Support Individuals in Eating and Drinking Essay Example for Free

Support Individuals in Eating and Drinking Essay 1. 3 Describe ways to resolve any difficulties or dilemmas about the choice of food and drink A resident at our care home is diabetic, so some foods are different to others as it has small sugar content. When bringing out puddings after dinner staff usually do diabetics first then everyone elses. However, the individual expressed her feelings and shared that she was fed up of having the diabetic pudding as she felt different to everyone else. Staff explained that she needed this pudding as she has diabetes but the resident didn’t care and wanted the same. So staff had a deep conversation with the resident trying to come up with an idea to make sure she was happy and suggested bringing her pudding out at the same time as everyone else so then she wouldn’t feel different. She was happy with this idea and had her pudding at the same time as others. Line manager was informed. 1. 4 Describe how and when to seek additional guidance about an individual’s choice of food and drink When I need additional guidance on an indivudla’s choice of food and drink I speak to the other care staff, senior carers or if needs be the manager. For example, a resident has his family to bring in his favourite biscuits for mid-morning tea, however on one occasion he ran out and didn’t like any others that staff offered him. At the care home there is a large variety of biscuits but the individual only likes the ones his family bring. We did not want him missing out and being unhappy, so senior staff and manager was informed and had a meeting on how to stop this issue happening again. We suggested that we could keep emergency biscuits for him in the pantry so if he runs out again, we will have some and he won’t miss out. His family was informed and thought the idea was great. 2. 1 Identify the level and type of support an individual requires when eating and drinking All service user’ need different support when eating and drinking depending on whether they are able to do it on their own or with assistance. Some residents are able to have an ordinary meal and eat well without any support. Others may need their food to be liquidised because they struggle chewing on solid foods however they are able to eat by themselves. Then other individual’s need full support when eating and drinking because they may not be able to move arms to eat and drink, or because they need encouragement in eating and drinking. When residents need full support it is important to have patience with them eating, and encourage them as much as possible to have as much as they can. If the individual refuses food then pushing fluids is extra important. 3. 1 Describe factors that help promote an individual’s dignity, comfort and enjoyment while eating and drinking When residents are eating and drinking I make sure the individual is sat upright and in a comfortable position to avoid choking. To promote their dignity I place a napkin on their clothing so if food or drink is spilt it doesn’t go on their clothes and it can just be removed. I also have one spare on the table so I am able to assist them wiping their mouths and fingers when needs be. Promoting enjoyment whilst eating and drinking includes many factors to consider, like making sure they have been toileted before meal times so they feel comfortable when eating and drinking. Also giving the resident choice on where they have their dinner, trying to encourage sitting with others to socialise but giving the choice as they might have days they wish to be on their own. Also the way the meal is presented with bright colours (vegetables), for it to be hot and looks tasty to promote them enjoying the food. 4. 1 Explain why it is important to be sure that an individual has chosen to finish eating and drinking before clearing away It is very important for individual’s to eat and drink as much as they are able to manage. When clearing away dishes, you cannot just take the plate away when there is food still left. You need to encourage the individual as much as you can for them to eat, however you cannot force them they have rights to not eat. But it is still important to encourage them as much as possible, and push fluids. Not only is it important for them to eat as much as possible but it shows them respect and that they do not have to rush their food, so they can feel relaxed and take their time. 5. 1 Explain the importance of monitoring food and drink an individual consumes and any difficulties they encounter It is important to monitor the food and drink intake of an individual as it can show whether they are having enough or even too much food or drink, whether it can lead to dehydration or if they have lost or gained weight. It is also important that the individuals are receiving the correct nutrition in their care and they are getting the goodness they need. If due to health issues the individual is struggling to eat, this needs to be recorded and other suggestions need to be put in place to resolve this. For example, if a resident’s suffering tooth ache and they are unable to chew their food to eat. In this case we could liquidise their food whilst they have toothache to enable them on eating.

Targeted Drug Delivery for Sex Dependent Cancers

Targeted Drug Delivery for Sex Dependent Cancers Occurring cancer in any part of the human body such as lung, kidney, skin and etc. has a different incidence ratio between men and women. sex dependent cancers have seen just in male or female which is dependent to sex hormones and specific sex organs such as prostate cancer in male and Ovary and endometrial cancers in female, breast cancer is seen in both sex with 5% incidence in male. Despite of a self-explaining differentiation between the sex organs, since these organs functions are regulated by same hypothalamic gonadotropin-releasing hormone similarities in cell signaling and pathways via molecular interactions are highlighted for cancer studies and targeted therapy. Targeted drug delivery for sex dependent cancers has been studied for many years, but exploring similarities of sex-dependent cancers targeting could provide an opportunity for future targeted drug delivery of these cancers simultaneous effects analysis. Breast Cancer: Breast cancer (BC) is the most common cancer and cause of death among women worldwide during the past decades. To improve diagnosis, therapy and prevention of BC, molecular developments provide various techniques for scientist to study and differentiate BC cell lines as well as observe different phenotype of BC. They classified BC to three main subtypes: estrogen/progesterone receptor (ER) positive, epidermal growth factor receptor (HER2) positive, and triple negative breast cancer (TNBC). Estrogen/progesterone receptor (ER) positive: In BC subtypes of ER+, the overexpression of estrogen receptors on breast cells and nucleus membranes cause the over uptake of estrogen [1]. Many studies showed that estrogen receptors could be targeted for anti-cancer delivery to breast cells. Some estrogen receptor targeted drugs now use in clinical therapy like tamoxifen from the family of SERMs (selective estrogen receptor modulators) which are competitive agonist of the estrogen receptor [2]. Arimidex, Fareston (Toremifene), Anastrozole, Exemestane, anastrozole, letrozole [3], [4],[5]  Fulvestrant [6]  are now in market. Other estrogen receptor targeted drug is a family of aromatase Inhibitors (AI) that suspend the estrogen production. The third-generation aromatase inhibitors are classified into irreversible steroidal inhibitors and they have shown high potential to replace tamoxifen in postmenopausal women such as Exemestane, anastrozole, letrozole[2,4 ,5]. SERDs (selective estrogen receptor down-regulators) is another estrogen targeted that only drug with FDA approved is fulvestrant on the name of Faslodex used in metastatic hormone positive breast cancer [6]. HER2 positive: This breast cancer subtype is referred to overexpression of erbB2 (HER2) from the epidermal growth factor receptor family on breast cells membranes [7]. Anti HER2 agent has studied for targeted therapy of this subtype. Recombinant humanized monoclonal antibodies such as trastuzumab and pertuzumab are widely used for HER2 positive breast cancer and any other HER2 positive cancers [8],  [9],  [10]. Some monoclonal antibodies are under further clinical trials studies like ertumaxomab and margetuximab  [11]  .Her2 Vaccine is now under further studies [11]. Triple Negative breast cancer (TNBC): These subtype tumors do not express receptors for estrogen or progesterone and not overexpress the HER2 receptor. TNBC is a malignant cancer with the high rate of incidence in younger age and it grows faster with the high potential of metastasis in early stage while it is unlikely to be seen on annual mammogram [12]. Not only patients with TNBC almost show poor prognosis compare to other subtypes, but also during therapy they are at the higher risk of relapse, metastasis, and survival [13]. Since the clinical trial of some designed drug were not successful, no commercialized drug and therapy for this subtype still exists. Endometrial Cancer: Endometrial Cancer (EC) begins in the uterus cells of the endometrium layer. Mostly surgery including hysterectomy (removal of the uterus) and removal of ovaries and lymph nodes is the only way to cure the EC if biopsies show that cancer has not spread, no other treatment is needed. According to clinic pathological characteristics, EC is classified to two subtype. Estrogen-dependent endometrioid and estrogen-independent non-endometrioid carcinoma. [14],  [15]. Estrogen-independent EC shows p53 and p16 mutations, overexpression of HER2 and E-cadherin loss [16]. Most of the diagnosed EC tumor are estrogen-dependent that express estrogen receptor and hormonal therapy with progestron is a primary line [17]. Since EC Type I express estrogen receptor the like ER+ BC mentioned previously, targeted therapies for EC are SERM, AI and GnRH inhibitors. Tamoxifen (as SERM) and anastrazole (as AI) commonly used. Anti-angiogenesis drugs are efficiently used for EC like Aflibercept, Abitrexate (Methotrexate) is an only trial drug for EC. Prostate Cancer: Prostate cancer is derived from the specific epithelial of secondary sex organs. Todays, the prostate cancer strategies of treatment is mostly based on suppressing testosterone level by anti-androgenic, gonadorelin agonist or antagonists [18]. Despite of the unknown active mutation in oncogenic pathways in prostate cancers subsets, some molecules express specifically in prostate epithelial cells which have been studied as therapeutic targets including; cell surface prostate-specific membrane antigen (PSMA), the secreted protease prostate-specific antigen (PSA), and the enzyme prostatic acid phosphatase (PAP). PSMA targeting: PSMA is an integral cell surface membrane protein and specifically over-expressed in advanced prostate cancers. PSMA has been studied in phase II trial as a targeted therapy via monoclonal antibody (J591) conjugated with radio and chemical compounds [19]. PSA: The prostate-specific antigen (PSA) mostly use as an indicator for primary diagnosis of prostate cancer. Gonadorelin antagonists can suppress testosterone and PSA, by then Degarelix (Firmagon) is now using for treatment in prostate cancer patients. ARN-509 antiandrogen is only used for prostate cancer with high level of PSA indication. PAP: Prostatic acid phosphatase (PAP) is an enzyme produced by prostate and the amount increased in prostate cancer cells. In clinical studies PAP mostly used as an antigen for anti-tumor vaccines [20]. Ovarian Cancer: Ovarian Cancer is a 5th cause of cancer related death among women worldwide [21].Ovarian cancer has not yet been classified. It is poor diagnosed in stage I and in stage II,III,IV diagnosed by metastasis to other organs  [22]. Surgery and aggressive chemotherapy are currently the only way to treat the ovarian cancer. Many studies on targeted therapy for ovarian cancer by nano-carriers are undergoing. Although, in market there is nano-carriers like liposome that carried chemotherapeutic agents like doxorubicin; DOXIL (Doxorubicin Hydrochloride Liposome), Evacet (Doxorubicin Hydrochloride Liposome) [23]. Novel Targeted therapy: As previously has been mentioned, these cancers are mostly depended on sex hormones level, HER2 expression and other individual molecular marker indications. Almost all chemotherapy regiment have cytotoxic effect on non-cancer cells and caused the chemotherapy side effects. If these chemotherapy regiment could be conjugated with marker to specific targets of cancer cells the result would be cytotoxicity of drug just for cancer cells and no more side effects for healthy cells. This conjugation can be followed by protein based interactions like antigen- antibody mechanism or ligand-receptor affinity. Today novel therapeutical aims are trying to conjugate monoclonal antibodies with drugs which is called antibody-drug conjugated (ADC). Other novel targeted therapy is to conjugate the peptide or protein with drug (PDC). Both ADC and PCD are the subtype of protein drug conjugated approach. The result of covalent conjugation of drug with antibody or peptide is another novel strategy of prod rug in which after delivered to cells would be cleaved by an enzyme and release active drug [24]. For targeted drug delivery for any drugs two main subjects should be considered; Carrier and Targets: Carriers: Antibody: In past decades, targeted drug delivery has been improved by development of antibodies against any identified targeted antigen. Not only antibodies can induce uptake of conjugated drug in targeted cells, but also they can enhance the role of complement-dependant cytotoxicity system to invade targeted cells. The potential of making almost any antigen as a target is an interesting properties of ADCs, however, just few of the human antibodies have shown a longer proper half-lives like IgG1, IgG2, and IgG4. Nearly 40 monoclonal antibodies (mAb) have been approved and develop not only for cancer but also for some autoimmune disease [25]. While antibodies have shown low loading capacity of drug, on molecule of antibodies are capable to conjugate with less than 3 molecules of drug, for improve ADCs efficacy drug should be highly potent. As mentioned previously, HER2 is overexpressed in breast, prostate, ovarian and endometrial cancer that the anti-HER2 antibody can be used for targeted drug delivery. Antibody-drug conjugates (ADC) for HER2 positive is a conjugation of trastuzumab as an antibody and emtansine as cytotoxic compound and commercialized as TDM1. Other cytotoxic compound in conjugation with antibody is under further studies and clinical trial process like defucosylated trastuzumab [26],[27]. Lapatinib is commercialized drug from the family of Receptor tyrosine kinase inhibitors (RTKI) that target the intracellular binding site of HER and EGFR family [28]. In breast cancer antibodies of Anti-LIV1 mAb (hIgG1), Anti-GPNMB mAb (hIgG2), Anti-cripto mAb (hIgG1) in conjugation with drug Auristatin E and DM4 (maytansine) are now clinical Phase I. Anti-HER2 mAb (hIgG1) in conjugation with Emtansine-DM1 (maytansine) has been approved in early 2013 and used for metastatic breast cancer. Anti-TROP-2 mAb (mIgG1) in conjugation with SN-38 (irinotecan metabolite) is under further studies for triple negative breast cancer in Phase II clinical [29]. In prostate cancer Anti-PSMA mAb (hIgG1) in conjugation with Auristatin E (auristatin) is still on phase I clinical [30]. IgG1 ADC targets Folate receptor is in Phase 1 studies for ovarian cancer [31]. Protein/Peptide-drug conjugated (PDC): Proteins are sequences of amino acids with 3D or 4D structures that have vital responsibility in all alive cells. Protein has been studied as a carrier for drug due to its stability, longer half-life, biodegradability and easy modification for carry drug with no effect on its desirable function [32]. Protein which are widely used as for drug delivery are Transferrin and Albumin [33], Zein [34],  Elastin and Gelatine  [35], Gliadin and Legumin [36]. The conjugation of albumin with methotrexate has been studied preclinical for many cancers but it had shown effect on just bone and prostate cancer [37]. Conjugation of transferrin with N-alkylisatin derivatives had shown 10 times more efficient on breast cancer tumor in vivo [38]  and also conjugation with Artemisinin shown high toxicity for breast cancer in rat [39]. Gelatin conjugation with Gallic acid has been studied on prostate cancer [40]. Abraxane is an albumin conjugated with paclitaxel in phase I trial for metastatic breast cancer, prostate and ovarian cancer [41]. Peptide usually refers to a sequence of amino acids (up to 50) with just up to secondary structure [42]. Peptide ligand can be used for targeted receptors. However, peptides have short half-life and poor stability in serum as they can be degraded by protease, but peptides are smaller than antibodies and can easily penetrate the targeted cells and overcome biological barriers that the result would be the fast uptake of drug by targeted cells and also peptides have shown high drug loading potential  [43]. Acyclic RGD4C as peptide c(Cys-Phe-Cys-Asp-Gly-Arg-Cys-Asp-Cys) in conjugation with doxorubicin has been shown higher antitumor activity on metastatic breast cancer in vivo than doxorubicin alone [44]. Targets: Gonadotropin hormone receptor targeting: The overexpression of luteinizing hormone releasing hormone (LHRH) receptors has been well reported on many cancer tumors specially breast, ovary, endometrial and prostate cancer [45],[46]. LHRH analog is widely used as a supplementary drug in order to bind to the LHRH receptor [47]. LHRH agonist induce downregulation of LHRH and suppress sex steroid hormone. While, LHRH antagonist block the LHRH receptors and suppress LHRH and sex steroid releasing immediately [48],[49].  Prostate cancer drug in market like Degarelix (Firmagon) (ANTAGONISTS), Lupron, Leuprolide Acetate, Zoladex (Goserelin Acetate) are LHRH analog [50]. LHRH and its analogue as a peptide with a sequence of 10 amino acids have been studied as a targeted drug carrier. AEZS-108 (formerly known as AN-152) is an LHRH agonist conjugation with doxorubin which is shown anti-cancer activity in phase II clinical trial of gynaecological cancers and a promising result for prostate cancer [51]. LHRH also has been studied for carry cisplatin encapsulated in dextran nano-particle to breast cancer cells [52]. Compound uptake via an interaction between LHRH and its receptor and then endocytosis by cell membrane. As normal cells with no overexpression of LHRH receptor could not uptake the drug, side effects of toxic drug significantly has been reduced36. Growth factor targeting: Growth factor refers to substances that stimulate cells proliferation and differentiation by binding to their receptors which is tyrosine kinase activate other cell pathways. Epidermal growth factor (EGF) and vascular endothelial growth factor (VEGF) and their receptors are two class of growth factors that have been studied for targeted therapy: Angiogenic pathway targeting: In all cancers, tumor growth and metastasis depend on angiogenesis pathway which activated by vascular endothelial growth factors. VEGF family and their receptors (VEGFR) have been studied for inhibition of tomur growth and metastasis as their overexpression had been seen in most of the malignant cancers [53]. The stimulation of VEGF not only induces cells mitosis and abort apoptosis, but also caused the chemotherapy and radiotherapy resistance [54]. On the other hand, chemotherapy and radiotherapy could induce VEGF in tumor cells [55]. Hereby, today anti-VEGF drug have been added to chemotherapy regiment. Ovarian cancer cell lines has shown overexpress of VEGFR as well as breast cancer cell line like MDA-MB-453, and MDA-MB-231,T-47D,and MCF7  [56]. Studies on triple negative breast cancer cell lines; MDA-MB-453; have shown that overexpression of VEGF protected cancer cells from apoptosis and improved cell mitosis and invasion [57]. Treatment of MDA-MB-453 and MDA-MB-231 with anti-sense oligonucleotide inhibition of VEGF has shown over 50% decrease in invasion by Martigel assay [58]. Targeting VEGF has been studied in Phase I and II clinical by designing monoclonal anti-body directly against VEGF that shown suppressing metastasis relapsed in patients with breast cancer [59],  [60],  [61]. Now, Bevacizumab (Avastin ®) is a monoclonal anti-body that bind to VEGF that has studied in phase III trial for metastasis breast cancer. Successful result has been released in phase III trial studies E2100, AVADO, RIBBON-1 that have Bevacizumab as a supplement and chemotherapy regiment like paclitaxel, docetaxel, anthracycline-based as a first line treatment respectively  [62],  [63],  [64]. Epidermal growth factor targeting: Epidermal growth factor (EGF) is a factor that induce cell growth, proliferation, differentiation, and survival by binding to its receptor (EGFR) with tyrosine kinase activity. The EGFR from ErbB family (also known as HER) has shown overexpression in cell surface of many cancers, especially breast, prostate, and ovarian cancer. HER2 is a receptor with three domains of extracellular for ligand, transmembrane domain, and cytoplasmic domain with tyrosine kinase activity. The excess of HER2 on cell membrane and high tyrosine kinase activities induce the downstream signalling pathways like PI3K/AKT/mTOR as well as JAK/STAT pathways which suppress apoptosis and promote proliferation and survival. HER2 is overexpressed in 15-30% of invasive breast cancers [65],  [66],  [67]. Cetuximab (Erbitux) and panitumumab (Vectibix) are the two most advanced monoclonal anti-bodies targeting the extracellular domain of the receptor and inhibit ligand-receptor interaction and tyrosine kinase activity [68],  [69]. But an abnormal form of HER2 which has the lack of extracellular domain, known as P95, is still active but resistance to drug and antibodies that target the extracellular domain[70]. Antibody-drug conjugates (ADC) for HER2 positive is a conjugation of trastuzumab as an antibody and emtansine as cytotoxic compound and commercialized as TDM1. Other cytotoxic compound in conjugation with antibody is under further studies and clinical trial process like defucosylated trastuzumab26,[71]. Lapatinib is commercialized drug from the family of Receptor tyrosine kinase inhibitors (RTKI) that target the intracellular binding site of HER and EGFR family [72]. References: [1] Garcia-Becerra R, Santos N, Diaz L, Camacho J. Mechanisms of resistance to endocrine therapy in breast cancer: focus on signaling pathways, miRNAs and genetically based resistance. Int J Mol Sci. 2012;14(1):108-45. [2] Osborne CK. Tamoxifen in the treatment of breast cancer. N Engl J Med. 1998;339(22):1609-18. [3] Nabholtz JM, Buzdar A, Pollak M, Harwin W, Burton G, Mangalik A. Anastrozole is superior to tamoxifen as first-line therapy for advanced breast cancer in postmenopausal women: results of a North American multicenter randomized trial. Arimidex Study Group. J Clin Oncol. 2000;18(22):3758-67. [4] Mouridsen HT. Letrozole in advanced breast cancer: the PO25 trial. Breast Cancer Res Treat. 2007;105 Suppl 1:19-29. [5] Paridaens RJ, Dirix LY, Beex LV, Nooij M, Cameron DA, Cufer T. Phase III study comparing exemestane with tamoxifen as first-line hormonal treatment of metastatic breast cancer in postmenopausal women: the European Organisation for Research and Treatment of Cancer Breast Cancer Cooperative Group. J Clin Oncol. 2008;26(30):4883-90. [6] Osborne CK, Pippen J, Jones SE, Parker LM, Ellis M, Come S. Double-blind, randomized trial comparing the efficacy and tolerability of fulvestrant versus anastrozole in postmenopausal women with advanced breast cancer progressing on prior endocrine therapy: results of a North American trial. J Clin Oncol. 2002;20(16):3386-95. [7] Menard S, Fortis S, Castiglioni F, Agresti R, Balsari A. HER2 as a prognostic factor in breast cancer. Oncology. 2001;61 Suppl 2:67-72. [8] Baselga J, Albanell J, Molina MA, Arribas J. Mechanism of action of trastuzumab and scientific update. Semin Oncol. 2001;28(5 Suppl 16):4-11. [9] Gennari R, Menard S, Fagnoni F, Ponchio L, Scelsi M, Tagliabue E. Pilot study of the mechanism of action of preoperative trastuzumab in patients with primary operable breast tumors overexpressing HER2. Clin Cancer Res. 2004;10(17):5650-5. [10] Baselga J, Cortes J, Im SA, Clark E, Ross G, Kiermaier A. Biomarker analyses in CLEOPATRA: a phase III, placebo-controlled study of pertuzumab in human epidermal growth factor receptor 2-positive, first-line metastatic breast cancer. J Clin Oncol. 2014;32(33):3753-61. [11] Toss A, Cristofanilli M. Molecular characterization and targeted therapeutic approaches in breast cancer. Breast Cancer Res. 2015;17:60. [12] Jamdde VS, Sethi N, Mundhe NA, Kumar P, Lahkar M, Sinha N. Therapeutic targets of triple-negative breast cancer: a review. Br J Pharmacol. 2015;172(17):4228-37. [13] Mustacchi G, De Laurentiis M. The role of taxanes in triple-negative breast cancer: literature review. Drug Des Devel Ther. 2015;9:4303-18. [14] -Cancer Genome Atlas Research N, Kandoth C, Schultz N, Cherniack AD, Akbani R, Liu Y. Integrated genomic characterization of endometrial carcinoma. Nature 2013; 497(7447):67e73. [15] Bokhman JV. Two pathogenetic types of endometrial carcinoma. Gynecol Oncol. 1983;15(1):10e7. [16] Silva JL, Paulino E, Dias MF, Melo AC. Endometrial cancer: redefining the molecular-targeted approach. Cancer Chemother Pharmacol. 2015;76(1):1e11. [17] Zhang Y, Zhao D, Gong C, Zhang F, He J, Zhang W. Prognostic role of hormone receptors in endometrial cancer: a systematic review and meta-analysis. World J Surg Oncol. 2015;13:208. [18] -Obinata D, Takayama K, Takahashi S, Inoue S. Crosstalk of the Androgen Receptor with Transcriptional Collaborators: Potential Therapeutic Targets for Castration-Resistant Prostate Cancer. Cancers (Basel) [Internet]. 2017;9(3):22. 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Humanized anti-Trop-2 IgG-SN-38 conjugate for effective treatment of diverse epithelial cancers: preclinical studies in human cancer xenograft models and monkeys. Clin Cancer Res.2011; 17: 3157-69. [30] -DiPippo VA, Olson WC, Nguyen HM, Brown LG, Vessella RL, Corey E. Efficacy studies of an antibody-drug conjugate PSMA-ADC in patient-derived prostate cancer xenografts. Prostate. 2015;75(3):303-13. [31] Borghaei H, OMalley DM, Seward SM, et al. Phase 1 study of IMGN853, a folate receptor alpha (FRÃŽÂ ±)-targeting antibody-drug conjugate (ADC) in patients (Pts) with epithelial ovarian cancer (EOC) and other FRA-positive solid tumors. Proc Am Soc Clin Oncol.2015; 33 (suppl): abstr5558. [32] Weber C, Coester C, Kreuter J, LangerK. Desolvation process and surface characterisation of protein nanoparticles. International Journal of Pharmaceutics, 2000;194(1):91-102. [33] Kratz F. Albumin as a drug carrier: design of prodrugs, drug conjugates and nanoparticles. 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Alternatives to Human-embryo Stem-cell Research Essay -- Argumentative

Alternatives to Human-embryo Stem-cell Research      Ã‚   This essay counters the media and many scientists' claims that there are no viable alternatives to human-embryo stem-cell research (ESCR).    The media restate the claim (made repeatedly in NIH documents) that adult stem cells do not have the same potential as embryonic stem cells, which in theory can form any tissue. But studies done with adult stem cells (studies which mirror the ones done with embryonic stem cells) show that adult stem cells do have the capacity to form essentially any tissue.    The most misleading term which continues to be used is "pluripotent." Literally, this means able to form most (but not all) tissues. This term continues to be used incorrectly, primarily to imply that human embryonic stem cells can form all human tissues except "trophoblast" tissue - this is an essential outer layer of cells in the early embryo which allows it to implant into the uterine wall and nourishes early development. The trophoblast is also the part of the embryo removed in its destruction to harvest the inner embryonic stem cells. The phrase "human pluripotent stem cells" has been used to counter the question of whether human embryonic stem cells in culture could actually reform a human embryo, implying that this is not possible. Yet in testimony before the Senate, then-Director of the NIH, Harold Varmus, said that this possibility was uncertain, and that in fact it would be unethical to attempt such an experiment to determine whether this was possible (Varmus). Enter the te rm pluripotent - if the embryonic stem cells cannot form trophoblast, they cannot form an embryo. Mouse embryonic stem cells cannot form trophoblast tissue. BUT, as stated in Thomson... ... disputing that we are a human being even at the one-cell stage. It has never been acceptable to sacrifice one set of human lives for the potential benefit of others (and they are only potential benefits at this point.) Human embryonic stem cell research assigns different values to different human beings, designating some as people and some as property.    It is totally UNNECESSARY. Ethical alternatives exist such as adult stem cells which have already shown much more promise than embryonic cells, these results for adult stem cells are fully detailed in the scientific literature, and that adult stem cells are already being used clinically, making good on the potential that embryonic stem cells only promise.    WORKS CITED: Varmus, Harold. http://www.nih.gov/news/stemcell/statement.htm Thomson, Professor. http://www.erp.wisc.edu/faculty/thomson/

Physics of Sailing :: physics sail boat sailing boating

A boat floating can be greatly appreciated, especially if you are in the boat at the time. But what keeps a boat from sinking? Physics can explain these concepts. There are many forces that act on a sailing ship to put it in motion, but the buoyant force is what is required to keep the boat from sinking. A buoyant force is the normal force that pushes up on the boat supporting its weight in a fluid. The buoyant force "equals the weight of the fluid displaced by the object."(pg.427, Serway and Jewett) This concept is Archimede's Principle. The pressure on an object in a fluid varies with the depth of that part of the object in the fluid. B=(P b – P t)A = (Ï  fluidgh)A = Ï  fluidgV B=Buoyant force P b=pressure at bottom P t=pressure at top A=area of bottom face Ï  fluid=fluid density g=gravity h= height V=volume of fluid displaced by object (formula from pg. 428, Serway and Jewett) "The fraction of the volume of a floating object that is below the fluid surface is equal to the ratio of the density of the object to that of the fluid."(p.429, Serway and Jewett) V fluid/Vobj = Ï  obj/Ï  fluid Vobj=volume of the object Ï  obj=density of the object Buoyancy of the craft is created by the shape of the hull, but also with buoyant materials in specific places. Air tanks, buoyancy bags, and polystyrene blocks are all used to add buoyancy to a boat. The figure below shows how the buoyant material should be distributed and the effects if it is not. figure from The Handbook of Sailing The distrubution of buoyancy is key to having the boat float properly. Bernoulli's principle is that the air moving past a foil, an object that has one curved side and one flat side, will take longer to move past the curved side than the flat side of the foil. This will cause the flat side to have higher air pressure and to exert a force on the object. The force cause a planes wing to lift and a sail to push a boat. "With the wind pushing on one side of the sails and the water pushing on the other side of the centerboard, the boat moves forward." (p. 35, Dellenbaugh) The angle at which sailing is important. A 45 degree angle to the wind is the most effective angle. Wind is what propels a sailing ship so weather has a large impact on the craft. Certain weather conditions are not suitable for sailing or specific crafts.

Mexican/Latin American “War” on Drugs and Trafficking Essay -- Drugs,

The international drug trade from Latin American states is having an impact on a global scale. The trafficking of drugs along with corruptness and murder is an international conflict that is being fought daily. There are many aspects of the drug war from Mexico and other Latin American states which have effects on United States policy as well as policies from other countries that participate in the global suppression of illegal drugs. It can be hard to differentiate between conflict and issue in regards to Latin America’s drug war and International Relations. The Mexican drug war is a global issue because it interferes with the states ability to collaborate and form policy in order to address the issues between international borders. Conflict arises because certain states want to resolve the situation and are willing to do what is necessary to do so. While drug-related violence in Mexico receives considerable attention, the Northern Triangle of Latin America is far worse. Venezuela has emerged as a major departure point for cocaine trafficked to Europe. Between 2006 and 2008 over half of all detected maritime shipments of cocaine to Europe came from Venezuela. (Crime 2010) These ports in Latin America have had an impact on the cities in the Bahamas as well with the drug cartels exporting their drugs quicker to the surrounding countries; they use the ports of the Caribbean to refuel while on the way to Amer ica. The waters of the Caribbean islands are patrolled by navies from the United States, France, Canada and the Netherlands. (Barnes 2010) However, the patrolling of the waters has not had a significant impact in the delivery of drugs to other countries. As the international drug trade continues to spread and grow, Mexican dru... ...it is their states right to produce these illegal substances if they wish. Supply and demand also shows that as long as people are willing to do illegal drugs states and people will continue to produce them. The United Nations, an international organization, has set up an office called the United Nations Office on Drugs and Crime, this office is authorized to set up field based projects, research and analytical work, and normative work in the effort to counteract illegal drugs, crime, and terrorism. This office reports directly to the general assembly and is part of a larger Intergovernmental Organization. (U. N. Crime 1997) With this office and the principles of reciprocity, a response to another’s actions when states that help one another in times of trouble or need, governments across the globe are uniting their efforts to stop the trafficking of illegal drugs.

Open University

Democratising higher education: the ignou initiatives Dr. Nayantara Padhi Assistant Professor, Centre for Corporate Education, Training & Consultancy, IGNOU, New Delhi Email:[email  protected] acin Starting with two courses and 4,000 students in 1985, IGNOU has reached the ladder of success being the world’s largest mega university, most diverse and inclusive institution offering over 3500 courses and catering to over 2. 5 million students.IGNOU is committed to be accessible to all by ensuring learner convenience through its unique ‘age no bar, place no bar and pace no bar’ approach. This approach of IGNOU falls in line with the objectives of democratizing higher education as the current initiatives of IGNOU indicate. During last few years IGNOU has been experimenting various innovative ideas and methods for meeting the above mentioned objectives and ultimately to cater to the diverse needs of people. This has resulted into successful launching of number of prog rammes, courses, medium and modules.To name a few, Community College establishment, programmes for physically challenged, providing second career opportunity to Indian Army: Gyan Deep, Convergence of distance education and higher education, starting of face to face programmes, use of 3G technology for imparting education , Flexilearning mode, satellite based communication etc. In this paper an attempt has been made to present an overview of the above mentioned innovations that has been carried out by IGNOU in order to align with the mission of democratising higher education. Also the current status of these innovations and the related issues are highlighted.DEMOCRATISING HIGHER EDUCATION: THE IGNOU INITIATIVES Vision Statement of IGNOU â€Å"Indira Gandhi National Open University, the National Resource Centre for Open and Distance Learning with international recognition and presence, shall provide seamless access to sustainable and learner-centric quality education, skill upgradati on and training to all by using innovative technologies and methodologies and ensuring convergence of existing systems for massive human resource required for promoting integrated national development and global understanding†. IntroductionThe Indira Gandhi National Open University was established by an Act of Parliament in 1985. Today the University is making all efforts to take higher education to the doorsteps of the hitherto unreached. The University imparts education and knowledge through various flexible means suited to the open and distance education mode, including Information and Communication Technologies, in order to fulfill the vision of democratizing higher education, it provides higher education and training to large sections of population, particularly the disadvantaged segments of the society.It promotes national integration and the integrated development of human personality; encourages, co-ordinates and assists open universities and distance learning systems across the country to improve standards in such systems. Learners from varied groups including rural and tribal areas, physically-challenged, jail inmates and rehabilitation houses, government and non-government sectors, parents and home-makers, the employers and the employed have been beneficiaries of the IGNOU programme.The University has put special focus on women, socially and economically disadvantaged groups, the north-east region, and other tribal and low literacy areas of the country. The University provides a multi-mode learning system comprising print, audio, video, radio, television, teleconferencing, interactive radio counseling, Internet-based learning and face-to-face counseling. IGNOU recently has also been involved in the National Skills Mission particularly in generating employment in line with the various schemes of the Central Government and State Government.The aim is to provide flexible knowledge and skill opportunities for the unemployed youth of India so as to meaningfully equip them with skills and opportunities. This approach of IGNOU falls in line with the objectives of democratizing higher education as the current initiatives of IGNOU indicate. During last few years IGNOU has been experimenting various innovative ideas and methods for meeting the above mentioned objectives and ultimately to cater to the diverse needs of people.This has resulted into successful launching of number of programmes, courses, medium and modules. To name a few, Community College establishment, growth, programmes for physically challenged, providing second career opportunity to Indian Army: Gyan Deep, Convergence of distance education and higher education, starting of face to face programmes, use of 3G technology for imparting education , Flexilearning mode, satellite based communication etc. All these noble initiatives of IGNOU are presented in the following paragraphs. A. Empowerment of Indian Soldiers- Gyan DeepGyan Deep is a bold initiative of Indira Gan dhi National Open University (IGNOU) to educationally empower the soldiers of the Indian army by granting of degree- a step aimed at providing the jawans with a second career option. Gyan Deep aims to equip the soldiers who join the force just after school. Nearly 50,000 Indian soldiers retire from the army every year after completion of 15 years in service. They constitute a young workforce but they lack any kind of professional skill to enter the job market after retiring from army.The soldiers would be receiving certification in knowledge and skills within the educational framework stipulated by IGNOU. With the imparting of formal degrees, the soldiers would be in a position to obtain a second career option and earn for themselves and their families reasonably well even after retirement. The certification and enhancement of educational qualifications would be within the broad framework of Community colleges, as set by IGNOU. Community colleges recognised by IGNOU will empower the already excellent training ystem within the Indian army and provide an opportunity for in service trainings to be benchmarked and credits issued for the Indian-Army soldiers to obtain a formal degree. In due course of time this innovative process will allow for lateral entry into the regular university system by allowing the candidates enrolled in Certificate, Diploma or Associate Degree courses to accumulate credits. Associate Degree of Community Colleges includes: †¢ Minimum two years/4 semesters of study †¢ Total of 64 credits 1st Semester: Basic Foundation Course (16credits) – compulsory subject – Basic Military Training – Certificate course. nd Semester: Applied Course in the chosen Programme Sector (16 credits)- compulsory subject –Advanced Military Training – Diploma (minimum one year). 3rd Semester: Army Class 2 Standards (16 credits) –Application oriented courses (8 credits) and elective courses (8 credits). 4th Semester: Army Class I standards (16 credits) – Elective courses, compulsory internship and Project work (16 credits). Degrees offered by IGNOU †¢ 64 credits obtained on successful completion of Associate Degree will become transferable towards the completion of 96 credits in total in order to obtain a degree. The 3rd year of 32 credits will be earned with IGNOU. †¢ Subsequent accumulation of credits and a third year of graduation with IGNOU can be taken within five years of completion of the Associate Degree. †¢ Degrees awarded may be BA, BCom, BSc. , BBA etc. , with varying specilisations. Towards achieving these goals, IGNOU will facilitate the registration of various Regimental Training Centers and Army Schools of Instruction/HRDCs of Indian Army as Community Colleges. If need be, IGNOU would also introduce new subjects in the curriculum.Upon completion of 96 credits, the degree awarded would be similar to the ones awarded to other students. B. Education for All: Co mmunity Colleges Community Colleges are an innovative but alternative system of education aiming to empower the individuals through appropriate skill development leading to gainful employment in collaboration with the local industry. Community Colleges aim at developing skills for self-employability of the marginalized and under-privileged sections of the society including urban-poor, rural poor and women.The methodology employed under the scheme of community colleges is the imparting of skill based training to the uneducated youth. Community Colleges generally have a two year curriculum leading to an Associate Degree by transferring to an undergraduate college or direct entry into an occupation or trade. Starting in July 2009, IGNOU commenced the scheme of Associate Degree Programmes through community colleges in various parts of India. The theme of community college embodies in itself the democratic goal of imparting livelihood based education to the disadvantaged section of the p opulation.Another major contribution of community colleges has been to expand access to post secondary studies for millions of students who would otherwise not have an opportunity to participate. Establishing one community college in each of the 600 districts in the country in the next five years as IGNOU Community College is one of the approaches of IGNOU in this direction. These colleges in different regions will be under the administration and academic control of the regional centres of IGNOU.Community Colleges will ensure vertical mobility for those who opt at a later stage for further education in the respective areas through credit transfer in the open university and distance education system in the country. Through IGNOU Community Colleges, the effort is to institutionalize the mechanism of providing skill based programmes in India till now undertaken by non-governmental organizations and training centres. The training in skills provided in these colleges will be recognized a nd formalized through various certifications. Functioning of Community Colleges . Eligibility for becoming community college An institution applying to IGNOU for registration as a Community College should be run by an educational agency/registered society/trust or corporate body rooted in community-based activites. Theymust be credible institutions with a minimum period of five years of proven service and be located in the community it seeks to serve. On receiving the application, IGNOU will scrutinize its feasibility based on the recommendations of an expert committee and the applicant will be informed of its eligibility.Prior to launching programmes, the agency should have done a need analysis of the local job requirements and opportunities and incorporate these findings into the curriculum. It should have active linkages with rural, agricultural,industrial and commercial organizations of the locality for empanelling part-time instructors, providing on job training to students and provide job placement to successful students. ii. Organisational Structure of Community CollegeThe college will constitute the following bodies to facilitate smooth functioning of its academic and administrative activities: Community College Board will be the Executive body of the college. The Board will manage the academic matters of the college relating to appointment of faculty, approval of programmes leading to award of Certificate/Diploma/Associate Degree, and regulate the finances of the college. Academic Committee will be the principal Academic body of the college responsible for the maintenance of standards of instruction, examination and linkages with the industry/community.The academic committee will: Make regulations regarding admission of students;Recommend to the Community College Board proposals for institution of new programmes of study;Advise the Community College Board on suggestions pertaining to academic affairs made by it;Prepare syllabi for various programmes; and Coordinate the industry/community linkages. Examination Committee will be responsible for the smooth conduct of internal assessments, mid-term examination and term-end examinations.It will be the custodian of processes related to evaluation such as question paper setting, answer script evaluation, moderation, timely announcement of results and handling of examination related grievances. Programme Structure †¢ Associate Degree Programmes are offered both full-time or part-time. †¢ Mode of delivery : face-to-face and Blended †¢ Mandatory apprenticeship. †¢ First year Foundation courses 16 credits per semester. Application oriented courses 16 credits per semester. †¢ Second year-Electives of 8 credits; Application oriented-8 credits, Internship and Project work-16 credits.Programmes under Community Collges: The following academic programmes leading to an Associate Degree may be considered: †¢ AA (Associate Arts) †¢ AS(Associate Science) †¢ AC S (Associate of Computer Science) †¢ AC(Associate of Commerce) †¢ ABA (Associate of Business Administration) †¢ AAT (Associate of Arts in Teaching) Academic Framework of Community Colleges Since Associate Degree is a new academic qualification in India, it is essential to have a common set of descriptors for the programme which articulate entry requirements, curriculum content, teacher qualifications and training and exit avenues. Entry Requirements Students who have completed School final are eligible for direct entry into the Associate Degree Programme. †¢ Alternatively students who have completed 10th standard may enroll in the Bachelor’s Preparatory Progrmmes and on completion of first year may transfer into the Associate Degree Programme. †¢ Non 10+2 (Eighteen years age) will have to complete BPP and Associate Degree Programme from Community college for lateral entry to third year of the Degree Programmme. Curriculum Design †¢ The curriculum of the Associate Degree Programme should include a substantial amount of generic skills with a major portion to be completed in the first year. First Year Courses (all foundation courses, 16 credits), Second Year (application oriented courses, 16 credits) and some of the basic electives in the respective subject of study worth of 32 credits to be completed in the first two years of Associate Degree Programme of the community college. The equivalence of the courses will be recommended by the Committee appointed. †¢ A number of existing courses of IGNOU may be appropriately combined for an Associate Degree. Challenges of Community Colleges †¢ Academic pathways- transfer of students to third year in IGNOU and other universities. Quality assurance – recruitment of faculty, standards in industry – based curriculum development. †¢ Avenues for technical and vocational teacher and trainer-training. †¢ Business/industry linkages including training contracts . †¢ Programmes to be rooted in communities – regional and local needs. C. Flexi Learn: Access to Quality Higher Education e-GyanKosh (www. egyankosh. ac. in), a repository of learning resources, is an initiative that was taken up by IGNOU in October, 2005 to store, index, preserve, distribute and share the digital learning resources developed by the IGNOU.Emerging as one of the world’s largest educational resource repositories, it includes digitized and uploaded storage of over 95% of the IGNOU’s self-instructional print material. With help of special channels like YouTube, IGNOU is providing with video programmes, through the metadata link in the repository. At present about 40,000 self-instructional print materials and over a 1,600 videos are available in the repository. After its public launch in June 9, 2008, the site already had received around 700,000 hits with an average of 1,000 visits per day from all over the world.At present, there are more than 60,000 active registered users of the repository. The facilities of e-GyanKosh are now being extended with a Flexi Learn platform to offer ‘open courses’ free of cost with course wise registration and assessment. IGNOU’s Flexi Learn platform will facilitate informed learning wherein anyone can register and explore courses free of cost to gain knowledge and skill in a particular area of interest. Certification for courses will be based on payment of the requisite fees. The Flexi Learn platform will provide an alternative way of awarding degrees and diplomas.The Flexi Learn platform offers courses in a complete open and flexible environment with following features. – Any visitor to the Flexi Learn site has the option to register for any particular course or a full length academic programme. A modular approach is followed wherein a registered learner can combine course credits to obtain a diploma or degree of their own choice. – The platform provides self learning environment with a list of Academic Advisors/Course Guides to act as mentors. The Personal Learning Environment (PLE) will have interactive tools like Discussion Board , Blogs, Wikis, Podcasting,RSS feeds, etc. Each course has option for both online assessment as well as an offline one as per the choice of the learner wherein a learner can take their exams ‘on demand’. The final exam will be in a proctored environment. The evaluation will be at three levels – diagnostic (where prior knowledge testing is required), formative and summative and will be designed by the faculty based courses requirements. Various of evaluation may be adopted viz. objective, short essay type, term paper, course projects, practical activities etc. A complete tracking mechanism is integrated in the platform through the e-portfolios of individual learners. The e-portfolio will keep a formal record of all formal and informal studies carried out by the registered learner. Cert ification of the course will be based on stipulated time spent on a course (for a 4 credit a minimum at 45 days) and completion of all learning activities identified by the faculty. The Flexi Learn platform provides an opportunity for prospective learners to sample a course before enrolling and also help them in choosing courses and programmes of study.Course wise registration facilitates offering topic specific continuing education progammes especially in skill based and professional areas. A flexible framework is provided through this model for Schools of Studies to identify and combine different courses already available, for offering new tailor-made and need based programmes. In the long run this will help in achieving IGNOU’s objective of democratizing higher education by taking it to the doorsteps of the learners and providing access to high quality education to all those who seek it.D. Convergence Scheme: Merger of ODL and Conventional Higher Education System The objec tive of the Scheme is to achieve the targets setout in the Eleventh Plan Document for Higher Education, and focusing on access and equity issues. Inclusion as a concept goes beyond just providing distance learning access. It takes into account the need to interface with the conventional system, use innovative technologies and to optimize the access to physical facilities, intellectual and knowledge resources in institutions to achieve its goals.The Scheme, jointly conceived by University Grants Commission (UGC) and Indira Gandhi National Open University (IGNOU), Distance Education Council and AICTE under the guidance of the Ministry of Human Resources Development, aims to focus on enhancing the quality and quantity of education delivery in the context of social dimensions of the country, with a thrust on capacity building and strengthening of the conventional university and collegiate education system. The success of the Scheme, announced in 2007, is not surprising. Many of the exis ting IGNOU courses have also found new takers with the announcement of the Scheme.Given a target of achieving 15% gross enrollment in higher education by 2015, the scheme aims to move it from the current enrollment ratio of 11% in the 16-23 age group. Under this Scheme, a student can be enrolled for obtaining a regular degree while pursuing another complementary course. Thus, a student can aim to get two degrees at the same time. Another programme, called Bachelor’s Preparatory Programme (BPP) enables the students who have not been able to get Pre-University/Senior Secondary education to become eligible for applying for bachelor’s degree courses.This is a boon to those who were not able to complete their schooling or pre-university courses. This is a six-month intensive training programme. While IGNOU has over 2500 Learner Support Centres by different names depending on the specific role they play such as Regular Study Centres, Programme Study Centres, Special Study Ce ntres, Recognised Study Centres etc. , the Scheme on Convergence has helped in developing synergies with well endowed colleges. This has resulted in qualified faculty and state of art infrastructure being made available to students, in addition to providing additional mentoring on a flexi time basis.In short, technology in Education, when applied creatively enhances the potential to address both access and inclusion issues, especially in India. E. 3G and Mobile Technology usage for Reaching the Unreached The significance of mobile technology is evident from the fact that increasing number of people have started using mobile devices, carrying mobiles with them all the time. Hence, any service provided to the students through mobile devices enables quick connectivity as compared to any other technology such as PC based internet technologies.IGNOU launched the SMS Alerts service on November 18th 2008. Since then, SMS Alerts Service is being used by various constituents of IGNOU includi ng its Regional Centres to communicate information to its students. Following are some of the applications of 3G technology to ODL system: †¢ ODL institutions can develop high bandwidth applications that can be used by prospective students to apply for admission using their 3G enabled mobile devices. †¢ ODL institutions can develop 3G enabled student response systems.These response systems can respond in real time with information such as Study Centre allocation etc. †¢ Such 3G enabled student response systems can aid in providing responses to queries of students in real time. †¢ Most of ODL institutions send course material to their students by post as well as host material on the web for students to download. It is difficult for students to download course material which occupies large memory due to poor Internet connections. 3G technology enables faster downloads of course material to the student’s mobile devices.They can download course material wherev er they are, anytime. This ensures that the course material is available to every learner who is having a 3G enabled mobile device. F. Education through Digitally Enabled learning The National Mission of Education through Information and Communication Technology (ICT) was launched recently with the broad objective of ensuring connectivity of the learners to the ‘World of Knowledge’ in cyberspace and to make them ‘Netizens’ in order to enhance their self-learning skills and develop their capabilities for on-line problems solving†¦Ã¢â‚¬ ¦.The efforts of Ministry of Human Resource Development (MHRD) would be geared towards creating an open house for knowledge. The attempt is to harness a large number of knowledge resources in the manner that adds value to them by making them more personalized and useful to the lifelong learner/student. The effort would also involve content packaging and integration to suit specific needs of the students at various levels or with different kinds of talent/mental prowess. A budget allocation of Rs. 02 crores has been made in 2008-09 for the National Mission on Education through ICT. For bridging the digital divide and empowering teachers/learners to harness information and communication technologies for their empowerment through knowledge, the need of the hour is to provide digital literacy to teaching learning community in Higher Education. The aim has to be to ensure that this community should be able to operate the computer or other devices and connect to the knowledge network.It should be for the teacher/learner to identify the content from its suitable pictorial representation and to play the audio-visual content to derive knowledge from the relevant module of knowledge. Obviously, this digital literacy cannot be spread through the computer networks since it aims to empower the teacher/learner to use the network. Hence, digital literacy for teacher empowerment will have to be imparted through oth er means relying heavily on audio-visual material, non-governmental organizations, change agents and institutions established for them, and mass contact programmes.Provision of e-Books and e-Journals Free to the Learners Overall education has two parts, formal and informal. Both forms of education require text books, reading material, journals and magazines and access to them can be provided through digital libraries which would substitute comprehensive brick-and-mortar libraries. Since everything in the library would be available on line with concurrent access to multiple sites for a large number of students, good bandwidth around the year would be the key.Support for Generation of e-Content and Digitization and Indexing of Existing e-Content It shall be the endeavour of the Mission to continuously work for enriching the repository of e-contents of the nation. For the purpose it shall encourage the academicians, scholars and institutions to contribute to the world of knowledge in c yber space by creating e-knowledge content. The Mission shall also evolve a mechanism to rate the quality of the e-content generated before admitting it to the national repository. Evaluation of e-ContentBenchmarking learning content would ensure quality which is central to the philosophy of the Mission. As content generation shall take place at various places, by different sets of experts, the development of quality assurance procedures and testing mechanisms is essential. These tools shall be deployed on the Mission website so that anybody developing content can routinely use these to get proper feedback. The Mission shall also attempt to provide guidance to them in order to facilitate their search for quality material.Finance Assistance to Institutions of Higher Learning for Procurement of Hardware/Replacement of Obsolete Hardware In order to accomplish its major objective of utilizing latest technologies to make higher education easily accessible, the Mission shall provide finan cial assistance to all the institutions of higher learning for the procurement of hardware or replacement of the obsolete hardware essential for accessing to the world of knowledge in cyber space. National Testing ServiceThe Mission shall provide financial and technical support to a designated Government agency for establishment of a National Testing Service (NTS). The Mission shall be free to move for the establishment of a separate body to act as a National Testing Service in order to fulfill its objective of certifying the competence and skills acquired by the individual through formal or non-formal means of education and / or training in different disciplines/professions.This shall help them in gaining employment as also to continue their higher studies/training. Content Generation The National Programme of Technology Enhanced Learning (NPTEL) was started by the Indian Institutes of Technology and the Indian Institute of Science, Bangalore. A good number of quality material on v arious courses has been created by these premier institutions of the country. E-Contents are being continuously generated by the reputed faculty members of the premier institutions under NPTEL programmes.This programmes has been subsumed with the Mission to give it a new dimension. The Mission hopes that the e-contents generated under this programme shall be of great use for the engineering students enrolled in engineering colleges across the country. Standardisation and Quality Assurance of Contents & Certification /Automation of Certification The main objective here would be to evolve Quality Assurance (QA) Process for E-learning Content and to create an environment for Quality Audit of Content.The mission seeks to promote R&D in specific important areas of content creation and management for enriching the QA process and also promote multi-institutional involvement for definition of quality and dissemination of Quality awareness. Developing Suitable Pedagogical Methods for Various Classes and Intellectual Calibers and Research in e-learning Web enabled learning modules suffer from the absence of teacher and peer interaction/pressure. Many a times, the content developers develop the modules keeping in mind their own clientele of students or their own impressions of the student’s caliber, receptivity, etc.This may result in a â€Å"one shoe fit all† syndrome. It is well known that any given class would have very bright students, mediocre students and weak students. Even among them, the grasping power of concepts would vary based on their surroundings and the perceptions that the students have derived over a period of time. The most efficient pedagogical method would also depend on the extent of knowledge that the students has in that area. Development of Language Converter Tool KitThe focus of the National Mission on Education through ICT would be on content for all classes starting from nursery level to research level. Presently, the content bei ng developed for Sakshat under this Mission is in English. English content also makes it possible to tap into the convenient, open access educational resources available on the Internet, be they in text, audio, visual, simulation, animation, question answer or in any other form. This abundant resource, however, cannot be tapped in regional languages because of IPR restrictions.Hence, efforts will be made to convert knowledge modules into various regional languages and also to subsequently launch a movement for creating the above types of content in the regional languages. Development and Realization of Virtual Reality Laboratories and Supporting Facilities for e-learning The Mission shall work for providing all the institutions of higher learning, in the country, with access devices and connectivity through high speed broadband and VPN etc. It is estimated that approximately 20,000 institutions of higher learning shall reap this benefit.It shall be the endeavour of the Mission to en sure that the access devices are available with maximum number of learners in the country to enable them to become ‘Netizens’. To achieve this objective it shall support development of low cost and low power consuming devices through their field trials. The Central Government would also bear 75% of the cost of the connectivity having bandwidth up to 10-25 Mbps per college or per department of a University if remaining cost is borne by State Government or college/institution concerned.Development of Certification & Testing Modules for Virtual Technological Universities & Creation of VTU, Multi Media Research and International Programmes The proposed Virtual Technical University (VTU) shall serve as a nodal agency for imparting training to undergraduate and postgraduate students as well as to the newly recruited teachers in the fields of Science, Technology, Management, Architecture, Pharmacy and other applied areas. The University will provide flexible, credit based cour ses to all registered participants using modern technology. VTU will help them in updating their knowledge and advancing their career objectives.G. Inclusive Growth for the Disadvantaged Group IGNOU with its diverse, low-cost programmes and a wide network has succeeded in attracting a significant group of learners from amongst the disadvantaged. However, a considerable cross-section of people still remains outside its reach. The University is mandated to reach them. The University has taken up a number of new initiatives mainly focused on empowering women, persons of the SC/ST category and the differently abled population of the country. Women’s Empowerment The University has been making conscious efforts to reach out to women, especially those from the remote and rural areas.Some of the initiatives in this direction are: a) Setting up the School of Gender and Development Studies in 2007: One focus are of study of this School is â€Å"Women‘s Studies†, which anal yses the status of women in society with the objective of strengthening individual and institutional efforts that enable women’s empowerment. The School is offering the following pertinent programmers: – Certificate in Empowering Women Through Self-Help Groups (under Women’s Empowerment Project sponsored by Department of Women and Child Development, MHRD, GOI). Certificate in Women’s Empowerment and Development (CWED). – Diploma in Women’s Empowerment and Development (DWED) – Ph. D in Women’s Studies. b) Establishing 26 women-specific study centres across the country. c) Setting up a Committee for Prevention of Sexual Harassment against Women (CPSHW). This committee oversees all work related to complaints of sexual harassment at IGNOU, besides carrying out awareness-raising workshops, seminars and other related activities.During the year 2008-09, the CPSHW prepared a document on the Policy & Procedures for the Prevention, Prohi bition, and Punishment of Sexual Harassment of Women at the Workplace, as per the Supreme Court guidelines. The document has been submitted to the University authorities for adoption in the form of an ordinance. SC/ST Empowerment The University has made extensive efforts regarding the empowerment of persons in the SC and ST categories. Some of the measures taken in this direction are: – SC/ST Cell: this cell looks after all issues pertaining to the grievances of SC/ST employees. Increased Access to ST Population: IGNOU has tried to increase its reach to the tribal population of Madhya Pradesh through a new scheme of mobile study centres, which has been found to be successful. – EEBB Centres: To provide access to people in the Economically and Educationally Backward Blocks (EEBB), identified by the Sachar Committee, efforts have been initiated to establish Special Centres in these blocks, irrespective of whether such centres fulfill the conditions normally expected of I GNOU study centres.Through these centres, aspiring learners of these blocks are given opportunities to pursue a variety of vocational programmes, besides BPP and bachelor degree programmes. – EDNERU: Initiative for North East Trbal population education and research. Empowerment of the Differently Abled A national Task Force has been constituted to make the IGNOU premises and its programes completely accessible to people with disabilities across the country. The access audit of the IGNOU campus at the headquarters was conducted on 22-23 October, 2008.In order to develop human resources in various areas related to disability for creating a disabled-friendly society as also promoting interdisciplinary study of disability with the purpose of removing barriers to empowerment of the persons with disabilities, the National Centre for Disability Studies (NCDS) was established in 2006. NCDS has launched a Post-graduate Diploma in Disability Management for Medical Practitioners, in col laboration with the Rehabilitation Council of India. The Pprogramme equips the medical practitioners with the skills and knowledge to effectively deal with persons with disabilities.H. Usage of Satellite The University endeavors constantly to make appropriate use of new technological solutions to achieve its mission of seamless education, cost-efficiency and borderless access to quality education. The University has enhance, in the recent past, its technological capabilities in the production and transmission of audio and video programmes through radio and television as well as the latest Web-enabled online services offered through the internet to learners spread across the globe.Gyan Darshan Gyan Darshan (GD) is a digital bouquet of four channels – GD-1, GD-2, GD-3, and GD-4. These channels beam programmes produced by IGNOU, UGC, NCERT, CIET, NITTTRs, IITs, DST and different ministries of the government of India. The transmission of GD channels is almost completely automated through the installation of the video server, GD-1 is a 24-hour channel which airs enrichment programmes produced by various government and educational organizations, and IGNOU curriculum-based programmes.GD-2 is the Interactive Distance Education Channel, dedicated entirely to distance education. Regular teleconference sessions and induction meetings are held through this channel for learners and trainees of the open university system and other apex bodies. During the year 2008-09,Gyan Darsha-1 and 2 have witnessed a tremendous growth in reach, since both channels were placed on the following DTH platforms – DD Direct Plus, Dish TV, TataSky, Sun TV, Big TV and AirTel. It was also available in the IPTV network for which an MOU with M/s Goldstone was signed.Further, GD-1has been declared a ‘must carry’ channel for all IPTV service providers and has been made available in many cities through the BSNL network. GD-1 and GD-2 are also being webcast through IGNOU†™s website . Test transmission of the Science Channel on GD-2 started, with effect from 23rd December, 2008 to broadcast programmes made by IGNOU,CEC, Vigyan Parsar, etc. Gd-3, â€Å"Eklavya†, was inaugurated on 26th Jan. 2003. It is a 24-hour channel dedicated to technical education and runs programmes generated at variousIITs, for students pursuing degrees n different disciplines in the area of engineering and technology. The signals are sent through microwave links, from where they are uplinked to the satellite. The nodal offer for this is at IIT, Delhi. GD-4, â€Å"Vyas Channel†, launched in Jan. 2004, is a 24-hour channel catering to the needs of students pursuing higher education under the university and college system in the country. The programmes are coordinated by the Consortium of Education Communication (CEC).The Vyas Channel has now become available on the DTH platform as well. Gyan Vani Gyan Vani, a ‘radio cooperative’ funded by the MHRD, i s the only FM Radio channel in the country devoted exclusively to education. Gyan Vani programmes include information relevant to students of pre-primary to post-graduate classes, it also carriers enrichment programmes for generating environmental awareness, awareness on female empowerment, legal literacy, capabilities in professional and science education. Each Gyan Vani has a range of about 60 kms.At present there are 26 GyanVani FM Stations functioning across the country at Allahabad, Ahmedabad, Aurangabad, Bangalore, Bhopal, Chennai, Coimbatore, New Delhi, Guwahati, Hyderabad, Indore, Jabalpur, Jaipur, Kolkatta, Kanpur, Lucknow, Mumbai, Mysore, Nagpur, Patna, Panaji, Raipur, Rajkot, Shillong, Varanasi and Viskhapatnam. Eleven new stations are on the anvil. Gyan Vani has made significant strides in recent years with all the 26 stations producing programmes. The radio programmes are contributed by NCERT, NIOS, IGNOU, NGOs and various State Government Departments.Gyan Vani has crea ted a Programme Exchange Unit and all the radio stations have access to the best productions of each station. Developmental and educational programmes from broadcasting organizations of countries such as Australia, Canada and Germany are also being aired on Gyan Vani stations. Gyan Vani, Delhi, is also webcast using IGNOU’s in-house facility. Interactive Radio Counseling (IRC) IGNOU runs at least one hour of live phone-in counseling programmes every week in the regional languages through the various Gyan Vani stations.The studio invites experts to clarify learners queries put across to them for their homes via the telephone. Both broadcast and non-broadcast modes of delivery were adopted by the University and the audio/video programmes produced at the University’s Electronic Media PrdocutionCentre (EMPC) were broadcast/telecast over Gyan Darshan, Gyan Vani, EduSat, AIR/Doordarshan Channels. In order to infuse interactivity in open and distance learning, one-way video a nd two way audio teleconferencing facilities are offered through GD-2.Important nation-wide programmes for IGNOU learners, lectures by eminent experts/dignitaries, discussions with RC staff, induction for new learners and convocation for graduating learners were conducted live through teleconferencing mode. Besides this, telecounselling and communication sessions were conducted for select application- oriented programmes such as nursing, information technology, MBA etc, in which the students got ample opportunities to interact with the faculty.The teleconferencing facility was also used by other institutions, such as the DAV College Management Committee (DAVCMC), National Board of Examination (NBE), Institute of Chartered Accountants of India (ICAI), and the Department of Power, amongst others. EDUSAT is the first Indian satellite designed and developed by Indian Space Research Organisation (ISRO) exclusively for serving the educational sector. It is mainly intended to meet the dema nd for an interactive satellite-based distance education system for the country.It is a collaborative project of the MHRD, ISRO, Department of Space and IGNOU. The satellite has six Ku-Band transponders and six Ext. C-Band transponders. One beam or Ext. C-Band covers the entire country, including the Andaman and Nicobar Islands. It reflects India’s commitment to use space technology for national development, especially for development of human resources in remote and rural locations. The University has established 134 interactive terminals across the country with a two-way interactive facility. An EduSat Mini Hub has been shifted from ISRO, Ahmedabad, to EMPC.ISRO has also provided a new Learning Management System (LMS) for the network. A recent study was conducted by the Centre for the Study of Developing Societies, New Delhi, aimed at assessing the impact, effectiveness and sustainability of interactive media technologies being utilized in the delivery system of IGNOU. The study included Gyan Vani, Edust-based teleconferencing, the IGNOU slot on the national channel, Doordarshan, the web platform and internet facilities. The broad findings of the study as stated in the final report submitted, are as under:IGNOU Hour on Gyan Vani Forty percent of students listen to the IGNOU Hour programmes broadcast on Gyan Vani. Fourteen percent students listen to the IGNOU Hour programmes on a regular basis. Forty one percent students tune in sometimes and the rest do not listen to programmes broadcast on Gyan Vani . IGNOU Programmes on Doordarshan Forty seven percent of students watch IGNOU Programmes telecast on Doordarshan channel 1. Ninety three percent students who watch IGNOU programmes on Doordarshan’s main channel are comfortable with the language of telecast.Sixty percent students who watch the IGNOU slot on Doordarshan rated the content quality of programmes telecast as good. More than seven out of ten students said the programmes telecast on the IG NOU slot on Doordarshan are useful in the learning process. Sixty percent students who watch programmes telecast on Doordarshan felt it helped them in understanding their progrmme topics better. The awareness of students about IGNOU programmes on Doordarshan DTH is quite high as more than seven out of ten students were aware about it. Fourteen percent students of IGNOU were found to have Doordarshan DTH in their homes.Conclusion As India strives to become a knowledge society, IGNOU ensures that no section gets left behind, that’s where attaining the objective of democratizing higher education. From the above discussion, it is worth mentioning that IGNOU’s contribution in democratising higher education is commendable. The innovations of IGNOU to impart education anybody, anywhere anytime using all channels is visible from the initiatives and the current status. With the growing demand of skilled workforce across the globe, IGNOU is taking all steps towards this.Right to Education is very much evident from the above mentioned initiatives. To conclude IGNOU’ s initiatives in democratising higher education ,a dynamic and innovative university with a passion to educate all and reaching the unreached, IGNOU has become the People’s University†¦the university of a billion plus. References Annual Report 2008-2009, IGNOU. IGNOU, Celebrating 25th Year of Success in Open & Distance Learning 2009-2010, Vol. 1, Issue1. IGNOU, Education Without Barriers. IGNOU, Profile 2010. IGNOU, IGNOU Community Colleges. IGNOU, Flexi Learn. IGNOU, Gyan Deep. IGNOU, Open Letter. www. ignou. ac. in

My Favorite Leader †Zhou Enlai Essay

Abstract As is known to us all, Zhou Enlai, as a communist party member, the first premier and foreign minister of the People’s Republic of China (PRC), has a high reputation from home and abroad. This paper includes four parts in total. It starts with the brief introduction to Zhou Enlai and then pays more attention to the second part about his contributions. Following is the third part about evaluations from domestic and international. The last part comes to the conclusion. Key words: Zhou Enlai reputation contributions evaluations I. Introduction Zhou Enlai was born in Huai’an, Jiangsu Province on 5 March 1898, and died in Beijing on January 8, 1976. Zhou, an important member of the Chinese Communist Party (CCP) from its beginnings in 1921, was the first Premier of PRC, serving from October 1949 to January 1976. Though Zhou severed as the Chinese Foreign Minister just from 1949 to 1958, he was a master in policy implementation, with infinite capacity for details. His skills and ability of diplomat impressed people all round the globe. He was of great help in consolidating the control of the Communist Party’s rise to power, forming foreign policies, and developing the Chinese economy. II. Contributions To the liberation of the Chinese people and the foundation of a new China As I have mentioned in the first part, Zhou was born at the end of the 19th century, when China was suffering from internal and external. So, Zhou has dedicated himself to the cause of the liberation of the Chinese people since he was young. Between 1920 and 1924, he studied in France and Germany under a work-study program and spread Marxism among Chinese students and workers living there. He joined the Communist Party of China in 1922. During the period of the Great Revolution, he took an active part in the Northern Expedition and made important contributions to the overthrow of the reactionary rule of the northern warlords. He was also one of the leaders of Nanchang Uprising and one of the founders of the People’s Army after the failure of the Great Revolution in 1927. In 1935, Zhou played an important  role in supporting Mao Zedong’s propositions at Zunyi Conference which helped make the Long March of the Red Army a great success. When the Red Army arrived in Northern Shaanxi Province, Zhou, working under the Central Committee of the Communist Party of China (CPC), on behalf of the Communist Party, held talks with Chiang Kai-shek who adopted measures to firstly maintain internal security and then repel foreign invasion, facing the Japanese invasion to Shenyang, China. During the negotiations, Zhou firmly carried out Chairman Mao’s policy, skillfully compelled Chiang Kai-shek to stop the civil war and successfully led to the peaceful settlement of the Xi’an Incident, and thus promoted the formation of anti-Japanese national united front. In the Liberation War of China, he spared no pains to assist Mao Zedong in organizing and commanding the Three Great Campaigns and establishing the new China. To Diplomatic Relations After New China was founded, Premier Zhou also worked as the Foreign Minister for nine years, during which he made painstaking efforts to develop the basic diplomatic policies and form the Foreign Ministry, including formulating rules, systems and diplomatic disciplines. The Five Principles of Peaceful Coexistence proposed by Premier Zhou that † mutual respect for territorial integrity and sovereignty, mutual non-aggression, non-interference in each other’s internal affairs, equality and mutual benefit, and peaceful coexistence † remains the most important norm and standard which officials of the Foreign Ministry must abide by nowadays. The Geneva Conference In April 1954, Zhou, together with the delegation of the People’s Republic of China, attended the Geneva Conference, which was to settle the ongoing Franco-Vietnamese War. His patience and shrewdness assisted the major powers involved (the Soviets, French, Americans, and North Vietnamese) to reach the agreement ending the conflict, and made it possible that the independence of the three countries—South Vietnam, Laos, and Cambodia got the international recognition. Meanwhile, on behalf of the Chinese Government, Zhou put forward the five principles of peaceful coexistence as the criterion for the relationship between countries. The Asian–African Conference In 1955, Zhou was a prominent participator in the Asian–African Conference held in Indonesia. At the conference, Zhou skillfully maintained the right to possess Taiwan, demanded the approval of the People’s Republic of China, put forward his stand for â€Å"peaceful coexistence† and against â€Å"colonialism†, advocated â€Å"seeking common ground while putting aside differences† and made it possible that, the conference produced a strong declaration in favor of peace and actively carried out the peaceful coexistence of China’s foreign policy. The Sino-American relations By the early 1970s, Sino-American relations had begun to improve. In January 1970, the Chinese invited the American ping-pong team to China, initiating an era of â€Å"ping-pong diplomacy†. In 1971, Zhou met secretly with President Nixon’s security advisor, Henry Kissinger, who had flown to China to prepare for a meeting between Richard Nixon and Mao Zedong. After these meetings, Zhou successfully let the United States agree to allow the transfer of American money to China, to allow trades between American-owned ships and China (under foreign flags), and to allow Chinese exports into the United States since the Korean War. What’s more, the United States publicly acknowledged that Taiwan was an inalienable part of the People’s Republic of China. To promote the people’s well-being During the establishment of the new Chinese government, he succeeded in getting support from people from all walks of life, which provided a solid foundation for the construction of the Chinese society and the consolidation of the new China. First foreign minister as he was, Zhou made it possible to create an international environment favorable to China’s construction and to promote world peace and human development. In 1954, he proposed the four modernization goal of constructing a modern industry, agriculture, transportation industry and national defense, which promoted the rapid development of the national science and technology. During the Cultural Revolution, he exerted himself to keep order in the critical situation, and made a great effort to save comrades being persecuted or imprisoned. In 1975, on behalf of the Party, he reintroduced his â€Å"Four Modernization†Ã‚  giving people the confidence and courage to reconstruct China having been destroyed and confused by the Cultural Revolution, III. Evaluations From domestic After his death, one million five hundred thousand people came to see his coffin, and memorials for him were held everywhere. One of the memorial reports devoted to Zhou Enlai wrote: â€Å"He looks to have left nothing for us. But†¦he have hundreds millions of children and grandchildren, and all the land of China is grave for him†. Qian Xuesen, father of the two bombs, once said, â€Å"According to what many non-party people said, they had no idea of the communist party of China until they got to know Zhou Enlai and it was because of him that they began to believe in the CCP.† The writer Bing Xin expressed her admiration that â€Å"Premier Zhou Enlai is the first perfect in the hearts of billion people of 20th century†. From international On January 8, 1976, it was the exact day of Zhou’s death, in front of United Nations Headquarters in New York, the United Nations flag down a half-mast. The UN Secretary, who named General Kurt Waldheim, said, â€Å"In order to mourn Zhou Enlai, the United Nations is to half-mast. There are two reasons for me to make this decision: Firstly, China is an ancient civilization with many countless treasures of gold and silver, but she has no penny of Premier Zhou’s deposits; Secondly, China has a population of one billion and accounts for 1/4 of world’s population, but she has no child of Premier Zhou.† The First Lady Jacqueline Kennedy once said: â€Å"In the world I only worship one man, that is, Zhou Enlai.† Sihanouk lady Monika also said: â€Å"Zhou Enlai is my only idol!† To conclude this part, these evaluations not only mirror his incomparable wit diplomatic skills, but also reflect our beloved Premier Zhou noble characteristics admired in t he world. IV. Conclusion As I have mentioned above, Zhou Enlai enjoys a high reputation in China as well as in other countries, because of his incomparable diplomatic skills and devotion to the cause. Zhou devoted himself to his cause, making unremitting efforts to spread Marxism, making contributions to the  liberation of the Chinese people and the development of China and sparing no pains to promote the Chinese people’s well-being and the peace of the world. Bibliography 1. http://zh.wikipedia.org/wiki/å‘ ¨Ã¦  ©Ã¦  ¥ 2. http://baike.baidu.com/view/1751. 3. http://www.baike.com/wiki/å‘ ¨Ã¦  ©Ã¦  ¥ 4. Gao Wenqian. Zhou Enlai: The Last Perfect Revolutionary. NY: Public Affairs, 2007. 5. Lee, Chae-jin. Zhou Enlai: The Early Years. Stanford, CA: Stanford University Press, 1994. 6. Levine, Marilyn. The Found Generation: Chinese Communists in Europe during the Twenties. Seattle, WA: University of Washington Press, 1993. 7. Wilson, Dick. Zhou Enlai: A Biography. New York: Viking, 1984 8. Tang Jiaxuan. Tang Jiaxuan Elaborates Zhou Enlai’s Diplomatic Thinking in Tianjin Nankai Middle School. ä ¸ ­Ã¥ Å½Ã¤ º ºÃ¦ °â€˜Ã¥â€¦ ±Ã¥â€™Å'å› ½Ã¥ ¤â€"ä º ¤Ã©Æ' ¨