Downs Syndrome essays

Downs Syndrome essays All children that are born with Downs Syndrome (previously called mongolism) have a common characteristic appearance and may also share similar congenital birth defects. Dr John Downs, of whom the condition is so named after, found that children who were born with these similar characteristics and that after testing were complete. It was found that there was a common chromosome abnormality, which is known as Trisomy 21 (Cunningham, 1996). Every pregnant woman is at risk of having a Downs Syndrome child. For example 1 in 1,000 women who are 28yrs will give birth to a child with this condition. However, the risk is much greater with a woman who is 38yrs, increasing the risk by approximately 1 in 200 births. Until recently, it was thought that a womans age was the only indicator to the risk involved. However, advances in medical practise can now carry out tests out by looking at a womans hormone and protein levels during pregnancy. Also with the information of the expectant mothers age and the use of maternal screening, two thirds of Downs Syndrome infants can be identified whilst still in the womb. Research into the origins of Downs Syndrome has been carried out worldwide all with one common question in mind; is the condition genetic, thus making it hereditary? However, research that has been carried out has found, that children born with this condition have the same genetic makeup as a child born without the condition. However, there is one difference and that is a child born with Downs Syndrome, will have an extra chromosome. By having just one chromosome extra is enough to tip the finely tuned balance of the human body and will in turn produce physical and intellectual characteristics that are found in Downs Syndrome. It is commonly known that genes are passed from parent to child. And those most have two copies of every gene. In general one copy is passed on from both mother ...

African American History and Women Timeline 1860-1869

African American History and Women Timeline 1860-1869 [Previous] [Next] Women and African American History: 1860-1869 1860 founded in 1832 and accepting male and female, white and black students, by 1860 Oberlin College had a student population that was one-third African American 1861 Incidents in the Life of a Slave Girl, autobiography of Harriet Jacobs, was published, including descriptions of the sexual exploitation of female slaves Laura Towne, from Pennsylvania, went to the Sea Islands off the coast of South Carolina to teach the former slaves she ran a school in the Sea Islands until 1901, adopting several African American children with her friend and teaching partner, Ellen Murray 1862 Charlotte Forten arrived in the Sea Islands to work with Laura Towne, teaching former slaves Mary Jane Patterson, graduating from Oberlin College, was the first African American woman to graduate from an American college Congress abolished slavery in Washington, DC (July 16) Ida B. Wells (Wells-Barnett) born (muckraking journalist, lecturer, activist, anti-lynching writer and activist) (July 13-17) many New York African Americans killed in draft riots (September 22) Emancipation Proclamation issued, freeing slaves within territory controlled by the Union 1863 Fanny Kemble published Journal of a Residence on a Georgian Plantation which opposed slavery and served as anti-slavery propaganda Memoir of Old Elizabeth a Coloured Woman published: autobiography of an African Methodist Episcopal evangelist Susie King Taylor, African American army nurse with the Union army, began writing her journal, later published as In Reminiscences of My Life in Camp: Civil War Nurse Mary Church Terrell born (activist, clubwoman) 1864 Rebecca Ann Crumple graduated from the New England Medical College, becoming the first African American woman M.D. 1865 slavery ended in the United States with the passage of the 13th Amendment to the Constitution   American Equal Rights Association  founded by  Elizabeth Cady Stanton,  Susan B. Anthony, Frederick Douglass, Lucy Stone, and others, to work for equal rights for African Americans and women the group split in 1868 over which group (women or African American men) should take priority   Charlotte Forten  published Life on the Sea Islands about her teaching experiences as an African American northerner who went south to teach former slaves sculptor  Edmonia Lewis  produced a bust of Robert Gould Shaw, who led black troops in the Civil War (March 9) Mary Murray Washington born (educator, founder of the Tuskegee Womans Club, wife of Booker T. Washington) (April 11)  Mary White Ovington  born (social worker, reformer, NAACP founder) (-1873) many women teachers, nurses, and physicians went to the South to help former slaves by founding schools and providing other services, as part of the Freedmens Bureau effort or as missionaries with religious or more secular organizations 1866 President Andrew Johnson vetoed funding for and extension of the Freedmens Bureau, but Congress overrode the veto   Old Elizabeth  died 1867 Rebecca Cole graduated from medical school, the second African American woman to do so. She went on to work with  Elizabeth Blackwell  in New York.   Edmonia Lewis  created sculpture Forever Free communicating the response of African Americans when they heard of the end of slavery (July 15)  Maggie Lena Walker  born (banker, executive) (December 23) Sarah Breedlove Walker (Madam C.J. Walker) born 1868   14th Amendment  to the US Constitition granted US citizenship to African American men for the first time explicitly defining US citizens as male. Attitudes towards the importance of this change split the American Equal Rights Association within the year. Much later, the 14th Amendment became the basis for various  equal protection  cases advocating for womens rights. Elizabeth Keckley, dressmaker and confidante of Mary Todd Lincoln, published her autobiography,  Behind the Scenes; or, Thirty Years a Slave and Four Years in the White House sculptor  Edmonia Lewis  produced  Hagar in the Wilderness 1869 biography  Harriet Tubman: The Moses of Her People  by Sarah Bradford published; proceeds funded a home for the elderly founded by  Harriet Tubman   National Woman Suffrage Association  founded (NWSA), with  Elizabeth Cady Stanton  as first president (November) American Woman Suffrage Association founded (AWSA), with Henry Ward Beecher as first president [Previous] [Next] [1492-1699] [1700-1799] [1800-1859] [1860-1869] [1870-1899] [1900-1919] [1910-1919] [1920-1929] [1930-1939] [1940-1949] [1950-1959] [1960-1969] [1970-1979] [1980-1989] [1990-1999] [2000-]

Cultural Differences Research Paper Example | Topics and Well Written Essays - 1000 words

Cultural Differences - Research Paper Example   According to Royce (1982), there exist differences among all cultures of the world; these differences emanate from the fact that each group has its own norms, belief system, and values. The cultural differences prevalent in most parts of the world mean that people behave in accordance with their culture. Moreover, people tend to hold dear their values, morals, and ways of life. As a result, the traditions of any group of people are held sacred and should be adhered to by the members of the ethnic group. Those who violate the laid down norms may face punishment from the entire society. Therefore, a society may apply some sanctions for undesirable behavior; for example, wrongdoers may be ostracized or alienated from the other members of the society. However, the amount of punishment differs from society to society due to the varying cultural beliefs. Ethnic Identity Ethnic identity is a diverse term which has no universally accepted meaning. However, scholars have advanced the defi nition of ethnic identity to mean the relationship of a person as he or she relates to his or her society. Specifically, ethnic identity refers to a construct that affiliates the individual to the rest of the group. Ethnic identity refers to the view of a person by themselves and others as belonging to a certain group. A person chooses to identify with a group that tends to be available for him or her whenever he or she needs the group or a group, which acknowledges him. For example, a person can choose to affiliate with a group that has the same ethnic heritage (Banks, 1996). According to Banks (1996), in ethnic identity, the affiliation with a group can be in terms of cultural, natal, racial, and symbolic factors. Natal factors can be regarded as the ancestral attributes of a person; for example, the homeland of a person, origin of parents, and the origin of kin. Racial factors entail the use of physical characteristics as well as physiognomic attributes. On the other hand, symbol ic factors refer to the characteristics that tend to be typical of a certain ethnic group. Examples of symbolic factors include clothing, foods, holidays, artifacts, among other attributes shared by a group of persons. Cultural factors involve the behavior patterns exemplified by the group; it may also include the shared values and customs of a group. For most people in the world, ethnic identity forms the basis of national identity; as such, people tend to identify themselves with their ethnic groups. People belonging to the same ethnic group tend to share some attributes which are distinct from other ethnic groups. Moreover, ethnicity signals some form of physical traits, cultural similarities, an enduring descent, and a blood relationship. Apart from these similarities, people belonging to the same ethnic group tend to have some commonalities which include a common language, similar traditions, common religion, and a history that they can share (Royce, 1982). To a large extent, e thnic identity forms the basis for understanding the diverse differences among cultures. People tend to strongly identify with their respective ethnic groups. By belonging to an ethnic group, a person declares a certain ethnic identity and continues to demonstrate acceptable behavior which is characteristic of that group.  Ã‚  

"story of an hour "response Assignment

"story of an hour "response - Assignment Example Mallard who is free of her. The story ends with her death in a shock, seeing her living husband standing in the doorway (Chopin, Kate and Chopin 10). In the story, the writer employs specific structural techniques to heighten the drama. As the title suggests, the story is short. The structure used fits the subject matter quite well. The short story is made up of short paragraphs, consisting of two to three sentences. The story only covers an hour in the life of the protagonist, Mrs. Mallard. The time coverage runs from when she learns of her husband’s death and the time the husband unexpectedly returns home. The story makes a great impact, and one can quickly read it. The message is direct. The short story gives Louise an intense hour that she spends contemplating her independence. We immerse ourselves in her wild thoughts. The ‘heart disease’ echoed at the end of the story refers to the ‘heart trouble’ introduced at the beginning of the story. The structure intensifies the twist ending of the story (Chopin, Kate, and Chopin 9). The writer brings out the theme of the forbidden joy of independence. After Richards and Josephine shared the news of Bentleys death, Mrs. Mallard frequently grieves, although her reaction is more violent than other women. She realizes that she is an independent woman now that the husband had left her alone. The realization excites and enlivens her. Though, these are her private thoughts; she tries to squelch the feeling of joy she had. The word â€Å"free† escaped her lips. She sees her new independence as the center of her being. She even turns to prayers in hoping for a longer life to enjoy the freedom. The return of Bentley unwillingly yanks her independence to a level of killing her (Chopin, Kate, and Chopin 15). Another theme we find in the story is the inherent oppressiveness of marriage. The writer identifies that all marriages are

The Cost-Benefit Analysis of Solar Energy Essay -- alternative energy,

In recent decades, much debate has ensued about the vast amount of natural resources and ecological services society depletes. Moreover, the debate has evaluated how society depletes these natural resources at a faster rate than the environment can replenish. It also assesses how society can mitigate these environmental issues in order to preserve our natural resources for the prosperity of future generations. Research suggests that the natural resources we currently use, such as coal and petroleum, could be fully depleted within the next 25 and 100 years respectively (Byrd, 2012). Given that society has a tendency to over-consume natural resources, many economists have suggested that the use of alternative energy could alleviate the effects of overconsumption and the environment's ability to replenish. Therefore, this study evaluates the potential of solar energy (SE) on society and the environment by evaluating a cost-benefit analysis between solar energy technology (SET) and conve ntional energy resources. Electricity and The Call for Solar Technology: Research on conventional energy resources has shown that the demand of electricity has drastically increased in recent decades, and will continue to increase in the future (Zweibel, 2010). Moreover, by evaluating business as usual models, where the annual growth rate of demand for electricity ranges from 2% and 3.2%, research has suggested that annual world demand for electricity will soar from around 20 trillion kWh (kilowatts) in 2010 to 60 trillion kWh in 2050 and 200 trillion kWh by 2100. Additionally, the average growth rate of renewable resources has only increased about 1.6% per annum, in comparison to the 4% annual growth rate of conventional energy resources. (Lloyd & F... .... Solar Photovoltaic Installation in California: Understanding the Likelihood of Adoption Given Incentives, Electricity Pricing and Consumer Characteristics. Duke University, USA. [Found using CRS, Wiser, R., Barbose, G., & Peterman, C.] Sarzynski, A., Larrieu, J., & Shrimali, G. (2012). The impact of state financial incentives on market deployment of solar technology. Energy Policy, 46, 550-557. doi:http://dx.doi.org/10.1016/j.enpol.2012.04.032 [EL] Tsoutsos, T., Frantzeskaki, N., & Gekas, V. (2005). Environmental impacts from the solar energy technologies. Energy Policy, 33, 289-296. doi:http://dx.doi.org/10.1016/S0301-4215(03)00241-6 [Conceptual] Zweibel, K. (2010). Should solar photovoltaics be deployed sooner because of long operating life at low, predictable cost? Energy Policy, 38(11), 7519-7530. doi:http://dx.doi.org/10.1016/j.enpol.2010.07.040

How is British Culture Represented within Little Britain? Essay

In this essay I will be exploring how British culture is represented in the series Little Britain. Little Britain is a well known sketch comedy that is comprised of mainly two characters; Matt Lucas and David Williams. The title is known to have been derived from a combination of ‘Little England’ and ‘Great Britain’. The first character that I chave chosen to analyse is Vicky Pollard. Obviously, alike with all of the characters that are featured in Little Britiain, this character is fictional, but one may say that this character is used to portray the ‘average chavvy teenager’. For example, she will (usually) always try to integrate her extremely well known phrases (â€Å"Don’t go giving me evils!†,†Yeah but no but yeah but no but†¦Ã¢â‚¬ , â€Å"Shut up! I ain’t even dun nuffin’ or nuffin’!†, â€Å"Oh my god! I soooo can’t believe you just said that!†, and â€Å"What-eva!†), simultaneously incroporating tottally irrelevant ‘gossip’ which has absoutely nothing to do with the problem that she has found herself facing. Sterotypically, she appears to wear the same ‘Kappa’ outfit, more commonly known as a tracksuit. Vicks is always presented so do the wrong things, where I believe she is o nly doing it because she knows that it is the opposite of good. Common examples of this would be her abnoxious habbit for teenaged drinking, smoking and pregnancy. Vicky also seems to have the absurd perception of life, where if you ‘originate’ from a poor working class family, then you automatically have low expectations in the future. I believe her point of view to be invalid at this point, because she has (maybe unknownigly) sterotyped all though of whom fall into that catagory to have low expectations life, which, in fact, may only effect a small minorty; those who truely think this perception dictated by Vicky is correct. We can put this through to real life situations too; for example a survey was infact conducted that shows (in Britain), one person is the top 5 rich list, actually has a degree of some variance, which slightly backs up my point. For example, the infamous Richard Branson dropped out of school at 16 without any qualifications to his name, but that did not change his view of the world, and was just used as a sriving force to make sure that he got where he wanted to. Some may not agree that he came from a poor working class family, but leaving (and subsequently dropping) school without any qualification is what Vicky may expect from a poor working class student. The second character that I have chosen to analyse is Dafydd, who to me, bring himself access as a very confused character. His well known catchphrase, is â€Å"I’m the only gay in the village†, where in fact, if anything ‘gay’ really does happened, he is the first the feel intimidated and scared, which shows that he in fact may not be ‘gay’, but just can’t admit it. In excellent example of this would be when Myfanwy organised a â€Å"gay night† for Dafydd within the pub, and once the began to start arriving, Dafydd held a bar stool in his hands and cried out â€Å"get back you gay bastards†. Furthermore, this shows either two things, his original statement to be incorrect, and he only stated it for the attention he may though he’d receive, or two, he can’t â€Å"come out of the closet† about his true feelings to is using this type of violent notions to mask what’s really going on, in my opinon.He has other well known cathcprases including: â€Å"I’ll have another Bacardi and Coke please Myfanwy†, â€Å"Oh it’s so hard being the only gay in the village†, â€Å"Oh Myfanwy there just aren’t any other gays round here†. This all show that he is in denial about his true feeling, and thhey conflict what is actually going on. He is or has been biased in to beliving that just because he is gay, he will be restricting from getting on with his life, and doing the average day-to-day activity. For example he belives, specificially because he is gay, that he will be unable to get a job and therefore is currently une mployed.

Life After Chemotherapy Symptoms And Treatments Essay

Life after Chemotherapy Salewa Kayode -Williams Tarrant County College 11/3/16 Life after Chemotherapy According to NIH estimates, three in four families in the U.S, are likely to have at least one individual with a diagnosis of cancer (NIH, 2016). We have millions of cancer survivors in the U.S. However, life for survivors is not always the same, as life before cancer. Treatment provided to cure cancer has short term and long term side effects. Conventional chemotherapies provided for cancer, are replete with toxicities. Though research is underway to prevent and reduce the toxic effects of chemotherapy, it is remaining as a big concern. The patient is admitted to hospital and needs prolonged rehabilitation following chemotherapy. It can affect routine life, increase hospital stay and level of dependence. The kind of problems, patients face, can vary from person to person. Nevertheless, there are certain common problems that are shared by many cancer patients. This paper will discuss these problems and other aspects of life after chemotherapy. Chemotherapy is done to either cure cancer or to prolong life. The chemotherapeutic agents used in this process, acts by targeting cancer cells. In this process, they also harm the normal cells in the patient’s body, leading to adverse health effects. Most of the conventional chemotherapeutic agents available today, do not have the expected specificity, and can end up harming normal cells to varyingShow MoreRelatedThe Topic Of Cancer By Christopher Hitchens1042 Words   |  5 PagesTopic of Chemotherapy I chose to write an essay about the â€Å"Topic of Cancer† by Christopher Hitchens. In this short autobiographical essay, Hitchens discusses his experience with Esophageal cancer. 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