Frodos Seed of Courage - 1770 Words

Frodos Seed of Courage Essay Courage is an essential quality that is found in every archetypal hero. Courage is defined as the quality of mind and spirit that enables an individual to face difficulty, danger, and pain without fear. An individual is not born with a courageous heart, but instead develops courage through experience of difficulty and danger. The stimulation of courage is analogous to the growth of a beautiful flower. Courage starts off as a seed which is planted in the soil of the individuals heart. The planting of the seed is usually initiated by a courageous act during a time of difficulty or danger. As an individual experiences many of these dangerous and difficult circumstances, the individuals courage begins†¦show more content†¦Frodos willingness to face even greater dangers clearly demonstrates that his courage continues to grow. Frodo once again shows his constant growth of courage during the journey through the Mines of Moria. When the Fellowsh ip is venturing in the Mines of Moria, they run into a large group of orcs. As one of the orcs tries to break into the room that the Fellowship is trapped in, Boromir strikes at the arm of the orc. Although Boromir is a powerful warrior, his sword does nothing and slips from his hands. After Boromir fails to harm the orc, Suddenly, and to his own surprise, Frodo felt a hot wrath blaze up in his heart. Ì’ The Shire! Ì“ he cried, and springing beside Boromir, he stooped , and stabbed with Sting at the hideous foot (364). Consequently, Frodos courage overpowers Boromirs brute strength. Furthermore, Frodos attack on an individual orc causes his courage to grow strong enough to fight against a hoard of orcs. After Frodo and the Fellowship kill thirteen orcs, the rest of the orcs temporarily run away giving time for the Fellowship to escape. Following the Council of Elrond and the journey through the Mines of Moria, Frodos courage becomes more natural, thus revealing that Fr odos courage is near full growth. Frodo shows full transformation into a courageous individual at Là ³rien and through his most courageous act of all at Amon Hen. Frodo first shows his full transformation into a courageous

I Am Irish And African American Essay - 1546 Words

â€Å"So, what are you anyway?† the girl asked in a snarky tone, staring at me blankly from across the awkwardly conjoined, wooden desks. I took a minute to sit back in my chair and wonder what the reaction would be this time, the usual â€Å"You don’t even look white,† or something completely new that I could add to my list of quirky comments made about being biracial. I stared blankly back at her, adding to the not-so-dramatic moment of suspense. â€Å"I’m Irish and African American,† I replied in a somewhat rehearsed, monotone voice, as if I had already been through this situation 100 times (that might be an exaggeration†¦more like 99 times to be exact). Just as her lips began to part, I was preparing myself for the QA session I would be holding after class to learn about the wonders of my life. â€Å"Oh wow†¦you don’t even look white!† Well what a surprise†¦the story of my life. Growing up, I always felt like an outs ider. I yearned for a sense of belonging, but I would always have to bring myself to a constant realization about the implication of my existence—I was black and white, not one or the other, but both. The continual task of â€Å"checking one box† on surveys and papers didn’t really help the situation either. Being the product of an African-American father and an Irish-American mother made me appreciate and understand all the variations of race and culture in the spectrum, but it also left me in this murky-gray area with no sense of direction—a feeling that most multiracialShow MoreRelatedIrish Immigration Essay933 Words   |  4 PagesRunning head: IRISH IMMIGRATION IN 1850’S 1 Irish Immigration in 1850’s Dorothy Mathews Eth/125 March 7, 2010 Read MorePersonal Identity Research Paper :932 Words   |  4 PagesResearch Paper I interviewed my nephew, Jeremy, for this assignment. Jeremy and I are members of the same family; but, have different racial, ethnic, and cultural backgrounds. 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Math Self-efficacy Free Essays

Math Self-efficacy 1 Running head: SELF-EFFICACY AND STANDARDIZED TEST PERFORMANCE Accepted for publication in the Journal of Educational Psychology. This version may slightly differ from the published version. Does Math Self-efficacy Mediate the Effect of the Perceived Classroom Environment on Standardized Math Test Performance? Lisa A. We will write a custom essay sample on Math Self-efficacy or any similar topic only for you Order Now Fast University of California, Riverside James Lewis University of California, Riverside Michael J. Bryant California Institute of the Arts Kathleen A. Bocian University of California, Riverside Richard A. Cardullo University of California, Riverside Michael Rettig University of California, Riverside Kimberly A. Hammond University of California, Riverside Math Self-efficacy 2 Abstract We examined the effect of the perceived classroom environment on math self-efficacy and the effect of math self-efficacy on standardized math test performance. Upper elementary school students (n = 1163) provided self-reports of their perceived math selfefficacy and the degree to which their math classroom environment was masteryoriented, challenging, and caring. Individual student scores on the California Standards Test for Mathematics were also collected. A series of two-level models revealed that students who perceived their classroom environments as more caring, challenging, and mastery-oriented had significantly higher levels of math efficacy, and higher levels of math efficacy positively predicted math performance. Analysis of the indirect effects of classroom variables on math performance indicated a small significant mediating effect of self-efficacy. Implications for research on self-efficacy and the perceived classroom environment are discussed. Math Self-efficacy 3 Does Math Self-efficacy Mediate the Effect of the Perceived Classroom Environment on Standardized Math Test Performance? In the current high-stakes testing environment, any attribute of a student that positively influences achievement is of interest. The degree to which a student believes that he/she is capable of performing specific tasks, referred to as self-efficacy, is particularly relevant given that self-efficacy has been argued to have powerful effects on achievement behavior (Bandura, 1986). Those with higher self-efficacy are proposed to have higher aspirations, stronger commitments to their goals, and recover more quickly from setbacks than those lower in self-efficacy. Beliefs in one’s efficacy can vary across academic subjects (e. . reading vs. writing) and self-efficacy for mathematics has received close attention. Students with higher math self-efficacy persist longer on difficult math problems and are more accurate in math computations than those lower in math self-efficacy (Collins, 1982; Hoffman Schraw, 2009). Math self-efficacy is also a stronger predictor of math performance than either math anxiety or previous math experience (Pajares Miller, 1994; Pajares Miller, 1995, respectively) and influences math performance as strongly as overall mental ability (Pajares Kranzler, 1995). The demonstrated importance of self-efficacy in academic achievement has provoked widespread interest in specific factors that affect a student’s self-efficacy beliefs. Bandura’s (1997) social-cognitive theory proposed that self-efficacy is most strongly affected by one’s previous performance and research largely supports this (Chen Zimmerman, 2007). His theory also suggests that self-efficacy is affected by observing others (e. g. watching peers succeed at a task), verbal persuasion (e. g. encouragement from parents and teachers), and interpretation of physiological states (e. g. Math Self-efficacy 4 lack of anxiety may be a signal that one possesses skills). Although several studies indicate that manipulating features of learning environments along these theoretical premises has immediate and detectable effects on self-efficacy (Schunk, 1982, 1983, 1984; Schunk Hanson, 1985), it seems possible that students’ perceptions of their learning environments also affect their efficacy beliefs. Ames (1992) argued that learning environments may not provide a common experience for all students and that students’ subjective interpretations of their environment determine how they respond to it. For example, a teacher might be described by an objective observer as helpful, but if a student perceives him/her as unhelpful, then the perception of unhelpfulness will guide the students’ behavior more than the teachers’ actual helpfulness. Focusing on perceptions of the classroom environment is consistent with Bandura’s (1997) theory, which suggests that self-efficacy is influenced by how an individual interprets relevant information. For example, a student might interpret a perceived unhelpful teacher as evidence that he/she lacks ability. In the current study, we focus on three aspects of the perceived classroom environment that affect self-efficacy: Mastery-orientation, Challenge, and Caring. The degree to which students perceive their classroom environment as one that encourages mastery versus performance goals has been prominently studied (Ames, 1992; Dweck, 1986; Maehr Nicholls, 1980, respectively). Classrooms structured around mastery goals emphasize effort and the intrinsic value of learning; students who adopt mastery goals are more likely to believe that effort leads to success (Weiner, 1979) and display positive attitudes towards learning (Ames Archer, 1988). In contrast, classrooms structured around performance goals emphasize ability and competition Math Self-efficacy 5 between peers; students who adopt performance goals are more likely to use shallow learning strategies (Meece et al. , 1988) and avoid challenging tasks (Dweck, 1986). Although both of these classroom goal structures theoretically influence the achievement goals that students adopt, only mastery goal structures are consistently related to selfefficacy. Several studies have found that students who perceive their classroom environment as more mastery oriented have higher academic self-efficacy (Dorman, 2001; Friedel et al. , 2007; Middleton Midgley, 1997), whereas performance oriented classrooms have been found to be unrelated, positively related, and negatively related to self-efficacy (Friedel et al. , 2007; Wolters et al. , 1996; Schunk, 1996, respectively). Studies using path analysis have also found that self-efficacy mediates the influence of mastery-oriented classrooms on performance (Bong, 2008; Greene, Miller, Crowson, Duke, Akey, 2004). In particular, Wolters (2004) found that mastery goal structure had a significant positive effect on students’ math grades, but when math self-efficacy was included in the model, the effect of mastery structure on course grades became nonsignificant. The degree to which a classroom environment is perceived as challenging also influences self-efficacy. A challenging environment is one in which students are provided with progressively difficult tasks as their proficiency increases. Vygotsky (1978) argued that challenge is essential for intellectual development and Grolnick et al. 2002) proposed that individuals are born with a need to test their abilities and master their environment. Accordingly, evidence indicates that students enjoy learning when tasks are challenging (Zahorik, 1996). Although challenge has been most prominently discussed as an important facilitator of intrinsic motivation (e. g. Malone Lepper, Math Self-efficacy 6 1987), some researchers suggest that it als o leads to stronger beliefs in one’s academic abilities (Meyer, Turner, Spencer, 1997; Stipek, 2001). Participating in challenging activities allows students to notice their incremental improvement in a subject, which increases feelings of self-competence. In support of this, Gentry and Owen (2004) reported that middle and high school students who perceived their classroom as challenging were more likely to have higher academic self-efficacy. Similarly, Meyer, Turner, Spencer (1997) found that fifth and sixth-grade students who were characterized as â€Å"challenge-seekers† had higher math self-efficacy, while students who were characterized as â€Å"challenge-avoiders’ had lower math self-efficacy. Finally, the degree to which students perceive their classroom as a caring environment also has an important influence on self-efficacy. In a caring classroom (also referred to as Teacher Involvement: Newman, 2002; Personalization: Frasier Fisher, 1982), the teacher expresses personal interest in students, provides emotional support, and generally creates a comfortable atmosphere. Murdock and Miller (2003) suggest that students who perceive their teachers as caring are more likely to view themselves as academically capable and set higher educational goals for themselves. Positive relationships between students and teachers provide a critical developmental resource for children; students are more likely to seek help when they need it and develop a wide range of competencies when they feel emotionally supported by their teachers (Crosnoe, Johnson, Elder, 2004; Pianta, Hamre, Stuhlman, 2003). Accordingly, evidence suggests that students who perceive their teachers as more caring have significantly higher academic self-efficacy (Murdock Miller, 200; Patrick et al. , 2007). Pianta et al. (2008) also found that fifth-grade students had higher performance on math tests when Math Self-efficacy 7 their classrooms were rated higher in emotional support. In addition, the effect of emotional support on math achievement was larger than the effect of quantity of math instruction. The authors noted that, â€Å"this is especially interesting because math is perhaps not a subject where teacher-student relations are as much a focus,† (Pianta et al. , 2008, p. 389). In summary, math self-efficacy appears to play an important role in math achievement and mediates the influence of mastery-oriented classroom environments on math achievement. Global academic self-efficacy also seems to be positively affected by caring and challenging classroom environments. However, several issues remain unclear. Little is known either about the influence of caring and challenging classroom environments specifically on math self-efficacy or whether math self-efficacy mediates the influence of challenging and caring classroom environments on math achievement. Further, virtually nothing is known about the relationships between math self-efficacy, perceived classroom environment, and achievement in the context of standardized math test performance. These are important gaps in the literature in light of the No Child Left Behind (NCLB) Act of 2002 that requires all students to take standardized math tests annually in grades 3 through 8 and once during high school. Scores on these tests are increasingly being used for â€Å"high-stakes† purposes that affect both students and teachers. According to the National Center for Fair and Open Testing (2007), standardized test scores of fourth, fifth, and sixth graders can be used for the following purposes in California: to place students into instructional groups (e. . remedial or special education programs), determine school eligibility for federal funding, make decisions about whether principals, Math Self-efficacy 8 teachers, and staff are offered continued employment, and determine whether or not teachers get bonuses. Several researchers have argued that the implementation of NCLB has led to a focus on testing and evaluation that permeates the school environment (Meece, Anderm an, Anderman, 2006; Ryan et al. , 2007). It is important to examine how student motivation (e. g. elf-efficacy) and classroom environments are related to one another in this legislated performance-oriented environment. In the current study, we predicted that math self-efficacy mediates the influence the perceived of classroom environment on standardized math test performance (Figure 1). Specifically, we predict that students’ perceptions of the degree to which their classroom environment is mastery-oriented, challenging, and caring has a direct and positive influence on math self-efficacy, and math self-efficacy has a direct and positive effect on student performance on standardized math tests. Each of these three aspects of the classroom environment will positively affect self-efficacy for the following reasons. Mastery-orientation will have a positive influence on math self-efficacy because environments that encourage students to take pride in their effort and value learning for its own sake, rather than simply emphasize the importance of good grades, will allow students to feel more confident in their ability. Challenge will also be associated with higher math self-efficacy because being afforded the opportunity to progressively master tasks that are slightly beyond one’s current capacity allows a student to observe his/her own progress and gradually increase beliefs in his/her ability. Finally, caring will have a positive influence on math self-efficacy because Bandura (1993) argued that affective processes affect self-efficacy. In particular, environments that arouse anxiety and other negative emotions have a negative affect on efficacy beliefs (Usher, 2009). We Math Self-efficacy 9 hypothesize that environments in which teachers take a personal interest in and emotionally support students are less likely to arouse negative emotions than environments in which teachers are impersonal and emotionally disconnected, and therefore caring environments will positively affect self-efficacy. Methods Participants The 1,163 participants in our study were fourth, fifth, and sixth graders who attended elementary school in an inland southern California suburban school district during the 2005-06 and 2006-07 academic years. The schools were located in low to middle income neighborhoods, with 59% (n = 682) of our participants receiving free and/or reduced lunch. Participants came from 88 separate classrooms. The mean cluster size was 13. 22 (SD = 5. 95) and ranged from 2 to 25 students per classroom. The majority of our sample consisted of Latino/a (62%) and Caucasian (31%) students and other ethnic groups included African American (4%), Asian (1%), Pacific Islander ( How to cite Math Self-efficacy, Papers

Confucianism and Japanese Growth Essay Example For Students

Confucianism and Japanese Growth Essay Many factors helped aid in the dynamic growth that occurred in Japan and the four little dragons during the post-World War 2 period. Some of these factors were situational factors unique to the time but some of the factors were cultural. The legacy of Confucianism in Japan and the four little dragons helped to further the goals of industrialization that these nations had. The traditions of Confucianism provided for Japan and the four little dragons both a pliant public and a model for choosing competent leaders. Confucian traditions placed an emphasis on the values of the group over the individual. This helped industrialism by creating a pliant populace who were willing to accept long hours and low wages and not question government policies. The traditions of Confucianism taught workers not to question authority. These traditions carried over into the post war period and allowed authoritarian regimes in the four little dragons to go unquestioned by the public. This lack of dissent allowed the four little dragons to have stable governments which were critical to investment and industrialization. The stability of these nations was a direct result of Confucian values being indoctrinated into the population. Confucian placement of the group over the individual and strong belief in filial piety also caused families and local communities to accept social responsibility for members of their community.

Coley’s Toxins Essay Example

Coley’s Toxins Essay Coley’s Toxins Name: Course: Date: We will write a custom essay sample on Coley’s Toxins specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Coley’s Toxins specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Coley’s Toxins specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Coley’s Toxins Coley’s Toxins are the invention of William B. Coley, a bone surgeon at a cancer hospital in New York, who developed a vaccine that he used in cancer treatment after he witnessed a patient of his succumb to sarcoma. The development of the vaccine, Coley’s Toxins, is well mapped out as well as its effectiveness in treating some of the cases that Coley and others handled (Nauts, 1953). The effectiveness of his treatments was critiqued by his peers. The advancement of other methods of cancer treatment like radiotherapy and subsequently chemotherapy continued to undermine the relevance of Coley’s Toxins. The outcome of Coley’s life work is the motivation it inspired to further research in the field of cancer immunotherapy. Born in 1862, William B. Coley attended college at Yale before being admitted into Harvard Medical School in 1888. He was drawn into cancer treatment by a patient that was referred to him, Bessie Dashiell, who was suffering from bone cancer and eventually succumbed to it despite radical surgery. He trudged through hospital records trying to find cases that had different outcomes to his patient’s case and came across a case study of a patient Fred Stein. This German immigrant’s tumor disappeared after the fever from an erysipelas infection caused by the bacteria Streptococcus pyrogens. His interest sparked, Coley found this patient and verified that his cancer had gone into remission. Coley knew that anecdotal theories that connected tumor remission with concurrent bacterial infections existed in antiquity. The renowned Egyptian physician Imhotep recommended the treatment of tumors (swellings) as the application of a cataplasm followed by an incision (Ebbell, 1937). Diedier reported in 1725 that patients suffering from syphilis developed few tumors, if any (Diedier, 1725). Sir James also mentioned the same (Hobohm, 2001). Coley did further research and stumbled into other medical pioneers such as Koch and Pastuer, who had made similar observations. He was convinced of this line of thought and decided to act on it. In 1891, Coley made the courageous move to infect his patients intentionally with live Streptococcus pyrogens bacteria. The first patient to receive this treatment had throat cancer, and the erysipelas infection improved his condition. His findings related to similar ones made by a German physician W. Busch (Busch, 1867). The patient lived for additional eight and a half years without any further recurrence of metastases. Bolstered by his outcome, Coley continued to infect a further nine of his patients with erysipelas. He noted that the results were either an active immune response to the infection or a fatality due to the infection. History is replete with examples of spontaneous regression of tumors after fever inducing infections. One such example is Peregrine Laziosi (1265-1345), the canon saint of cancer patients. He has a tumor on his tibia that was diagnosed malignant by the best physicians of his time (Pack, 1967). Just before his leg was amputated, the only option available to him, the lesion grew and broke through his skin becoming severely infected. This infection coincided with the spontaneous regression of the cancerous tumor. Such cases reported in literature (Coley, 1893) served to bolster Coley’s research and strengthened his belief in the methods he used, coupled with own findings (Coley, 1906). Coley’s assessment of the responses was that the live Streptococcus bacteria produced erysipelas but, unfortunately, not on all the patients given the treatment. In some, the administration of the bacteria gave no response due to the patient forming immunity to the bacteria. In other instances, the patient would succumb to the bacterial infection because of his or her own immune system inadequacies (Coley, 1896). His second attempt involved the use of heat sterilized Steptococcus bacteria. The reason is that Coley needed to find a way to control the virulence of the bacteria Streptococcus pyrogens while still maintaining its purpose which was to produce a fever inducing infection but it did not provide the expected results. He combined the use of the sterilized streptococcal bacteria with a second organism, Serratia marcescens, and this concoction is known as Coley’s Toxins. This proved successful in cancer treatment and documented the cases he had treated using this approach (Coley, 1914). Coley injected his preparation directly into the tumor or in the surrounding area in several doses. These treatment courses would last even for weeks but the outcome was positive. For years to come, physicians used Coley’s Toxins to treat inoperable cases with high success rates. A compiled review to these cases was published by Coley’s daughter, Helen Coley Nauts, where 896 cases were documented (Nauts, 1982). In spite of Coley’s success rates and high profile as a bone surgeon, he came under great criticism due to various inconsistencies. These included, poorly-documented follow up that was also not well control casting doubts on the supposed success of these treatments; the number of different preparations of Coley’s Toxins and their associated efficiencies; the mode of administration varied from intravenous injections to injections directly in the tumor (McCarthy, 2006). This meant that not every doctor got the same results as Coley did. The Journal of the American Medical Association (JAMA) issued a stern review of Coley’s Toxins. It held the view that the toxin was a complete failure as a remedy for sarcomas and carcinomas based on the toxins’ failure to produce satisfactory results when used by various oncologists. It disputed Coley’s reported findings ignoring the reports submitted by other physicians using the same regimen on their patients and showing favorable results (JAMA, 1894). Cancer treatment was not a clearly understood process in the turn of the century, and naturally, some practitioners favored certain modes of treatment to others. Coley’s Toxins were not one of the better-understood treatments available. Furthermore, advances made in radiation therapy provided a better alternative since it was a more predictable regimen. The mode of action of Coley’s Toxins was not, and still is not well understood. This served to marginalize Coley’s Toxins even further despite the fact that some doctors were able to report the successful use of this regimen. Coley’s Toxins faced further resistance after the establishment of the Bone Sarcoma Registry whose role was to standardize bone cancer therapeutics (McCarthy, 1995). It proved difficult to have some of Coley’s cases accepted by the registry because members of the registry believed that the toxins did not work or claimed that some of the successful cases were misdiagnosed. His work slowly fell out of favor, and the Park Davis Company halted production of Coley’s Toxins. By 1962, the U.S. Food and Drug Administration had accredited Coley’s Toxins as a â€Å"new drug† meaning it could no longer be used in cancer treatment (Hoption, 2003). Although Coley’s ideas were no longer acceptable by most doctors to treat cancer, he continued to believe in his methods until the end of his career. Some doctors were willing to welcome the notion that the toxins may be beneficial after all. In fact, in 1934, JAMA changed its position and acceded that Coley’s Toxins might be valuable. It praised the ingenuity of the combined erysipelas and prodigious toxins (Coley’s Toxins) and retained them in New and Unofficial Remedies with an aim of promoting more research on the toxins (JAMA, 1934). Additional acceptance of Coley’s research and treatment methods was brought about by his own children. Bradley Coley, an orthopaedic surgeon, succeeded Coley as the head of the Bone Tumor Service at his father’s former residency at Memorial Hospital in New York (now Memorial Sloan Kettering Cancer Center). Bradley published a textbook on bone tumors and reinforced Coley’s Toxins use as auxiliary treatment to prevent micro-metastasis (Coley, 1949). Helen Coley Nauts, a cancer researcher, dedicated her life to studying her father’s work, documenting his cases and publishing them (Coley-Nauts, 1990) The mechanism of action of Coley’s Toxins has generated great interest leading to research with the aim of identifying the â€Å"active† ingredient of the toxins and their role in cancer regression. The increased understanding of the factors involved in an immune response led to suggestions that cytokines like tumor necrosis factor (TNF), interleukins (IL) and interferons played a significant role (Old, 1988; Oettgen,1990; Nethersell,1990). This, supported by the observations, made after treatment of superficial bladder cancer by bacillus Calmette-Guerin (BCG), a bacterial vaccine used in conventional therapy (Hoption, 2003). A random clinical trial carried out in the late 1980s proposes the mode of action of Coley’s Toxins in the following way: interferons induce augmentation of natural killer cell activity, stimulation of lymphoid tissues, induction of serum factor that causes necrosis of tumors, activation of macrophages, as well as stimulation of interleukin-2. (Tang et al., 1991) Interleukin II, or IL-2, is a well-known conventional immunotherapy and Bacillus Calmette Guerin (BCG), another vaccine, is used in conventional immunotherapy for bladder cancers. (Zlotta et al., 1998). Some proposals of the immune response elicited by the administration of Coley’s Toxins are that the cell-mediated immune (adaptive) response is the key moderator of cancer regression (Lucey, 1996) although animal studies involved infections that evoke a humoral immune response: aspergillus (Tzankov, 2001), malaria (Nauts, 1980), trichella (Molinari, 1979), and trypanosome (Cabral,2000). Besides, tumor regression occurred within a few hours of injection with Coley’s Toxins while adaptive immune response takes a few days to a week (Medzhitov, 2001). This supports the theory that the immune response elicited in the non-specific innate immune response. Because of the immune stimulating nature, treatment with Coley’s Toxins induces other conventional regimens that cannot be used simultaneously. Radiotherapy and chemotherapy suppress the immune system, killing the cancerous cells in the process. Coley’s Toxins, on the other hand, trigger an immune response with the macrophages destroying the cancer. An increased vivacity of the immune system and enhancement of lymphocyte activity due to the biologically active lipopolysaccharide result in the high fevers, typical of Coley’s Toxins therapy. Tests conducted on mice showed that mixed bacterial toxins caused regression of tumors with 15% or less lethal effects compared to the use of purified lipopolysaccharide (Havas, 1990). Non-immune mechanisms have been postulated to be responsible for the mechanism of action of Coley’s Toxins. This has been documented by Helen Coley Nauts as being derived from bacterial enzymes like streptokinase (Nauts, 1953). This theory was further developed, and streptokinase was proposed to act as a bacterial plasminogen to activate the host’s plasminogen. Plasminogen is then converted to the potent enzyme plasmin to initiate protease precipitation reactions capable of breaking down various plasma proteins (Zacharski, 2002; Zacharski, 2005). The efficacy of Coley’s Toxins is not a blanket treatment as evidenced by the various success and failure cases. It is believed or even extrapolated from a study of the cases documented that different types of cancers respond differently to this mode of treatment. The most successful cases have stemmed from the regimen being administered to patients suffering from sarcomas compared to carcinomas. The difference between a carcinoma and a sarcoma is the tissue showing malignancy. Tissue types of mesenchymal origin like bone, muscular, cartilaginous or adipose tissue, are considered to be sarcomas if they form malignant tumors while those of epithelial cells, such as colon and lung, are carcinomas. The possibility of toxicity of Coley’s Toxins means that doses should be adjusted and care given to support such patients. This treatment is patient specific but not to be recommended to all, but at the doctor’s own discretion. Some instances require special mention: patients with severe hepatic insufficiency, patients with severe cardiac conditions, or patients near death since the regimen will not help them (Nauts, 1975). The finished product needs to be tested using modern methods to assay the lipopolysaccharide and exotoxins presence and levels. Since it is evident that tumors secrete proteins that can stimulate an immune response, it is imperative that ways isolate the tumor-reactive T-cells from the tumor-bearing host. Attempts are made to up-regulate the chances of an immune response by modifying tumor cell to exhibit immunoregulatory proteins such as cytokines, interferons, streptokinase, and tumor necrosis factor (TNF) (Chang, 1996). These advancements in the understanding of immunobiology in relation to cancer are stimulating research into vaccines for treatment in different types of cancer, specifically colon cancer and melanoma (Chamberlain, 2004) The American Cancer Society’s Guide to Complementary Alternative Cancer Methods attests, â€Å"Scientific evidence suggests Coley toxins or the mixed bacterial vaccine (MBV) may have a therapeutic role in the treatment of cancer, in a combined treatment approach.† (American Cancer Society, 2000). This is followed by the disclaimer that much has been learned about the science of immunology and practice of immunotherapy since Coley’s time and that modern immunotherapy is likely to be of greater value. The toxins are used outside the United States, for example, a Canadian company MBVax Bioscience produces Coley’s Fluid for use in clinical trials and research purposes. The biotech company Coley Pharmaceutical Group is involved in research on the DNA sequences that enable Coley’s Toxins to be efficient in producing regression of certain types of cancers. In addition, laws in Germany permit physicians to use any therapy he or she considers most appropriate in light of the patient’s medical condition and their medical knowledge. By 2006, there had been thirty human studies conducted and published in peer-reviewed literature databases but only two articles were relevant to Coley’s Toxins (Zacharski, 2005; McCarthy, 2006). Case studies involving this cancer-treating regimen have been well documented by Helen Coley Nauts and proved the success rate of her father’s treatment. Still, these cases are not usually cited by modern researches due to the advancement in modern clinical trials methods. The procedures followed now are more rigid and require adequate and consistent follow-up of patients, something Coley’s reports did poorly or lacked entirely. All this cancer research requires large amounts of resources, and the National Cancer Institute is the main agency that coordinates the national cancer research program. It is also responsible for disbursing funds received from Congress, federal agencies, voluntary organizations private institutions and corporations. Coley’s first patient Bessie Dashiell was reportedly John. D. Rockefeller Jr.’s childhood friend, and her death stimulated his contribution to cancer research funding. Pharmaceutical companies such as Pfizer are involved in research in the hopes of developing their own drugs and vaccines. The use of Coley’s Toxins has brought to light the significance played by fever-inducing infections (Hoption, 2003). The modern use of antibiotics has suppressed the natural immune mechanisms resulting from evolution, and antipyretic use to manage fever has resulted in the neglect of the significance of fever as the body’s response to an infection. The onset of fever usually accompanies multifarious physiological changes, namely increase in metabolic rates which facilitates leukocyte proliferation, maturation, and activation (Aubert, 1999; Hasday, 2000). Historically, fevers were considered important and even encouraged. Perhaps, a return to these previously held practices may help boost our weakened immune systems, which in turn would fight some of the incurable diseases faced by mankind today (Hoption, 2003). Coley’s Toxins have a place in the future despite being designated â€Å"new drug† status by the U.S. Food and Drug Administration. The successful use of this regimen by Coley and other physicians during his time proves that it is a useful area of research. This widely documented method of treating spontaneously occurring tumors has been instrumental in instigating further investigation into the significance of the role of the innate immune response to cancerous tumors. Modern cancer treatments repress the immune system. Although they are the conventional modes of therapy, they do not provide a definite cure. The nature of Coley’s work, his dedication, and the extensive case studies documented on the use of the toxins have granted him the epithet â€Å"Father of Immunotherapy†. Although he did not discover a new therapeutic method, his research and creation of Coley’s Toxins were not only useful to his patients but stimulated a change in the way that the immune system is viewed. His life’s work brought to light the role immunotherapy can have not only for managing cancer but also for curing it. Using the methods of study including but not limited to extensive clinical studies, the principles of Coley’s Toxins can be established with respect to the exhaustive human data in existence. Resurgence in interest, in Coley’s Toxins and the mechanism of action, may seem like retrogression in the field of cancer research. Clearly, Coley was a man before his time in terms of finding innovative to tack an ancient scourge that has plagued humanity with more severity in recent times. The slow progression of orthodox cancer therapy has lent a closer look into the medical past to chart the way forward (Hoption, 2003). References American Cancer Society, (2000). American Cancer Society’s Guide to Complementary Alternative Cancer Methods, 366-67. Aubert A., (1999). Sickness and behaviour in animals: a motivational perspective. Neuroscience and Biobehavioural Review, 23, 1029–1036. Busch W., (1867). â€Å"Aus dersitzung der medicinichen†. Berliner Klinische Wochenschrift 5: 137 Cabral HR., (2000). The tumoricidal effect of Trypanosoma cruzi: its intracellular cycle and the immune response of the host. Medical Hypotheses, 54, 1–6. Chamberlain RS, Kaufman H., (2000). Innovations and strategies for the development of anticancer vaccines. Expert Opinion Pharmacotherapy, 1(4), 603–614. Chang AE, Shu S., (1996). Current status of adoptive immunotherapy of cancer. Critical Review in Oncology/Hematology. 1996;22:213–228. Coley B.L., (1949). Neoplasms of bone. Medical Book Department of Harper Brothers, New York, 565–570. Coley W.B., (1906). Late results of the treatment of inoperable sarcoma by the mixed toxins of Coley W.B., (1893). The treatment of malignant tumors by repeated inoculations of erysipelas: with a report of ten original cases. American Journal of Medical Science. May; 105, 487–511 Coley W.B., (1896). Further observations upon the treatment of malignant tumors with the toxins of erysipelas and Bacillus prodigiosus with a report of 160 cases. John Hopkins Hospital Bulletin. 7, 175 Coley W.B., (1914). The treatment of malignant inoperable tumors with the mixed toxins of erysipelas and bacillus prodigiosus. Brussels: M Weissenbruch. Coley-Nauts H, McLaren J.R., (1990). Coley Toxins – The First Century. Advanced Expanded Medical Biology, 267, 483 Deidier A., (1725). Dissertation medicinal et Chirurgical sur les Tumeurs. Paris. Ebbell B., (1937). The Papyrus Ebers: the greatest Egyptian medical document. London. Oxford University Press. Erysipelas and bacillus prodigiosus. American Journal of Medical Science, 131, 375–430. Erysipelas and Prodigiosus Toxins (Coley) JAMA. (1934). Oct 6, 103(14), 1067–1069. Editorial. Falcone R. Adjuvant, (1994). Vaccine Therapies: The Complete Guide to Alternative Cancer Therapies: What You Need to Know to Make an Informed Choice. 166-169. Hasday JD, Fairchild KD, Shanholtz C., (2000). The role of fever in the infected host. Microbes and Infection, 2, 1891–1904. Havas H.F,, Schiffman G., Bushnell B., Dellaria M., Axelrod R.S., Shanahan T., et al., (1990). The effect of bacterial vaccine on tumors and immune response of ICR/Ha mice. Journal of Biological Response Modifiers. 9, 194-204 Hobohm U., (2001). Fever and cancer in perspective. 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Beneficial effects of immunotherapy (bacterial toxins) on sarcoma of the soft tissues, other than lymphosarcoma: end results in 186 determinate cases with microscopic confirmation of diagnosis, 49 operable, 137 inoperable. Cancer Research Institute, Inc. Monograph #16. Nauts H.C., Fowler G.A., Bogatko F.H., (1953). A review of the influence of bacterial infection and of bacterial products (Coley’s toxins) on malignant tumors in man. Acta Medica Scandinavica. 145 (Supplementary 276) Nauts H.C., (1982). Bacterial products in the treatment of cancer: Past, present and future. International Colloquium on Bacteriology and Cancer. Pack G.T., (1967) St Peregrine, OSM—the patron saint of cancer patients. CA: A Cancer Journal for Clinicians, 17, 83-84 Tang Z.Y., Zhou H.Y., Zhao G., Chai L.M., Zhou M., Lu J.Z., et al., (1991). Preliminary result of mixed bacterial vaccine as adjuvant treatment of hepatocellular carcinoma. 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Steroids in Baseball

Steroids in Baseball Something that has a dominate force in American and International sports for the past 10 years has been one thing, Steroids. Steroids are in the news now more than ever due to one man, Barry Bonds. Barry is now 9 home runs away from tieing The Babe for second on the all time list to only Hank Aaron. All of the major sports have implemented stricter drug testing programs in hopes of slowing down the use of steroids. However, these drug tests are out dated and do not test for every kind of steroid or HGH (Human Growth Hormone). These tests are more expensive and require a blood sample instead of urin. Steroids are destroying sports as we know it, there is wide spread doubt in major league baseball if a player has a breakout year or is now not as great a player as they were a few years ago.English: Barry Bonds in actionSteroids are chemicals that act like hormones. Anabolic steroids are the ones that are abused to build muscle mass or to make your workout longer and recovery time less. They are chemicals of artificial testosterone, which is a male hormone. With higher testosterone you can have more physique, less body hair, and a deeper voice. Why take steroids if you already know that it is not good for you? Most of the steroid users are injecting for better performance and strength for their sports, but, other users are simply juicing to build more muscle mass or to look better, physically. This reminds us of another LEGAL drug, ciggerettes.Inside their bodies they are actually ruining themselves. Taking steroids is a big threat to your health. You could have severe acne, genital changes, water retention, and yellowing eyes and skin. Its not only your appearance that could be at...

Electronic Monitoring System Implementation Case Study

Electronic Monitoring System Implementation - Case Study Example I have been appointed as the consultant and my responsibility is to carry out a research-oriented study for management Board of an organization, for the implementation of the electronic monitoring system for the better management and handling of the employee’s activities and daily tasks on the job. This report will provide a deep insight into the overall organizational implementation new electronic monitoring system. Companies desire to be persuading their personnel are carrying out a first-class job; on the other hand, employees don't desire their every trip or sneeze to the water-cooler logged. That's the fundamental conflict or clash of office observation (Workplace? 2009). Up-to-date technologies put together it feasible for organizations to view numerous activities of their worker’s occupation, predominantly on computer terminals, telephones in the course of voice mail, electronic as well as when workers are making use of the Internet. This sort of monitoring is practically unregulated. As a result, except business strategy purposely position otherwise, our company can listen, observe as well as read the majority of our place of work communications (Workplace? 2009). From the perspective of workers, electronic monitoring through companies engages considerable isolation distress. Electronic monitoring allows an organization to check what staff is performing on the duty as well as investigation of worker communications, encompassing Internet activity and e-mail, frequently confining as well as evaluation of communications that workers judge privately. Since electronic monitoring as well comprises utilize of computer forensics, a comparatively innovative discipline as well as a significant progression in the wider areas of computer evidence and electronic monitoring (King, 2009). There are numerous business reasons for organizations to electronically monitor employees in the place of work encompassing the judgment of employee’s effectiveness, defending organization’s property from mistreatment, as well as making sure and fulfilment through the place of work  strategies.