One teacher who worked with students in this program commented, â€Å"It is not a program to narrow the huge gap. It’s a program to help kids who are ready to be helped† (Huncosky, p. 14). Other teachers believed that the students accepted in the program should be able to work well on their own and in small groups (Huncosky). Most low-achieving first graders, because they are not yet able to work independently, do not meet these criteria. Huncosky (2004) did not include a pre- or post-assessment, instead relying on teacher questionnaires to evaluate the effects of the program. The literacy activities used varied from teacher to teacher, and she does not state whether or not efforts were made to address the needs of individual students (Huncosky). The focus of the study was on student attitudes about reading, rather than on assessing their performance (Huncosky). Qualitative data (teacher questionnaire addressing reading gains) of the survey showed mixed responses as to improvement in reading ability in these students. With a teacher-to-student ratio of 8:1 and inconsistent teaching approaches, this format would not work well with struggling first-g rade students. This study indicates a need for structure and consistency in instruction, lessons which address specific skills in which individual students are deficient, and small teacher-to-student ratios in order to meet the needs of low-achieving first-grade students. Reading Partners I reviewed literature on two programs that include one-on-one instruction with elementary students. The first program, Reading Partners, used trained tutors (master’s degree students) who implemented consistent interventions with at-risk fourth grade readers in an inner-city elementary school. The tutors were trained to: â€Å"(a) review past material; (b) introduce or extend a strategy; (c) read a new selection; (d) engage in related writing; and (e) provide a related, supplemental activity to extend or enrich the learning† (Saddler et al., 2008, p. 204). Sessions were held twice a week and were 60 minutes long. An Analytical Reading Inventory (ARI) (cited by Saddler et al., 2008, p. 205) and interest inventories were used to assess student reading and comprehension ability and to form bonds between the tutors and tutees (Saddler et al.). The average participant gained at least one grade level in reading, along with other intangible benefits, such as a more positive attitude and interest in reading (Saddler et al.). Reading Recovery Another very successful program that addresses struggling first graders is Reading Recovery. According to their website, â€Å"Reading Recovery is a highly effective short-term intervention of one-to-one tutoring for low-achieving first graders† (â€Å"Reading Recovery,† n.d.). The program targets the four lowest first-grade readers for daily half-hour one-on-one sessions with teachers trained in the Reading Recovery program format (â€Å"Reading Recovery†). Once a student is reading at grade level (after an average of 12-20 weeks), he/she graduates from the program and becomes part of a literacy booster group (MacKenzie, 2001). The Reading Recovery organization reports that 75% of struggling readers are reading at grade level after completion of the program, while the remaining 25% are recommended for further evaluation and remediation (â€Å"Reading Recovery†). Both the Reading Partner and Reading Recovery programs reinforce the positive academic benefits of one-on-one and small group lessons to assist low-achieving students to make and maintain gains in their literacy development. It also demonstrates the need for continued small-group reinforcement once students are working at grade level. Students with High Reading Potential Next, I turned to literature to find out what other types of programs are being offered and which are the most successful. Little and Hines (2006) studied the effects of a 12-week, biweekly, after-school reading program on students in third through sixth grade. The study targeted students with â€Å"high reading potential† (Little et al., 2006, p. 11), offering book talks, read-alouds, and supported independent reading, followed by choices of literacy activities. As part of the 90-minute sessions, students were encouraged to read books independently that would be challenging and of interest to them (Little et al.). The goals of the program were to build reading fluency and to make reading more pleasurable (Little et al.). Although the study showed varied results, students in third and fifth grade made above average weekly gains in reading fluency compared to a national sample (Little et al.). One sixth grade student with a â€Å"negative attitude† (Little et al., p. 29) had a 40-point decline between pre- and post-test scores, which adversely affected the average scores of the 15 sixth-grade students in the study (Little et al.). This study demonstrated the benefits of teacher read-alouds, self-selected independent reading, and varied literacy activities. It also indicated a positive correlation between students in an after-school program who read books at their instructional level and weekly reading fluency gains. 21st Century Community Learning Center Initiative Brown (2008) studied a 21st Century Community Learning Center Initiative (CCLC) after-school program over three years, following the progress of 20 at-risk students from second through fourth grade in rural Georgia. She discusses the many benefits of a structured after-school program, such as improved attendance rates, attitude, homework completion, social skills, and student aspirations (as cited in Brown, 2008). Brown used yearly Criterion-Referenced Competency Test (CRCT) reading scores to assess student progress. The students’ scores improved between second and third grade (+1.85 points), but decreased between third and fourth (-23.85 points) for an overall decrease of 22 points. Report card grades in reading also decreased 2.9 points between second and fourth grades. While this may, on the surface, seem discouraging, these students outperformed the average student at the school, whose CRCT scores decreased 34 points over this same period. With no control group, we cannot ascertain how these students compare to similar at-risk students who did not participate in the after-school program. Because program participants outperformed the average student, I believe the program was successful for these students, and it demonstrates the benefits of out-of-school remediation for at-risk primary students. After-school Programs and NCLB In 2003, the U.S. Congress, seeing a need for quality after-school programs to ensure that every child is successful, set aside $993.5 million for after-school programs as part of the NCLB Act (as cited in Brown, 2008; Davis-Allen, 2008). Recent literature shows mixed reviews of the effectiveness of these programs. One reason for this may be that many of the studies do not have a control group; thus, it becomes difficult to determine whether after-school programs are truly effective. Many students, despite enrollment in after-school programs, are still achieving below grade level, but without these programs, they may possibly have fallen even further behind. Because the students have made greater gains than the norm in most of these studies, I believe they demonstrate that extra remediation sessions, particularly those that target specific deficiencies in individual students and include one-on-one and small group remediation, are effective in achieving success for struggling students . Conclusion The review of existing literature has led to some important components I will include to remediate instruction to my struggling first-grade students. To ensure optimum attendance, I will first survey parents to find a before- or after-school time that will fit their weekly schedule. Through pre-assessment and teacher observations, instruction will be targeted to individual student needs. At the beginning of the year, we will work on phonemic awareness, phonics, and sight words to address deficiencies in student reading readiness. Future sessions will follow a consistent schedule, including word work in targeted areas, teacher read-alouds, independent reading, guided reading, and writing. Guided reading at student instructional levels will be conducted in small groups of four or fewer students. Time will be spent each session working one-on-one with students or having the students read one-on-one with me, in order to assess their individual needs. This one-on-one time will also be use d to assess student progress through running records, AIMSweb ® testing, and/or reading inventories. In order to incorporate these strategies, the biweekly sessions will be limited to four students with each period lasting 30 minutes. If necessary, a third weekly session may be added to meet the needs of these emerging readers. I will track their progress and make adjustments to the curriculum depending on student progress. Parent involvement is a major component in student learning outcomes, particularly in struggling students where an â€Å"extra boost makes all the difference in the world† (H. Byers, personal communication, July 14, 2008). To encourage their participation, I will use parent surveys and home reading logs to determine and track parent involvement in working with their children. Data Collection Methodology 1. My reading aide will administer AIMS Web tests biweekly to assess student progress in fluency. This will serve as an objective assessment (quantitative data) of whether my intervention program is successful and will be one method of tracking student progress. 2. I will also assess using running records once or twice a month. Since I will administer these assessments myself, they will give me a good indication of what areas to target in our before-school sessions. I will use the results (quantitative data) to track student progress and adjust instruction. 3. During one-on-one and small group guided reading time, I will use a checklist (and take notes) to determine if students are able to read with expression. This will be a third indicator (quantitative and qualitative data) of reading progress to document in my study. 4. I will collect data on individual student reading comprehension using three methods: 4a. The weekly end-of-story tests (quantitative) will be an immediate indicator of whether students are able to read using recently-taught skills and comprehend what they are reading. The ability to write an answer the open-ended question at the end of the test will also be used to assess student progress (qualitative data). 4b. Once students develop basic reading skills, I will assess each student using a reading inventory – either the John’s Basic Reading Inventory (BRI) or a Qualitative Reading Inventory (QRI) to target areas that need remediation. This will be used on an as-needed basis, depending on student progress. It will also be used to track the success of the remediation program (quantitative and qualitative data). 4c. The third comprehension assessment will be in the form of unfamiliar reading passages, followed by a series of questions. These will most likely be introduced during the second half of the year, and will provide quantitative data to assess student comprehension by recording the number of correct answers. 5. I will also use several surveys to assess student and parent attitudes. These surveys will include closed- and open-ended questions and will be given at the beginning and end of the year to determine if participation in the program has changed student/parentattitudes, interest, and motivation to read. 6. I will use teacher observations (in the form of a Likert scale) to assess student attitudes, interest, and motivation in reading. 6. Another survey will be used to assess parent involvement in literacy activities with their children. By using pre- and post-survey data, I will discover if parent involvement is affected by student participation in my remediation program. Call for Action References 2007 School Report Card (2007). Retrieved July 7, 2008 from http://www.asd4.org/docs/srcards/Wesley.pdf. AIMSweb ® Website (n.d.). Retrieved July 16, 2008 from http://www.aimsweb.com. Association for Supervision and Curriculum Development ASCD Website (n.d.) Retrieved July 16, 2008 from http://www.ascd.org/portal/site/ascd/menuitem.3adeebc6736780dddeb3ffdb62108a0c/. Brown, G. D. (2008). An analysis of an after-school program in a small, rural elementary school in Georgia. (Ph.D., Capella University, Minneapolis, MN). Retrieved July 5, 2008, from Dissertations Theses: Full Text database. (Publication No. AAT 3297914). Davis-Allen, Y. R. (2008). Impacts of an after-school program on student achievement for at-risk children. (D.Ed., Capella University, Minneapolis, MN). Retrieved July 7, 2008, from Dissertations Theses: Full Text database. (Publication No. AAT 3289497). Huncosky, K. (2004). Closing the achievement gap at Huegel Elementary School: What can I do? Madison, WI: Huegel Elementary School. Little, C. A., Hines, A. H. (2006). Time to read: Advancing reading achievement after school. Journal of Advanced Academics, 18(1; 1), 8-33. (ERIC Document Reproduction Service No. EJ753969) Retrieved July 5, 2008, from ERIC database. MacKenzie, K. K. (2001). Using literacy booster groups to maintain and extend Reading Recovery success in the primary grades. Reading Teacher, 55(3), 222. Reading Recovery: Basic Facts (n.d.). Retrieved July 12, 2008, from http://www.readingrecovery.org/reading_recovery/facts/index.asp. Saddler, B., Staulters, M. (2008). Beyond tutoring: After-school literacy instruction. Intervention in School Clinic, 43(4; 4), 203-209. Student Testing on San Diego Unified School District Website (n.d.). Retrieved July 17, 2008, from http://www.sandi.net/indices/testscores.html. Tompkins, G. E. (2003). Literacy for the 21st century. Upper Saddle River, NJ: Pearson Education. Appendix A Beginning of Year Parent Survey – Page 1 Appendix A Beginning of Year Parent Survey – Page 2 Appendix B End of Year Parent Survey Appendix C Beginning of Year Student Questionnaire Appendix D End of Year Student Questionnaire – Page 1 Appendix D End of Year Student Questionnaire – Page 2 Appendix E Checklist Appendix F Interview Protocol 1.Do you think a before- or after-school format is better suited for first grade remediation? 2.How do you think an after-school literacy and guided reading program might affect struggling first grade students? 3.How would you decide which students should be included in an after-school program? 4.How many first graders should be included? Should there be a limit? 5.What strategies would you recommend to help these students? 6. If is always helpful to have reinforcement at home. What methods can be used to encourage parents to read with their children? 7.How do you think parent involvement affects student outcomes? 8.How do you think student involvement in an after-school program would affect parent involvement in reading to their children? 9. How do you think technology can be used in remediation programs? 10.How effective do you think â€Å"reading buddies† are to help first graders improve reading skills? 11.How long do you think each session should last? What do you think the optimal size of each guided reading group should be? What literacy skills are lacking in second grade students at the beginning of the year? How might the leveled books that will be available this fall be used in an after-school program? Are there any leveled books available to be sent home with the students? Very little literature exists on after-school programs for first graders. Why do you think that might be? 17.Are there any recommendations you might have for this program? Appendix A Triangulation Matrix Research Questions Data Source 1 2 3 1. How would two extra literacy/Guided Reading sessions a week affect reading fluency in struggling readers? AIMSweb ® Pre- and Post-Tests Running Records (Ongoing) Teacher Observations/ checklist 2. How would these sessions affect student reading comprehension? End-of-Story Tests Comprehension Passage Quizzes Reading Inventory 3. What effect would this program have on student writing ability? Writing Portfolio End-of-Story Tests Teacher Observations 4. What effect would this program have on student attitudes about reading and school in general? Pre-Survey