Entrepreneurship Essay Example | Topics and Well Written Essays - 1500 words - 6

Entrepreneurship - Essay Example In order to create a new business opportunity, entrepreneurs must be able to combine and align the small firm’s available resources, business opportunity that comes along the way, and the people who are working for the business organization towards a specific organizational goal (Wickham, 2004, Ch. 18 – Seeing the Window: Scanning for Opportunity). In other words, each entrepreneur must have their own way of developing a business strategy so as to increase the competitiveness of a small firm. As part of designing a business strategy, the future entrepreneurs are being challenged in terms of effectively distinguish whether or not a small firm’s network is more important than finance and vice versa. For the purpose of this study, the definition of network and finance will first be provided followed by discussing the significance of each factor over the success of a small firm. general, networking is actually referring to the process of developing and using a wide-range of business contacts and establishing a mutually beneficial business relationship with other businessmen as a way to enhance the operation and profitability of a small business organization (Ward, 2009). By improving the business network of a small firm, entrepreneurs can easily increase the profitability and competitiveness of the business organization. Kelley Robertson is the president of Robertson Training Group which aids businesses on how to increaset the company’s sales and profitsbility via busienss networking. According to Robertson (2009), â€Å"sales are frequently developed through the relationships we have created with other people†. For instance: A business networking related to marketing could open up new sales opportunities between two business people who has a common interest in doing business. By gathering a wide-range of business network, a small firm will be able to deliver its product and services using tie-ups with other related

Aboriginal Residential Schooling Essay Example for Free

Aboriginal Residential Schooling Essay The Aboriginal people had their culture stripped away, without any consent but by force. They were forced to adapt their lifestyle to the normal, and children put into schools to learn how to behave like the Canadians. The Aboriginal residential schools implemented by the Canadian Government were a cause attempting to destroy their culture (Ravelli Webber, 2010, p.132). The Canadian Government wanted to get rid of all aboriginal culture with no trace of their lifestyle. There was a massive social problem due to the separation of the races. It also raised a huge racist confrontation between the Aboriginal`s and the rest of society. The Aboriginal`s were not treated with any respect or dignity, which caused them to loose respect with our Canadian Government, as they were treated like animals. The Canadian Government did not want any Aboriginal`s to grow up as they were, they did not like the way their lifestyle was, they wanted to destroy their culture. They attempted to destroy their culture in many ways, one of the most obvious methods they used were to put the young children in to residential schools (Ravelli Webber, 2010, p308). These schools taught young Aboriginal children how to live like the Canadian, they were not allowed to do anything that was related to their culture not even allowed to speak their language (Geraldine Marcuse, 1993). The children were punished if they did not follow the rules, these punishments were very abusive as well, but by doing so this enforced the children to follow the rules. These residential schools were very structured and strict. Eventually by staying in these schools, due to all the strict rules, abusive punishments, and them not being allowed to associate with their culture the Aboriginal children forgot their native language (Geraldine Marcuse, 1993). The Canadian Government obviously wanted to get rid of all Aboriginal culture. The residential schools brought up a major problems, it created an immense, massive social problem with in the Aboriginal community and the Canadian society. The young Aboriginal children were stripped away from their parents, probably never even saw them again, these children were discriminated by others and were not even allowed to speak a single word  from their native language (Ravelli Webber, 2010, p132) . As displayed in the video, the young girl that had her period out publicly was put to shame by the nuns and the other children, this caused her to be bullied and discriminated because of natural cause (Geraldine Marcuse, 1993). The video also prescribes the punishment received when the rules were broken, as the elder man describes his pain and the punishments received, he explains that these children were being separated entirely from the religion and culture, causing these children to view of their own nation as an abomination (Geraldine Marcuse, 1993). This problems cause a lot of discrimination, causing many social problems with in the community, the children did not have rights, and could not speak for themselves. This massive social issue with in the Aboriginals was created by the ongoing of the residential schools. Canadian Government might not have been too smart by creating the residential schools as they did not calculate the outcome, these residential schools brought up great vengeance to the Aboriginals they wanted their culture back, in doing so it created a racist confrontation later on. This was a huge relation with the conflict theory. The Aboriginals found a method to bring back their culture by using the method the Canadian`s did, they developed their own Aboriginal schools (Geraldine Marcuse, 1993). These schools would teach the total opposite of what the residential schools taught, these schools were teaching their young children their native language, and bits of their culture, or at least what was left of it (Ravelli Webber, 2010, p309). The difference between the Aboriginal schools and the residential schools were the rules and methods of punishment. The Aboriginals taught in a normal manner, with respect, but in the residential schools it was like prison everything was eventually forced upon. The residential schools also made the Aboriginals to grow this hate for the Canadian Government causing this huge racist dilemma between the two parties. No good really came out of residential schooling, just a very bad racist confrontation in the long run. The Canadian Government stripped all the rights of the Aboriginal people, they got their culture massacred, dealt with force and abusive power, they  practically tried to destroy the Aboriginal culture. The Canadian Government put a lot of effort in this project, they tried to change the Aboriginal people in every way, they wanted those people to behave and change their lifestyle to the modern Canadian lifestyle. The Canadian Government have attempted to destroy the Aboriginal culture by bringing up residential schooling to begin the process of elimination. The Government did not want anything that was Aboriginal culture related left, they wanted to get rid of every bit of their culture. The residential schools cause major discrimination cause a massive social problem within the Aboriginal people. These residential schools also raised a huge racist confrontation to the Aboriginals, it separated them from the rest of the society. These schools really have destroyed most of their culture, and was a very cruel method in doing so. The Aboriginals deserved to be heard and have their own rights and freedom.

The Allegory of the Cave Essay -- Papers the republic socrates plato

The Allegory of the Cave Plato’s Allegory of the Cave is the most comprehensive and far-reaching analogy in his book, The Republic. This blanket analogy covers many of the other images Plato uses as tools through out The Republic to show why justice is good. The Allegory of the Cave, however, is not the easiest image that Plato uses. First, one must understand this analogy and all of it’s hidden intricacies, then one will be able to apply it to the other images Plato uses such as the Divided Line, or Plato’s Forms. As Plato begins his story, he describes a dark cave. Contained inside of this cave are many people who are tied up into seats, unable to move. For their entire life, these people have been tied up without even being able to rotate their heads. They have chains that bind their hands to their seats. They have never seen anything apart from the wall directly in front of them. Their entire lives have been spent watching the wall and communicating with each other about the things they see on the wall. Behind these chained people is a large fire. This fire burns bright and allows shadows to be cast onto the wall. Below this fire is a small trench where the others of the cave lie. Here they hold up puppets and objects, casting shadows onto the wall. They essentially create the reality that the chained down live in, however, those chained down do not know this. They know only of the shadows on the wall and these shadows interactions with each other. If they see the shadow of a book, they will say to one another, in their own language, â€Å"look at the book on the wall.† They will not know that it is only a shadow, an image of the real object that is held up behind them to cast the appearance of a book onto the wall. The... ... the mind. The man, as he is walking back in the cave, understands now that what he has seen is the truth. He has seen the forms of the objects he only saw shadows to before. When he is back in the cave he tries to explain to the others that there are forms of the shadows they see on the wall. These forms are what truly is, but they reject him. The journey of this man is likened to that of all philosophers educated in the forms, Plato says. The Allegory of the Cave has many applications to both Plato’s writing and life in general. It describes the education of a philosopher, as well as how others look on the philosopher after he has gained the knowledge of the Forms. It also describes what it is like to see the forms. After understanding the forms, what once were objects, real things, become merely shadows. One sees everything as it truly exists, as it’s form.

Comparing the Qur’an and the Torah :: Compare Contrast Comparison Essays

Comparing the Qur’an and the Torah Contained in the many intricate and poetic Surahs of the Qur’an are retellings of a number of famous stories of the Hebrew Bible, known to Jews as the Torah, Prophets, and Writings. However, the Qur’an’s account of the lives of certain biblical characters often differs in significant ways from the Jewish version. While a believer in the divine nature of the Qur’an may claim that differences in facts stem from distortions of G-d’s message as recorded in Jewish holy books, both Muslims and non-Muslims might agree that the differences in emphasis are intentional. A more cynical observer might claim that the Qur’an changed the known Bible stories to suit its purposes. By choosing to include certain parts of a famous story and leaving out others, the story itself takes on a very different significance. Occasionally, the Qur’an will also discuss parts of the story which are entirely left out of the Torah, in which case a Muslim may clai m the Torah did not deem those facts important for its own reasons. A cynical observer would claim the Qur’an made these additions to make its own message clearer. In the discussion that follows, I will often talk of what â€Å"the Qur’an intends,† or what â€Å"the Torah means to say† on a topic. It should be understood that I am not ascribing human attributes to inanimate books, but rather that I am intentionally avoiding the conflict inherent in naming the author of these books. Depending on one’s tastes, one could understand the Qur’an’s intention to be either Muhammad or Allah’s intention. Likewise, â€Å"the Torah means to say† could really be understood as what either Moses or G-d means to say. Either way, the important point is that somebody thought through the stories and decided on which words were worthy of being included in the holy texts and which were not. One of the underlying assumptions of this paper is that the stories were written down the way we find them today for a reason, and this paper intends to shed light on some of those reasons. Although the points where the Torah and Qur’an disagree on basic facts may be controversial, these facts can often profoundly change the overall character of a story. Rather than making a value judgment as to which story is better or more likely, I will simply present these differences along with a discussion on how they impact the meaning and purpose behind the story.

Introduction Chapter

Key Terms and Concepts (1-24) 1. Denudation is the total effect of all actions (weathering, mass wasting, and erosion) that lower the surface of the continents. 2. Weathering- the physical and chemical disintegration of rock that is exposed to the atmosphere. Mass-wasting- the short-distance down slope movement of weathered rock under the direct influence of gravity; also called mass movement. Erosion- detachment, removal, and transportation of fragmented rock material. 3.Openings in the surface and near- urface bedrock are frequently microscopic, but they may also be large enough to be conspicuous and are sometimes huge. In any case, they occur in vast numbers and provide avenues along which weathering agents can attack the bedrock and break it apart. Subsurface weathering is initiated along these openings, which can be penetrated by such weathering agents such as water, air, and plant roots. As time passes, the weathering effects spread from the immediate vicinity of the openings i nto the denser rock beyond. . Joints are cracks that develop in bedrock due to tress, but in which there is no appreciable movement parallel to the walls of the joint. Faults are breaks in bedrock along which there is relative displacement of the walls of the crack. 5. Master Joints are Joints that run for great distances through a bedrock structure. Master Joints play a role in topographic development by functioning as a plane of weakness, a plane more susceptible to weathering and erosion than the rock around it. 6.Mechanical weathering is the physical disintegration of rock material without any change in its chemical composition; also alled physical weathering. Chemical weathering is the chemical decomposition of rock by the alteration of rock-forming minerals. 7. Frost wedging is the fragmentation of rock due to expansion of water that freezes into ice within rock openings. 8. Salt wedging is the rock disintegration caused by the crystallization of salts from evaporating water. 9. Exfoliation is the weathering process in which curved layers peel off bedrock in sheets.This process commonly occurs in granite and related intrusive rocks after overlying rock has been removed, allowing the body to expand slightly. An exfoliation dome is a large rock mass with a surface confguration that consists of imperfect curves punctured by several partially fractured shells of the surface layers (due to exfoliation). 10. Oxidation is the chemical union of oxygen atoms with atoms from various metallic elements to form new products, which are usually more voluminous, softer, and more easily eroded than the original compounds.When iron-bearing minerals react with oxygen (become oxidized), iron oxide is produced. This reaction, probably the most common oxidation in the lithosphere, is called rusting. 1 . Hydrolysis- a chemical union of water with another substance to produce a new compound that is nearly always softer and weaker than the original. Carbonation- a process in whi ch carbon dioxide in water reacts with carbonate rocks to produce a very soluble product (calcium bicarbonate), which can readily be removed by runoff or percolation, and which can also be deposited in crystalline from if the water is evaporated. 2. Biological weathering is rock biological weathering is lichens. Lichens are primitive organisms that consist of algae and fungi living as a single unit. Typically they live on bare rock, bare soil, or tree bark. They draw minerals from the rock by ion exchange, and this leaching can weaken the rock. 13. Differential weathering is the process whereby different rocks or parts of the same rock weather and/or erode at different rates. 14. The steepest angle that can be assumed by loose fragments on a slope without downslope movement is called the angle of repose.This angle, which varies with the nature and internal cohesion of the material, represents a fine balance between the pull of gravity and the cohesion and friction of the rock materi al. If additional material ccumulates on a debris pile lying on a slope that is near the angle of repose, the newly added material may upset the balance and may cause all of part of the material to slide downward. 15. Rockfall (fall) is the mass wasting process in which weathered rock drops to the foot ofa cliff or steep slope. 16. Talus (scree) are pieces of weathered rock, of various sizes, that fall directly downslope.Sometimes the fragments accumulate relatively uniformly along the base of the slope, in which case the resultant landform is called a talus slope or talus apron. 17. A talus cone is a sloping, cone-shaped heap of dislodged talus. This cone pattern is commonplace because most steep bedrock slopes and cliffs are seamed by vertical ravines and gullies that funnel the falling rock fragments into piles directly beneath the ravines, usually producing a series of talus cones side by side along the base of the slope or cliff. 18. A rock glacier is an accumulated talus mass that moves slowly but distinctly downslope under its own weight. 9. Landslides do not require the lubricating effects of water or clay, although the presence of water may contribute to the action; many slides are triggered by rains that add weight to already overloaded slopes. Landslides may be activated by other stimuli as well, most notably by earthquakes. 20. A slump is different from other kinds of landslides because it is a slope collapse slide with rotation along a curved sliding plane. 21. A landslide is a general term for a type of slope failure involving an instantaneous collapse of a slope and movement along a generally flat sliding plane.A mudflow is a rapid, downslope movement of a dense mixture of weathered rock and water through or within a valley. 22. Earthflow is the mass wasting process in which a portion of a water- saturated slope moves a short distance downhill. A debris flow is a stream-like flow of dense, muddy water heavily laden with sediments of various size s; a mudflow containing large boulders. 23. A soil creep is the slowest and least perceptible form of mass wasting, which consists of a very gradual downhill movement of soil and regolith.Soil creeps happen slower than a snail can move, and they usually can be prevented if falling towards a house/building. 24. Solifluction is a special form of soil creep in tundra areas; associated with summer thawing of the near-surface portion of permafrost, causing the wet, heavy surface material to sag slowly downslope. Study Questions (1-5) 1. It is possible for weathering to take place beneath the surface of bedrock because of things such as Joints within the rock. If the Joints are deep enough, the weathering will take place underneath certain parts of the rock.There are many types of a whole, not Just the surface. 2. Chemical weathering is more effective in humid climates than in arid climates because arid climates do not have water. Humid climates have higher amounts of water and higher tem peratures so chemical weathering happens faster. 3. There is a direct relationship between gravity and ass wasting. Any mass moves in the direction of the vector sum of all the forces acting on it, with acceleration numerically equal to the magnitude of the sum of the forces divided by its mass.On or near the Earth's surface, gravity is always one of the forces. 4. Clay reacts to water by expanding, and when it dries, it contracts. Some clay does it so small that it's barely noticeable, some clay does it so much that you can very easily see it happen right in front of your eyes. If these clays are in a crack between rock, or in a layer beneath rock, or basically any place that the clay is omehow packed between two hard rocks, and it gets wet, then it will expand, and put force on the two rock layers.Then it will dry, and â€Å"pull† the layer or Joint into a weaker state. If this happens over a long enough time, then it will break the rock that is in the weaker position. 5. R ainfall can expedite mass wasting because when there is more water in the objects that are falling, the objects (falling rocks) become heavier, therefore the process is speeded up. The more rainfall there is, the more water will be accumulated and the heavier the falling rocks will be.

The Basketball Association of America was founded Essays

The Basketball Association of America was founded Essays The Basketball Association of America was founded in 1946 by owners of the major ice hockey arenas in the HYPERLINK "https://en.wikipedia.org/wiki/Northeastern_United_States" \o "Northeastern United States" Northeastern and Midwestern United States and Canada. On November 1, 1946, in Toronto , Canada, the Toronto Huskies hosted the New York Knickerbockers at Maple Leaf Gardens , in a game the NBA now regards as the first played in its history. [6] The first basket was made by HYPERLINK "https://en.wikipedia.org/wiki/Ossie_Schectman" \o "Ossie Schectman" Ossie Schectman of the Knickerbockers. Although there had been earlier attempts at professional basketball leagues, including the American Basketball League and the NBL, the BAA was the first league to attempt to play primarily in large arenas in major cities. During its early years, the quality of play in the BAA was not significantly be tter than in competing leagues or among leading independent clubs such as the Harlem Globetrotters . For instance, the 1948 ABL finalist Baltimore Bullets moved to the BAA and won that league's 1948 title, and the 1948 NBL champion Minneapolis Lakers won the 1949 BAA title. Prior to the 1948-49 season, however, NBL teams from Fort Wayne, Indianapolis, Minneapolis, and Rochester jumped to the BAA, which established the BAA as the league of choice for collegians looking to turn professional. [7] Following the 1948-49 season, the BAA took in the remainder of the NBL: Syracuse, Anderson, Tri-Cities, Sheboygan, Denver, and Waterloo. In deference to the merger and to avoid possible legal complications, the league name was changed from the BAA to the National Basketball Association in spite of having the same BAA governing body including Podoloff . [7] The new league had seventeen franchises located in a mix of large and small cities , [8] as well as large arenas and smaller gymnasiums and armories . In 1950, the NBA consolidated to eleven franchises, a process that continued until 1953-54, when the league reached its smallest size of eight franchises: the New York Knicks , Boston Celtics , Philadelphia Warriors , Minneapolis Lakers , Rochester Royals , Fort Wayne Pistons , Tri-Cities Blackhawks , and Syracuse Nationals , all of which remain in the league today. The process of contraction saw the league's smaller-city franchises move to larger cities. The Hawks shifted from the Tri- Cities to Milwaukee in 1951, and then to St. Louis in 1955. The Rochester Royals moved from Rochester, New York , to Cincinnati in 1957 and the Pistons relocated from Fort Wayne, Indiana , to Detroit in 1957.

SAT Writing Prep The Best Methods and Strategies

SAT Writing Prep The Best Methods and Strategies SAT / ACT Prep Online Guides and Tips I’ve spent the past decade teaching SAT prep classes and helping hundreds of students prepare for the SAT Writing section. After taking my class, many of my former students were able to improve their SAT Writing scores by more than 200 points. My experience has taught me that having a disciplined, focused approach to your SAT prep will allow you to maximize your score. In this article, I have given you the best advice I have for preparing for SAT Writing. Using these methods will enable you to use your study time wisely and master the skills you need to be an SAT Writing superstar. I tried to arrange these tips by how important they are to acing SAT Writing. However, these are all crucial tips for SAT Writing success, and you need to follow them all if you want to fully prepare yourself. #1: Learn the Grammar Rules that the SAT Tests SAT Writing is primarily a grammar test. Knowing the grammar rules that appear on the SAT isthe most important way to prepare for SAT Writing. On the PrepScholar blog, we have written articles covering all of the grammar rules and errors that repeatedly appear on the SAT Writing section. Here they are: Subject-Verb Agreement Verb Tense and Forms Pronoun Agreement Pronoun Case Wordiness and Redundancy Idioms Run-On Sentences/Sentence Fragments Parallelism Faulty Modifiers Adjective and Adverb Errors Illogical Comparisons Relative Pronouns Word Choice/Diction You should focus your studying on the rules that are more commonly tested. We have written a post on the distribution of appearance of the grammar rules on SAT Writing (coming soon). For those of you striving for a highscore, you need to have a firm grasp on all of these grammar rules. And learn them. And understand them. #2: Do Tons of Practice Problems and Understand Your Mistakes If you want to do the best you can on SAT Writing, you have to put in the time. Doing tons and tons of practice problems will make you more confident with the material. You'll be able to recognize grammar errors more quickly and avoid falling into common SAT Writing traps. Frankly, there's a lot of SAT prep material out there that isn't good and will be of minimal help to you. The practice questions you're doing should be representative of the questions you'll find on your SAT. We've identified the quality material so you won't waste your time. To spend your time wisely, you want to do practice problems that are likely to resemble those you will encounter on the SAT. Practice with official SAT tests and make sure you're using the best books to prep for SAT Writing. Check out these articles on where to find the best SAT Writing practice tests and the best SAT prep websites you should be using. Additionally, PrepScholar has over 1500 practice problems customized to each skill. However, simply doing practice problems is not enough. Why You Need to Understand Your Mistakes While doing a bunch of practice problems will help you prepare for SAT Writing, if you keep repeating the same mistakes, your score is not going to improve. You need to understand why you're getting certain questions wrong so that you can reduce your weaknesses and raise your score. One of the most common mistakes students make in their SAT preparation is that they don't take the necessary time to comprehend their mistakes and figure out how to correct them in the future. Understanding your mistakes can be more difficult than just doing practice problems, but it's essential if you want to keep improving your SAT Writing score. How to Understand Your Mistakes Fully understanding your mistakes takes diligence and organization. Here is the process that I recommend to grasp why you made each mistake and how to improve for the future; this process is somewhat rigorous, but it's also the best way to prepare for SAT Writing: On every practice test or question set that you take, mark every question that you're even 20% unsure about. When you grade your test or quiz, review every question you marked or answered incorrectly. This way you'll be reviewing all your missed questions and the questions on which you were able to guess correctly. On your computer or in a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Create different sections for each grammar skill and put the question in the appropriate section. Try to determine why you got questions wrong on your own. However, if you're having trouble figuring out your mistakes, the College Board website has an official test with explanations. Also, Khan Academy has helpful explanation videos for some of the questions on this test. Take notes on what you specifically missed and how to improve in the future. Be as specific and as thorough as possible. For example, don't just write that you missed a subject-verb agreement question and need to do more subject-verb agreement questions. Write down how the subject-verb agreement error was presented. Was the subject placed after the verb? Did you get confused by an interrupting phrase? What resources will you use to fully learn this rule and address your weakness? Don't just take notes on your content issues. Also, write down any information about your careless mistakes and what steps you'll take to prevent making them again. Do you need to read the question more carefully? Do you need to look at the answer choices more closely? You want to really dig into why you're missing questions and focus on specific ways to improve. #3: Identify Your Weaknesses and Drill Them If you do a thorough job of categorizing your missed questions and taking notes, you should be able to identify your weaknesses. When you notice patterns to the questions you miss, find extra time to practice the areas where you're struggling. Maybe there's a specific grammar rule like illogical comparisons or parallelism that is causing you problems. Do extra content review and practice problems related to those rules. The best SAT prep books and websites will have real or realistic SAT practice problems for each specific skill that is tested on SAT Writing. (We obviously believePrepScholar qualifies, and it'sdesigned to customize your SAT prep to focus on your weaknesses.) Furthermore, you should keep going over all of the questions you missed and marked. By focusing your studying on the areas where you're having the most difficulties, you'll be using your time most efficiently. Spending the majority of your time practicing stuff you already know is not an effective use of your time. Strengthen your weaknesses! The following tip relates to the approach you should use to answer SAT Writing questions. #4: Practice Relying on Grammar Rules to Answer Questions Don't rely on what sounds right to answer SAT Writing questions, except on idiom questions. Many of the SAT Writing sentences are lengthy or use uncommon phrases. The sentences might sound odd to your ear, but that doesn't necessarily mean they're wrong. Similarly, some of the sentences contain grammar errors that are so common that these sentences are likely to sound fine to you. As such, it's vital that you practice approaching the test from a logical standpoint. Every time you answer a question, you should be able to justify your choice with a specific grammar rule. Here's an example of how you would rely on grammar rules to answer SAT Writing questions. The explanation I give to the question is similar to the thought process you should use when answering SAT Writing questions. Now, take a look at this question from a real SAT: Frequently on tour, a band called the Chieftainsrevered internationally as spirited performers oftraditional Irish music. (A) revered internationally as spirited performers (B) revered internationally and they are spirited performers (C) is revered internationally for its spirited performances (D) is revered internationally as giving spirited performances (E) are revered internationally as being spirited performers Explanation: When I first read the sentence, I immediately noticed that it does not express a complete thought. It’s a sentence fragment. The word â€Å"revered† is used as a participle and not a verb. I assumed that the correct answer would add a verb to fix the sentence fragment. Immediately, I eliminated answer choices A and B because they don’t fix the sentence fragment. Then, I had to determine whether to use the singular verb â€Å"is† or the plural verb â€Å"are†. Because the subject is â€Å"band†, which is singular, the verb should be in the singular form. I eliminated E because that would be a subject-verb agreement error. Answer choice D is incorrect because â€Å"as† is the wrong word. This is an idiom error, the only type of error in which you may have to rely on your ear for what sounds right. The correct answer is C. The sentence fragment has been corrected, the subject and verb agree, and â€Å"for† is the correct preposition to use in this sentence. When you're doing practice questions, be able to explain and justify your answer choices with your knowledge of SAT grammar. #5: Determine If You Have Time Management Issues. If So, Address Them How To Determine if You Have Time Management Issues Find an official SAT practice test, and take only the Writing sections. For each section, use a timer and treat it like a real test. If time runs out for that section and you're 100% ready to move on, then move on. If you're not ready to move on, keep on working for as long as you need. For every new answer or answer that you change, mark it with a special note as "Extra Time." When you're ready, move on to the next section, and repeat the above until you finish all Writing sections. Grade your test using the answer key and score chart, but we want two scores: 1) The Realistic score you got under normal timing conditions and 2) The Extra Time score. If the difference is more than 4 raw points, then you need to address your time management issues. How To Improve Time Management Issues Generally, time management improves as you become more familiar and confident with the content. If time management is a lingering issue for you, monitor your time spent per question. You should have a target time of 45 seconds foreach improving sentences question and 30 seconds for each identify the error question. No question should take longer than 1 minute. When you're doing your practice questions, keep track of how long you're spending on each individual question. Focus on finishing each question in the target time. For my final tip, I want to remind you about the shortest subsection on SAT Writing. #6: Don't Forget Paragraph Improvement Because there are only 6 paragraph improvement questions on each SAT, you should spend the majority of your time preparing for the sentence improvement and identify the error subsections. However, make sure you practice paragraph iprovement questions as well. Some paragraph improvement questions are similar to improving sentences questions, but others are unique to this subsection. Here are the major types of questions you will find on paragraph improvement: Macro Logic: how paragraphs relate to each other and to the main idea Transitional Logic: how sentences and ideas connect to each other Redundant Sentences: whether sentences or ideas are extraneous and can be deleted Conciseness and Style: how to choose words to express ideas succinctly and clearly When you practice paragraph improvement questions, you should use the same approach as for the other two subsections. Categorize your mistakes, take notes on why you made mistakes and how to improve, identify your weaknesses, and then spend extra time improving those weaknesses. Review this article on how to approach paragraph improvement. If you make a commitment to following the six tips I just gave you, I guarantee you'll be giving yourself the best chance to succeed on SAT Writing. Whenever your motivation starts to wane, think about your goals and why you want to do well on the SAT Writing section. What's Next? Review the article on how to get an 800 on SAT Writing. It offers more depthsome of the methods I presented in this post. Also, you'll want to check out the articles on my top study strategies and test-day tips for SAT Writing success (coming soon). Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

effects of pesticides essays

effects of pesticides essays Today, the use of pesticides has increased dramatically because of the growing population and the demands this population. The high increase in population means more food must be produced and spreading of diseases is more likely. Like other organisms, humans compete with other species for food and shelter and struggle to protect ourselves and predators. In order, for a stable healthy population to survive the use of pesticides must be applied to crops for greater efficiency and insecticides used to kill insects which transmit diseases. These pesticides which are usually synthetic chemicals made up of different chemical compounds are intended to eliminate pests and provide a safer environment for humans. However, the use of pesticides in the United States has caused a profound negative effects on our environment and the living organisms. Basically, the pesticides affect three different areas of a society including human health, the environment, and the future effects. Currently, humans are exposed to pesticides and their residue everyday and many negative results are caused by this exposure. First, most of the fruits and vegetables that are imported to the US contain large traces of pesticide residue that are consumed without the buyer even knowing about it. In the US around one-third of imported shipments are detected with hazardous pesticide residue, yet the shipments still reach our supermarkets because of halfhearted enforcement efforts and delays within the government (Honey 5). Also, individuals are exposed to and handle many household insecticides that contain harmful chemicals such as Rotenoids and Carbamates. The exposure of the residue along with household insecticides has caused a disturbance in the medical field. Many doctors and researchers are relating cancer, respiratory, and reproduction problems to toxic pesticides. In one case, a 112 farm workers in Florida were exposed to the insecticide mevinphos and t...

Religion - Lumen Gentium Essay Example | Topics and Well Written Essays - 1000 words

Religion - Lumen Gentium - Essay Example Only the religion or churches can help us with convincing answers when science fails. Science always makes judgements based on observable or measurable evidences. Unlike religion or churches, science will never accept any principles which are based on beliefs. Many of the traditional church beliefs were questioned by science. In order to counter the attacks from science, contemporary churches made certain changes in their beliefs. I would like to analyse the future of churches, strengths and weaknesses of churches now, the role of churches in developing peace, compassion, hospitality, justice, etc on the basis of first two chapters of lumen gentium solemnly promulgated by Pope PAUL VI on November 21, 1964 â€Å"The Church, in Christ, is in the nature of sacrament--a sign and instrument, that is, of communion with God and of unity among all people† (DOGMATIC CONSTITUTION ON THE CHURCH LUMEN GENTIUM - PROMULGATED BY HIS HOLINESS POPE PAUL VI ON NOVEMBER 21, 1964). We are living in an era of globalization at present. Globalization principles ask us to work for the progress of entire population in the world rather than the growth of a particular community or group of people. The first chapter of lumen gentium stressed the importance of unity of people much before the introduction of globalization. Church urged its believers to unite in the name of God. A common platform is required for people to work together for a common aim. All the people like to attain salvation and only the religion or churches talk about the ways of attaining salvation. Neither politics, nor philosophy succeeded in bringing people together under one umbrella. Under such circumstances, I strongly believe that churches may succeed in future in bringing people together in the Holy Communion with God. â€Å"All men are called to the union with Christ, who is the light of the world, from whom we go forth, through whom we live, and towards whom our whole life is directed† (DOGMATIC CO NSTITUTION ON THE CHURCH LUMEN GENTIUM - PROMULGATED BY HIS HOLINESS POPE PAUL VI ON NOVEMBER 21, 1964). Current churches have lot of strengths and weaknesses. In fact churches are the only entity which gives the believers some hope about another life after death. Science failed miserably in unveiling the mysteries surrounding our spirit or soul. Science educates us that souls or spirit is the driving force of our body. However, it failed to explain what will happen to the soul after death. Only the churches have the answer to that question which is the major strength of the current churches over science. On the other hand, there are different churches and different beliefs in this world even though all of them accept Jesus Christ as their savior. â€Å"The head of the body of church is Christ. He is the image of the invisible God and in him all things came into being. He is before all creatures and in him all things hold together† (DOGMATIC CONSTITUTION ON THE CHURCH LUMEN G ENTIUM - PROMULGATED BY HIS HOLINESS POPE PAUL VI ON NOVEMBER 21, 1964). When Jesus remains as the head of all the churches, it is illogical for churches to spread different beliefs in the name of Jesus. Jesus taught us the ways of attaining salvation; but the current churches are trying to misinterpret it in different ways. For example, Pentecost churches urge its believers to take one more baptism for attaining salvation whereas other catholic and protestant churches do not advice baptism other than child baptism for getting salvation. This discrepancy in teachings if often creates problems for the contemporary churches. In short, wrong interpretation of the Jesus’ teachings is the major drawbacks of current churches. Current churches

Discuss the current status of the Electronic Health Record (EHR) in Research Paper - 1

Discuss the current status of the Electronic Health Record (EHR) in the United States. What still must be accomplished to make the EHR a reality - Research Paper Example ividual and an individual is able to get involved in the process of agenda setting when one of the processes of cognition known as accessibility becomes active. This means that the higher the frequency of media covering particular subject, the higher will be the rate at which the subject will become accessible in the memories of the audience. Three different kinds of agenda setting methods have been realized by Rogers, the first kind is public agenda setting (Kaid, 2004, p.258). In the subject that is more important to the public is given great importance. The second kind is denoted as media agenda setting, in this kind the topic that is important to media is given great importance and lastly the third kind is policy agenda setting. In the last kind, the topics that are important to the people who make policies is hotly debated and given importance. This concept came into being under during the election for the position of president during the period of 1968 and the concept was coine d by Shaw and McCombs (Kaid, 2004,

Compare and contrast Essay Example | Topics and Well Written Essays - 1500 words - 1

Compare and contrast - Essay Example Intellectual capacity and level of known how is basically determined by a country’s level of technology and the percentage of skilled human resources present. In this piece of writing, we explore on the comparison and contrast between studying in the US and Indonesia. The US is far much developed in terms of infrastructure and economic actors compared to Indonesia. The US government has invested much on education and research. For instance, the government has established numerous research centers, libraries and bookshops across the US (Brunsma, 2004).In addition, the US government has established several institutions for higher learning across the country. In fact, every state has enough learning institutions and facilities, from primary to tertiary education. In essence, Access to learning materials and resources has been made easier. On the contrary, the Indonesian education system has been ranked among the worst in the world. The learning infrastructure and resources are limited in Indonesia. The number of public libraries and research centers are fewer compared to those in the US. The number of institutions for higher learning are much less compared those in the US. In fact, it is only a few students in Indonesia who secure places in the avai lable institutions of higher learning. Conducting research in Indonesia is harder than doing it in the US since the available research tools are limited and of low quality. In the US, the quality of teaching staff is incomparable with that of Indonesia. Most institutions for higher learning in the US hire experienced and top quality teaching staff. In fact, for one to qualify to teach in any US institution, he/she must portray an outstanding academic background and tremendous achievement in the education career. In addition, the education system in US requires tutors or lectures to be specialists in the areas that they teach. The ratio of tutor to

Business Ethics Essay Example | Topics and Well Written Essays - 2500 words - 2

Business Ethics - Essay Example Other research on lobbying behaviour and the effect of a proposed financial accounting standard on pro forma net income provides mixed results. For example, Watts and Zimmerman (1978) report that economic self-interests motivate a large firm to lobby for an accounting standard that reduces pro forma net income. Yet, other studies (Martens and Stevens, 1993; Dechow et al., 1996) find no relationship between lobbying behaviour and the effect of the proposed standard on net income. The present study extends prior research by examining whether economic self-interests affect corporate lobbying on disclosure, especially on Prior to the 1993 Exposure Draft (ED) on FAS 123, Accounting for Stock-Based Compensation, corporations provided relatively little information on the value of stock-based compensation (SBC) held by top management. Essentially, corporations reported the SBC for only the top five executives and only in annual proxy statements as required by the U.S. Securities and Exchange Commission (SEC). The ED proposed recognizing for the first time in annual reports the amount of SBC for all employees. Comment letters to the FASB on FAS 123 almost exclusively opposed recognition of SBC. However, as Walker and Robinson (1993) note, a careful analysis of the substance of comment letters (i.e., analysis beyond simply counting ‘yes/no’ votes on recognition) can provide additional insights into the politics of the standard-setting process. The current analysis of the comment letters reveals that managers supported varying venues and formats of disclosure. Thus, the varying responses to the FASB on the ED for FAS 123 provide a unique opportunity to examine whether economic self-interest motivates lobbying on venues and formats of disclosure of information (Breton Wall Street Journal, 5 November 1993). The results of this study indicate that differences in corporate lobbying positions on disclosure are related to the value of corporate SBC. In

CM 1010-07E, BUSINESS COMMUNICATIONS (CM1010-07E) Essay - 8

CM 1010-07E, BUSINESS COMMUNICATIONS (CM1010-07E) - Essay Example ies that make visual aids effective is the information that the presentation contains along with the ability of the presenter to make the presentation as interactive as possible. The information requires being of high quality. Using audio visuals aids in presentations requires that there is a simple use of drawings and visuals need to be to scale. Also there should be god use of colour and pictures, and the information provided in the presentation should be able to meet up to the amount a human brain can grasp at a time. Also there should be selective use of effect and it is essential that presenters use effects which are not too jarring. Also it is essential to avoid the ‘noise’, i.e. the unnecessary information that comes along with the message. Thus an effective use of visual aids is when there is not over usage of the effects and the presentation is with useful and relevant information which is what the audience

Business Ethics Essay Example | Topics and Well Written Essays - 2500 words - 2

Business Ethics - Essay Example Other research on lobbying behaviour and the effect of a proposed financial accounting standard on pro forma net income provides mixed results. For example, Watts and Zimmerman (1978) report that economic self-interests motivate a large firm to lobby for an accounting standard that reduces pro forma net income. Yet, other studies (Martens and Stevens, 1993; Dechow et al., 1996) find no relationship between lobbying behaviour and the effect of the proposed standard on net income. The present study extends prior research by examining whether economic self-interests affect corporate lobbying on disclosure, especially on Prior to the 1993 Exposure Draft (ED) on FAS 123, Accounting for Stock-Based Compensation, corporations provided relatively little information on the value of stock-based compensation (SBC) held by top management. Essentially, corporations reported the SBC for only the top five executives and only in annual proxy statements as required by the U.S. Securities and Exchange Commission (SEC). The ED proposed recognizing for the first time in annual reports the amount of SBC for all employees. Comment letters to the FASB on FAS 123 almost exclusively opposed recognition of SBC. However, as Walker and Robinson (1993) note, a careful analysis of the substance of comment letters (i.e., analysis beyond simply counting ‘yes/no’ votes on recognition) can provide additional insights into the politics of the standard-setting process. The current analysis of the comment letters reveals that managers supported varying venues and formats of disclosure. Thus, the varying responses to the FASB on the ED for FAS 123 provide a unique opportunity to examine whether economic self-interest motivates lobbying on venues and formats of disclosure of information (Breton Wall Street Journal, 5 November 1993). The results of this study indicate that differences in corporate lobbying positions on disclosure are related to the value of corporate SBC. In

Eco Fashion Essay Example | Topics and Well Written Essays - 2500 words

Eco Fashion - Essay Example The focus of the paper "Eco Fashion" is on chemical use and pesticides use in the processing of raw materials for garments. Vogue notes that the earliest references in the past three decades with regard to sustainable fashion and ecofashion were made as early as 1990. Then, the New York Times headlined a story with regard to an emergent green movement in the world of fashion, as well as a new environmental push in fashion observed in Vogue not long after that. It was also in 1990 that a pioneer of the ecofashion movement, Katharine Hamnett, spoke before the United Nations with regard to the anomalies in the way garments were produced. The talk was specifically about the negative ecological impacts of those production and marketing processes for fashion and garments. Terms such as acid rain and children of the earth, as they pertain to fashion, also came into vogue. These point to the deep historical roots of ecofashion in the fashion literature. Fast forward to the present, and there are whole movements in countries in support of ecofashion, and awareness of the large negative impacts of mainstream fashion processes, including the production processes for garments, has reached an all-time high. For instance, in Sweden, government assets that promote ecofashion cite statistics with regard to the massive negative environmental toll of producing mainstream fabrics. The chemical trails from the dyes, bleaches and prints that are used to produce garments are said to be on par with the production. of wastes in petrochemical plants. Meanwhile tons of these garments end up becoming part of landfills and cause long-term havoc to the environment because of the chemicals that they contain. They also take a long time to totally decompose. This awareness in turn has been used to provide a boost for the creation of new ecofashion companies all over the world. In Sweden for instance, the first ecogarment firms were founded in 2004 (Quinn 2007). Among organic sources, the lite rature mentions hemp, cotton and bamboo as prime examples of organic materials that have become representative sources of fabrics in ecofashion (Rauf and Vescia 2009, p. 27). Recycling materials and the use of so-called â€Å"low-impact dyes†, or dyes that have a minimal environmental footprint, are also among the key concepts, materials and technologies that are associated with ecofashion (Lee 2009; Styles 2012). On the other hand, new ecofashion trends emphasize how current ecofashion has veered away from the symbolisms and the values associated with past eco-fashion waves. These include those that were produced by the counter-culture hippie movement of the 60's and 70's. Emerging ecofashion trends include that ecofashion has come to be embraced by the biggest mainstream fashion designers and brands, from Armani to Oscar de la Renta. Moreover, the focus of the new wave is on the aesthetics of the person wearing the apparel (Winge 2008, pp. 511-524). Elsewhere in the literat ure, sustainability and ecofashion have also come to be associated with fair trade too. Are the cotton farmers paid well and fairly? Are the supply chain processes optimized to

A research on lyndon johnson and the great society Essay Example for Free

A research on lyndon johnson and the great society Essay Lyndon Baines Johnson, also known as the LBJ, had a vision of a Great Society for his fellow citizens that led him to become the 36th president of United States of America. The humble beginnings of Lyndon were not to be regarded as full of luxuries and paradise travels as he felt the anguish of the poor and socially disadvantaged people and saw the pinch of rural poverty. Before he slided into presidency, earning money for the family constituted his youth that made him surged deeped into compassion for the impoverished people and pursuit for a great society. The main theme of the origins of the legendary LBJ was the rise from social and economic ills and finding ways to instigate change in the mainstream society of America where he was actually isolated from. According to LBJ, â€Å"When I was young, poverty was so common we did not know it had a name†. Though he was socially accustomed to think that he would have to deal with poverty and isolation from refinement, Lyndon came to a realization that he was â€Å"special- a young man destined for exceptional things†. Eager to fulfill his destiny and inspired to solve poverty, Lyndon struggled to have a decent yet competitive education with the support of his humble parents, Sam Ealy Johnson Jr. , a farmer and politician, and Rebekah Baines Johnson, a journalist. Solving poverty might be the factor that fueled his political dreams, but it was his father who greatly influenced him in his political actions. His father was a man of ambition and integrity as a legislator serving two terms in 1904. His father was regarded as the agrarian liberal or populist who â€Å"would not allow himself to be bought by lobbyists who dominated the proceedings†. Rebekah Bainess line of descent as a journalist had equipped Lyndon with a deep â€Å"sense of inherited superiority. † The parents were astonished in Lyndons youth that was full of revelations and inklings about his future in the field of politics. As a gifted child and empowered by the praises and encouragement from his family, Lyndon went to local public schools, graduating from high school in 11924. After his graduation, Lyndon spent three uyears traveling around and applying for odd jobs before finally landing at the Southwest Texas State Teachers College that later became the Texas State University-San Marcos. It was in his college days that he gave out â€Å"concern, friendship, and benevolent support. † Lyndon said, â€Å" Some men want power simply to strut around the world and to hear the tune of the Hail to the Chief while others want it simply to build prestige, to collect antiques and to buy prertty things-well, I wanted power to give things to people, all sorts of things to all sorts of people, especially the poor and the blacks. † Known as the embodiment of the great Texan spirit of self-denial, conservation, and service, Lydon became a popular figure at the university not in terms of academic performance. This event led to a career milestone for Lyndon. Lyndons career before the presidency was in education. He started as a teacher at the Welhausen Elementary School where he showed the children â€Å"a sense of importance most of them had never known before. † He moved to the Sam Houston High School before landing up a job in the congress as a secretary to a US congressman from the Fourteenth District in Texas in 1931. In this, Lyndon became more empowered to pursue his ambition. He became the Director of National Youth Administration that greatly addressed the â€Å"concern of Roosevelts New Deal to save a generation of young people from ignorance, unemployment, and enduring hardship. † Undaunted by the economic depression, he was elected to House of Representatives and campaigned successfully on a New Deal platform with the help of his wife Claudia Taylor. He joined the Navy for a brief period as lieutenant commander and won a Silver Star in the South Pacific. After serving six terms in the House, he was elected to the senate in 1948. In the 1960, Lyndon became John F. Kennedys running mate and sworn in as Vice President. Kennedy was assassinated on November 22, 1963, Lyndon sworn in as the President of the United States. A. Foreign and Domestic Policies Several politicians and critics of the LBJ presidency were at one in stating that the administration, together with its foreign and domestic policies, had its peaks and valleys. During the first year of the LBJ administration, the president saw many impressions bestowed upon him as he entirely devoted much effort and time on â€Å"vital domestic matters, both the tax cut and the civil rights law. † Impressions at this time said that the president might not be interested in foreign policies because of LBJs adept focus on the real needs of Americans. LBJ was like a domestic politician who could not care less about external affairs. He said, â€Å"Foreigners are not like the folks Im used to. † After establishing a new civil rights bill and tax cuts, LBJ urged the nation to unite as one in creating a â€Å"Great Society, a place where men are more concerned with the quality of their goals and than the quantity of their goods. † The domestic policies of LBJ were concentrated on issues such as â€Å"civil rights, social welfare, anti-poverty programs, and labor. † The LBJ administration made a great deal about education, Medicare, urban renewal, conservation of the environment, health, voting rights, prevention of crime and delinquency and an amendment to the Social Security Act. The LBJ presidency also made explorations of space with three astronauts successfully orbiting the moon in December 1968. The administration also sought to fight the inevitable crisis from Vietnam that forced the president to impose budget cuts on domestic policies so that he would be able to push through with the foreign and defense policies. The LBJ policies pointing to Asia, Europe, Middle East, and Latin America â€Å"were bound up with the war in Vietnam. † Despite his efforts to stop the Communist war and reach an agreement, the war continued. Heated debate arose with the presidents decision to limit the bombing in North Vietnam in order to instigate negotiations. There are critics who said that the great foreign policy failure of the administration was its treatment to Vietnam. Following his firm stance on Communist Aggression, LBJ was convinced to gove Vietnam limited help. He said that he â€Å"would not permit the independent nations of the East to be swallowed up by the Communist conquest, but it would not mean sending American boys 9 or 10,000 miles away from home to do what Asian boys ought to be doing for themselves. † To show firmness and decisiveness, LBJ ordered only retaliatory attacks to the aggressive North Vietnam and launched â€Å"Rolling Thunder†, a sustained bombing campaign to Vietnam. According to LBJ, â€Å"the key to peacemaking was to arrange a settlement that both preserved South Vietnam as an independent state for the foreseeable future and the quickest possible American exit from a war the country by 1968 no longer wished to fight. † Such assumption suggested that LBJ was â€Å"torn between an honorable exit and his desire to not to be the first president to lose a foreign war. † B. The Decision Not to Run for Re-Election When LBJ commanded to limit the bombing of Vietnam, he paired such action with a decision to withdraw from the re-election so that he might find some time for the quest for peace with no interruptions coming from politics. LBJ came to realization that he would not allow the presidency to be involved in any partisan movements which had infiltrated the United States since the advent of the Vietnam war. His policy of military escalation and the US participation in the war had overshadowed his popular standing and he was not able to establish real concessions for the peacemaking process. After his decision, the Vietnam aggression dragged on. By withdrawing from the re-election, â€Å"the administration found it difficult to act decisively,† LBJs decision not to run in the reelection was the outcome of his discernment in which he had to go through with his failing political instincts. Prior to his announcement, LBJ had to endure the criticisms which came with the rapid involvement of the US in the Vietnam war, racial tension in the American soil leading to widespread civil riots in the 1960s and the flaws of the Great Society movements. The flawed policies and programs of the LBJ administration led to Republican gains in the 1966 election and dwindled the hopes of Lyndon to further his participation in the Congress. It was in this turbulent period that antiwar candidate Senator Eugene McCarthy gained momentum to head the â€Å"dump Johnson† movement within the Democratic Party. The failure of his actions made it impossible for LBJ â€Å"to leave the White House without attracting hostile protesters. † 1968 had been dubbed as the â€Å"year everything went wrong† for the LBJ administration. II. Political Climate A. The Dominance of the Democratic Party LBJ made his congressional district in Texas as his foundation in his pursuit for a national role in the Democratic Party. He was â€Å"frustrated with the bureaucratic inertia and lack of innovation in fundraising by the Democratic Congressional Campaign Committee (DCCC) and Democratic National Committee (DNC). † It was in this frustration that he developed a finite and negative impression of the national party committees that greatly influenced his leadership to the political party. His support to the Democratic Party saw him finding ways on how to finance hundreds of congressional particularly those who have a good of winning and satisfying their requests. As a congressional campaign manager for the House, his vigorous fundraising strategies to support the candidates earned him the respect and support coming from FDR and the other congressmen whom he helped to win. When FDR asked LBJ the result of the campaign, LBJ replied that the Democratic Party would not lose. He says to FDR that â€Å"Were not going to lose, were going to gain. † Now that the House was run by literate Democrats, what FDR had started, including the Social Security (FICA) Program would soon see radical change. During his presidency, LBJ took the Social Security Program from independent trust fund and transferred it to the General fund in order for the Congress to spend it on valuable measures such as in the enactment and foreign and defense policies pointing to the unending war in Vietnam. LBJs military escalation policy to Vietnam failed and his domestic policies on civil war and racial tension became undone which had shattered the Democratically-controlled House and Senate. These dark moments became the finest hour of Republicans. B. â€Å"The Johnson Treatment† Lyndon was renowned for his arm twisting of influential politicians in order to pursure legislation. He became famous for his authoritative glance and powers of persuasion, dispensing them with what became popular as the â€Å"Johnson Treatment†. Such coinage was used to describe the domineering personality of LBJ who tend to impose physical size and initimidation in order to advance what he had to say. Lyndon once said, â€Å" I do understand power, whatever else may be said about me, I know where to look for it and I know how to use. † One of the key elements in Lyndons leadership and power was his use of the â€Å"Johnson Treatment† that was an eclecic mix of flattery, gentle pleading, logic, and threats. He was able to strategically utilize the â€Å"Johnson Treatment† in the way he gained full control of the Democratic Policy Committee, managed relations within the senate, maintained connections with the Republicans and the Liberals who supported civil rights for the African Americans, solidified control under his leadership, and established a coup when he was still a majority leader convincing the Senate to increase public spending on housing sector. It was in this coup that the he became a master politician or the master of the Senate because of his display of single-mindedness, skill and attention to details. But LBJs art of persuading and use of intimidation was no match against the revolutionary nationalists such as Gamal Abdel Nasser who said, â€Å"the West if the enemy, while the Soviets are kindred spirits and purveyors of weapons unobtainable elsewhere. † The â€Å"Johnson Treatment† failed to instill a positive effect on Nasser who continually resisted American policies and â€Å"denounced American imperialism in Congo. † LBJ deeply shocked with the unveiling of the â€Å"Blueprint for the Liberation of Palestine† accompanied by Nasser statement that the only way to liberation was Arab revolutionary action. The failure of the â€Å"Johnson Treatment† was equally defined by LBJs unsuccessful leadership to pull the United States out of the quagmire of the Vietnam war. The failure of the â€Å"Johnson Treatment† was viewed by the Americans as the failure of his policies toward Vietnam. The solution to the Vietnam unrest was one of the goals of the three presidents before LBJ and just like them, the LBJ sought to determine how to prevent the North Vietnamese Communists from acquiring South Vietnam that the US supported. C. The Civil Rights Movement Reformation of the civil rights proved to be the greatest challenge to LBJs majority leadership and to his presidency later on. In the mind of LBJ, the civil rights issue â€Å"was a fundamental prerequisite to strengthening the American voice abroad. † LBJ sought to â€Å"mount a social revolution in civil rights and the extension of the welfare state. † His policies on alleviating poverty and upholding rights were aiming at demonstrating that â€Å"he was a president who could rise above politics to serve the national interest. † The reform in the civil rights in the US started from a small-scale demonstrations before key players, movements, leaders and organizations finally constructed a vivid change. LBJ was one of the key leaders in bringing change. The turbulent period of the 1940s and the early 1950s was attributable to the â€Å"white southerners who controlled Congress and engineered the defeat of six civil rights bills. † The white group opposed the integration with blacks and â€Å"argued that individual states should have the right to manage their own affairs. † They used states rights in order to promote segregation, â€Å"a system of laws that required African Americans to be separated from the whites. † As such caused a significant backlash that came in the forms of protests and racial violence in the middle of the 1950s as African Americans continued to push harder for equal rights. The period was made more turbulent with the enactment of the Jim Crow laws that reinforced segregation. The Jim Crow laws banned African American students from going to educational institutions with white students and also prevented blacks from going to swimming pools, hotels and other establishments where there were whites. Jim Crow laws prohibited African Americans from voting and denied them many opportunities which were only provided for the whites. Then came Reverend Martin Luther King Jr. , who led the civil rights protests until his death by assassination in 1968. Harder violence was pushed through with the struck down of segregation in schools. As a southerner who had accustomed himself to the separation of blacks and whites thoroughout his career, LBJ â€Å"seemed to be an unreliable advocate of civil rights statute. † He supported civil rights but he was aware that the â€Å"pushing for a strong bill would anger many Democrats in the South. † As a compromise, LBJ â€Å"worked out a deal with southerners to pass a weakened bill and convinced liberal western membbers to pass it in exchange for support for a dam they wanted built. † The bill became the first civil rights legislation enacted by the Congress in 82 years and LBJ took all the credit for it. The Civil Rights Act was proposed by the President John F. Kennedy in 1963 and quickly became a controversial issue. The Civil Rights Act would guarantee African Americans with freedom to vote, to go to places of public accommodation, and with equal opportunity in employment. Although the Congress did not approve of Kennedys initiative, a stronger version of the bill was eventually approved with the constant urging of Kennedys successor, LBJ. On July 2, 1964, LBJ signed the bill into law and soon became the Civil Rights Act of 1964 that gave the federal law enforcement agencies the authority to stop and prevent racial violence and discrimination in voting, employment and in the utilization of public facilities. III. The Great Society A. Civil Rights The Great Society domestic programs of LBJ were aiming at two creating social reforms for the elimination of poverty and racial discrimination. One of legacies of the Great Society programs was translating some of the needs and demands of the civil rights movement into law. During the LBJ presidency, four civil rights acts had secured their passage in Congress. The Civil Rights Act of 1964 stopped job discrimination and the segregation in the use of public facilities. The Voting Rights Act of 1965 eliminates the â€Å"use of literacy requirements and other methods to keep African Americans from voting. † In LBJs pursuit for the Great Society, he also gave the nation urban renewal programs, housing subsidies, tax cuts, Traffic Highway Safety Act, National Commission on Product Safety, and environment beautification programs. B. War on Poverty LBJ was determined to â€Å"promote economic growth and commit the nation to a war on poverty. † The war on poverty was deemed as the most ambitious and controversial part of the Great Society. Headed by Sargent Shriver, the war on poverty promised to improve Americans standard of living. LBJ said to Shriver, â€Å"You make this thing work. Appoint all the committees you want to, confer with everybody. † LBJ continued, â€Å"This is number one on the domestic front. Next to peace in the world, this is the most important. † The unconditional war on poverty implemented by LBJ was confronted with resistance from the 88th Congress that later on granted â€Å"$947. 5 million in 1964 for the antipoverty program. † The centerpiece of the antipoverty program was the Economic Opportunity Act of 1964 that LBJ signed on August 22, 1964 and established the Office of Economic Opportunity (OEO). The anti-poverty program included the Job Corps and Neighborhood Corps, food stamp program, rent subsidies for moderate and low-income families, a youth employment initiative, and other antipoverty efforts. The initiative lessened the poverty rate in the US from â€Å"22. 4 percent in the late 1950s to 11. 1 percent in 1973. † C. Medicare/Medicaid Medicare was included in the package that was the extension of the War on Poverty. Representative Hale Boggs said that during LBJ presidency, â€Å"the Congress passed more bills than had ever been passed in all the rest of history of the country together. † Included in the passed bills was a Medicare bill that aim â€Å"to provide health care for the nations elderly and health benefits for the poor† The Great Society effort federally financed the training for doctors and nurses, establishment of mental heath centers and health facilities focusing on heart problems, cancer and stroke. The Social Security Act of 1965 was passed by Congress to render federal funding for the medical costs of the elderly. This legislation was opposed by the American Medical Association but overcame such opposition to the idea of socialized medicine or public health care and connecting payments with the private health insurance companies. Welfare recipients regardless of age obtained health benefits by the Medicaid program established on July 30, 1965 under Title XIX of the Social Security Act. D. Education LBJ said that he â€Å"no longer can afford second-class education for children who know that they have the right to be first-class citizens. † In fulfilling this aim, the Elementary and Secondary Education Act of 1965 was signed into law on April 1965. The legislation federally funded public schools to help them obtain educational materials and start special education programs to institutions with large number of low-income children. It pursued Head Start, a program initially worked on by the OEO. The Head Start program provided comprehensive aid to the field of education, healthcare, and parent involvement initiatives to low-income children and families. Other programs of LBJ included â€Å"school breakfast programs, Teacher Corps Act of 1965, Adult Education Act of 1968, and the Educational Opportunity Act of 1968. † E. Arts One of the significant contributions of the Great Society effort was the promotion of the arts and humanities. LBJ said, â€Å"The happy relationship between the arts and politics which has characterized our long history I think reached culmination tonight. † LBJ was successful in formalizing federal aid for public radio and television stations, arts institution and higher education. LBJ signed the National Foundation on the Arts and Humanities into law that later on established both the National Endowment for the Arts and National Endowment for the Humanities as separate agencies. He also gave attention on the need for the noncommercial education television in society that paved the way for the enactment of the Public Broadcasting Act of 1967. The law led to the creation of the Public Broadcasting Service and the National Public Radio. National centers and arts facilities also received federal funding during the presidency of LBJ. IV. The Success of LBJ Administration LBJs presidency is greatly remembered for the â€Å"Great Society† programs that aimed to improve the quality of living of Americans. The domestic policies enacted by the Congress during the time of LBJ played significant roles in the lives of Americans who were caught up with the loss of Kennedy, violence and economic ills. LBJ gave light to his people by promising them better and healthy living. One of main goals of the Great Society was to eliminate poverty. LBJ showed determination in reaching the promised land of Great Society by urging Americans to rebuild their cities, eliminate urban decay, and attain a renewed sense of community. In order to help his people, LBJ established a list of laws which promoted racial equality, qquaality education, healthcare, and lowered poverty rate. Many of LBJs programs â€Å"made great strides in improving the lives of ordinary Americans. † Some of the laws created impact on the political direction of the nation. The Voting Rights Act of 1965 gave voice to African Americans while the Civil Rights Act of 1964 freed African Americans from violence, racial prejudice and social inequality. The result of the war on poverty was promising enough as the poverty rate of the nation dwindled from â€Å"22. 4 percent in the late 1950s to 11. 1 percent in 1973. † Antipoverty programs of LBJ created millions of jobs, increase in salary and wages and in business profits, and decrease in unemployment rate. Promising results were also seen in the field of education and healthcare as federal funding continued to help citizens exploit what the administration had to offer. Medicare and Medicaid were made to render medical insurance for the elderly and to the poor people. Funding for heathcare benefits continued while the availability of Medicare and Medicaid widened. Support for the arts and culture was also evident. V. The Failure of LBJ Administration Unfortunately, â€Å"LBJ had promised the impoverished much more than he could deliver. † There were many citizens whocame to realize that the administration had just an â€Å"overly optimistic prediction that did not come true. † Resulting from disappointment were black power and violence in the streets which showed the anguish of the nation. African Americans started to lose faith in LBJ and began to demand immediate change. The backlash of LBJs antisegregation efforts began to incite arguments within the southerners while the American people urged the government not to gift black rioters with federal programs. The anger over the desegragation policy of LBJ weakened the Democratic Party and LBJs base of power. LBJs foreign policy dilemmas stirred antiwar protests along with civil unrest. Demonstrations concerning the involvement of the United States in Vietnam began to undercut LBJs presidency. The people complained that the involvement of the nation in the Vietnam war â€Å"took money and attention away from the needed domestic programs. † The people accused Lbj of turning the Vietnam war into national obsession making his War on Poverty nothing more like a skirmish. The presidency of LBJ was equally defined by his Great Society programs and the nations entanglement in the Vietnam war. Problems in the foreign policies of Lbj started from the cold war between the US and the Soviet Union. The conflict was that the Soviet Union and Korea were supporting the commkunist forces in northern Vietnam while the United States was in support of the South Vietnam government. Despite complaints, LBJ pushed through with the Vietnam War fearing that losing South Vietnam would wreak havoc on his political career. VI. Conclusion The administration of LBJ was defined by the successes and failures of foreign and domestic policies. During his stay at the White House, he pursued Kennedys civil rights bill and tax cuts. He promised to promote better living for the Americans though his Great Society programs. But as he was doing well in putting America in the promised land of a Great Society, Vietnma War was intensifying. Later on, antiwar protests and civil violence gained momentum as American casualties increased in Vietnam. It was evident that LBJ could care less about hearing his people and his presidency was all about between him, his instincts, and his advisers. The failure of his foreign policy in the Vietnam war became the measurement of his entire political career. The dilemma was that LBJ considered the Vietnam War as an inherited course instead of treating it as his job as an influential leader. It could be observed that LBJ was an indecisive leader with no firm stance on foreign policies. To make matter worst, the indecisive president was surrounded with political advisers who were not united and binded with the same aim. It was in the topic of Vietnam War that he was not able to fully utilize his â€Å"Johnson Treatment† to the advantage of American people. Even though the issue in Vietnam War dominated the entire career of LBJ, it was good to know that his Great Society programs were successful. Such programs were only overshadowed by the riots and violence and the publics demand for more than what LBJ could give. The Vietnam War was just one of the flaws of the Great Society programs since the domestic policies were connected with the foreign ones. The Great Society programs produced favorable results while their negative impact to the world came from the opposition that was not supportive of LBJs presidency. BIBLIOGRAPHY Brands, H. W. The Foreign Policies of Lyndon Johnson: Beyond Vietnam. Texas: AM University Press, 1999. Dallek, Robert. Lyndon B. Johnson: Portrait of a President. New York: Oxford University Press, 2004. Gold, Susan Dudley. Presidents and Their Times: Lyndon B. Johnson. New York: Marshall Cavendish Benchmark, 2009. Savage, Sean J. JFK, LBJ, and the Democratic Party. New York: State University of New York, 2004. Schwartz, Thomas Alan. Lyndon Johnson and Europe: In the Shadow of Vietnam. Massachusetts: Harvard University Press, 2003.

Transplant Rejection: Causes, Types and Prevention

Transplant Rejection: Causes, Types and Prevention Through this project I have researched transplants of organs, cells and tissues, Transplant rejection, the Human Immune System and the role of antibodies. Transplatation is the process where healthy cells, tissue or organs are moved from one site to another. There are different types of transplants and many problems that can occur with transplantation. The largest threat to a successful organ transplant is the Human Immune System, because it rejects the transplant. The role of the human immunity system is to protect the body from harmful, infecting agents. It destroys the transplant recognizing it as foreign and a potential treat to the body. This is known as Transplant Rejection. There are many different types of Transplant Rejection, each with there own diagnosis methods and symptoms. There are different ways of prevention and treatment, including tissue typing to determine the most appropriate donor-recipient match and using Immunosuppressant drugs that suppress the immune system of the recipient. There are two kinds of immunity in a human. The bodys first line of defence is the Innate Immunity and the specific response to the invaders is the Adaptive Immunity. Many white blood cells form the main components of the immune system and they identify and destroy invading agents. There are also different types of immune responses including the Humoral immune response. Antibodies, Y-shaped proteins, form part of the Humoral response. The structure of all antibodies are very similar, except for a small unique region at the ends of the two arms of the Y used for recognising agents. Antibodies can destroy the foreign material or help destroy them by tagging it for attack by other parts of the immune system. Antibodies are very important in transplant rejection, because they form part of the mechanism that rejects the organ or tissue and are one of the most important cells of the Human Immunity System. They help lead to Transplant Rejection and the destruction of the transplanted organ or tissue. INDEX (Jump to): Introduction Hypothesis Transplants Types of Transplants Problems With Transplantation Transplant Rejection Types of Transplant Rejection Diagnosis and Symptoms Prevention and Treatment Potential Further Studies The Human Immune System and Antibodies Types of Immune Responses Conclusion Bibliography Referencing INTRODUCTION: The role of the Human Immunity System is to protect the body from harmful, infecting agents. This protection is very important to keep our bodies healthy and functioning at the best it can, but this protection is also the largest problem in organ and tissue transplants. Transplantation has replaced many people damaged organs with healthy organs and is used to cure many tissue and cell diseases. The Human Immunity System is the largest threat to successful organ and tissue transplants, but why does the Human Immunity reject the transplanted organ or tissue? And is it possible that transplant rejection can be prevented? The body is constantly under attack from harmful substances that can cause damage and destruction to the human body, but we are protected. The human immunity system is bodys natural defence mechanism. What causes an immune response? And how does the immune system respond to foreign materials? Antibodies are an important part in the human immunity system. They can recognize, neutralize and destroy harmful materials, but what exact role does an antibody play in human immunity? Where and why are antibodies produced? Through this project I will explore transplants, transplant rejection, human immunity and the role of antibodies and finally prove or contradict my hypothesis. HYPOTHESIS: Antibodies do not play a role in the rejection of a transplanted organ or tissue. Transplants Transplatation is the action of healthy cells, tissue or organs that are transplanted (grafted) from one site to another. A transplanted organ can replace a recipients damaged, malfunctioning or absent organ and grafting of cells and tissue can also cure many diseases. A kidney (most common), heart, lungs, pancreas, liver, skin, cornea, blood, blood vessels, bone marrow, stem cells, cord blood, intestine, stomach, testis, thymus, bones, tendons, heart valves and veins, hand, Islets of Langerhans and ovaries can now be transplanted. The transplanted organ or tissue is commonly known as a graft. While the lack of organs for transplantation remains an obstacle, the biggest challenge for transplantation is the immune system. It destroys a transplanted graft recognizing it as foreign and a potential treat to the body. [2][7][9][11][12][13][14][15][16][17][18][19][20][21][22] Types of Transplants Autografts: Grafts of tissue from one area of the body to another part e.g. Skin transplants, vein extractions, etc. Autografts are not foreign tissue and therefore there is no immune reaction. Allografts: Grafts between members of the same species. Most organ transplants are allografts. Because of genetic differences between the organ and the recipient, the recipients immune system will identify the organ as foreign and attempts to destroy it, causing transplant rejection. Isografts: Forms part of allografts and are grafts between genetically identical individuals. Isografts do not trigger an immune response. Xenografts/ Xenotransplantation: Grafts between members of different species. E.g. the use of organs from other animals, like chimpanzees, baboon and pigs. In Xenografts there is a large risk of rejection and diseases carried in the tissue. [2][7][9][19][20][22] Problems with Transplantation Graft/transplant rejection: The immune system, recognizing the transplanted graft as foreign, will cause a rejection of the graft. Graft-versus-host disease (GVHD): T-cells, in the graft from the donor, identify the tissues of the recipient as a foreign antigen and mounts an immune attack against them. This is prevented by removing all T-cells in the graft before transplantation. In rare cases the donated organ may be infected and transmit an agent to the recipient. E.g. TB, rabies, syphilis, hepatitis B, HIV and many other diseases. To prevent this, potential donors are tested for these infections before the transplantation. [2][12][19] Transplant Rejection Transplant rejection is also know as Graft Rejection and organ or tissue rejection. Transplant Rejection occurs when a transplanted organ or tissue is not accepted by the body of the recipient, because the immune system of the recipient attacks and tries to destroy the transplanted organ or tissue. The body identifies the graft as foreign material and therefore triggers a rejection. This is expected because the Human Immunity Systems purpose is to protect the body by identifying and destroying foreign material that are potentially harmful. These harmful substances have proteins called antigens on their surfaces, when the immune system identifies these antigens as foreign, it will start to attack them. The degree and type of response varies according to the type of transplant and the organ or tissue being transplanted. Certain sites in the body are immune privileged, which means they are protected from attack, because immune cells and antibodies do not reach them. The anterior chamber of the eye, the testes and the brain are all immune privileged. Using the patients own tissue for autografts or tissue from an identical twin, isografts, when available prevents transplant rejection as the recipient sees the transplant as self, not as foreign and therefore does not mount an attack. Using a relative (sibling) as a donor is also recommended, because they may have inherited some of the same histocompatibility antigens and therefore the immune response may not be as strong. [2][3][4][7][8][11][12][23] Types of Transplant Rejection: Hyperacute Rejection Hyperacute Rejection is a rare humoral complement-mediated response in recipients with pre-existing antibodies to the donor. This reaction occurs immediately after the transplantation. No treatment is available for it and the graft must be removed quickly to prevent a severe systemic inflammatory response or death. Acute Rejection Acute rejection usually begins one week after the transplant, but it can occur months to years after transplantation. The new organ will be incapable of working at full efficiency. A single episode of acute rejection is not dangerous, if it recognized and treated it rarely leads to organ failure. Acute rejection occurs to some degree in all transplants and is caused by mismatched HLA. The Immune system will recognize the graft as foreign and will mount an attack against it. Acute rejection is a form of Cell-mediated response. Humeroral Rejection Humeroral Rejection is mediated by antibody and complement Immunity. It can occur immediately or during the first week after the transplantation. The antibodies are preformed antibodies or anti-donor antibodies that have developed after transplant. Chronic Rejection Chronic Rejection is the rejection against a graft due to chronic inflammatory and immune response. This rejection occurs over time (sometimes years after the transplant) and may occur from repeated episodes of acute rejection or for other causes not understood. Chronic Rejection is rare and is both antibody cell-mediated immune responses. Chronic rejection is irreversible and there is no successful treatment. Eventually the donor organ is lost, leading to re-transplant or death. [3][7][8][23] Diagnosis and Symptoms Diagnosis of transplant rejection relies on clinical data, including signs and symptoms, lab testing and a tissue biopsy to confirm that the graft has been rejected. The biopsy is interpreted by a pathologist who notes changes in the tissue that suggest rejection. E.g. presence of T-cells and other cell types that may be helpful in diagnosing the type of rejection and any evidence of structural injury or injury to blood vessels in the transplanted tissue. The symptoms of transplant rejection vary depending on the organ or tissue transplanted, but general symptoms include the organ not functioning properly, general discomfort, uneasiness or ill feeling, pain or swelling in the location of organ (rare) and fever (rare). [1][23] Prevention Treatment Tissue Typing Transplant rejection can be reduced through serotyping (tissue typing or crossmatching) before the transplantation to identify the antigens it contains and to determine the most appropriate donor-recipient match. ABO blood typing or HLA (Tissue antigen) typing is performed to ensure that the organ or tissue is as similar as possible to the tissues of the recipient. The antigens responsible for rejection of tissues are called histocompatibility antigens. These antigens are encoded by genes on chromosome 6, called the Major Histocompatibility Complex (MHC). The MHC is called the Human Leukocyte Antigen (HLA) system in humans. HLA are present on all cells of the body. Each individual has a unique combination of HLA and matching as many histocompatibility antigens will minimize the size and speed of rejection. MHC molecules present antigens to the T-cells of the immune system. When a foreign material enters a body cell, the MHC molecules inside the body cell bind to the antigen and transport it to the body cells surface. The antigen can now be recognized by a T-cell. Immunosuppressant Drugs Immunosuppressant drugs can treat and prevent transplant rejection. The drugs suppress the immune system of the recipient and are usually necessary for all transplants to prevent the graft from being rejected. The drugs should be used for the rest of the transplant recipients life. Most immunosuppressive drugs have the disadvantage of being non-specific and they result in suppression of the entire immune responses and therefore placing the recipient at a higher risk of infections. It is needed to develop more specific immunosuppressive drugs that will suppress only the responses that attack the graft, without dangerous side effects. Drugs like azathioprine (Imuran), methotrexate, cyclophosphamide, prednisone, belatacept, corticosteroids, cyclosporine A, tacrolimus, prednisolone, mycophennolate mofetil, antithymocyte globulin (ATG) and rapamycin are routinely used in different combinations for a safe level of immunosuppression. Side effects of immunosuppression drugs include infections, as the immune system is vital to protect us from infectious agents (bacteria, viruses, fungi, etc). Usually the infections can be controlled by the appropriate antibiotic, antiviral drug, etc. The chance of Cancer is also increased with the use of immunosuppression drugs. [1][2][5][6][7][8][12][16][19][23] Potential Further Studies Demi-Lee Brennan, an Australian whose body changed blood type and adopted the immune system of her donor after a liver transplant. Her body no longer rejects the transplanted liver. Her case is unique and scientists are interested in finding out how this occurred. Duplication of this would be a potential solution to transplant rejection. Some grafts survive despite the presence of anti-donor antibodies. This acquired resistance to antibody-mediated damage is known as Accommodation and is poorly understood. [6][8] The Human Immune System and Antibodies The immune system recognizes as foreign and attacks anything different from your normal body tissues. Even substances that are only slightly different, for example a transplanted organ or tissue, are considered foreign invaders. The immune system uses histocompatibility antigens to recognize material as self or foreign. Antigens occur on the surface of every cell and the immune system will attack anything that does not display the antigen of that individual. The immune system cannot tell if the foreign material is harmful or not, just that it is different. The transplanted organ or tissue is different and therefore the immune system will try to destroy it. There are two kinds of immunity in a human, Innate Immunity and Adaptive Immunity. The bodys first line of defence against invaders is the Innate Immunity. It is provided by barriers like tears, mucus, skin, saliva and the rapid inflammation of tissue. If an invader gets past the Innate Immunity, the immune system will make a customized defence, the Adaptive Immunity. It is a specific response depending on the specific invader and it has a memory, which allows it to respond better to the specific invader if it attacks again. The Adaptive Immunity does not attack normal body components, only substances it recognizes as non-self. White blood cells (leukocytes) are the main component of the immune system. Macrophages, a type of white blood cells, surround and eat invading materials. Macrophages can also attach to themselves to invading agents and transport them to another part of the immune system to be destroyed. Lymphocytes are specialized white blood cells that identify and destroy invading antigens. Each lymphocyte has a unique antigen receptor on its surface that can bind to a matching antigen on the surface of the foreign invader. They constantly travel throughout the body looking for invaders. All lymphocytes begin as stem cells in bone marrow, but they mature in two different places. Several lymphocytes mature in the bone marrow and they are called B-lymphocytes (B-cells). B-cells form Plasma cells that make antibodies. Each B-cell has a unique receptor on its membrane, called B-cell receptor (BCR) that is designed to fit a specific antigen. When the BCR binds to an antigen molecule, the B-cell surrounds it and breaks it up. The result is the histcompatibilty molecules and then the body B-cell can identify the antigen. Other lymphocytes called T-lymphocytes (T-cells) mature in the thymus. Some T-cells called cytotoic or Killer T-cells directly destroy cells that are displaying a certain antigen on their surface. Other T-cells, Helper T-cells, regulate the immune system by controlling the strength of immune responses. [1][3][5][6][7][8][10][11][23] Types of Immune Responses Humoral Immune Response The Humoral response attack invaders that act outside of cells, like bacteria and poisons. When an invader antigen enters the body, Macrophages take the antigen and attach it to MHC molecules. The MHC molecules display the antigen to the T-helper cells and they attach to the presented antigen. This stimulates the T-helper cells to divide and produce interleukins. The Interleukins activate a B-cell that has bound the antigen. The activated B-cells then divide and secrete antibodies. Antibodies, also called immunoglobulins (lg), are Y-shaped proteins and they are found in blood and other bodily fluids of vertebrates. Antibodies are produced by a kind of white blood cell, called a plasma cell. Surface immunoglobulin are attached to the membrane of the effector B-cells, while antibodies are the secreted into the bloodstream and body cavities. The membrane-bound form of an antibodies is forms part of the BCR on B-cells. The general structure of all antibodies are very similar, except for a small region at the ends of the two arms of the Y used for binding antigens. This allows many different antigen binding sites to exist between the antibodies, allowing the immune system to recognize a wide diversity of antigens. The base of the Y determines how the antibody will destroy an antigen or foreign material. Antibodies into are classified into 5 classes/isotypes: lgM, lgG, lgA, lgD and lgE. They perform different roles and form part of the immune response against foreign objects. The secreted antibodies bind can the antigen and destroy it. Antibodies may also stop the harmful effects of an antigen by attaching to it and neutralizing it. Antibodies also help destroy antigens by tagging it for attack by other parts of the immune system. Cell-mediated Immune Response The Cell-mediated Response attacks invaders, like viruses, that reproduce inside cells. It also destroys cells that cause the growth of improper structures, like cancers. After an invader antigen enters the human body, Macrophages attach the antigen to MHC molecules. The MHC molecules present the antigen to the T-helper cells and they bind the antigen, which motivates the T-helper cells to divide and secrete interleukins. The Interleukins activate killer T-cells. Killer T-cells directly destroy the cell/s that are infected with or that are producing a certain antigen. [3][7][8][10][11] CONCLUSION: My Hypothesis that antibodies do not play a role in the rejection of a transplanted organ or tissue is incorrect. Antibodies are very important in transplant rejection, because they form part of the mechanism that rejects the organ or tissue and they are one of the main components of the Human Immunity System. When the healthy organ or tissue is transplanted into the body of the recipient, it does not have the same tissue antigens of the recipients body. Each human has unique tissue antigens, therefore a perfect match is seldom found. Antibodies form part of humoral rejection response to the transplanted organ or tissue. They are the main element in recognizing a foreign agent, because they have unique antigen binding sites. Antibodies especially play a role in Hyperacute, Humeroral and Chronic Transplant Rejection, as they are all humoral-mediated rejections. Anti-Donor antibodies are secreted by plasma cells after the T-helper cells have collected the transplants antigen and identified it as foreign and non-self. Pre-existing antibodies circulate through the bodily fluids of the human body looking for foreign material to recognize. Some antibodies also form part of the membrane receptor of the B-cells used to identify and recognize antigens of the transplanted organ or tissue. After the antibodies have bond to the foreign antigen of the transplanted organ or tissue, therefore recognizing it, it will decide how to destroy the organ or tissue or if it will tag it for attack from other parts of the immune system. Leading to Transplant Rejection and the destruction of the transplanted organ or tissue. BIBLIOGRAPHY REFERENCING: Websites: http://www.nlm.nih.gov/medlineplus/ency/article/000815.htm, Transplant Rejection, Medline Plus, 23 February 2010, David A. Kaufman, MD, Section Chief, Pulmonary, Critical Care Sleep Medicine, Bridgeport Hospital-Yale New Haven Health System, and Assistant Clinical Professor, Yale University School of Medicine, New Haven, CT. http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/T/Transplants.html, Organ Transplants, 1 November 2009 http://www.chfpatients.com/tx/txrejection.htm, Transplant Rejection, CHF Patients, 3 June 2002 http://www.uihealthcare.com/topics/medicaldepartments/surgery/rejection/index.html, Rejection: Organ Transplantation, UI Healthcare, 7 August 2006, University of Iowa Hospitals and Clinics http://immunology.suite101.com/article.cfm/why_organ_transplants_fail, Why Organ Transplants Fail, Immunology, 5 June 2009, Jitendra Rathod http://discoverysedge.mayo.edu/abo_posxmatch/index.cfm, Overcoming Antibody Barriers to Kidney Transplant, Discoverys Edge, 2010, Mayo Foundation for Medical Education and Research http://emedicine.medscape.com/article/432209-overview, Immunology of Transplant Rejection, eMedicine, 28 July 2009, Prashant Malhotra, MBBS, Fellow, Division of Infectious Diseases, North Shore University Hospital http://en.wikipedia.org/wiki/Transplant_rejection, Transplant Rejection, Wikipedia, 27 March 2010 http://en.wikipedia.org/wiki/Organ_transplant, Organ Transplant, Wikipedia, 21 March 2010 http://en.wikipedia.org/wiki/Antibody, Antibody, Wikipedia, 23 March 2010 Books: Westen, Trevor. 1976. The Hamlyn Family Medical Dictionary. Hong Kong: Toppan Printing Co. p16,187-188,367-368. Danovith, Gabriel. 2001. Handbook of Kidney Transplantation Third Edition. Philadelphia: Lippincott Williams Wilkins. p17-61,146-162. Malan, Marais.1968. Heart Transplant. Johannesburg: Voortrekkerpers. p21-36. Magazines: Meyer, Rilette. Die grootste geskenk. Vroukeur. August 2009, p22 Unknown. n Geskenk van lewe. Vroukeur. August 2009, p31 Salzwedel, Ilse. Bloed Bande. Huisgenoot. Winter 2008, p22-28 Ramsamy, Prevashni. The Ultimate Donation. February 2006, p30-32 Newspapers: Unknown. Orgaanskenkings gee die geskenk van lewe. Die Burger. 29 September 1998 Hudsen, Mari. So verloop die proses van orgaanskenking. Die Burger. 14 August 2000, p5 Gerber, Jan. Tekort aan skenkers van organe. Die Burger. 14 April 2007 Wessels, Elsa. Nalaat van organe vir oorplanting is grootste geskenk denkbaar. Die Burger. 5 August 1998, p13 Kees, Revona. Orgaanskenkers kan talle lewens red. Die Burger. 31 August 2005, p10 Medical Journals: Chan, Laurence. 2000. Transplant Rejection and its Treatment. Chapter 9 (pg. 9.1 9.13). Cover Picture and Background: Source: http://upload.wikimedia.org/wikipedia/en/a/ab/Outline-body-aura.png