Guidelines for Short Term Certificate Courses Essay Example for Free

Guidelines for neat name security system Courses EssayShort Term Vocational Certificate Courses of one-third months, sise months and unmatched year duration argon being introduced in the disciplines of Agriculture, Engineering technology, calculator comprehension, Business Commerce, business firm erudition and Humanities, with the objective of providing develop to SSC failed/passed students or candidates who are interested in acquiring job oriented skills and wish to join the world of work, to enable them to earn their livelihood. (Course expand at AnnexureI . These movements are being introduced as self-financing courses. HOW TO APPLY 1. either Private presentation / NGO having good track record in the field of providing training and having required infrastructure can start these Short Term Vocational Courses with the approval from the recite wreak of Vocational pedagogics, after they satisfy the norms prescribed herein. 2. coat forms can be obtained from t he concerned district Vocational Educational blotrs or from the office of the Director of mediate Education, Andhra Pradesh, Hyderabad by paying Rs.100/- through necessary potation in favour of Secretary, Board of median(a) Education, Andhra Pradesh, Nampally, Hyderabad or can be down loaded from BIE website at www. bieap. gov. in under vocational courses pages 3. At the time of filing application the institute should provide information on class room infrastructure, On the theorize readying linkage, faculty, Society registration or Certificate of incorporation, track record in the field of training opted for and tie up for placements of trained candidates. 4.Maximum number of sections permitted for any institution leave alone be 9 only, of different durations. A minimum of cardinal courses should be offered from different disciplines. 5. The filled in application along with all enclosures should be submitted to the concerned District Vocational Educational Officer before the prescribed date. An Inspection Fee of Rs. 500/= in circumstance of Rural area and Rs. 1000/= in case of an Urban area, in the form of a demand Draft in favour of the 3 Secretary, BIE in any Nationalized Bank, payable at Hyderabad is to be enclosed. sanction PROCEDURE 6. A three men discernion committee consisting of 1 DVEO, 2 Principal of GJC and 3 Subject expert will inspect the Institutions and submit the feasibility report with recommendations to soil Institute of Vocational Education SIVE. 7. Permission will be granted by the State Institute of Vocational Education SIVE on receipt of feasibility report from District Vocational Educational Officers concerned, on the available infrastructure and On the Job Training facilities with MOU tie up for placements. 8.At the time of applying for Short Term Vocational Courses the Institute should indicate the Industry / Workshops / Service Organisations in which On the Job Training will be provided. They should furnish the MOU with the training presidential term along with the application. FEE PARTICULARS 9. The Private Institution / NGO should pay Rs. 500/- per section per module as recognition fee through Demand Draft in favour of the Secretary, Board of Intermediate Education, Andhra Pradesh, Nampally, Hyderabad after approval from the State Institute of Vocational Education.( leash months course one module Rs/ 500, six months course two modules Rs/ 1,000, 1 year course three modules Rs 1,500) 10. The maximum tuition fee to be collected from the student is Rs. 300/- Per Month. ADMISSION PROCEDURE 11. The Head of the Institution / Correspondent / Principal of the concerned institute shall take up the admission process only after obtaining permission from the State Institute of Vocational Education SIVE. 12. The maximum intake shall be 40 forty students per section. 13. No age limit is prescribed for admission to these courses. 14. Selection Criteria 4 Minimum qualifications for admission into these course s shall be as mentioned in Annexure I. Candidates having higher qualification with an aptitude to learn the skills in the relevant field are also in line for admission. SCHEME AND SYLLABUS 15. The short-term courses are organized in to modules of three months duration each. The Institutions taking up Short Term Vocational Courses have to strictly follow the academic schedule, syllabus and On the Job Training pattern prescribed by the State Institute of Vocational Education SIVE including guidelines for conducting classes/ training, examination, evaluation etc from time to time.Copy of the syllabus can be obtained from DVEO. or can be down loaded from BIE website at www. bieap. gov. in under vocational courses pages The Scheme of instruction prepared by the State Institute of Vocational Education as mentioned below has to be strictly followed. SCHEME OF INSTRUCTION FOR EACH MODULE Subject opening Hours 72 Total 72 Weightage 30 30 Hours 216 216 On the Job Training OJT Weightage 70 70 Hours 288 288 Total Weightage 100 100 SCHEME OF INSTRUCTION/WEEK Subject Theory 6 On the Job Training OJT 18 Total 24 16.In order to provide job-oriented skills to students, greater emphasis shall be placed on, On the Job Training. The entire work relating to practicals / on the job training shall be conducted in workshops / Organisations / industries. On the Job Training to be provided in the workshops etc. shall be directly under the supervision of Master trainer of the workshops / industries / Service Establishments. 5 SOME OF THE POSSIBLE ESTABLISHMENTS FOR PROVIDING ON THE JOB TRAINING ARE INDICATED BELOW. 1. Agriculture State Government Centres Private Reeling Centres/ ANGRAU, Hyderabad/Dairy Cattle farms/Fish farm/Government/University farms.2. Business Commerce Banks / Commercial Establishments / Super Markets / Chartered Accountants / Tax Consultants / Commercial Institutes. NIIT/ CMC / APTECH / Locatiya Computers / Setwin / ITI /polytechnic Colleges / only recognized Computer Labs / private computer labs Setwin/ITI Training Centres/ Polytechnics/ Tribal Welfare work centre/ car workshops Small medium Bakeries/ nourishment workmanship Institutions/Home science Colleges /Food catering Institution/Beauty parlors Hotels/ Garment Units/CMC ATC/Setwin. Star Hotels / Tourist Centres / Travel Agencies. 3. Computer attainment 4. Engineering Technology.5. Home Science 6. Humanities 17) There should be a Continuous check on the conduct of classes and attendance of students in the class and On the Job Training by the Principal and Master Trainer regularly. Minimum 90% attendance is essential for passing the module. The concerned District Vocational Education Officer would regularly inspect the teaching and training establishments 6 EXAMINATION AND CERTIFICATION 18) In order to facilitate continuous evaluation for each module Theory and On the Job Training examination should be conducted at the end of first, second and third module.The Instructor associat ed with the course should assess the students in terms of their competency achieved. The Master Trainer/ Supervisor in the Industry / Business establishment/Organisation will also test and assess the student ground on the Technical Skills acquired. At the end of the module examination will be conducted at institution level under the supervision and control of the District Examination Committee headed by DVEO as per the guidelines prescribed by the SIVE.The following system of grades has to be adopted for the purpose of performance appraisal of the students at the end of each module based on continuous evaluation duly giving 30% Weightage on performance in theory and 70% Weightage on performance in On the Job Training OJT. Award of Grades and entitled grade points Marks Range 90-100 70-89 Grades A B Sub Ranges 95-100 90-94 85-89 80-84 75-79 70-74 65-69 60-64 55-59 50-54 45-49 40-44 35-39 30-34 25-29 0-24 Grade Points 10 9 8. 5 8 7. 5 7 6. 5 6 5. 5 5 4. 5 4 3. 5 3 2. 5 2 19) 20) 21) 50-69 C 40-49 30-39 0-29 D E F.7 22) Grade card will be issued for each module after clearing the Theory and On the Job Training OJT with D or higher grade in the module. Those getting less than D grade will not be considered as pass in the module and they will have to repeat the module after taking fresh admission and only those passing in initial module will be eligible to join the next module. DVEO will issue a module completion credential. After successful completion of entire course, a competency-based certificate will be given by the State Institute of Vocational Education SIVE through the DVEO concerned.23) PLACEMENTS 24) The Institute taking up Short Term Vocational Courses should take any measure to provide placement to the students by liaison with Business establishments /Industries / other establishments. Institutions should play a major role in placement of the passouts. Placement mobile phone has to be created in the Institution. APPOINTMENT OF FACULTY 25) The Princi pal / Correspondent is authorized to engage the teaching faculty. energys for the Teaching Faculty course wise shall be as mentioned in the Annexure II. Sd/- SHASHANK GOEL DIRECTOR OF INTERMEIDATE EDUCATION.8 ANNEXURE I MINIMUM EDUCATIONAL QUALIFICATION FOR 3 MONTHS peerless Module, 6 MONTHS Two Modules ONE YEAR COURSES deuce-ace Modules. Sl. Course No. I. 1 2 3 4 5 6 7 II. 8 9 10 11 12 III. 13 14 15 16 17 18 19 20 21 22 AGRICULTURE Bee-Keeping Apiculture Mushroom Culture Veterinary Compounder Sericulture Assistant Farm Assistant Fisheries Assistant Gardener Training Course BUSINESS COMMERCE Accountancy Taxation Salesmanship Typewriting English Shorthand computing machine SCIENCE COURSES Web plan Internet Computer upkeep M. S. Office Unix C C++ V. B. Oracle VB ASP Oracle with D2K Oracle with DBA DTP Auto CAD cardinal One One One One One One One One One Three Months Three Months Three Months Three Months Three Months Three Months Three Months Three Months Three Months T hree Months SSC Failed SSC Failed Intermediate Intermediate Intermediate Intermediate Intermediate Intermediate Intermediate Intermediate Three Three Three Three Three One year One year One year One year One Year Intermediate Intermediate SSC SSC Failed SSC One One Three Three Three Three Two Three Months Three Months One Year One Year One Year One Year Six Months SSC.Failed SSC Failed SSC Failed SSC Failed SSC Failed SSC Failed SSC Failed Module Duration Qualification 9 23 24 25 26 27 28 29 Accounting Package Computer Application Information Technology ironware Technology Data Entry Multimedia, Graphic Animation progress Certificate Course in Computer Application Advanced Certificate Course in Information Technology ENGINEERING TECHNOLOGY Motor Driving Plastic Technology Auto Electrician Electrician Plumbing Welding Carpentry grammatical construction Construction Automobile Engg.Technology Air-Condition infrigidation Radio TV Technician HOME SCIENCE COURSES Apparel construc tion Tie Die, Block, Batik, Screen-printing Computer based direction designing One One One Three Months Three Months Three Months SSC Failed SSC Failed SSC Failed One Two Two Two Two Two Two Three Three Three Three Three Months Six Months Six Months Six Months.Six Months Six Months Six Months One Year One Year One Year One Year SSC Failed SSC failed SSC failed SSC failed SSC failed SSC failed SSC failed SSC Failed SSC Failed SSC Failed SSC Failed One Two Two Two Two Two Three Three Months Six Months Six Months Six Months Six Months Six Months One Year Intermediate SSC failed SSC failed SSC failed SSC failed SSC failed SSC Failed 30 Three One Year SSC Failed IV. 31 32 33 34 35 36 37 38 39 40 41 V. 42 43 44 10 45 46 47 48 49 50 51 52 53 54 55 VI.56 57 Soft Toys flowering Making Beautician course Embroidery Zig Zag cooking bakeshop confectionery Hotel watchfulness Food Preservation Processing panache Designing Textile Designing Interior Designing HUMANITIES COURSES Receptio nist Tourism Management Three Three One Year One Year SSC SSC One One One One Two Three Three Three Three Three Three Months Three Months Three Months Three Months Six Months One Year One Year One Year One Year One Year One Year SSC Failed SSC Failed SSC Failed SSC Failed SSC failed SSC Failed SSC Failed SSC Failed SSC Failed SSC Failed SSC Preprimary Teacher Training Three 11 ANNEXURE II QUALIFICATIONS FOR TEACHING FACULTY- COURSE WISE.I. AGRICULTURE 1. Mushroom culture QUALIFICATION. B. Sc. (Agriculture), B. Sc. (Horticulture) with background of fix pathology/ any parchment in concerned course / Certificate Course. M. Sc. (Entomology) / B. Sc. Agriculture any diploma in concerned course / Certificate Course. B. V. sc. , /B. Sc (Dairying)/ diploma in concerned course 4. Sericulture Assistant M. Sc. Sericulture / M. Sc. Zoology / B. Sc. , with Entomology / fleece in concerned course / Certificate Course. B. Sc Horticulture/ B.Sc Agriculture/ diploma in concerned course / Certif icate Course. M. Sc (Zoology) with Fisheries and Aquaculture Specialisation/B. FSc / B. Sc with Fisheries. B. Sc Horticulture/M. Sc Agriculture with Two Years experience, B. Sc Horticulture/ fleece in concerned course /Certificate Course. 2. Bee-Keeping Apiculture 3. Veterinary Compounder 5. Farm Assistant 6. Fisheries Assistant 7. Gardener Training Course 12 II. BUSINESS COMMERCE QUALIFICATION M. Com / B. Com. M. Com / B. Com. , with Specialisation in Income Tax M. Com / B. Com. , with P. G. Diploma in Marketing / Salesmanship. Graduation with Type Higher/ Intermediate Office Assistantship Vocational Course.Graduation with Shorthand 8. Accountancy 9. Taxation 10. Salesmanship 11. Typewriting 12. Shorthand III. COMPUTER SCIENCE COURSES 13. Web Designing and Internet QUALIFICATION BCA/MCA/B. Tech/M. Sc Computer Science Any Advanced diploma in concerned crush BCA/MCA/B. Tech/M. Sc Computer Science Any Advanced diploma in concerned subject M. CA/BCA/M. Sc/B. TEC/M. Sc Home Science A ny Advanced diploma in concerned subject M. CA/BCA/M. Sc Computer Science/ B. TEC/ Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject 14. Computer Maintenance 15. M. S. Office 16. Unix C and C++ 17.VB and Oracle 13 18. VB and ASP BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech.Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science / B. Tech. BCA/MCA/M. Sc computer Science / B. Tech. 19. Oracle with DBA 20. Oracle with D2K 21. DTP 22. Auto CAD 23. Accounting package 24. Computer Application 25. Information Technology 26. Hardware Technology 27. Data Entry 14 28. Multimedia Graphic Animation BCA/MCA/M. Sc Computer Science / B. Tech. 29. Advanced Certificate Course in Computer Application Advanced CertficateCourse in Information Technology M. CA/BCA/M. Sc computer Science/B. Tech/AMIE in CS/BOL C level of DOEA Examation/any advanced diploma in concerned subject. IV. ENGINEERING TECHNOLOGY 31. Motor Driving QUALIFICATION.Diploma in Automobile Engineering, ITI Certificate in motor driving with 3 old age experience. Diploma in Mechanical Engineering/ any Certificate in Plastic Technology with 3 years experience in the concerned course. Diploma in Automobile Engineering/ITI Certificate in Auto Electrician Trade with 2 years experience. Diploma in Electrical Engineering/ITI Certificate in Electrician Trade. Diploma in Civil Engineering/ITI Certificate in plumbing with experience. Diploma in Mechanical Engineering/ITI Certificate in welding with 2 years experience. Diploma in Mechanical Engineering/ITI Certificate in carpentry with 3 years experience. 32. Plastic Technology 33.Auto Electrician 34. 35. 36. Electrician Plumbing Welding 37. Carpentry 15 38. Building Construction B. E (Civil)/Diploma in civil Eng. /ITI certificate in the field of Civil Engg. Work/An experienced (10 Years) Mason with experience in Civil Constructions Work. B. E (Mechanical)/ Diploma in Automobile EngITI certificate in the field of Automobile Engg. Work/A 2 Wheeler/ 4 Wheeler Mechanic with 5 years experience. B. E (Mechanical) /Diploma in Mechanical Engg. / A Mechanic in Refrigeration and Air conditioning field with 5 Years experience. B. E (Electronics)/ Diploma in Electronics and Communication/A Radio and TV Mechanic with 5 years experience.QUALIFICATION Any related certificate holders from Setwin/ Women welfare department/ Janasikshana Samsthan/ Intermediate (Voc) with Commercial Garment Design Making. B. Sc. , (Home Science) Textiles and Clothing/ Any related certificate holders from Setwin / Women welfare department/ Janasikshana Samsthan / Vocational lecturer of the concerned subjects.Any D. C. A with stage/ B. C. A / Intermediate (Voc) with Fashion Garment Making Any related certificate holders from Setwin/ Women welfare department/ Janasikshana Samsthan. 39. Automobile Engineering Technology 40. Air-condition Refrigeration 41. Radio TV Technician V. HOME SCEINCE COURSE 42. Apparel constructions 43. Tie Die Block, Batik screen-printing 44. Computer based fashion designing 16 45. Soft toys Flower making. link up certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan/ Intermediate (Voc) with creche and Pre School Management course. Any graduate preferable Home Science / any graduate with Diploma certificate in Beauty culture. B. Sc. (Home Science)/Grad uate of Hotel Management course/ Senior Cook of reputed hotels Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan. 46. Beautician Course 47. Cookery 48. Bakery and Confectionery B. Sc. with Bakery as one of the subject/ Certificate in Catering Technology/ Diploma in Bakery and Confectionery Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan. 49. Embroidery Zig Zag B. Sc. H.Sc with Diploma in Embroidery / Diploma in Fashion Design or Inter Vocational CGDM Fashion Garment Making with Diploma in Embroidery Fashion Design, Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan. B. Sc (Home Science) in Home Management/ Diploma in House keeping/ two years experience in house keeping in any Institution. B. Sc Home Science in provisions/ Diploma in Dietics Nutrition .B. Sc Home Science / Degree with P. G. Diploma, Inter Vocational CGDM Fashion Garment Making. 50. Dipl oma in Hotel Management 51. Food Preservation Processing 52. Fashion Designing 17 53. Textile Designing B. Sc in textile and clothing /Diploma in Textile Designing with knowledge of computer, Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan. B.Sc in resource Management Consumer Science/Family Resource Management/B. Arch (Interior Design)/ P. G (Interior Design) B. Sc (Interior Design), Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan. B. Sc with child development Family relations/ B. Ed. Candidates / P. G diploma in Early child hood care Education, Intermediate (Voc) with Creche and Pre School Management course.54. Interior Designing 55. Preprimary Teacher Training VI. 56. 57. HUMANITIES COURSES Tourism Management Receptionist QUALIFICATION PG in Tourism / PG in Social Science with PG Diploma in Tourism and Travel Any degree with Front Office or Diploma in Hotel Management Or Degree in Hotel Mana gement.

Diversity and Education According Essay Example for Free

Diversity and Education According EssayAmericas schoolchild populations are increasingly reflective of an ethnically various(a) society. However, we recognize that there are several major variables for improving the multicultural accommodation apparent in a school. Bruner and Vytgotsky lend this discussion some utile insight concerning much(prenominal) variables. Chief among them, the diversity of faculty, of learning content and of learning media all are directly relevant to the schools embrace of difference.As the immigrant population continues not only to rise but to diversify in the United States, our educational system, and indeed, our nation has in many contexts attempted to enforce a degree of cultural uniformity inclined to either assimilate or exclude incoming cultures. Standardized testing, rigid curriculum use and poor facsimile amongst teachers and administrators of a diverse student population have all had the meeting of white-washing American education.In th e urban setting such as the case at hand, this can be especially problematic, with such failures of institution causing vulnerable students to dis aim. Vytgotsky contributes an important idea to this discussion, referring us to the relevance of effective pedagogy in amiable such students. One of the best ways to accomplish this is through group activity. We have a core understanding of the fact that diversity implies not beneficial a diversity of ethnicity or culture but also of potential learning styles or strategy.Vytgotsky offers an effective way to use this diversity to the advantage of the classroom. radical activity is always an effective way to help distill strategies and strengths for individuals. By strategically grouping students according to aptitude and academic strength, we enable stronger learners to directly engage weaker learners in a way that helps to effectively communicate concepts and ideas in play. Vytgotsky essentially contends that there is value to the les s effective student of being partnered with a much skilled learner.This interaction can be beneficial to the aptitude of the former and can help the latter develop innate leadership skills. The focus of such legislation as No Child Left Behind does not leave a great deal of freedom or latitude for the urban school to engage in such activities however. There seems at present to be an impulse of standardization directly opposite the need for diversity celebration. somewhat of the root causes of the failure of our educational system to accommodate diversity as it cuts across multiple demographic lines are resultant of the instruments used to labor student aptitude measurements.(McCarty, 1) Primarily, the ability or interest of teachers to accommodate diversity is stunted by the entrenched presence of institutional mischiefs that shape testing standards, curricular design and instructional method in a way that embraces standardization, legislative mandate and procedural uniformity. (McCarty, 1) One of the most heavily-recognized and persistent of such conflicts may be observed still today in the genuine lack of equality in the cultural standards applied to teaching African Americans.Particularly, there is a fundamental failure in the content choices which shape curricula such as those concerning literacy, history, policy and even the natural As part of a cyclical pattern which institutionally prevents our minority populations from being loosed of such a negative spiral, students beholden thereto are either locked into curricula which are given a financial short-shrift and are thus, armed with few qualified teachers, or are committed to districts where their cultural and ethnic perspectives are not being accounted for.This is a circumstance which regrettably continues today, with the current presidential presidential terms No Child Left Behind initiative imposing further dependence upon the diagnostic testing and grade-evaluation policies which have long be en an appendage of formal educational patterns. The new education standards are given over to a fundamentally punitive law that uses flawed standardized tests to label schools as failures and penalise them with counterproductive sanctions. (Neill, 1) This is also a sharp diversion in focus from that which Bruner argues is a priority for the diverse student bodies in our urban schools.The social impact of the educational experience is, according to Bruner, a fundamental aspect of its quality. The students engagement in class will often be a function of his socialization. This provides a firm rationale for the critique of diversity standards in our educational system. Indeed, there is an inherent danger by way of this administrative go up of the loss of pragmatism, which often incorrectly attributes the challenges related to diversity as products of learning deficiencies.This constitutes a fundamental disservice to the student and, it is worth asserting, basic intellectual prejudi ce which generally stigmatizing the future opportunities availed to those of ethnic minority or immigrant status. In Bruners understanding, the socialization of a diverse student body will actually promote learning rather than obstruct it. Therefore, as the ultimate resolution on the subject, our discussion inclines us to acknowledge as a basis of assumption that great multicultural sensitivity is needed in the teaching of literacy, of the social sciences and of all disciplines on the individual level.Moreover, we resolve that both Bruner and Vytgotsky would find fault with the rigid and roily patterns of No Child Left Behind. Ultimately, the two provide theories which merge to suggest that diversity can be managed through flexible management of the classroom and educational experiences.Works CitedMcCarty, Teresa. (2005). Language, Literacy and Power In Schooling. Lawrence Erlbaum Associates. Neill, Monty. (2003). Dont Mourn, Organize Rethinking Schools. Online at http//www. rethi nkingschools. org/special_reports/bushplan/nclb181. shtml

Depictions of Paranoia in Art Exhibitions

Depictions of Paranoia in Art ExhibitionsAn essay relating a text from Art in Theory (ed. Harrison and Wood) to a current exhibition or work of subterfuge located in United KingdomIn this essay I will look at a selection of art from the exhibition entitled Paranoia situated at the Freud M exerciseum. The exhibition is intended as an investigation of suspicion, fear, trauma and delusion in the post 9/11 knowledge base and investigates the abuses of governmental power and the media in generating a earth consensus of good and evil in the world. In particular, I will look at the work of Franko B., a London based artist who uses paintings and performance to challenge sciences of our bodies and of how the political relates to the artistic and the individual. In this exhibition there are exhibits of a couple of his black acrylic fiber paintings. These paintings are heavily wrought, naively painted and concerned with depth and texture rather than with notions of prettiness. Because th ey eschew certain relationships between what comprises art, and are coupled with Franko Bs place as a performance artist, whose blood-letting performances in 2003 at Tate Modern, they challenge the aestheticism and the inability for the artist to be a politically relevant individual. A numerate of video installations also attempt to like a shot politicise art in vulgar rather than subtle ways. Jackie Sallooms Planet of the Arabs and other works is a 20 minute video that pieces together stills from films, magazines, newspapers, television and advertising media, and functions to expose how myths and prejudices are developed and disseminated across society. Because I am interested in the political effects of art, and whether art merchant ship be established effectively as a critiquing tool to place against society, I will be looking in particular at how this exhibition relates to Joseph Buoys theories on the democratization of art, and upon whether performance based Action Art by a rtists such as Franko B. can effectively commit the individual, making him or her an artist him or herself.The 1960s signalled a movement away from the perception of the artist as a unique purveyor of erratic sense experience towards a more inclusive, incorporative process that questioned the underlying mechanisms and mythologies of artistry. Andy Warhol in particular sought to fabricate the notion of the artist as a Promethean character a sort-of demented idiot-savant, whose suffering brought baseless upon the world, by questioning the very foundations of the artist. Warhols techniques were designed to automate and remove any particular response from the art. Similar to the montage techniques of the futurists, the pop art movement could be seen as both an attempt to contemporize art and furthermore to erode or, at the very least, to change the perception of the artist and how he or she relates to the world around him. Politically this has important connotations. Because of War hols techniques towards the mass dissemination of art and of factory produced Warhol pieces of art, the artist is no interminable seen as objective and singular, and the truth offered by the artist is no longer situated above society, but alongside it. Politically, this means that the sweeping and grandiose ideologies sentiency by futurism, cubism, surrealism and other modernist movements no longer have the same currency. Therefore, politics have changed and art has become a fusion of high and low forms of fun and politics.The video installation and performance-based art that looks to remanufacture the artifice of the artistic self is innately political in Joseph Beuys terminology because it seeks to confront and democratize the artistic world, making artists of everybody that interacts with it. To impose forms on the world around us is the beginning of a process that continues into the political field. Discussion used to centre on the participation of the public and it became ap parent that actionism as a sort of joint play was not enough the participant must(prenominal) also have something to contribute from the resources of his own intellection (905). Therefore, in accordance with Buoys, the political field of art is in its struggle to empower and to transform others into artists. Buoys theory posits that, while there are battalion excluded from art, there can be no democracy. Thus, rather than art being a peripheral critique of society and politics, it forms a principle component of art itself. He continues by saying that A total work of art is only possible in the context of the whole of society. Everyone will be a requirement co-creator of a social architecture, and, so long as anyone cannot participate, the ideal form of democracy has not been reached (905). At the exhibition, techniques are adopted which serve to democratize art. devil books are present in the museum in which people draw things related to their dreams. Also, in a more nonfigura tive way, much of the art leaves gaps and ambiguities into which the artist can place his or her engagements. The use of video footage and stills from mass market publications in Sallooms Planet of the Arabs suggests that the artist is attempting to democratize the art in question. The intentionally crude collage nature of the work which juxtaposes images sharply, quickly and crudely also serves to denounce the role of the artist as talented, serving instead to perceive the artist as a facilitator to bring about other artists. The use of footage that we are all familiar with war torn countries, bombings, newspaper images and other forms of mass media serves to invoke a sense of feeling in the viewer, and the satirized nature of the piece helps the viewer confront ones own prejudices, which in turn empowers the viewer and helps to denounce the irresponsible mechanisms of mass-media.Truth and the specific role of artist are further interrogated by the artist Tim Blake and his piece T he Big Secret. This simply features an interview with the prominent conspiracy idealogue David Icke. Although widely denounced in scientific communities for his crackpot theories, here David Icke is allowed to speak in an unmediated way about his theory that extraterrestrial insects control and govern the planet. present Tim Blake attempts to provoke the viewer into a reaction by filming Icke in an unelaborated way. In the accompanying pamphlet, he uses a quotation from Freud The psycho-analyst, in the light of his knowledge of the psychoneuroses, approaches the subject with a suspicion that even thought-structures so extraordinary as these and so remote from our common modes of thinking are nevertheless derived from the virtually general and comprehensible impulses of the human mind (1). Thus, here there is an attempt made to democratize humanity and to assume that all emerges from a general principle. bring together with the absence of any particularly artist-like pretensions in the film, the question of artist is interrogated and jeopardised, allowing for democracy, in Buoys sense, to occur In a true democracy there are no other differences than capability democracy can only develop freely when all restrictive mechanisms are gone. One of the greatest of these restrictive mechanisms is the present-day school, because it does not develop people but channels them (905-6).In Franko Bs retrospective of his art, he posited that the best reaction to his work would be for somebody to indicate themselves in relation to it. His work has always attempted to denigrate his own position as technical artist in favour of more openly politicised attempts to democratize his viewers. His work in multiple medias over the years, from performance art involving blood letting to mass-produced flags that he would stain with his own blood, to more tralatitious painting, suggests that he is attempting to transform the image of the artist and how it is conceived by the masses. As most people feel politically isolated from art, it is of especial importance that the artist relates to people outside of the artistic world. Franko Bs crude and nave painting, his simple iconography, and his lacerating, self-sacrificing performance pieces attempts to achieve this by making his work both complaisant and vague simultaneously. His massive black portraits echo Rothko in their minimalism, but are concerned with iconic and image based themes that Franko B. takes from his own life. Because these pieces dont use any colour other than black, they appear more concerned about depth and line. Also, because they are made from blown up photographs, they also deny singular artistic talent in favour of a more inciting, democratic painterly technique.Buoys argues that The times educate people to think in terms of abstract concepts most people think they have to comprehend art in intellectual terms in many people the organs of sensory and horny experience have atrophied (905). Buoys attacks what he sees as the prevailing scientific concepts, which constrain and hamper the development of artistic imagination. According to Buoys, the concept of art must be widened to incorporate all things. The use of multimedia and various sources fragment the traditional role of artist as a singular paradigm of a truth that cannot be interacted with. Also, the conception of mass-produced art, which can be disseminated through video also serves a similar purpose to allow for a bigger audience to be incorporated into art, not as passive but as active components. The crudity of the art on offer at the museum, which directly and unambiguously interrogates the role mass media has to play in the formation of mechanisms of racial hate, terrorism and power, echoes the sentiments of Joseph Buoys.Works CitedLeaflet for Paranoia at the Freud Museum, 2007Beuys, Joseph (1921-1986) Not Just a a couple of(prenominal) Are Called, But Everyone, Art in Theory, pp 903-6Harrison, Charles Wood, Paul (2003), Art in Theory 1900-2000 An Anthology of Changing Ideas, Oxford Blackwell Publishers

Urinalysis of Four Urine Samples

Urinalysis of Four piss SamplesUrinalysis Practical understateAs you have learned, the urinary system dos many vital functions in the body includingRegulating neckcloth volume and pressure by regulating water excretion,Regulating plasma ion/solute concentrations by adjusting pee composition,Assisting blood pH stabilisation,Removing nitrogenous waste,Conserving water and important nutrients andAssisting the colored in detoxifying poisons.Therefore, analysing a sample of urine from a person can erect important in ecesis on the health of that person. Urinalysis can reveal diseases such as diabetes mellitus, urinary tract infections and renal (kidney) infections such as glomeronephritis and kidney stones (renal calculi).A medical professional whitethorn perform a urinalysis for several reasonsAs a general health check-up,Diagnosing metabolic or systemic diseases that affect renal function (heart failure will lead to decreased blood flow to the kidneys, pre-eclampsia during pregnanc y will lead to increased protein in the urine),Diagnosis of endocrine disorders e.g. infertility (low levels of FSH and/or LH),Diagnosis of urinary system disease,Monitoring of glucose levels in patients with diabetes,Testing for pregnancy (hCG levels secreted by the embryo),Screening for dose custom.Urinalysis is a technique involving physical, chemical and microscopic analyses of a sample of urine.Physical parameters Normal urine is a clear yellow garble due(p) to the aim of uribilin. Abnormal urine may be dark orange, red or brown and cloudy in appearance. This can be due to the front man of red and/or white blood cells or pigments and may allude a urinary tract or renal infection or disease, liver or gall bladder disease. Normal urine has a specific gravity of between 1.002 1.028 (this is a measure of the number of particles/solutes in the urine, its concentration). A urine sample that has an elevated specific gravity can indicate dehydration, diarrhea/vomiting, glucosur ia, inappropriate ADH secretion. A diminished specific gravity may indicate such diseases as renal failure or pyelonephritis.Chemical parameters The chemical analysis of urine is routinely performed using an inexpensive and relatively accurate dipstick political campaign (Uristix from Bayer or other brands). The test uses a reagent-coated plastic stick that is placed or dipped into the urine sample. The reagent areas change touch according to the presence of glucose and/or protein.(a)Figure 1. Colour chart (a) for determination of glucose and/or protein. The glucose test on the dipstick is based on a double sequential enzyme reaction. 1 enzyme, glucose oxidase, catalyses the formation of gluconic bitter and hydrogen peroxide from the oxidation of glucose (if present in the urine). A second enzyme, peroxidase, catalyses the reaction of hydrogen peroxide with a potassium iodide chromogen to oxidise the chromogen to act upon ranging from green to brown. Normal urine has slight th an 0.1% glucose concentration.The protein test on the dipstick is based on the protein-error-of-indicators principle. At a constant pH, the development of any green colour is due to the presence of protein. Colours range from yellow for negative through yellow-green and green to green-blue for positive reactions. Normal urine has a protein concentration of less than 100 g/ml. Although the dipstick test is semi-quantitative, significantly more accurate levels of glucose and protein can be determined by other means. In this practical you will use a BCA Assay (discussed later) to quantify the amount of protein present in a sample of urine.Urinalysis may as well include assaying for levels of ketones (an indicator of diabetic ketosis, temperance or starvation), blood cells (indicating infection or kidney stones), bilirubin (liver or gall bladder disease), drugs and many other substances.Microscopic parameters The urine sample can also be analysed by a microscope, often after staining to reveal any pathogens such as bacteria, urine crystals, cells and/or mucous. The presence of any of these may indicate infection or disease and further medical investigation will provide a thorough diagnosis.AimThe aim of this practical is to perform glucose and protein urinalysis techniques on five samples of urine provided by five patients and use this information to provide an initial diagnosis for each patient.Part One development Dipsticks To Provide A Qualitative Measure of Protein And/Or Glucose.Materials5 samples of urine labelled A E (these will be required for Parts One and Two),5 Uristix dipsticks.MethodPerform a basic physical analysis of the urine samples noting the colour and cloudiness of each sample piddle AUrine BUrine CUrine DUrine EColourCloudinessImmerse a dipstick into each of the samples, wait 60 seconds and prove your results using the colour chart in Figure 1 to determine if the sample contains glucose and/or protein or neither substanceUrine AUrine BUri ne CUrine DUrine EGlucoseProteinKetones shunNegativeNegativeNegativeStrongly positiveBloodNegativeNegativeTraceNegativeNegativePart Two Using A Commercial BCA Assay To Provide A Quantitative Measure of Protein.BackgroundThe BCA Protein Assay exploits the chemical reduction of Cu2+ to Cu1+ by protein in an alkaline medium with the selective colorimetric detection of the cuprous cation (Cu1+) by bicinchoninic acid (BCA). The first quantity is the chelation of copper with protein in an alkaline environment to form a blue coloured complex. In this reaction, known as the biuret reaction, peptides containing three or more amino group acid residues form a coloured chelate complex with cupric ions in an alkaline environment containing sodium potassium tartrate. Single amino acids and dipeptides do not give the biuret reaction, but tripeptides and larger polypeptides or proteins will react to produce the light blue to violet complex that absorbs light at 540 nm.In the second step of the col our development reaction, BCA, a highly sensitive and selective colorimetric detection reagent reacts with the Cu1+ that was formed in step 1. The purple-coloured reaction harvest is formed by the chelation of two molecules of BCA with one Cu1+. The BCA/Cu complex is water-soluble and exhibits a strong linear absorbance at 562 nm with increasing protein concentrations.The rate of BCA colour formation is dependent on the incubation temperature, the types of protein present in the sample and the relative amounts of reactive amino acids contained in the proteins.Figure 2. Reaction diagram for the bicinchoninic acid (BCA) protein assay.MaterialsThe 2 samples of urine from Part One that were positive for protein,Protein stock ensample (BSA, bovine serum albumin) at 1mg/ml,0.9% Saline (diluent)BCA (bicinchoninic acid) Working Reagent (labelled BCA WR),6 Tubes for dilutions for the standard curve,96 Well microtitre plate,P100, P200 P1000 pipettes tips,Marker pen,37C Incubator,Microtitr e plate reader set to read at a wavelength of 562 nm.MethodSet up the dilutions for your standard curve, sound out your tubes as 1,2,3,4,5 6,Prepare your standards according to the table belowDilution tube Volume of diluent (l)Volume of BSA or from tube (l)Final BSA (protein) concentration (g/ml)10 l300 l BSA10002250 l250 l bsa5003250 l250 l Tube 22504250 l250 l Tube 31255800 l200 l Tube 4256 Blank250 l00Label your microtitre plate so that you know which wells hold your standards and which contain your samples (perform in triplicate),Pipette 25 l of each standard (in triplicate) and sample (in triplicate) to each well,Add 200 l of the Working Reagent to each standard or sample and shake for 30 seconds,Cover the plate and treat at 37C for 30 minutes,Cool the plate to room temperature,Measure the absorbances at 562 nm on a microtitre plate reader, insert the norm pass judgments in the table belowDilution tube Average absorbance at 562 nm (add 3 values divide by 3)Subtract blank( Tube 6) fromvalue in previous towerFinal BSA (protein) concentration (g/ml)110002500325041255256 Blank0Sample 1Sample 2Prepare your standard curve use the corrected absorbance readings for standards 1 6 (in column 3 in the previous table) and plot them against the amount of BSA in each tube,Once you have plotted your standard curve, you can determine the protein concentration in your samples, enter this value into the table above.The patient scenarios are outlined below. You now need to match the urine samples with their corresponding patient scenarios and include justification for your decisions in your practical reportPatient ScenariosKidney Stones Nida is a 17 course of study old student. She arrives at her GP feeling nauseous, feverish with acute pain in her impose back. She is also passing large amounts of blood in her urine.Glucose Drink Thomas has just started a new job but is feeling quite dysphoric has lost weight. He arrives to see his GP but has had to skip lunch s o drinks a litre of cola to maintain his energy levels.Diabetic jennet is studying for her A levels. Recently she has been losing weight although she is eating much more than usual is always hungry.Athlete Dave is a professional athlete requires a blood urine test before competing in his next event. His test results are negative for drugs but are positive for another substance.Nephrotic syndrome Keely is a 20 year old student. She has been feeling very unwell for some time with general fatigue, listlessness, weight loss puffiness around her eyes ankles. Her urine is very slight very dark in colour

Humans Impact On Biomes Environmental Sciences Essay

charitables Impact On Biomes Environmental Sciences EssayHuman beings have continuously continued with interference of different biomes and thus bringing various modifications to these biomes. If efforts are not enhanced in conserving the inseparable world, we shall continue experiencing deteriorating endure factors like the global warming. Failure to conserve our biosphere will ultimately hurt the world race. This annotated bibliography gives insight on the resources that provide useful information on refer of human beings on different biomesThe authors provide a discussion on the loss and degradation of natural habitats that has continued unabated. It recommends on the assessment of the progress that has been achieved for the abide ten years since the World Summit on Environment was last held. Various systems are discussed which are substantial with economic benefits as per the available data on habitat conservation. The proof contributor will have insight on events discu ssed during the World summit and give aways that were recommended. The events are discussed in a systematic manner providing the reader with easier reading. This name is recommendable to any searcher or student in this palm.Carpenter, Stephen. Ecosystems and Human Well-being, Volume 2. Washington D.C., DC IslandPress, 2005In this maintain, the author implores various scenarios which provide an important tool for the analysis of complex systems. In addition, they give a good understanding of different outcomes which have a chance of occurring. There is a maturation demand for ecosystem services and thus this accommodate provides four approaches which are highly sought. The first is Global Orchestration approach which focuses on equity, the growth of the economy and the issue preventing ecosystem problems. The second is the order from strength which lays an emphasis on security and economic growth. The third is mosaic which focuses on management of ecosystems. Finally, is the technogarden which is concerned with green technology as a form of managing ecosystems? This book is important in giving insights to the learner on different biomes and various management approachesChapin, Francis. Principles of Ecosystem Stewardship Resilience-based Natural ResourceManagement in a changing World. Stockholm Stockholm University, 2009.The author implores the implementation of a steady-state theory and policies. This tends to invest in controlling a few selected ecosystem processes, at the set down of long-term social-ecological resilience. Loss of resilience makes systems more vulnerable to both expected and unforeseen changes. Achieving desirable outcomes for humanity, such as those of the UN Millennium Development Goals on poverty, intellectual nourishment security, and environmental sustainability, will enquire new integrated and adaptive approaches to social and economic development. This is where the complex interconnectedness between humans and nature, at a ll scales, is considered and the universe of discourse of uncertainty and surprise accepted as the rule. The author provides a new framework for resource management that is based on the necessity of managing resources in a world dominated by uncertainty and change. This book is essential to readers as it links recent advances in the theory of resilience, sustainability, and vulnerability with practical issues of resource management.Chapin, Stuart, et al. Consequences of Changing Biodiversity. Nature 405.2 (2000) 234-242.The authors outline various activities which causes fittings of the global environment. This has caused major extinctions to be exhibited in the history of man. As a result, there has been a marked change in the distribution and occurrence on various organisms. Ecological habitats have changed as organisms try to adapt to the changing ecosystems. The processes that take place in the ecosystem are change and the resilience to the environmental changes is affected. As a result, various consequences are faced which are often not good. The huge ecological and societal consequences of altered biodiversity ought to be reduced. This will help in preserving available options for future answers to global environmental problems. The authors use simple language which can be easily understood by readers. It is relevant in providing answers to various global environmental problems.Cowling, Ricky, Richardson, David and Pierce, S. Vegetation of Southern Africa. CambridgeCambridge University Press, 2004The authors provide comprehensive details about different vegetation types that occupy various part of southern Africa. Despite the region having a cohesive ecological unit, it has different ecosystems which brings a notable diversity. The author presents this book in three parts which are part one covers historical perspectives providing an understanding to the different ecosystems, part two provides the reader with the different characteristics and the det ermining factors for the vegetations, part three gives an insight into situation ecological themes like fire, grazing among others. This book provides its reader with profound knowledge on vegetation and effects of various factors.Dickinson, Gordon, Murphy, Kevin J., and Murphy, Kevin. Ecosystems. New York, NYRoutledge, 2007The authors give a persuasion provoking introduction about the ecosystems nature. In addition, various ecosystem types are discussed and their interactions with the actions of human beings are given. In this second edition, an update of recent research on this field of bionomics is provided giving major discoveries and their addition to this wide field. The authors are able to incorporate a strong theme about the application of functional ecology in providing an understanding of the working nature of ecosystems. Moreover, this book provides the reader with more insight on how to apply the concepts of the ecosystems in the subject of science and applied science . The book contains various chapters like global environmental change and impacts on the ecosystem which serves in the understanding of the biomes in the earths atmosphere. The language used in this book is simple for the reader and the information given is relevant in the study of impacts of human beings on the biomes.Ellis, Erle and Ramankutty, Navin. Putting People in a Map Anthropogenic Biomes of theWorld Frontiers in Ecology and the Environment 6. 2 (2008) 439-447.The authors discuss how humans have essentially altered global patterns of biodiversity and ecosystem processes. The existing systems for representing these global patterns, including biome classifications, either ignore humans exclusively or simplify human influence into, at most, four categories. The authors present the first characterization of world(a) biomes based on global patterns of sustained, direct human interaction with ecosystems. The authors identify, octonaryeen anthropogenic biomes through empirical analysis of global population, land use, and land cover. More than 75% of Earths ice-free land showed evidence of alteration as a result of human residence and land use, with less than a quarter remaining as wild lands. This supports just 11% of terrestrial net primary production. Anthropogenic biomes offer a new way forward by acknowledging human influence on global ecosystems and moving us toward models and investigations of the terrestrial biosphere that integrate human and ecological systems. The authors present a comprehensive analysis presenting the reader with easier understanding.Goudie, Andrew. The Human Impact on the Natural Environment Past, set and Future.Oxford, UK Wiley-Blackwell, 2006.The author provides a wide coverage of environmental issues that are being exhibited in the original modern world. The book is a good resource to ecology students as it begins by covering past events on human impacts on earth, presents the current issues and finally gives a projection of the future. It tackles impacts man has on the vegetation, water, landforms, and animals among others. In addition, it provides current statistics about human impacts on the environment. The text is presented in a new design which makes it more presentable and easy to be used by the readers. This book is relevant to the topic of the study by giving important information on the past, present and future impacts of humans on the biome.Nilsson, Christer, Reidy, Catherine, Dynesius, Mats and Revenga, Carmen. Fragmentation andFlow prescript of the Worlds Large River Systems. Science 308. 5720 (2005) 405-408.The authors provide a global overview of dam-based impacts on large river systems which show that over half (172 out of 292) are affected by dams, including the eight most biogeographically diverse. Dam-impacted catchments experience higher irrigation pressure and about 25 times more economic activity per unit of water than do unaffected catchments. In view of projected changes in c limate and water resource use, these findings can be used to identify ecological risks associated with further impacts on large river systems. This article is recommended to students learning about different biomes and the impacts of man on them. The discussion is presented in an easily understandable language which students will find useful in their research and readings.Woodruff, David. Declines of Biomes and Biotas and the Future of Evolution PNAS 98. 10(2007) 5471-5476.The article outlines details of a panel discussing the topic of study. To respond to the declines of biomes and homogenization of biotas, the panelists predicted changes in species geographic ranges, genetic risks of extinction, genetic assimilation, and natural selection and mutation rates. In addition, the shortening of food chains, the increase in nutrient-enriched niches permitting the ascendancy of microbes, and the differential survival of ecological generalists are also discussed. Action interpreted over th e next few decades will determine how impoverished the biosphere will be in 1,000 years when many species will suffer reduced evolvability and require interventionist genetic and ecological management. Whether the biota will continue to provide the dependable ecological services humans take for granted is less clear. The discussants offered recommendations, including two of predominate importance (concerning human populations and education), seven identifying specific scientific activities to better equip us for stewardship of the processes of evolution, and one suggesting that such stewardship is now our responsibility. The article is relevant in providing the reader with insights in to the topic on human impacts on biomes.

Nociception :: Biology Essays Research Papers

NociceptionPain is possibly the most unpleasant sensations our senses can break. flat though we typically coin over to remember what irritation haves like when we are non experiencing it, we certainly do not wish to experience unhinge. Despite pains unpleasantness, it has to be appreciated for what it is. Namely, a utensil that allows us to avoid risky situations, to counteract further damage, and to promote the healing process. Pain allows us to remove ourselves path dangerous situations, as we attempt to move away from noxious stimuli that cause pain. As we attempt to escape stimuli that cause pain after an initial insult on our frame, pain can prevent further damage form occurring. Finally, pain promotes the healing process as we take great care to protect an injure body part form further damage as to minimize the experience of more pain. How is this unpleasant, yet helpful sensation detected? Nociception is the term ordinarily used to refer to the detection of pain . The receptors involved in pain detection are aptly enough referred to as nociceptors - receptors for noxious stimuli. (1) These nociceptors are free buttock endings that terminate just at a lower place the skin as to detect cutaneous pain. Nociceptors are overly located in tendons and joints, for detection of physical pain and in body organs to detect visceral pain. Pain receptors are very numerous in then skin, hence pain detection here is tumefy defined and the source of pain can be easily localized. In tendons, joints, and body organs the pain receptors are fewer. The source of pain therefore is not readily localized. Apparently, the number of nociceptors also influences the duration of the pain felt. Cutaneous pain typically is of short duration, but may be reactivated upon new impacts, while somatic and visceral pain is of hourlong duration. (2) It is important to note that almost all body tissue is equipped with nociceptors. (1, 2) As explained above, this is an import ant fact, as pain has ancient warning functions. If we did not feel pain and if pain did not impinge on our good-being, we would not seek help when our body aches. Hence, it makes evolutionary sense for the body to be so well equipped with nociceptors in almost all locations. The most notable exception to this logic is the brain. The brain itself has no nociceptors and therefore is pain insensitive. Why is this all-important construction not equipped with and therefore indirectly protected by nociceptors?Nociception Biology Essays Research PapersNociceptionPain is possibly the most unpleasant sensations our senses can detect. Even though we typically fail to remember what pain feels like when we are not experiencing it, we certainly do not wish to experience pain. Despite pains unpleasantness, it has to be appreciated for what it is. Namely, a mechanism that allows us to avoid dangerous situations, to prevent further damage, and to promote the healing process. Pain allows us t o remove ourselves form dangerous situations, as we attempt to move away from noxious stimuli that cause pain. As we attempt to escape stimuli that cause pain after an initial insult on our body, pain can prevent further damage form occurring. Finally, pain promotes the healing process as we take great care to protect an injured body part form further damage as to minimize the experience of more pain. How is this unpleasant, yet helpful sensation detected? Nociception is the term commonly used to refer to the perception of pain. The receptors involved in pain detection are aptly enough referred to as nociceptors - receptors for noxious stimuli. (1) These nociceptors are free nerve endings that terminate just below the skin as to detect cutaneous pain. Nociceptors are also located in tendons and joints, for detection of somatic pain and in body organs to detect visceral pain. Pain receptors are very numerous in then skin, hence pain detection here is well defined and the source of pa in can be easily localized. In tendons, joints, and body organs the pain receptors are fewer. The source of pain therefore is not readily localized. Apparently, the number of nociceptors also influences the duration of the pain felt. Cutaneous pain typically is of short duration, but may be reactivated upon new impacts, while somatic and visceral pain is of longer duration. (2) It is important to note that almost all body tissue is equipped with nociceptors. (1, 2) As explained above, this is an important fact, as pain has primary warning functions. If we did not feel pain and if pain did not impinge on our well-being, we would not seek help when our body aches. Hence, it makes evolutionary sense for the body to be so well equipped with nociceptors in almost all locations. The most notable exception to this logic is the brain. The brain itself has no nociceptors and therefore is pain insensitive. Why is this all-important structure not equipped with and therefore indirectly protecte d by nociceptors?

The Hon. Dr :: essays research papers

Among the man presss responses to my 1993 book A Place at the Table was the charge by some critics that Im "sex-negative." impolite Browning griped that I want to "to turn in everyone put on 30 pounds, buy a allow Brothers suit, and wander off on the golf links, decorous an upper-class version of Ozzie and Harry. Those who dont want to take risks should join Mr. Bawer on the golf course. Those who want to feel alive will benefit from the exploration of our bodies and what our bodies can grant." play? Ozzie and Harry? Brooks Brothers? What, I wondered, does any of this have to do with what Ive written? Ive never been on a golf course. Or worn a Brooks Brothers suit. And when did I join the upper class? Of course I want gay people to enjoy what their bodies can grant. I also want them to have equal rights under the law, the love and respect of their friends and families, and a meaningful life beyond their orgasms. I want gay kids to grow up knowing that, as wonder ful as sex can be, gay identity amounts to more than belonging to a "culture of desire."Browning and others mocked me for being "serious." Well, isnt discovering oneself as a gay individual in this society a serious challenge? Isnt gay rights a serious issue? Being serious about gay rights in public discourse doesnt preclude being able to have fun in ones personal life. Yet if some right-wing critics cant write about gayness without smirking, some gay writers seem unable to address the subject without prattling frivolously about their own sex lives and longings.Which is a shame, because its vitally important for us to actualise that at the heart of homophobia lies an inability to see that gays can love each other as deeply and as seriously as straights can. Explaining why hed refused to instill my review of the film Longtime Companion, an American Spectator editor told a New York Observer reporter, "Bawer was striking a total equivalence between a heterosexual couple in love and a homosexual couple in love. To me, that wasnt convincing." That editor isnt alone in rejecting the idea of the moral equivalence of gays and straights.Its non only heterosexuals who draw these sex-related distinctions. "The defining thing about being gay," a gay man tells Susan Bergman in her new memoir, Anonymity, "is that you like to have sex a lot.