Fitzgeralds Satire on the American Dream in the Great Gatsby free essay sample

So as to help this message, Fitzgerald presents the first parts of the American Dream alongside its cutting edge face to show that the once impenetrable dream is currently lost perpetually to the American individuals. This world investigates the way that the rich and amazing had the option to pull off anything they desire and basic goals were overlooked. As the normal American during the 1920s turned out to be progressively charmed with riches and ordinary extravagances, some started mocking the lip service and voracity they watched. Fitzgerald passes on these perceptions with the general misery of the book. Gatsby is one who is generally confident to the American Dream, he encapsulates the confidence in it, yet he before long discovers that the very riches and acknowledgment that he so desired was what caused the decimation every one of his convictions. F. Scott Fitzgerald credits the obliteration of the American Dream to riches, benefit, and the absence of humankind that those perspectives make. We will compose a custom paper test on Fitzgeralds Satire on the American Dream in the Great Gatsby or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Cash is plainly recognized as the primary guilty party in the fantasies demise. It turns out to be effortlessly snared with expectation and achievement and supplanting their situations in the American Dream with realism. This is appeared through Gatsbys utilization of unlawful practices and underground associations with bring in cash. His sumptuous gatherings, enormous manor, and monster assortment of garments all speak to his debasement. His utilization of status and benefit is shown when his petty criminal offense is disregarded by the cop. Be that as it may, the most noticeably terrible characteristics of the fantasies present day face are obvious in Tom and Daisy Buchanan, who live with no expectations or second thoughts in light of the fact that the establishment of their character is cash and riches. Scratch depicts the Buchanans as â€Å"careless people† who can withdraw once again into their cash. Through the unfortunate story of Jay Gatsby and his bombed endeavor to arrive at his fantasy, F. Scott Fitzgerald additionally portrays the grievous demise of American qualities. The characters in The Great Gatsby are negligible instances of Fitzgeralds message-the old American dream and the entirety of its unadulterated standards have been supplanted with cash, voracity, and realism. Scratch Carraway passes on this message as an untouchable, a legitimate man from the mid-west who saw the entire issue as an onlooker. Fitzgerald shows us the life and demise of the old American Dream. Fitzgeralds Satire on the American Dream in the Great Gatsby free exposition test So as to help this message, Fitzgerald presents the first parts of the American Dream alongside its advanced face to show that the once impenetrable dream is currently lost everlastingly to the American individuals. This world investigates the way that the rich and amazing had the option to pull off anything they desire and basic beliefs were overlooked. As the normal American during the 1920s turned out to be increasingly charmed with riches and ordinary extravagances, some started mocking the false reverence and covetousness they watched. Fitzgerald passes on these perceptions with the general misery of the book. Gatsby is one who is generally confident to the American Dream, he typifies the faith in it, yet he before long discovers that the very riches and acknowledgment that he so pined for was what caused the pulverization every one of his convictions. F. Scott Fitzgerald credits the decimation of the American Dream to riches, benefit, and the absence of mankind that those perspectives make. We will compose a custom exposition test on Fitzgeralds Satire on the American Dream in the Great Gatsby or then again any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Cash is obviously recognized as the primary guilty party in the fantasies demise. It turns out to be handily caught with expectation and achievement and supplanting their situations in the American Dream with realism. This is appeared through Gatsbys utilization of unlawful practices and underground associations with bring in cash. His sumptuous gatherings, colossal house, and goliath assortment of garments all speak to his debasement. His utilization of status and benefit is shown when his petty criminal offense is disregarded by the cop. Yet, the most noticeably terrible characteristics of the fantasies current face are obvious in Tom and Daisy Buchanan, who live with no expectations or second thoughts in light of the fact that the establishment of their character is cash and riches. Scratch portrays the Buchanans as â€Å"careless people† who can withdraw once more into their cash. Through the deplorable story of Jay Gatsby and his bombed endeavor to arrive at his fantasy, F. Scott Fitzgerald likewise portrays the grievous demise of American qualities. The characters in The Great Gatsby are simple instances of Fitzgeralds message-the old American dream and the entirety of its unadulterated standards have been supplanted with cash, ravenousness, and realism. Scratch Carraway passes on this message as an untouchable, a fair man from the mid-west who saw the entire issue as a spectator. Fitzgerald shows us the life and demise of the old American Dream.

Nervous Conditions Response

White Man’s Burden and Nervous Conditions The â€Å"white man’s burden† was an account made by Europeans as a piece of a humanizing strategic, (3/4). Over all it implied training and Christianity. These two things were brought to the African landmass under the suspicion that they would bring prosperity for Africans. However that was not generally the situation. In numerous occasions, these presumptions were challenged by the genuine encounters of numerous Africans and showed in apprehensive conditions. We see instances of this in Tsitsi Dangarembga’s work.The different connections Babamukuru has with various characters all through Nervous Conditions are symbolic of the multi-faceted and complex connections colonizers had with Africans particularly when broke down with regards to the ‘white man’s burden’ as identified with instruction, Christianity, and control. Numerous Africans were persuaded of the â€Å"white man’s† gua rantee that a Western instruction was vital to breaking the pattern of neediness and a way to a superior life. Babamukuru is a brilliant illustration of this, particularly the manners by which he utilizes his instruction corresponding to others.The first case this is available is in quite a while choice to bring Nyasha and Chido to England for his own training since he didn't need them to encounter the â€Å"hardship that he had encountered as a youthful child† on the residence (14). This decision recommends that he saw his training as a path for his kids to in a roundabout way profit and advance their prosperity. A more straightforward model is Babamukuru’s personal stake in the prosperity of his more distant family. He announces, â€Å"we need to guarantee that at any rate one part structure every family is educated† (44).Babamukuru feels that it is his obligation, as an African taught in the West, to give chances of training to his family. This sentiment of o bligationâ€or burdenâ€to give is established in his own instruction as it identifies with his pilgrim experience. This isn't to condemn his offer, rather, further break down the connection among prosperity and training as it identifies with the colonizer and the African all the more for the most part. Despite the fact that Babamukuru’s blessing is generally welcomed by the family, it is important to consider the thought that western instruction, as a way to prosperity really is a pilgrim conviction.Moreover, western training isn't really esteemed in conventional Africa the way that is regularly fully trusted. Consider the way that on page 15 Jeremiah said to Tambu, â€Å"Can you cook books and feed them to your better half? Remain at home with your mom. Figure out how to cook and clean. † As is clear, the sort of instruction Babamukuru is offering his family is carefully pioneer and affected all things considered. It isn't the panacea that is frequently considere d at face esteem. In addition, it the involvement in training developed anxious conditions that tested the customary African personalities of some characters.This is obvious in characters like Tambu and Nyasha which will be talked about in more detail in the blink of an eye. In aggregate, western instruction as a way to prosperity under the mentality of the white man’s trouble is regularly opposing. This is clear from the angle of Babamukuru through the models gave. On one hand it was a way to a superior life. Be that as it may, in this proposal to and yearning toward advanced education came battles with character and what it intended to be African. However this isn't the main case of Babamukuru’s relationship with characters in the book as significant of the â€Å"white man’s burden†.Just as Europeans were persuaded Africans should have been instructed, they were additionally persuaded that Africans required Christianity so as to be spared by the finesse of God. Similarly â€Å"white men† felt troubled to encourage this relationship, Babamukuru disguised this demeanor. His conviction that Jeremiah and Ma’Shingayi need an appropriate Christian wedding shows this. He says, â€Å"Jeremiah†¦you are as yet living in wrongdoing. You have not been hitched in a congregation before God. This is a genuine matter† (149). Babamukuru’s burden of a Christian wedding on Jeremiah and Ma’Shingayi represents how pioneer estimations of religion showed in African life.It was forced from the outside internal as though to recommend African religion before expansionism was innately imperfect. In requesting a Christian wedding Babamukuru tested customary African methods of service and association which, subsequently, introduced battles in the life of different characters. One specific case is with Tambu in her refusal to go to the service. In light of this Babamukuru shouts, â€Å"I am the leader of this house. Any individual who resists my power is doing an insidious thing in this house, set on wrecking my authority† (169).Two significant methods of examination come out of this. The first is the means by which the pioneer custom of a Christian wedding appeared to upset Tambu. The second is the component of control that Babamukuru shows. For him, similarly with respect to the colonizers, it was in excess of a wedding. It was an approach to force European qualities and customs so as to change what it intended to be African. So, Christianity as a major aspect of the white man’s trouble was an inconvenience that tested African conventions. As represented on account of Tambu’s refusal to go to the function, this made pressure for some Africans.Moreover, the manner by which Babamukuru handles the circumstance with Tambu epitomizes the component of control that was unavoidable in experienced the white man’s trouble. At long last, this investigation of the white manâ€℠¢s trouble through the extent of Babamukuru’s relationship with different characters in the book comes full circle with the subject of control, explicitly his relationship with Nyasha. This is a genuine model in light of the fact that their relationship features the multifaceted parts of the connection between the colonizer and African. To start with, there is thecare and worry of prosperity Babamukuru has for this daughter.He takes her to England at that point selects her in school in order to give her a superior life. Simultaneously he puts high weight on her to perform well and become more â€Å"English†. He has exclusive requirements for her and, from various perspectives, anticipates that her should turn out to be more â€Å"white† by embracing European traditions and orders. The entirety of this weight makes apprehensive conditions for Nyasha and therefore puts strain on her relationship with her dad as exemplified through the pressures and battles between the two. This issue of weight and control shows conspicuously in the scene where Babamukuru powers Nyasha to eat.He requests, â€Å"Sit down and eat that food. I am letting you know. Eat it! † (192). Subsequent to expending the food like a crazy person she drives herself to upchuck. Further, this denotes the start of a dietary problem. Utilizing this as a representation, the European control numerous Africans felt from the white man’s trouble drove numerous to feel kept from a personality that was basically African. A few populaces got docile and acclimatized, in the same way as other French states (address, 3/11). Still others revolted or potentially broke under the weight in a manner like Nyasha.One case of this would be uprisings in the Congo during the 1960s just as the Mau Rebellion (addresses, 3/4; 3/6). What endures, however, is the weight Africans felt in the indication of the white man’s trouble made anxious conditions that prompted depressions of whol e populaces. Taking everything into account, the different connections Babamukuru has with various characters all through Nervous Conditions are symbolic of the multi-faceted and complex connections colonizers had with Africans particularly when broke down with regards to the ‘white man’s burden’ as identified with instruction, Christianity, and control.Babamukuru as an African taught in the west disguises numerous European qualities that are therefore anticipated on different characters in the book. As is clear, these show in various ways. Nonetheless, is additionally clear is the suspicion of African prosperity through colonization under the â€Å"white man’s burden† is challenged. Actually, the â€Å"white man’s burden† made apprehensive conditions for some Africans.

A Report on Information Technology Risk Management

Questions: Task1. For this inquiry you are required to make at any rate two (2) discussion postings, contending either possibly in support of the quantitative strategy for hazard appraisal. You will be evaluated on what you add to the discussion as far as quality not amount (however your posting ought to at any rate be a couple of sentences long). You may either make new string or answer to a past posting. Every single new string ought to contain the title Quantitative Debate (I will do the posting, simply need 2 contentions with refs to put together the presents with respect on please) 2. Study Exhibits 61.1 and 61.2 from Reading 3, and answer the accompanying questions:(a) Explain in your own words what is implied by the terms Sweet Spot and Discretionary Area (see Exhibit 61.1) (b) Explain the hugeness of a security choice that is situated to one side of the Sweet Spot yet outside the Discretionary Area (see Exhibit 61.1). (c) Explain the hugeness of a security choice that is situated to one side of the Sweet Spot yet at the same time inside the Discretionary Area (see Exhibit 61.1). (d) Explain why you think the Defined Highest Acceptable Risk is situated on the Sweet Spot, however the Defined Lowest Acceptable Risk is situated to one side of the Sweet Spot (see Exhibit 61.2).3. In Reading 7 for this subject, Ozier states that The [ALE] calculation can't recognize successfully between low recurrence/high-sway dangers, (for example, fire) and high-recurrence/low effect dangers, (for example, abuse of assets). Clarify why this is the situation. Give a suitable guide to outline your clarification. 4. (Note: Make sure you show ALL your working for this inquiry) The accompanying danger insights have been assembled by a hazard supervisor. In light of these, compute the ALE for every danger. 5. (Note: Make sure you show ALL your working for this inquiry) Using the figures you determined above, decide the relative ROSI (return on security venture) for every one of similar dangers with the accompanying controls set up. Recall that a solitary control may influence more than one risk, and you have to consider while ascertaining the ROSI. In view of your estimations, which controls ought to be bought? 6. Consider the information in the two tables that show up in questions 4 and 5 above. Once in a while a control may influence the expense per episode and at times the event recurrence, and at times both. Why would that be the situation? Show your answer with a model drawn from the information provided.7. It is 1999 and you are the hazard director for a huge money related foundation. You apply the Jacobsons Window model (Reading 11) to decide your companys favored reaction to the approaching Y2K bug. As indicated by the model, would it be advisable for you to acknowledge, alleviate, or move the Y2K hazard? Why? Do you concur with the models suggestions? Why or why not? 8. (Note: Make sure you show ALL your working for this inquiry) You need to convince the executives to put resources into a mechanized fixing framework. You gauge the expenses and advantages throughout the following five years as follows: Benefits: Year 1 Year 2 Year 3 Year 4 Year 5 $2,000 $2,500 $4,000 Costs: Year 1 Y ear 2 Year 3 Year 4 Year 5 $3000 $2000 $750 $250 Calculate the Net Present Value (NPV) for this speculation. Expecting that administration has set the Required Rate of Return at 10%, should the speculation be made? Why or why not?9. There are various subjective hazard appraisal models that are accessible for use, for example, FRAAP, OCTAVE, OWASP and CRAMM. Pick one of these models and quickly depict how hazard appraisal is led under this model. Depict a model circumstance where you could utilize this chose model. Give your appraisal of the legitimacy, or something else, of this hazard evaluation model. Answers: 1. Quantitative Debate Post 1 (Supporting quantitative strategy for hazard evaluation) According to a reality, quantitative strategy under hazard evaluation alludes to a specific procedure that measures the measure of hazard dependent on the beforehand distinguished degree of hazard. Usage of those devices of hazard appraisal have extended the degree of understandability including that of sufficiency, thus hazard might be effectively unmistakable. It grasps an expressive issue that is related to each phase of the particular hazard evaluation (. ., 2007). To this respect, on exploring the subtleties of this strategy it might be distinguished that by utilizing these successive stages one may effectively call attention to the various dangers, results of those risks it they exist by any means, likelihood of the perils, and qualities of those risks. Along these lines, it might be said that quantitative technique for surveying hazard incorporates strong building, budgetary elements, and that of biological investigation. Post 2 (Supporting quantitative strategy for hazard evaluation) On as opposed to the quantitative method of hazard assessment, this methodology of quantitative examination gives a progressively point by point situation. A definitive reason for giving expanded concentration upon quantitative methodology of evaluating hazard is that to survey the nearness of all dangers by methods for this methodology. This is said to fuse both likelihood of key risks just as their effects. Henceforth, this methodology makes it simpler to indicate which hazard requires to be dealt with according to its need. 2. Examining sub-questions Sweet Spot and Discretionary Area: For diminishing the perils and their event, association joins a successful data security framework. For executing such a viable security framework, it is significant for the associations to take up certain measure of cost. Another reality in such manner is that the degree of proficiency of a security framework is in certainty straightforwardly corresponding to cost (Adler, Leonard Nordgren, 1999). On the opposite side, improved security framework alludes to the happening of hazard would diminish, which means chance is conversely corresponding to the degree of acquired cost. Presently, if a two-dimensional zone is considered whereby security is to be estimated by methods for level hub and that of cost by methods for vertical pivot, at that point the purpose of crossing point of cost and that of hazard bend, whereby the two dangers and expenses are at harmony, the fact of the matter is known as sweet spot. Likewise, it is significant for each association requires taking up probably some measure of cost to oversee hazard, and there are some degree of dangers that may not be decreased. Consequently, if the predefined most minimal cost, least degree of hazard which can't be diminished and every single current practice related to chance avoidance are all the while thought of, at that point the space in that dimensional region is called optional region. Security choice situated towards the privilege of Sweet Spot and outside of Discretionary Area: According to the given figure, we can say that in such specific setting, expanding parts of security alludes to some degree of costs that has comparable endless supply of hazard as the degree of hazard diminished similarly as that of the upgrade of security concerns. Conversation: The explanation for this setting is the ensuing to that of Sweet Spot, and the corresponding danger decrease rate has become lower than the steady pace of brought about cost. 3. Contentions are raised that calculation didn't prevail to recognize in the midst of the high effect/low recurrence dangers just as high recurrence/low effect risk. For example, fire is viewed as low recurrence high effect risk just as abuse of assets is low effect high recurrence threat(Yokouchi, 2007). The calculation ALE couldn't make appropriate separation in the midst of the two dangers. The reason might be clarified alongside a model. At the point when an association stresses upon the hazard misfortune gauges, Annualized Loss Expectancy might be assessed. For computation of this, the recipe use is: Annualized Loss Expectancy = Asset Value * Exposure factor According to the given equation, it might be distinguished that on estimating the annualized misfortune anticipation, for the most part two elements are thought of: benefit an incentive just as introduction factor. On increasing these two factors, the result is single misfortune presentation. Along these lines, it just estimates the one measurement named hazard (Adler, Leonard Nordgren, 1999). Consequently, it doesn't prevail with regards to distinguishing the recurrence just as effect or accentuation on the result. In matter of low recurrence/high effect risk, the result size may correspond with the result of high recurrence/low effect danger. Consequently, indeed it might be expressed that misrepresentation approach of ALE calculation might be viewed as key factor related with fizzling of drawing unmistakable contrast in the midst of low recurrence/high effect danger and that of high recurrence/low effect risk. 4. Risk Cost per episode Event recurrence SLE ARO Lager Programming theft $600.00 1 every month 600 52 $31,200.00 PC infection/worm $2,000.00 1 every month 2000 12 $24,000.00 Data robbery (programmer) $3,500.00 1 for every 3 months 3500 4 $14,000.00 Data robbery (worker) $6,000.00 1 for every 4 months 6000 3 $18,000.00 Refusal of-administration assault $11,000.00 1 for every 2 years 11000 0.5 $5,500.00 PC robbery $4,000.00 1 for every 5 years 4000 0.2 $800.00 Web mutilation $1,500.00 1 for every 2 years 1500 0.5 $750.00 Fire $500,000.00 1 for every 10 years 500000 0.1 $50,000.00 Flood $300,000.00 1 for every 15 years 300000 0.066667 $20,000.00 5. Risk Cost per episode Event recurrence SLE ARO Brew Programming theft $500.00 1 for every 4 months 500 3 $1,500.00 PC infection/worm $1,300.00 1 for every 5 months 1300 2.4 $3,120.00 Data robbery (programmer) $2,000.00 1 for every a half year 2000 2 $4,

Colorectal Cancer A Literature Review - 2200 Words

Colorectal Cancer: A Literature Review (Dissertation Review Sample) Content: Literature ReviewColorectal cancer is a complex disease whose origin is likely multi-factorial in nature. In general, the etiology of CRCA remains unknown. Evidence from ecologic and migrant studies shows that environmental or lifestyle factors may play important roles in CRCA risk (Winawer et al., 2003). Generally, a diet that is high in red meat and fat (and usually low in fruit, vegetable, and fiber intake) appears to increase risk while high calcium, vegetable, fruit, fiber, and folate intake have been associated with decreased risk of colorectal cancer (Jemal et al., 2007). Decreased risk of CRCA and adenoma also has been observed among those with regular use of aspirin and other non-steroidal anti-inflammatory drugs (NSAIDs) (Cleveland Clinic). In addition, a physically active lifestyle and maintenance of normal body weight were associated with a decreased risk of CRCA (Benson, et al., 2004). Although environmental factors play a role in colorectal cancer risk, genetic factors obviously play a part in its etiology (Institute of Medicine).Given that both genetic and environmental factors play roles in colorectal cancer,failure to take into account both factors can lead to bias in the estimation of disease risk. With the application of genetic and molecular techniques in epidemiology, epidemiological research has allowed us to understand roles of both environmental exposures and genetic susceptibility in colorectal cancer etiology. This is the important step in understanding colorectal cancer etiology. Interest in the relationship between environmental exposures and genetic susceptibility on cancer risk is growing and a number of studies are currently underway to investigate these interactions. However, the literature on examining potential interactions between environmental and genetic factors on colorectal cancer risk is still sparse. Well-designed studies investigating these interactions would increase our understanding the etiology of ca ncer, which in turn could allow identification of high-risk groups in the general population. Eventually, this would lead to developing the most appropriate prevention or treatment regimes. We hope that this literature research paper will add valuable information to the literature.Selected Environmental FactorsDietDiet has been suggested to play an important role in the etiology of colorectalcancer. It has been estimated that differences in diet may account for most of thevariation among countries in the incidence of colorectal cancer (Ferrandez, et al., 2013). As stated before, numerous dietary factors have been associated with colorectal cancer risk including high intake of fat and meat intake, and low intake of vegetables, fruits, fiber, folate, calcium, and some antioxidants (Crucitti, et al., 2005). However, unlike results from ecological studies and laboratory experiments, findings from analytic epidemiological studies have beeninconsistent. Although much confusion remains, va rious mechanisms have beenproposed to explain the effects of dietary factors on colorectal carcinogenesis. Theseinclude modification of the putative damaging effects of bile acids on colonic mucosa,direct damage to DNA or act as growth factors by products of fat peroxidation, changesin colonic bacterial metabolism, and decreased protection due to inadequate antioxidants(Crucitti, et al., 2005).This inconsistency of the association between diet and colorectal cancer may dueto methodologic limitations, including a lack of variability in nutrient intakes in Westerncountries in which these epidemiologic studies are conducted (Coons, et al., 2000), and difficulty of study participants to recall past dietary intake with sufficient accuracy. Randommisclassification of nutrient intakes, possible biases related to psycho-behavioral traits ofresearch subjects (e.g., social desirability (Macran Kind 2003), recall bias of dietary intake according to disease status, undetected confounding, and other unidentified factors can combine to obscure true diet-disease relationships. In addition, the difference within populations ofindividual susceptibility to diet may contribute, in part, to this inconsistency. Thishypothesis is supported by studies showing that the risk of colorectal cancer is notincreased in the spouses of cases compared with that of the general population (Institute of Medicine),despite presumably similar exposures. Thus, the level of genetic susceptibility to dietary exposure may contribute to the variation in individual risk of cancer. Therefore, inabilityto stratify subjects by susceptibility may explain the lack of association of dietary factorswith colorectal cancer in many epidemiological studies.Fat and MeatEvidence from laboratory animal experiments has shown a positive associationbetween dietary fat or meat intake and colorectal cancer. In addition, this hypothesis was further supported by ecologic and migrant studies. A recent international correlati on study in 21 countries found a correlation coefficient of 0.62 between age-adjusted colon cancer incidence rates and total fat consumption. Dietary fat is thought to be one of the main risk factors on the basis of reports of positive associations between diet and colorectal cancer. However, analytic epidemiological evidence of dietary fat and colorectal cancer risk is inconclusive. Most early case-control studies have provided evidence for a relation between colorectal cancer and fat consumption. Cohort studies, however, have not provided supportive evidence for such an association. Four out of five cohort studies that studied dietary fat intake and colon cancer found no association, only one found an increased risk with fat intake. In this large cohortstudy, the Nurses Health Study, the highest quintile of total fat intake was associated with a 2-fold increase in risk of colon cancer compared with those in the lowest quintile (Willett et al., 2000).A recent pooled analysis includ ing 13 case-control studies reported that there was noassociation between total fat intake and risk of colorectal cancer. A number of studies have investigated the association between saturated or animal fat intake and colorectal cancer risk (5;75;76). Results from these studies have been inconsistent, but showed a stronger risk with animal fat than with total fat intake. Among these studies, 11 out of 19 studies showed some evidence of increased risk with higher intakes of animal fat, two of them showed a weak inverse association, and six of them found no association (Kievit van de Velde, 1990).Findings for specific foods produce stronger effects than nutrient-based results. For example, the Nurses Flealth Study reported that women who consumed red meat frequently had a 2.5-fold increase in colon cancer risk compared with those consumed meat rarely (Willett et al., 2000). A meta-analysis of 13 prospective studies has reported an increased risk of colorectal cancer with a daily inc rease of lOOg of all meat or red meat. However, several other large cohort studies showed no increase in colorectal cancer risk with meat consumption (Willett et al., 2000).Numerous case-control studies have investigated the association of meat intake and colorectal neoplasia (cancer or adenoma). As with the cohort studies, all estimates of risk are increased or null with higher intake of meat. In a recent meta-analysis of 32 case-control and 13 cohort studies of meat consumption and colorectal cancer, meat consumption is associated with a modest increase in colorectal cancer risk, particularly red meat and processed meat. In summary, findings support a stronger association of meat intake and colorectal cancer, while animal fat intake or specific fatty acids are possibly associated with an increased risk for colorectal cancer.Vegetables and FruitsDiets rich in vegetables, fruits or antioxidants may have a protective effect through reducing oxidative damage or inflammatory responses in the colon. For many years, a diet rich in vegetables and fruits has been associated with a reduced risk of colorectal cancer in observational studies. Numerous case-control studies have investigated the association of vegetables and fruits consumption and colorectal cancer risk. In a summary report, 17 out of 21 case-control studies reported a reduced colon cancer risk with high consumption of at least one category of vegetable or fruit. In addition, results from a recent meta-analysis including sixteen case-control studies reported that high intake of vegetables was associated with a combined odds ratio of 0.48 (95% Cl, 0.41-0.57) for colon cancer risk. Most, if not all, rectal cancer case-control studies have found a statistically significant inverse association for at least one vegetable or fruit category intake (94). However, some recent results of epidemiologic studies do not support the hypothesis of the protective role of vegetables and fruit on colorectalcancer that was r eported in earlier studies. Among seven cohort studies, five of them found no association for vegetables and fruits consumption and colorectal cancer risk (88;96-100), and two of them found an inverse association. On the other hand, a recently published large case-control study reported that vegetables, particularly dark green vegetables, reduced risk for colon cancer (102). Methodologic limitations in diet assessment could be one explanation for these conflicting results such as recall bias from case-control study, or self-reporting biases associated with the food frequency questionnaire (FFQ). For the null results from large cohort studies, it is possible that the range of vegetable and fruit intake within the prospective population is not wide enough to allow detecting a significant effect.Calcium and Vitamin DSeveral plausible biological mechanisms of a pro... Colorectal Cancer A Literature Review - 2200 Words Colorectal Cancer: A Literature Review (Dissertation Review Sample) Content: Literature ReviewColorectal cancer is a complex disease whose origin is likely multi-factorial in nature. In general, the etiology of CRCA remains unknown. Evidence from ecologic and migrant studies shows that environmental or lifestyle factors may play important roles in CRCA risk (Winawer et al., 2003). Generally, a diet that is high in red meat and fat (and usually low in fruit, vegetable, and fiber intake) appears to increase risk while high calcium, vegetable, fruit, fiber, and folate intake have been associated with decreased risk of colorectal cancer (Jemal et al., 2007). Decreased risk of CRCA and adenoma also has been observed among those with regular use of aspirin and other non-steroidal anti-inflammatory drugs (NSAIDs) (Cleveland Clinic). In addition, a physically active lifestyle and maintenance of normal body weight were associated with a decreased risk of CRCA (Benson, et al., 2004). Although environmental factors play a role in colorectal cancer risk, genetic factors obviously play a part in its etiology (Institute of Medicine).Given that both genetic and environmental factors play roles in colorectal cancer,failure to take into account both factors can lead to bias in the estimation of disease risk. With the application of genetic and molecular techniques in epidemiology, epidemiological research has allowed us to understand roles of both environmental exposures and genetic susceptibility in colorectal cancer etiology. This is the important step in understanding colorectal cancer etiology. Interest in the relationship between environmental exposures and genetic susceptibility on cancer risk is growing and a number of studies are currently underway to investigate these interactions. However, the literature on examining potential interactions between environmental and genetic factors on colorectal cancer risk is still sparse. Well-designed studies investigating these interactions would increase our understanding the etiology of ca ncer, which in turn could allow identification of high-risk groups in the general population. Eventually, this would lead to developing the most appropriate prevention or treatment regimes. We hope that this literature research paper will add valuable information to the literature.Selected Environmental FactorsDietDiet has been suggested to play an important role in the etiology of colorectalcancer. It has been estimated that differences in diet may account for most of thevariation among countries in the incidence of colorectal cancer (Ferrandez, et al., 2013). As stated before, numerous dietary factors have been associated with colorectal cancer risk including high intake of fat and meat intake, and low intake of vegetables, fruits, fiber, folate, calcium, and some antioxidants (Crucitti, et al., 2005). However, unlike results from ecological studies and laboratory experiments, findings from analytic epidemiological studies have beeninconsistent. Although much confusion remains, va rious mechanisms have beenproposed to explain the effects of dietary factors on colorectal carcinogenesis. Theseinclude modification of the putative damaging effects of bile acids on colonic mucosa,direct damage to DNA or act as growth factors by products of fat peroxidation, changesin colonic bacterial metabolism, and decreased protection due to inadequate antioxidants(Crucitti, et al., 2005).This inconsistency of the association between diet and colorectal cancer may dueto methodologic limitations, including a lack of variability in nutrient intakes in Westerncountries in which these epidemiologic studies are conducted (Coons, et al., 2000), and difficulty of study participants to recall past dietary intake with sufficient accuracy. Randommisclassification of nutrient intakes, possible biases related to psycho-behavioral traits ofresearch subjects (e.g., social desirability (Macran Kind 2003), recall bias of dietary intake according to disease status, undetected confounding, and other unidentified factors can combine to obscure true diet-disease relationships. In addition, the difference within populations ofindividual susceptibility to diet may contribute, in part, to this inconsistency. Thishypothesis is supported by studies showing that the risk of colorectal cancer is notincreased in the spouses of cases compared with that of the general population (Institute of Medicine),despite presumably similar exposures. Thus, the level of genetic susceptibility to dietary exposure may contribute to the variation in individual risk of cancer. Therefore, inabilityto stratify subjects by susceptibility may explain the lack of association of dietary factorswith colorectal cancer in many epidemiological studies.Fat and MeatEvidence from laboratory animal experiments has shown a positive associationbetween dietary fat or meat intake and colorectal cancer. In addition, this hypothesis was further supported by ecologic and migrant studies. A recent international correlati on study in 21 countries found a correlation coefficient of 0.62 between age-adjusted colon cancer incidence rates and total fat consumption. Dietary fat is thought to be one of the main risk factors on the basis of reports of positive associations between diet and colorectal cancer. However, analytic epidemiological evidence of dietary fat and colorectal cancer risk is inconclusive. Most early case-control studies have provided evidence for a relation between colorectal cancer and fat consumption. Cohort studies, however, have not provided supportive evidence for such an association. Four out of five cohort studies that studied dietary fat intake and colon cancer found no association, only one found an increased risk with fat intake. In this large cohortstudy, the Nurses Health Study, the highest quintile of total fat intake was associated with a 2-fold increase in risk of colon cancer compared with those in the lowest quintile (Willett et al., 2000).A recent pooled analysis includ ing 13 case-control studies reported that there was noassociation between total fat intake and risk of colorectal cancer. A number of studies have investigated the association between saturated or animal fat intake and colorectal cancer risk (5;75;76). Results from these studies have been inconsistent, but showed a stronger risk with animal fat than with total fat intake. Among these studies, 11 out of 19 studies showed some evidence of increased risk with higher intakes of animal fat, two of them showed a weak inverse association, and six of them found no association (Kievit van de Velde, 1990).Findings for specific foods produce stronger effects than nutrient-based results. For example, the Nurses Flealth Study reported that women who consumed red meat frequently had a 2.5-fold increase in colon cancer risk compared with those consumed meat rarely (Willett et al., 2000). A meta-analysis of 13 prospective studies has reported an increased risk of colorectal cancer with a daily inc rease of lOOg of all meat or red meat. However, several other large cohort studies showed no increase in colorectal cancer risk with meat consumption (Willett et al., 2000).Numerous case-control studies have investigated the association of meat intake and colorectal neoplasia (cancer or adenoma). As with the cohort studies, all estimates of risk are increased or null with higher intake of meat. In a recent meta-analysis of 32 case-control and 13 cohort studies of meat consumption and colorectal cancer, meat consumption is associated with a modest increase in colorectal cancer risk, particularly red meat and processed meat. In summary, findings support a stronger association of meat intake and colorectal cancer, while animal fat intake or specific fatty acids are possibly associated with an increased risk for colorectal cancer.Vegetables and FruitsDiets rich in vegetables, fruits or antioxidants may have a protective effect through reducing oxidative damage or inflammatory responses in the colon. For many years, a diet rich in vegetables and fruits has been associated with a reduced risk of colorectal cancer in observational studies. Numerous case-control studies have investigated the association of vegetables and fruits consumption and colorectal cancer risk. In a summary report, 17 out of 21 case-control studies reported a reduced colon cancer risk with high consumption of at least one category of vegetable or fruit. In addition, results from a recent meta-analysis including sixteen case-control studies reported that high intake of vegetables was associated with a combined odds ratio of 0.48 (95% Cl, 0.41-0.57) for colon cancer risk. Most, if not all, rectal cancer case-control studies have found a statistically significant inverse association for at least one vegetable or fruit category intake (94). However, some recent results of epidemiologic studies do not support the hypothesis of the protective role of vegetables and fruit on colorectalcancer that was r eported in earlier studies. Among seven cohort studies, five of them found no association for vegetables and fruits consumption and colorectal cancer risk (88;96-100), and two of them found an inverse association. On the other hand, a recently published large case-control study reported that vegetables, particularly dark green vegetables, reduced risk for colon cancer (102). Methodologic limitations in diet assessment could be one explanation for these conflicting results such as recall bias from case-control study, or self-reporting biases associated with the food frequency questionnaire (FFQ). For the null results from large cohort studies, it is possible that the range of vegetable and fruit intake within the prospective population is not wide enough to allow detecting a significant effect.Calcium and Vitamin DSeveral plausible biological mechanisms of a pro...

Scaffolding Instruction Strategies

Scaffolding refers to the educational technique of delivering content gradually to support high-quality and organic learning. A teacher that scaffolds their instruction unfolds new material slowly and builds numerous supports into their teaching, moving on only when every student has reached comprehension. The Purpose of Scaffolded Instruction The goal of scaffolding is to meet students at their ability level and guide them to grow one step at a time. This learning follows logical patterns of progression and keeps supports in place until students are able to demonstrate proficiency without them. Scaffolding should not be reserved for students with disabilities and English language learners—this practice is fundamental to all effective and equitable teaching. By layering new knowledge onto existing knowledge, students have stronger and broader foundations of understanding. Scaffolding provides more opportunities for accommodating students individual needs along the way than more traditional teaching methods. Strategies for Scaffolding Scaffolding your teaching requires the use of many different strategies, all of which aim to make learning more meaningful and therefore more prosperous for students. Use these techniques to design supportive instruction. Activate Prior Knowledge Take advantage of what your students already know. Scaffold your instruction by reminding your students what they have learned and helping them fit new information into their brains by finding out what they already know about concepts you havent taught yet. Prior knowledge also includes a students personal experiences and areas of expertise. Rather than ignoring differences between your students in an effort to level the playing field, draw on each set of unique knowledge to teach the whole class. Encourage students to connect learning to their own lives and share these connections with others. Break It Down Break new material down into bite-sized pieces and check in with students often. Scaffolded instruction should resemble a staircase where every new concept has its own stair. Rather than delivering complicated content all at once and testing for understanding at the end, give challenging concepts their own room to breathe and assess student progress as it is happening. Ask questions to make sure all students understand before taking another step together. Teach Students to Learn (and Practice) One of the defining features of scaffolded instruction is student-directed learning. Scaffolding emphasizes the importance of equipping students with tools that allow them to guide their own learning and giving them plenty of space to practice using them. Scaffolding makes the journey just as important as the destination Give your students strategies rather than answers. Encourage them to practice asking their own questions, making predictions, and drawing conclusions and teach them that its okay when they are wrong. Scaffolding allows students to take charge so that they are prepared to approach any problem, not just the one right in front of them. Model Always show desired outcomes before students complete a task. Show, dont tell, is one of many mantras that teachers who practice scaffolding follow. Help your students to see exactly what success looks like, whether that is a line of questioning they should follow or an example of a finished product, so that they have something to reference when it is time for them to independently demonstrate proficiency. Practice modeling thought processes, activities, and skills every time you teach new information. Provide Context Motivate your students and make information easier to understanding by providing its context. Front-load new topics with all the details necessary for understanding them. Students are too often asked to learn new material in a vacuum and then expected to apply it correctly but the best learning happens when teachers help students make connections and give big pictures and themes instead of seemingly unrelated pieces. Some examples of helpful context include: Timelines for historical events—teaching when things happened as well as what happened. This makes it easier to understand how events fit together.Teaching key vocabulary terms before reading a text to boost comprehension.Explaining the reasons for applying a mathematical strategy before showing students how to use it so they can practice applying it as intended. Use Cues and Supports Scaffolding is not possible without supports—take advantage of several. Visual and verbal aids and cues make information easier to understand, remember, and apply. Use organizational tools such as graphic organizers, visuals such as charts and photographs, and verbal cues such as mnemonic devices and chants as training wheels as students learn until they fully understand and no longer need these scaffolds. Good teaching is about making information stick, not drilling it and hoping that it does on its own.

A Research Project On Food And Nutrition, Watching Jamie...

My research project question was inspired by my overweight friend in year 5, who used to purchase lunch orders from the school canteen every day. Studying Stage 2 Nutrition lead me to become further intrigued by this topic and drew me to question how the school canteen could have contributed to friend’s weight issues and why some canteens are still less inclined to act on the issue of obesity than other school canteens. My research into this topic consisted of two interviews, a primary school survey, literature review of various books on food and nutrition, watching Jamie’s School Dinners documentary series, and internet research. My outcome is in the form of a report explaining the results of my research. The key finding of my research†¦show more content†¦Even though the study was conducted eleven years ago, through cross reference with other sources, I found similar problems and concerns evident in the documentary series are still consistent and current with today’s primary school children. The nutritional evidence from Jamie’s School Dinners was further supported by my literature research. The information found by my literature research was highly reliable due to my main source of nutrition information coming directly from my SACE Stage 2 Nutrition text book. This is a highly reliable source as it is an official SACE text book written for the stage 2 nutrition course. The authors of this book, Karen Magee and Meredith Oliver, are also both highly experienced stage 2 teachers, with specialist backgrounds in nutrition. This information was exceedingly helpful as it helped me when choosing specific foods to add to my designed primary school canteen menu. The information was also useful when discussing the benefits and nutritional needs of primary school children in my outcome The psychological aspects evident in Jamie’s School Dinners were further expanded on by one of my interviews with a studying psychologist. This interview was in-depth and I gained a more comprehensive understanding of the reasons why children refuse to eat various foods, and the various reasons they prefer other foods. The process of conducting the interview was managed successfully as first I emailed many different psychologists, however, I

Home School Essay Example For Students

Home School Essay Before the beginning of American public schools in the mid-19th century, home schooling was the norm. Founding father John Adams encouraged his spouse to educate their children while he was on diplomatic missions (Clark, 1994). By the 1840s instruction books for the home were becoming popular in the United States and Britain. The difficulty of traveling to the system of community schools was provoking detractors. At this time, most of the country began moving toward public schools (Clark, 1994). One of the first things early pioneers did was set aside a plot of land to build a school house and try to recruit the most educated resident to be the schoolmarm. This led to recruiting of graduates Eastern Seaboard colleges to further the education oftheir children beyond what they could do at home (Clark, 1994). As the popularity of the public school movement began to rise behind Horace Mann many states soon passed compulsory-education laws. These were designed primarily to prevent farmers , miners, and other parents form keeping their kids home to work (Clark, 1994). Ironically another factor behind public schools was the desire to use them to spread Christian morality, with its concern for the larger good over individualism (Clark, 1994). Massachusetts enacted the first such laws in 1852 requiring children ages 8-14 to be at school at least 12 weeks a year unless they were too poor. The laws proved to be effective, from 1870-1898 the number of children enrolling in the public schools outpaced the population growth. Except for certain religious sects and correspondence schools home schooling remained limited for most of the 20th century. During the 1960s the hippie counterculture exploded into the scene. This culture led a revolt against the education establishment. Thousands of young Americans began dropping out of society and going back to the land to live on communes that generated the modern home schooling movement. Twenty years ago, many states did not allow home schooling. Constitutional protection has always been uncertain. The U.S. Supreme Court has never explicitly ruled on home schooling. Although in 1972, in Wisconsin v. Yoder, the Court did restrict compulsory school requirements in a limited ruling involving the right of Amish students not to attend high school (Lines, 1996). In Wisconsin v. Yoder, the Amish parents claimed that high school attendance was destructive to their childrens religious beliefs and would interfere with their pursuit of the Amish way of life (Fisher, Schimmel, and Kelley, 1995). Since this ruling there have been many court cases dealing with the issue of home schooling. All 50 states allow home schooling ad 34 states have enacted specific home schooling statutes or regulations (Clark, 1994). What drives many home-schoolers are the well-documented social troubles and the declining test scores in the public schools. In 1991, the total number of children being home schooled was between 248,500 and 353,500. Many public educators feel that children who are home schooled are missing out on key learning situations that come from the public school. For instance the sciene experiments, these would be very costly to duplicate at home. Also they argue that home school children miss out on the social aspect of school. Very often they are not around many children their age and socialization does not take place. As the home schooling movement has become more widespread, state and local officials have responded with more vigorous enforcement of their compulsory education laws. As a result of this there is more litigation and new regulations. As both parents and school officials evidence increasing inflexibility, the statues play a central role in the battle over the education of the child. A secondary role is played by the courts which, in resolving the disputes between parents and the schools, must interpret and test the statutes (Chiusano 1996). Tell tale heart EssayThis program allows parent to work with public school officials. The public school teacher meets with the home school family every two weeks (Dahm, 1996). The most recent issue being dealt with by local school boards and state governments are the extent to which home schooled students can participate in school sports and other activities. The issues in how far public schools can open their doors to home schoolers include science labs, music classes, and extracurricular activities, but athletics get the most attention according to the Home School Legal Defense Fund (Brockett, 1995). That is because competitive sports are the one activity families can not easily duplicate as their children reach high school age. The Massachusetts Interscholastic Athletic Association, after three state judges ruled against home schoolers being barred from playing on public high school teams, has initiated a one year open door trial program (Brockett, 1995). A Pennsylvania federal court ruled the constitutional rights ofa 14 year old taught at home were not violated, when the Frazier school district refused to let him play sports because the district could not verify his grades and attendance. In a related situation the Governor of Florida vetoed legislation that would have opened extracurricular activities to home schoolers. He explained that no state law bans them from participating. This left standing a policy of the Florida High School Athletic Activities Association banning non students on the theory that they can not represent what they do not attend (Brockett, 1995). This negative attitude of High School Athletic Associations has led parents of home schooled athletes to take their argument to court. For example, in Massachusetts, Melissa Daviswas allowed to play on Norton High School softball team even though she is home schooled (Blum, 1996). The state court judge ordered Norton to allow her to play believes she may have a chance to earn an athletic scholarship to college. To be eligible to play athletics a home schooled athlete must apply to the association for a waiver of its initial eligibility rules, submitting documents proving what they were taught at home meet N.C.A.A. standards. Under these standards a home schooled athlete who has sufficiently high standardized test scores and proof that they took at least 13 courses that meet the associations core course standards may be automatically awarded freshman eligibility (Blum, 1996). From the recent decisions handed down by the courts, public school teachers and schools are expected to cooperate with home school educators. The hostility between the two groups has began to disappear and the focus has returned to seeing that the students get the best education they can. If both sides of the spectrum continue to work together this can be achieved. Social Issues Essays

Easy Comparison and Contrast Essay Topics

Easy Comparison and Contrast Essay TopicsEasy comparison and contrast essay topics are often hard to come by in today's high school curriculum. However, if you know what you're looking for, there are a few easy comparison and contrast essay topics you can use in the classroom.First, we start with one of the easiest essay topics around. This topic would be: Asking your peers for their opinions. Using this comparison and contrast essay topic, you could make a point that students should ask others for their opinions.How about another choice? Students could ask their parents or grandparents for advice on what they should do with their lives. Asking other folks for their opinions is easy, but what about answering them for their opinions? It's not as easy as it sounds.Comparison and contrast are where students will find themselves debating. It's where you use contrasting statements to your own to illustrate a point or side. Doing this in the essay makes it very easy to use the material in the class.For example, if you're dealing with height in this example, a challenge-one example, you could begin by asking, 'The average person's height is five feet eight. What are the most common heights of the President of the United States?' Not too difficult, right?Another comparison and contrast technique is to use an example of two opposing statements. For example, you could ask your readers if you could have it both ways: We can still have the American dream. Or could it be said that all we have is two choices and we have to make a choice?A third example is comparing your thoughts with your fellow classmates. By doing this, you'll be able to make a point that you're thinking isn't actually your own. In order to do this, you must work up a whole bunch of thoughts that aren't your own and use them as a contrast to other thoughts.Easy comparison and contrast essay topics for these examples are to do with the two sides in this discussion. You could ask your classmates to consider the possible repercussions of our action or inaction. Or if you were an organization, you could ask your colleagues what they would be if they were not to do something.

A Fools Manual to High School Senior Essay Samples

A Fool's Manual to High School Senior Essay Samples Who Else Wants to Learn About High School Senior Essay Samples? When you're in high school, it's definite that you're expected to do a few write-ups and projects which require pen and paper. It's given as a typical school assignment and a crucial part in an examination collection. If you can't find teeth you might try to find some porous porcelain like an inexpensive vase that doesn't have a glaze baked into the finish and use this to stain. Its one of the main sections of your college application and it may be the hardest. What Is So Fascinating About High School Senior Essay Samples? The school will probably supply you with a word limit, which means you want to pick a topic that fits that word count. Leading off from that previous sentence of bullet one, focus on the requested word count, you have to be thoughtful in the way you approach the assignment. You may want to answer the question as directly as possible, and you are going to want to follow word limits exactly. As with the majority of things in parenting you will require guhe quantities of patience. Whenever you opt to ask us for skilled aid, don't hesitate to speak to our support managers. If you've passed from high school and eager to take up a work, you've got to compose an application template that targets the exacting job which you would like to apply. Sometimes it will help to have a trustworthy advisor review progress reports and help you design a plan of action. Socializing with positive people within the school can be a style of gaining support from peers who have a number of the exact same goals. The cost of an essay depends upon the quantity of effort the writer has to exert. You must find the proper resources for your essay along with patience when finding the correct inspiration to write. 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It is a time to make friends, get good grades, participate in activities and prepare for the future. Public high schools have their very own fair share of issues and in the event the student isn't careful, they could wind up in a huge mess. The Hidden Gem of High School Senior Essay Samples For that reason, it's important to ensure your high school entrance essay is well organized. Some examples that there's not enough room in the curriculum for another course. There are a few states which don't need certain courses from homeschoolers. It will also aid the student to acquire extra information concerning the program. Based on your subject, you probably need to do a little bit of research. Please note that a few of these college essay examples might be responding to prompts that are no longer being used. There are three primary varieties of personal essays, and we can determine each by its goal. Some personal essays are intended to entertain, some are supposed to inform, and others are intended to support or oppose a particular position. High school essay examples incorporate a selection of short ess ays like narrative, persuasive and analytical. Some schools also need you to write more than 1 essay, and should you just assume you get to choose from the 3 options when you were actually supposed to write three short essays, well that is surely an issue. High school essays are structured very similarly no matter the topic and excellent essay structure will enable you to write a very clear essay that flows from 1 paragraph to the next. The college entry essay is possibly one of the most significant ones you'll ever write. When you buy your essay from us, you will get the maximum quality of writing. Writing a high school essay if you've got the tips about how to do essay effectively. If you must understand how to compose essays, you're not alone. The essay has become the most important part of a university appllication see sample essays ideal for applying to schools in the us. The ones which are bad can sabotage your likelihood for success. If you're looking forward to joining a particular high school and you've got no clue how to compose an admission essay that will facilitate the procedure then you've got every reason to work with us. Many people think that high school entrance essays are comparatively simpler to write than college entrance essays, that's the reason there are fewer places where you could get assistance with higher school entrance essays. You should have your reasons, and our principal concern is that you wind up getting an excellent grade. The Foolproof High School Senior Ess ay Samples Strategy The simplest approach to influence the kind of an essay is to realize the writer's point of view. To compose an impressive short essay, especially during an examination, you should be in a position to hit the question and offer a straightforward answer while at the exact same time observing the proper structure of an essay. First and foremost it's essential to make certain you comprehend the essay question fully and your essay answers each part of the question adequately. Think about the essay for a snapshot of your child at that particular point in time.

Hearsay, Lies and College Essay Services

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