Obscenity Essays - Sexuality And Society, Obscenity Law,

Obscenity After killing you loudly with rhymes, beats, and rhythms, the music industry as a whole has gone through many trials and tribulations. Its not just the average shock value of the shake rattle and roll of the 50s and 60sthe funk era of the 70sor even the new wave of the 80sits a new breed of musical turmoil. Society has shifted in such a manner that allows and encourages freethinking and abstract arts, and with those great things, we face the problem of censorship. From an artists perspective its their work; but from anothers point of view that same piece of work can be absolute garbage, to say the least. Now in the 21st century we face artistic crossroadsthe question is, when is exactly too far; moreover, how do we measure too far. In addition, when we do go too far, do we censor? Censors are now disguised as retailers and distributors, special-interest groups, and (less influential but still passionate) religious and government authorities. Ultimately, when all is said, there remain s one questionDoes censorship conflict with the first amendment? This paper will examine artistic censorship all of its counterparts The First Amendment Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances. (Beahm, 1993, p. 79) The court, in FCC v. Pacifica, said that although the First Amendment protects indecent speech, the commission could regulate the airwaves with only a few exceptions. In Pacifica, the court ruled in the FCC's favor, allowing it to curb utterances of the famous seven words that cannot be said on the air. The Pacifica case has remained substantially unchanged, despite a few lower court challenges and the Supreme Court's decision in Reno v. ACLU striking down an indecency standard for the Internet but not for on-air broadcasts. The current ban on indecent broadcasts applies strictly to those between 6 a.m. and 10 p.m., when children are most likely to be listening to the radio or watching televisio n. Many would say that buying a CD or an adult film is much different than having a medium that is easily accessible such as radio, and ultimately it has been proven soUnder authority of a warrant to search a mans home for evidence of his alleged bookmaking activities, officers found some films in his bedroom. The films were projected and deemed to be obscene. The man was arrested for their possession. He was thereafter indicted, tried, and convicted for knowingly having possession of . . . obscene matter in violation of a Georgia law. (DOC) The Georgia Supreme Court affirmed, holding it not essential to an indictment charging one with possession of obscene matter that it be alleged that such possession was with intent to sell, expose or circulate the same. It was decided that the Georgia obscenity statute is unconstitutional insofar as it punishes mere private possession of obscene matter. Although that case was looked upon as possessing personal material, many forms of entertainment have not been treated in the same manner. The owner of a Florida record store was convicted of obscenity charges for selling a recording by the rap group 2 Live Crew that had been declared obscene by a Federal judge. (DOC) As Nasty as They Wanna Be had 87 references to oral sex alone and was unquestionably offensive; however, that isnt what proves to be important. According to the Constitution, all citizens are granted freedom of speech and freedom to express their own opinions. Why would the members of The 2 Live Crew be excluded from these rights? Who is to decide what is to be banned and what is not to be banned? If The 2 Live Crew's music is indecent, shouldn't Andrew Dice Clay's comical tape be banned also? When Tipper Gore & Hillary Clinton's Parent Music Resource Center got the major record labels like Warner Bros., Elektra, Atlantic, MCA, and Polydor to start record labeling with t he ever noticable Parental Advisory: Explicit Lyrics stickers, they successfully censored many heavy metal and rap albums from large chain record

Nominal versus Real Gross Domestic Product

Nominal versus Real Gross Domestic Product The Gross Domestic Product (GDP) can be defined as the value of all goods and services that a country can produce in a period of one year. Nominal gross domestic product is basically the use of current prices to value the goods and services of country in a specific year. Real gross domestic product just like nominal GDP, is the valuation of a country’s output in terms of the goods and services produced by the citizens in a particular year (Griffiths Wall, 2011).Advertising We will write a custom essay sample on Nominal versus Real Gross Domestic Product specifically for you for only $16.05 $11/page Learn More The only difference is that, this measure utilises the prices of a particular past year normally referred to as the base year. It should be noted that the main difference between real gross domestic product and nominal domestic product is that when calculating real GDP, the prices of goods and services are adjusted for inflation while in the cal culation of nominal GDP, this is not done. According to Griffiths Wall (2011) â€Å"Real gross domestic product is basically the use of current prices to measure the value of the goods and services that a specific country produces in a particular year while the nominal gross domestic product uses current market prices to measure the value of the same goods and services†. It is important to note that economists consider real GDP as the better measure between the two. Another definition that has been used to differentiate between the two is the definition of nominal GDP as a country’s national output. A country’s national output has been defined by various economists as the product of the price and quantity of the goods and services that its citizens produce in a particular year. In order to arrive at the Real GDP, the nominal GDP is normally divided by the rate of inflation in the country. Inflation has been defined as â€Å"the general increase in the prices o f goods and services† (O Sullivan Steven). It is important to note that the reason why the value is adjusted for inflation is due to the fact that in case of a price increase in a subsequent year, nominal GDP would not give the true value if the adjustment is not made as it would be larger than it should actually be. It is important to note that when the nominal gross domestic product is manipulated by the price index, real gross domestic product is arrived at. Another important issue to note is that it is not possible to make a comparison between the nominal gross domestic product and the gross domestic product rates recorded in previous years or decades. It should be noted that any increase in the rate of inflation leads to a corresponding increase in nominal gross domestic product. Real gross domestic product is therefore used to assess the overall production of goods and services in a particular country. Nominal gross domestic product on the other hand is used to present the raw data regarding the production of goods and services in a particular year and disregards the relative value of the currency in terms of what exactly the currency can buy.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More References Griffiths, A Wall, S. (2011).Economic for Business and Management, Third edition, Harlow Pearson Education Limited O Sullivan, A. Steven M. S. (2003). Economics: Principles in action. Upper Saddle River, New Jersey 07458: Pearson Prentice Hall

3 Not Only . . . but Also Errors with a Choice of Solutions

3 Not Only . . . but Also Errors with a Choice of Solutions 3 Not Only . . . but Also Errors with a Choice of Solutions 3 Not Only . . . but Also Errors with a Choice of Solutions By Mark Nichol One of the most persistent and pernicious types of syntactical errors is the misuse of the point-counterpoint â€Å"not only . . . but also† construction. For each of the following three sentences, the discussion that follows offers not only one revision but also an additional option. 1. The loss or theft of intellectual property not only could undermine a company’s ability to compete but damage its brand and reputation in unanticipated ways. A minor but common error here is the omission of also in the â€Å"but also† setup for the counterpoint. The more significant problem is that if the verb associated with â€Å"not only† follows it, â€Å"but also† must be followed by a repetition of the verb or by a different but corresponding verb. Alternatively, move could to precede â€Å"not only,† and it can serve â€Å"but also† as well without the need for repetition: â€Å"The loss or theft of intellectual property not only could undermine a company’s ability to compete but also could damage its brand and reputation in unanticipated ways.† (Could can, alternatively, intervene between but and also.) or â€Å"The loss or theft of intellectual property could not only undermine a company’s ability to compete but also damage its brand and reputation in unanticipated ways.† 2. It is imperative to not only design and  implement appropriate corporate governance processes  but also to assess the  risks businesses can reasonably expect to face in the future. If to precedes the â€Å"not only† point, it also applies to the â€Å"but also† counterpoint, so the to immediately following â€Å"but also† is extraneous. If that other to is to be retained, the first one must be moved to follow â€Å"not only† to be in parallel to the one that follows â€Å"but also†: It is imperative to not only design and  implement appropriate corporate governance processes  but also assess the  risks businesses can reasonably expect to face in the future.† or â€Å"It is imperative not only to design and  implement appropriate corporate governance processes  but also to assess the  risks businesses can reasonably expect to face in the future.† 3. Not only does the product clean lint on clothing, but also the interior of handbags, lampshades, curtains, furniture, car seats and flooring, animal fur, broken glass, and so much more. Here, both revisions also involve a slight rewording of the initial proposition and the follow-up so that readers do not get the mistaken impression that the product cleans lint from everything listed; the lint-removal aspect pertains only to clothing, though the product cleans everything else. Both revisions clarify that distinction, but the latter version is also more direct: â€Å"Not only does the product remove lint on clothing, it also cleans the interior of handbags, lampshades, curtains, furniture, car seats and flooring, animal fur, broken glass, and so much more.† or â€Å"The product not only removes lint from clothing but also cleans the interior of handbags, lampshades, curtains, furniture, car seats and flooring, animal fur, broken glass, and so much more.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:50 Synonyms for â€Å"Leader†50 Idioms About Arms, Hands, and Fingers"Wracking" or "Racking" Your Brain?

Discuss the perceptions of Amerindians in popular culture (literature, Essay

Discuss the perceptions of Amerindians in popular culture (literature, theater, TV, film,etc). with particular attention as to how this perception has changed over time - Essay Example The misconceptions and beliefs that people tend to carry as an integral part of their value system tend to influence a lot as to how the two races and cultures view and interact with eachother. The views and decisions arrived at on the basis of the stereotypical ethnographic perceptions of other cultures and races do give way to, too many misunderstandings and misconceptions. It goes without saying that the Amerindians have been the victims of such trends. To begin with the European-Americans heaped a generalized and collective identity on the Amerindians under the guise of a monolithic term ‘Indian’.2 Realistically speaking, the Amerindians never preferred themselves to be identified under a single umbrella identity. They rather preferred to be known more in terms of their tribes and ethnic beliefs. It was under the influence of such a generalized approach towards the Amerindians that they were more or less portrayed in a negative way by the European-Americans. The remnants of this belief system had a marked influence on the projection of the Amerindians in the future popular culture, be it the literature, cinema, or TV. Almost all the earlier Western Films portrayed the Amerindians as hopeless and stupid savages, who were unhygienic, immoral and illiterate and people who simply cannot be trusted by the Whites.3 Some of the recent films like Dances with Wolves did project the Amerindians as wise and humane. Yet, the iron y is that the perception of the Amerindians in such films is more or less patronizing, inaccurate and to a great extent superficial. However, in recent times, with the augmenting of interest in the Amerindian diversity and way of life, the popular culture perceptions pertaining to the Amerindians have started to get more realistic. The popular interest has started to grow around the Amerindians’ way of life and the beliefs and values of the varied Amerindian tribes. A great deal of this change could be attributed to the educated and

Substainable Tourism Research Paper Example | Topics and Well Written Essays - 500 words

Substainable Tourism - Research Paper Example For instance, the program to construct various facilities including malls, cinema halls, hotels and casinos on the Sentosa Island was initiated in 2005 by the government of Singapore (Quah, 2010). The primary objective of this project was to create new jobs besides increasing foreign investments and tourism. According to Chen (2009), the focus of the SDC in developing locations along the coastline is generating new avenues for leisure such as yachting and wind-surfing which eventually is contributing to the generation of more jobs for the local population. The government has also liberalized many leisure activities including gambling along the southern part of Singapore. Besides attracting talent and investment, this move is improving Singapore’s reputation as a liberal city. SDC has taken advantage of these recent changes by establishing several casinos at many of its locations. Bunnell (2010) says that SDC employs over 1000 workers at each of its casinos and provides indirec t employment to another 5000 through nearby bars, restaurants, suppliers and hotels.

Dengue Fever and the Immune System

Dengue Fever and the Immune System Dengue virus cause variable range of dengue shock syndrome with fatal dengue varies from undifferentiated. Because of the increasing incidence and geographical distribution of dengue in the past 50 years, dengue has become increasingly recognized as one of the main infectious diseases in the world. This research will study the aspects of immune system and dengue. Also offers the importance of dengue virus infection and discusses the current knowledge of dengue fever. Dengue is a disease caused by a mosquito of dengue virus. In the last century, the dengue goes up in severity of illness and the geographical distribution is now the most common infections of human Arthropod-borne viruses in the subtropical and subtropical regions of the world. Dengue is endemic in more than 100 countries around the world. It causes nearly 50 to 100 million cases per year, including 250,000 to 500,000 dengue hemorrhagic fever or dengue shock syndrome. World Health Organization reveal that the two fifth of world population is at a threat of dengue virus infection. It was stressed that globalization and climate change has a major impact on the emergence of dengue virus in new areas. Dengue is also a major economic burden on affected areas, with annual cost estimated at several billion dollars. Since there is no vaccine against dengue virus, is the primary means of preventing diseases targeting mosquito vectors and to break the cycle of transmission. This requires a large and well-organized, as well as financing of intervention programmes. Although there are programmes in countries affected, in Sri Lanka, which is currently in service in disease vector control strategies were not sufficient to combat dengue. New tools and novel approach are therefore urgently needed. The incubation period of dengue is around four days. A person about to reduce fever and to provide occasional macular or maculopapular rash. It was difficult to distinguish dengue viral diseases, person usually recovers 5 days. In the most serious cases, fever and rash are accompanied by headache, ritrorbital pain, myalgia, back pain, sore throat and abdominal pain. Becoming lethargic patients suffering from anorexia and nausea. The DHF as dengue hemorrhagic fever has similar incubation period and number same symptoms. However, the fever is more severe and the tiredness and lethargy more extreme. The patient may increase vascular permeability and abnormal balance. This can cause the individual to reduce the volume of blood, leading to low blood pressure and go in dengue shock syndrome (DSS) and die. Dengue virus infection continues to present a major and escalating global public health problem. Fight against vectors of the programs have been largely unsuccessful or local benefits in the short term only and therefore will continue to develop the vaccine is likely to be the most effective control strategy. Diseases of infection by the dengue and participation apparent protective immune response and disease has proven to be complex and difficult to understand and therefore required more research on these subjects. It is recognized that important steps to accelerate the dengue fever vaccine established an international network of centers for the clinical trial. Evaluation of vaccine experimentation is time-consuming and therefore you should not stop this process by theoretical considerations. Then only will be an initiative of the dengue vaccine in children in a position to assess the effectiveness of a variety of weapons to use in the fight against dengue. 1.0 Introduction Dengue fever is a disease caused by virus which is carried by mosquitoes. Then, these mosquitoes transmit the virus to humans. The virus that causes dengue fever has called an arbovirus, which is the short form for viruses transmitted by arthropods. Mosquitoes are arthropod type insects. Mosquitoes transmit this virus and responsible for passing it along to humans in a several areas. These countries include the Far East, Middle East, Africa, the Islands Caribbean and countries of Asia such as the India, Sri Lanka and the Thailand. In these areas, Arboviruses of dengue fever is widespread, which means that the virus naturally and repeatedly and repeatedly lives at those countries (1). To understand how the dengue fever is transmitted, several conditions must be defined. The meaning of the word host is an animal or human that can be affected with a particular disease. The meaning of the word vector is a body that can carry a particular virus causing agent such as a virus or bacteria with no actually develop the disease. The vector can then go by the virus or bacteria to a new host (2), (3). Most common diseases include the cold, many viral causes of diarrhea and flu or the influenza spread because the viruses that cause these diseases can be transmitted directly from one person to another. However, dengue fever cannot be transmitted directly from one person infected with another. The dengue virus must need an intermediate vector, a mosquito which takes the virus from one host to one more. The mosquito that takes the Arboviruses, reliable for dengue fever is the similar kind of mosquitoes that can transmit other diseases such as yellow fever. This mosquito is named as Aedes egypti. The more often victims are children less than 10 years (4). 2.0 Dengue Viral Infection When a person feeds by an infected mosquito, it injected dengue virus in the bloodstream. The virus infects close to skin cells called keratinocytes the most common type in skin cells. The dengue virus has also infected and reproduced within a specialized immune cell in the skin, a dendritic cell type called a Langerhans cell (5). Langerhans cells detect the pathogenic invaders and display molecules from the pathogens known as Antigen, on their surface. Langerhans cells then pass through to the lymph nodes and warn the immune system to prompt immune response as a pathogen inside the body. Lymph nodes are small organs that placed all the way through body, linked by vessels that form a set of connections named as lymphatic system (6). Lymph nodes are located in the body to help the fight against infection of immune cells. 3.0 The immune response When a pathogen as dengue virus invades the human body, the body to defend itself by defense of the body against pathogenic invaders is the immune system, which consists of two parts. First part is called as the innate immune system and it provides the body with urgent and regular defense to any pathogen that invading. The innate immune responses quickly identify and react against to pathogens. However it doesnà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢t afford a person with immunity in the long term against an invasion of pathogens. Second part of the immune system called as the adaptive immune system generates cells that target more precisely and effectively towards pathogens and affected cells. The cells created by the Adaptive immune system consist of some B cells secreting antibodies and cytotoxic t cells. Immunoglobulin or Ig antibodies concealed by the cells B specially recognize and attach to foreign molecules. Cytotoxic T cells kill cells that are affected with pathogens. Adaptive immune system spends much time to react pathogens that invades the innate immune response (7), (8), but it is a person with immunity against a pathogen in long term. 4.0 Dengue Virus Tricks the immune system When the dengue virus infected mosquito bites the skin of the person, then the person also becomes a dengue infected. The dengue virus infects Langerhans cells, a type of dendritic cells in the skin. Infected cells of Langerhans produce interferons can help to limit the continued spread of the infection. Other infected cells to travel to the lymph nodes carrying viruses that infect more cells of Langerhans. Viremia is resulted by the spread of dengue virus when the high level of bloodstream affected. In order to fight against infection, the immune system construct antibodies to defuse the virus particles of dengue and the complement system is enabled for antibodies and white blood cells to get rid of virus. The immune response also consists of cytotoxic T cells also called as lymphocytes that identify and destroy infected cells. Langerhans cells once infected by dengue virus, they travel on the site of the infection of the skin to lymph nodes. The immune system responds to Infected Langerhans cells are viral antigens of dengue fever on their surface, which enables the innate immune response in alerting the two types of white blood cells called macrophages and monocytes that fight against the virus. In general, monocytes and macrophages consume and wipe out pathogens. But as an alternative of destroying the dengue virus, both of white blood cell types are pointed and infected from the virus. Dengue virus tricks the immune system to circumvent the protection and affect more cells (9). As the affected monocytes and macrophages to go through the lymphatic system, the dengue virus spreads all the way through the body. Throughout his trip, the dengue virus infects lots of cells, including lymph nodes and bone marrow macrophages of the spleen, liver and blood monocytes. Widening and the spread in the outcome of vir us Viremia is a situation in which there the bloodstream contains a high level of dengue virus. Mainly there are four different tensions of dengue virus. These strains are very similar, therefore the immune system recognizes all after seeing one. But the recognition is not protection. Each T cells of humans are automatically identified a specific model or an Antigen. In the first viral infection will be captured and processed by the above mentioned antigen presenting cells. These viruses will be open to T cells forcing them to become activated. And even the B cells will meet their floating free Antigen and make active. B cells create antibodies. They are used to tag the virus to encourage their uptake by macrophages called as opsonisation and inactivate them (10). The first infection is identified as dengue fever and lasted 6 or 7 days (11). Its symptoms closely look like as a severe flu. Most people get over it with no incident. If one person become affected from fever again things could leave in the wrong. Four types of dengue strains that all are extremely similar. If you are infected with a dissimilar strain that you met the first time, you contract dengue hemorrhagic fever. The reason for happening this is it turns out that the first infection antibodies attach to virus particles but not inactivate them. The strains are dissimilar enough to stay active in the existence of antibodies against another strain. These are called non neutralizing antibodies. These antibodies will always result in the opsonization if the Macrophages are readily transmittable virus. These speeds up the course on a point infection such as hemorrhagic symptoms are observed. It is one of those interesting times where our immune system not succeeds us. If people were vaccinated for dengue and if someone missed one out of those four vaccines has been inactivated by the improper storage, they would be very susceptible to dengue hemorrhagic fever. 5.0 Immune system Defeats the Dengue Virus Although the dengue virus has trapped immune system to infect cells and widen all the way through the body, the immune system contain further protection against the virus. Infected cells produce and release the tiny proteins named as interferons that are part of a huge collection of proteins named as cytokines. Interferons have the capability to interfere with viral replication and they activate the innate and adaptive immune defenses. They help the immune system recognizes cells infected by dengue and help protect cells not infected infection. The immune system, fight against dengue infection so the person will experience a fever (12). As the Adaptive immune response begins to fight against dengue infection, b cells produce antibodies IgM and IgG which are released into the blood and lymphatic fluid, where they specifically identify and deactivate dengue virus particles. In another immune response adaptation, killer T cells or cytotoxic T cells, recognize and kill cells infected with the dengue virus. Active innate immune response of the complement system, response that helps antibodies and white blood cells get rid of the virus. Together with the innate and adaptive immune responses defuse infection of dengue and the patient will recover from dengue (13). If there is a huge degree of virus in the bloodstream an infected person is experiencing acute dengue symptoms. As the immune response against infection by the dengue, personà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s B cells begin to create antibodies called IgM and IgG which are released into blood and the lymph fluid and then they identify and defuse the dengue virus and the viral such as dengue NS1 protein molecules (14). The immune response get rid of the virus and leading to recovery. 6.0 Secondary infections of Dengue After a dengue infection for the first time person is protected against infection with the three serotypes of dengue rest for several (2-3) months. Unfortunately, ità ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s not a long-term protection, and after this short time period, person can be affected with any of the three serotypes of dengue that are outstanding. Around 1960s, Dr Scott Halstead and some of his colleagues are studying in Thailand dengue virus (15), (16). They noticed that the people who had been infected to dengue virus second time had a bigger risk of severe dengue compared with who had not been infected previously. They were asking what makes a second infection of dengue, not as well as the first. In general after an infection from a pathogen, the body keeps in mind the infection for long because the cells named as memory B cells and memory T cells remain inside the body. Since they remember the first disease, memory cells can respond quickly to provide an adaptive response, when infection occurs for the second time. Memory cells can stay behind in the body for many years or even a lifetime. These memory cells help fight a second dengue infection. More often worse than the first infection second dengue infection. Halstead proposes a phenomenon called dependent improvement of antibodies to the infection to explain these observations. There are four types of dengue (serotypes), but the cells of memory do the immunity against reinfection by serotype of dengue fever that caused the first infection. When a person is infected with a second dengue serotype, Halstead suggested that antibodies to the first infection actually help spread of dengue virus infection and increase the amount of virus in the blood, Viremia. This phenomenon can also occur in children who received antibodies against dengue of their mother while in the uterus. Curiously, rather than destroy the virus, existing antibody and the antibody newly produced by the memory can of b cells actually help the virus infected host cells more effectively. Ironically, the consequence of dependent development of antibodies is the response of the immune system in fact makes the clinical symptoms of the dengue fever situation and raises the risk o f serious diseases of dengue. In a second dengue infection cytotoxic T produced by the immune system cells provide only partial immunity against the new serotype of dengue (17). Cytotoxic T cells are not responsible for effectively remove the virus from the body and they issue some excess amounts of molecules named as cytokines. In general quantities and cytokines help out the immune response. Though in large quantities, cytokines may produce severe inflammation and tissue such as capillary leak; eventually contribute to the development of serious diseases of dengue. 7.0 Factors That Contribute to Severe Dengue Infections Prevention of dengue fever means reducing the mosquito population. Any resources of standing water such as buckets, vases, etc. where the mosquitoes can breed must be eradicated. Mosquito repellant is suggested for those areas where dengue fever is widespread. To help break the cycle of spread, sick patients those who are suffered from the dengue fever must be placed in bed net, then the mosquitoes cannot bite them so that they wonà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢t become arboviral vectors (18). Became the prevention and the fight against dengue, dengue hemorrhagic fever and urgent distribution of geographic expansion and increase the spread of the disease over the last 20 years. Unfortunately, the tools available to prevent dengue are very less. There is a no any vaccine invented yet, and the limited option available to fight against mosquitoes. Clearly, the emphasis should be on prevention of the disease, and if the trend emerging diseases must be reversed (19). If the effective prevention of the disease and several integrated components, including active laboratory surveillance and emergency response and medical community education to guarantee successful management of the situation, mosquitoes community integrated pest and use of effective vaccines when available Disease Control active is an important part of prevention program against dengue. In addition to monitoring secular trends, the purpose of monitoring should be to give warning or predictive capability for the transfer of the epidemic, and the reason is that if you cannot predict epidemics can be avoided by starting by fighting against mosquitoes emergency. For the prediction of epidemics, health authorities and should be able to precisely control the transfer of dengue virus in the community and be able to say at any time that the virus is transmitted virus serotypes rotation and related this kind of disease with dengue infection. To do this, the system must be on site. 8.0 Causes and symptoms Dengue fever can caused when a mosquito bites a human carrying the Arboviruses and transmit the virus to a new host. When the live virus inside body, it moves to various parts where it crashed. The virus is able to then go through the bloodstream. The existence of the virus within the blood vessels causes modifications to these blood vessels. The vessels enlarge and blood leak through the vessels. The spleen and lymph nodes become swollen. A procedure called disseminated intravascular coagulation (DIC) happens, where chemicals relevant for clotting are used up and it will guided to severe bleeding which is called as hemorrhage. When the virus has been spread to the human host, happens a period of incubation. During this time it last approximately five to eight days, the virus multiplies. The signs of the disease come out at once and consist of headache, high fever, chills, eye pain, lymph nodes swollen, red eyes, back pain, red hunting in the face, extreme weakness and severe pain in the limbs and joints (20). This early duration of the disease is about 2-3 days and after this duration, fever decreases rapidly, and the patient sweats strongly. After about a day to feel relatively well, the patient temperature increases again, but not as much as the first time. Begins a rash of small red bumps on arms and legs, spread to the chest and abdomen. It hardly ever affects the face. The palms and the soles of hands and feets swollen and turn bright red. The combination of characteristic of fever, rash and headaches are named as the dengue triad. Many people get well completely from dengue fever, even if the weakness and fatigue may last numerous weeks. When a person has been suffered by dengue fever, his immune system guards produce for about a year cells that prevent reinfection from dengue virus (21). More serious diseases can occur in some people. These persons may meet with dengue fever for the first time. Anyway, in some situations, that a person may have already had dengue recovered at a time and then is re-infected with the virus. In these cases, the infection first guides the immune system to identify the attendance of the Arboviruses. When the immune cells the virus infections later, the immune system reacts. These types of disease called dengue hemorrhagic fever (DHF) and dengue shock syndrome (DSS) (22), engage more strict symptoms. Fever and headache are the opening symptoms, but signs of dengue fever are not present. The patient improves a cough go after by the appearance of small purple patches named as petechiae on the skin. The petechiae are areas where the blood is leaking from the ships. Large areas bruises appear as the getting worse bleeding and abdominal pain can be strict. The patient may starts to vomit a material that is similar to coffee. It is actually a si gn of hemorrhage in the stomach (23). As the blood vessels turn into more injured, they escape more and carry on increasing in diameter called as dilation, causing a decrease in blood flow to the body tissues. This condition of reducing the blood flow is called as shock. Shock can cause damage to the organs of the body especially the heart and kidneys, because the low blood flow deprived oxygen (24). 9.0 Diagnosis Diagnosis should be detected in native areas each time that a high fever continues for 2-7 days, especially if go together with by a ability to hemorrhage. The signs of shock should suggest the development of the disease to the dengue. There are several types of Arboviruses but one of them causing dengue fever that can be isolated from the blood serum (25), (26). The serum is the fluid that the blood cells are floating. Serum can be verified because the phase in which the virus moves into the bloodstream is longer in DF than in other arbovirus diseases. Numerous tests are used to find reactions between the serum of the patient and antibodies produced in the laboratory. Antibodies are particular cells that identify the markers or antigens present on the attack of the body. During these tests, the antibodies are mixed with a sample of the patient serum. Health care workers and then looks for reactions that would occur only if the virus antigens are present in the serum (27). 10.0 New diagnostic technology In recent years, he has developed several new methods of diagnosis and has proved very useful in the diagnosis of dengue. After reviewing this issue in depth over the past. Here follows a brief description of the various methods below. 10.1 PCR Reverse transcriptase PCR (RT-PCR) was build up for numeral RNA viruses in recent years and possible to modernize laboratory diagnosis of dengue (28). RT-PCR provides a rapid diagnosis specific serum. This method is fast, simple, sensitive and reproducible if handled properly it can be used to discover viral RNA in human clinical specimens and autopsy tissues, or mosquitoes. There were number of methods developed involving primers genome in different places and different methods to detect RT-PCR products in recent years (29). 10.2 Immunohistochemistry A major problem in the laboratory diagnosis of dengue confirmation of fatal cases. Only one sample is obtained serum and serological tests of limited value. In addition, most patients die at the same time or shortly after defervescence as the virus isolation is difficult (30). With novel techniques of building, it is now possible to detect antigens of dengue viruses in a variety of tissues. 11.0 Treatment No treatments are available to reduce the course of dengue hemorrhagic fever or dengue shock syndrome. Drugs to reduce fever and decrease muscle pain and headache pain (31). Fluids are given through a needle into a vein to prevent dewatering. Blood transfusion may be necessary if serious bleeding happens. Oxygen should be given to shocked patients (29). 12.0 Conclusion The immune system is the bodys defense against viruses dengue Home. When a person is infected with the dengue, response to innate and adaptive immune system to join forces to fight against the virus. B cells create antibodies which specifically identify and defuse foreign particles and viral cytotoxic T cells to recognize and destroy cells that are infected by the dengue virus. For people who can develop later with another type of dengue virus experience called antibody based on the promotion. This situation occurs when the immune response leads one clinical symptoms of dengue worse, which increases the risk of severe dengue.

Enabling Learning and Assessment

Two of the assessment activities that I use are Worksheets (or written questions) and photographic evidence. These assessment activities are the most commonly found within my level 1 group. Worksheets within my area are a very versatile way of collecting information from the student, they can contain short answer questions, multiple choice questions etc. Worksheets are extremely valid because they are usually created by the awarding body of that qualification or by the teachers who have read through what the learners need to achieve. Because it is a direct way of assessing, the learners will not â€Å"go off task† as the worksheets are designed to be short, sharp ways of assessing that require the learner to answer two or three questions about a particular criteria. Ideally, the learner should be assessed on different occasions, and by different people on each criteria, so that this assessment becomes more reliable. Once the learner has answered these questions to show their understanding, and have had the criteria explained to them, they would have passed that one element within their criteria, therefore making it even more sufficient, fair and reliable. Worksheets are very easy to differentiate depending on the level of learners/ course/ certain individuals. If you have someone in your class who is dyslexic then you can differentiate a worksheet into more picture based learning where possible and also if you have someone who excels in lessons you can differentiate the worksheets to enable more information from the learner. The fact that this can be done so easily makes it fair. A question of authenticity can be raised with worksheets because answers can be very easily duplicated within the classroom, however, it is up to the teacher to recognise that this is happening and stop it. In my experience of using worksheets I have found that it is a very accessible way of teaching because if you need to add a question onto a worksheet, you just simply add it through Microsoft word. The learners enjoy worksheets a lot more than essays or assignments because it only requires them to focus for short periods of time, which means that they are not, distracted halfway through and can put 100% effort into that worksheet. Another positive for a worksheet is that it usually explains on it what the learner needs to do so the learner could arry on completing other worksheets if the rest of the class need more explanation for example. This could, however, be a bad thing in a higher level course as they may not include the correct amount of information within their writing, but for my level 1 course, and the worksheets that I create, I make sure that I have explained what the criteria is that the student needs to complete. For me, worksheets are one of the best ways of assessing students as they have many positives. Photographic evidence is a way of capturing evidence through photographs as opposed to writing, this way of assessing is good because it shows that the student can do what the criteria is asking and the proof is the photograph, for example in one of my lessons a criteria is to take part in a team activity, using photographic evidence shows the student in the moment and participating. This therefore shows both validity and reliability because a photo can cover a range of criteria not just one. However, there can be issues with photos reliability as it could easily be posed for, and would not be a genuine indication of the wok that is being completed. This work is very authentic because it cannot be used by anyone other than the student in the photo. This method is also very fair as there is little writing to be done on the photographic evidence sheet, the writing that the student needs to complete is just for added information that the student would like to add. This makes this process much fairer to students that have dyslexia, or any other form of learning difficulty that might affect their written work. In my own practice of using photographic evidence I found that the students enjoy it a lot more because there is less work for them to do, however making sure that everyone has a photo of them completing the criteria can sometimes be a negative. The other bad point to photographic evidence is that you may find yourself having to complete the session again as people may have been away for that session and not got themselves a photo. This can hinder your scheme of work etc. But I still feel that this is one of the best ways of gathering evidence, especially for the lower level groups as they not have the literacy levels to complete what the higher level groups will. Purpose of assessment For this part of the assignment I am going to describe and analyse summative assessment. Summative assessment can be described as: â€Å"†¦what students tend to focus on. It is the assessment, usually on completion of a course or module, which says whether or not you have â€Å"passed†. It is—or should be—undertaken with reference to all the objectives or outcomes of the course, and is usually fairly formal. (www. learningandteaching. info, 2010) Taking this approach makes the assessment very clear to the student, and not only confirms their overall mark, but also high lights what they have done well, and what they need to improve on; â€Å"Summative assessment is the process of evaluating (and grading) the learning of students at a point in time. † (www. qualityresearchinternational. com, 2010) Summative assessment also helps the assessor confirm that the student has an understanding of the topic, and has built upon their knowledge, as Wilson (2009) agrees; â€Å"Summative assessment is usually associated with tests and exams. It aids the assessment of learning and is quite formal. In summative assessment styles, a learner progresses through their qualification until the time comes that learning is complete and they are tested on their knowledge†. From my research I have found out that in most cases summative assessment is a test or exam at the end of a course to determine whether you have passed or failed what you have been studying. If you were to fail you would have to re-sit the exam or test. Students would normally get a period to revise for these tests to ensure that they pass. This is most definitely valid because it would be the awarding body that sets the exams. This form of summative assessment is also an extremely authentic and efficient way of assessing, as the room would be set up in exam conditions, with separate desks, no mobile phones or speaking so it’s guaranteed to be the individuals own work. There are some questions on the fairness of this though as everyone would get the same set of questions, written and presented in the same way without any kind of differentiation, so this may be unfair to those, for example, that struggle with reading, and is therefore putting that student at a disadvantage. However, those with learning difficulties who would have the greatest struggle with this form of assessment, often have Exam Access Arrangements, granting them with special permissions such as extra time, rest breaks, or a scribe. Also with regards to preparing, some students may have a computer at home that may help them to gain a greater advantage than those without this technology. Some people from other cultures may have some other things that are more important to them at home, for example, praying. Some of these people may also not speak English and that disadvantages them straight away. â€Å"Assessment is a socially embedded activity which can only be understood by taking account of the cultural, economic and political contexts within which it operates† (Stobart, 2005) Within my area however, it is not a pass or fail exam which is the summative assessment. The summative assessment in my area is completed in a much smaller scale throughout the year in the form of portfolio evidence. The course that I teach is a yearlong course for level 1 students wanting to be in the public services (police, royal marines etc). The entire course consists of 7 units which range from map reading to team building and physical fitness. The evidence that we use in these portfolios is also varied including witness statements, photographic evidence and short answer questions on worksheets. Due to the varied methods of evidence collection it is difficult to individualise each one for validity and reliability etc. But generally because there is that varied style the students always look forward to the theory side of the sessions. As I make the worksheets for this course, I know that they are reliable, valid, fair and current because I have differentiated almost all of them for higher level learners and lower level. I know what the awarding body is looking for in terms of work so have structured the worksheets around that. My only concern for this type of assessment is authenticity, as it would be easy to replicate a friend’s answer without understanding it yourself. We summative assess like this because it is an NCFE qualification that is determined and assessed on a completed portfolio of evidence rather than an exam at the end of the year. This is useful for us as teachers, and a less stressful experience for our learners, because if a learner does not understand then we can explain it in different ways until they do, so they keep getting to try and try again, rather than try once and they’ve passed or failed. This also helps us target their areas of concern, and we can therefore plan accordingly. Reflection The biggest single source of feedback is from the learner themselves: from their internalised judgements† (www. psy-gla. ac. uk, 2010) The above comment is very true in the case of one of my students, he was his biggest critic, he was home schooled and really didn’t like the idea of education as a whole never mind being told what to do, this same student also has been diagnosed with aspergers and ADHD. The first day he came into college he was on extension studies and I was his support worker at the time. Trying to get him to do any work was near to impossible. He had a real problem with authority and lacked the confidence to ask for help from either myself or the teacher. During my time with this student I soon realised that he would use conversation as a way of distracting himself from learning. I adopted a strategy that allowed him to talk and get his work done at the same time, this was after I had a 1:1 with him and discussed to him that he was only making his college life difficult for himself and he would get much more done if he listened to the staff and then, once his work is complete, he can talk to me about other things. I then moved to the sports and public services department, to find that this particular student had in filled to one of my lessons that I would be teaching. Without a support worker I thought that this student would struggle with the content within the class as he wasn’t used to working without a supportive voice, giving him feedback where it counted. I kept him behind the first session and asked how I could improve to help his learning, and he gave me some ideas which I used the next session, such as short hands on activities to break up the sessions, and his general behaviour and attitude flourished. I also had a system in place that we set up together, if he was struggling with a piece of work he would put his pen down and fold his arms, which gave me the signal to come over and assist him. A year after that, this student enrolled on the course that he was infilling last year (where he is now). And with regular tutorials and setting up of SMART targets for him, for example â€Å"show up to lessons with the correct equipment on time and if you are going to be late phone up in advance and let us know†, he is one of the high achievers in the class and will be moving on next year to a level 2 course. So had it not been for feedback with this individual I don’t feel that he would have made it within the education system but due to good sources of feedback around the college he is now achieving a lot higher than he would have hoped and that I would have expected when he first came to college. (ecologyofeducation. net) Feedback has helped me develop as a teacher in many ways, the first micro each of the PTLLS course gave me great confidence and enthusiasm towards being a teacher as my general peer and tutor feedback was extremely positive and not much went wrong. I have also had some constructive feedback throughout my observations from both Barbara Roche, Rob Gray and the students in my class that have given me some great ideas for the future, such as keeping motivation high by switching tasks quickly so that people do not find the lesson boring. Keeping tasks into bite size pieces to not confuse the learner. I have received feedback from my manager on my lessons after an observation and the feedback was to be more academic within the classroom and try to understand the difference between being too friendly towards students and not achieving the respect that a teacher needs. Due to this feedback I made sure that I was still friendly towards the students but not too friendly and within a few weeks I had the respect and rapport that I expected. Feedback has helped me reflect more as it’s a great tool to use, I give positive feedback to myself and, as long as I’m honest, constructive feedback too. As seen above reflection enters Kolbs feedback cycle just after the concrete experience and just before the abstract conceptualisation, where one would discover what learning actually took place. Overall, without feedback there would be no active learning, students wouldn’t know how well they had done, teachers wouldn’t know if they are doing their job correctly. You understand and gain confidence or know where to improve because of the feedback you get, whether this is in a one to one basis with a manager or work colleague, or in a classroom full of students.