Proposal for Multimedia Project Essay

A self-declared grey hat hacker has leaked credit card information from Visa and MasterCard. In a Pastebin statement, ‘Reckz0r’ said that he targeted the credit card giants for ‘curiosity and challenge’ and was only leaking a portion of the credit card information as he could not leak everything, as it was ‘too large’. He said: â€Å"I’m also censoring the credit card information such as CC number, secret code, expiry date for security measures, I also edited the way the information will look, the original one looked bullshit. The document includes the card owner’s name, address, telephone number and email address. Speaking on Twitter Reckz0r said that he did not hack Visa and MasterCard, but several banks. He later tweeted that he had ‘penetrated over 79 large banks’ and had been targeting these banks for three months. In a web chat, Reckz0r told SC Magazine that the total data file was 50GB and it mainly consisted of credit card data and ‘contained data of company-owners, for example (LinkedIn co-founder) Reid Hoffman’. He declined to answer a question on how he hacked the two companies, but when asked if he found flaws to make this hack easier, he said yes and admitted that he had also hacked into the FBI, Pentagon and US Navy websites and ‘leaked some of their staff emails’. In this instance, Reckz0r chose to reveal personal details of customers. Asked why he chose not to hit the credit card companies directly, Reckz0r said: â€Å"I’ve took down mastercard. com a year ago and Visa. This time, I did a leak. I hacked a few banks and leaked the information. The full leak is 50GB containing 500,000 citizen’s information. He confirmed that he was involved in the attack on MasterCard and Visa in December 2010, when Anonymous declared support for WikiLeaks founder Julian Assange after PayPal permanently restricted the account used by WikiLeaks. This led to attacks on PayPal and other sites who chose not to support Assange or the whistle-blowing website. Reckz0r said that he was involved in the Visa and MasterCard attacks with two others. He said: â€Å"We’re just showing that when LulzSec was over, people thought it’s the end of Anonymous, it isn’t actually. † He also said that he was working alone as he had been before. Tal Be’ery, web research team leader at Imperva, said: â€Å"Having looked at the files that were posted, it doesn’t look credible. If anything he hacked a website and downloaded credit card details that contained Visa and MasterCard – along with American Express. But it is highly unlikely that he hacked both Visa and MasterCard directly. † Asked what he would say to people suggesting it is not genuine credit card data, Reckz0r said: â€Å"They’re a bunch of haters, if I wouldn’t censor the data and leak the whole 50GB data, I’d be noticed as a black hat. †

Defined the Three Different Types of Breach of Contract Essay

In Contracts there are many terms used that sometimes may get confusing. Other times it is hard to tell which words mean what and how to use them properly in a sentence; the word condition being one of them. There are so many uses for the word and it may be used as a form to explain more in-depth in a contract, so that there is no confusion, or questions asked in what was meant by in a statement. Conditioned is defined in a contact as a future uncertained event that creates or destroys rights and obligations. A condition is a contact clause that modifies the basic agreements between the parties. Conditions can be complexed as â€Å"if you do this†¦, I’ll do that†¦Ã¢â‚¬ . There are different types of conditions, including implied, express, condition precedent and condition subsequent. It is legal and very common for contracts to have conditions. A condition can modify or rescind a contract. Conditions can also be based on certain action either of the parties themselves or some other outside action. A contract with no condition is â€Å"I promise to pay you $2,000 for your car†. A contract with a condition is â€Å"I promise to pay you $2,000 for your car, if a mechanic certifies it has no major mechanical problems. How can you tell if a contact has a condition you may ask, well its very simple, if the statements requires action to be taken for the contract to be enforced. An implied contract is one that is not stated in the contract and an expressed contract is one that is stated.

Mechanical Ethics Article Example | Topics and Well Written Essays - 750 words - 1

Mechanical Ethics - Article Example This is an ethical concern because the engineers had the knowledge of the problem and failed to communicate on the issue. The company had to recall the vehicles for proper fixation. General motors paid more attention to the ignition problem. The engineers became more innovative in the process. They had to install a key ring that prevented the movement of the ignition key in an up-down motion. The company had to invest more in research and development. The aim of the research was to understand the ignition problem for the betterment of the product. The company was able to address the safety concerns and became alert to potential problems. It was unethical that the company knew the problem through its engineers, but decided to ignore the concern. Most of the crashes occurred where the drivers exceeded the speed limits on unpaved roads. Ethically, the company needed to issue a disclaimer that the vehicles were not fit for high speed on such roads. The recall was not cost effective for the company as it embarked on actions that would save the situation. My opinion on the issue is that the company was ethically wrong to ignore such a concern. It is not in order to put the lives of people at risk with an aim of profit maximization. The company should embrace and uphold customer safety rules and regulations. This would ensure that the customers became satisfied with any decisions that the company made. The company has clear ethical policies laid down in its Memorandum of Association. It should ensure the production of safe and clean products that are consistent with the generally accepted international standards. I will use my knowledge and expertise to ensure that the human welfare is enhanced. I will be honest in every project that I undertake. I will ensure that the decisions I make are free of bias. I will strive to become a professional of integrity to my employer, the clients, and the public.  

Marketing plan Assignment Example | Topics and Well Written Essays - 4000 words

Marketing plan - Assignment Example er and better means of connectivity to consumers and masses around the globe have increasingly provided the seeds of birth to a highly popular virtual world, thanks to the widespread popularity provided by the massive surge of online social networks and various micro blogging sites. The rise of the virtual world is strong and its presence is being actively felt by individuals around the world, as they increasingly try to gather information, work or even relax in their daily lives, irrespective of their physical presence in diverse geographical locations around the world. However, it is of utmost importance to address the fact that the access to the virtual world is only restricted by the process of accessing the World Wide Web from various highly sophisticated and latest technology based digital gadgets like Smart phones and laptops. It is of utmost relevance in this case to state that all these technological gadgets are essentially is dependent on electrical battery, which in turn acknowledges electricity as the primary source of power. Hence charging up of the electrical gadgets is highly important for the purpose of maintaining connectivity with the entire world through the access of World Wide Web (http://travellingtwo.com/resources/keeping-gadgets-charged). However, while talking in terms of charging up of the electrical gadgets, it can be increasingly said that the customers all over the world face various issues while travelling, due to the non compatibility of the charging devices with the electricity outlets. Most of them increasingly resort to the process of carrying separate connectivity devices like universal Adapter and reverse voltage charger. Hence, a new product named ‘EasyConnect’ is being introduced in the market, which will help in the process of charging of technological gadgets in the market. The most unique advantage that is being provided by the new product ‘EasyConnect’ is that it will have the dual and integrated combinations of

Data and knowledge management Assignment Example | Topics and Well Written Essays - 500 words

Data and knowledge management - Assignment Example Most important work for the data manager is to make the data available for the management as it is required. Other than the knowledge and skills requirement, the personality of the applicant should be such that he/she is more committed towards problem solving, result oriented and has an eye for detail. The data manager can be required on an off hour basis depending upon the nature of problem. These are some of the basic roles required of a database manager. Some of the differences found after reviewing several job descriptions are that the job description of database manager is changing from organization to organization as it depends upon on what kind of data needs to be saved and managed. For instance, database manger required in a bank must preferably be having an investment banking support experience other than the basic IT knowledge and skills required and he must be aware of the banking rules, regulations and the way banks work. He must also be aware of the database environments in accordance with the banking standards. Likewise database manager required in a school must be having a familiarity with the school system other than having technical knowledge required which is a must for this job. Where the job is financial advisory side there, communication and presentation skills have been given more weight age as it requires an ability to convince other people to accept their business proposal. Another very important difference seen is that in some job descriptions it is required of the candidate to work independently while in others he is required to assist others and seek help from others. The salary structure is not given along with the posting of jobs. However, it is mentioned that the salary would be competitive along with perks. The average salary for this position is USA is USD sixty eight thousands per year. However, people having more experience have a higher

Distill information about culture and cultural diferences from three Assignment

Distill information about culture and cultural diferences from three interiors - Assignment Example A close examination of the photographs reveals that the interior number 1 belongs to an elderly British couple living in the country side, interior number 2 is inhabited by a few families of different ethnicities and interior 3 is a guest house with no permanent residents. Let us now examine the interiors in more detail. Interior 1: The living room exudes a sense of deep and profound calmness. The heavy wooden furniture, the thick mat on the floor and the heavy scenery convey an idea of stability and eternity. The glass windows, most of them open, give the impression of a friendly host. The books in the study are arranged neatly and maintained clean. The inhabitants are clearly very fond of books. The ladder seems to be used quite often indicating that the inhabitants are in the habit of reading regularly. The bedroom and the bedside table again show a conservative style, typical of old British homes. The kitchen and dining area are also spick and span and tastefully decorated. Nature, birds and dogs are the favorite themes in the paintings on the walls. The paintings in the office room and the latest finished painting on the easel indicate that the person living in the house is a professional painter. The house is surrounded by lush greenery and it is obvious that the house is located in the countr yside. The elderly couple seem to be alone, but happy and contented. To maintain such a big house, they must have many servants and so it can be deduced that they are very rich. The overall impression that we get is that of an elderly couple belonging to the elite class, with lots of money and time to spare, living a peaceful life away from the hustle and bustle of modern life. It is noteworthy that there are no signs of modern technology like telephone, mobile or TV; may be they are purposely hidden from view. It may be noted that the kitchen is having modern facilities like cooking range etc. Interior 2: The first picture

General description, meaning of the song Essay Example | Topics and Well Written Essays - 1000 words

General description, meaning of the song - Essay Example He is reminiscent of the times when he was at loggerheads with his mother and ended up being kicked out of the house but remembers that once he was convicted the mother was the first to visit him in jail. The song takes the listener through the harsh life of living in the streets and the plight that the mothers have to pass through in order to make ends meet for their children. The song is filled with the ‘gangster’ life that the street members used to live in. The song takes one through the experiences that the life in the streets meant for the people that lived the street life day in day out. Although they made ends meet and had a living it took a lot of effort to ensure that they were safe with the gang members constantly being tracked by the police. Tupac however justifies the people that engaged in thug life in the streets asserting that the life was only to ensure that they got some money that they later used to help their families. According to Tupac (41-43) â€Å"I needed money on my own so I started Slangin and I ain’t guilty because even though I sell rocks it feels good putting money in the mailbox† meaning that although he was engaged in different evils while on the streets he was doing it for the good of the family and not for his own benefits and also to pay for his own rent. Tupac reiterates that life in the street s is hard and one has to adapt to make it out there since everyone lives for themselves however he still remembers the huge role that his mother played. The song highlights the plight of different people on the streets especially those that are of age and are wishing to join the different gangs to make it in life. It is an illustration of the hustle of the gang members and the different reasons that leads the people in the society to join the gangs. Poverty and poor living conditions is also clearly identified as a

Uganda Essay Example | Topics and Well Written Essays - 2000 words

Uganda - Essay Example The Resident District Commissioner monitors and inspects Government services and may sensitize the populace on government policies and programs; advise the District Chairperson on matters of national nature that may affect the district; draw the attention of the Auditor General to the need for special investigation audits etc. The local government system is based on the district as a unit under which there are lower local governments and administrative units. Local government councils in a district are the District or City Council, the Municipal Council, the City Division Council, the Municipal Division Council, the Sub-County Council, the Town Council. The administrative unit councils in a district are the County Council, the Parish or Ward Council and the Village Council. Indigenous Communities are distinct tribal groups indigenous to a particular area. In Uganda there are Sixty-five indigenous communities in Uganda. These are the Acholi, Aliba, Alur, Aringa, Baamba, Babukusu, Babwisi, Bafumbira, Baganda, Bagisu, Bagungu, Bagwe, Bagwere, Bahehe, Bahororo, Bakenyi, Bakiga, Bakonzo, Banyabindi, Banyabutumbi, Banyankore, Banyara, Banyaruguru, Banyarwanda, Banyole, Banyoro, Baruli, Barundi, Basamia, Basoga, Basongora, Batagwenda, Batoro, Batuku, Batwa, Chope, Dodoth, Ethur, Gimara, Ik (Teuso), Iteso, Jie, Jonam, Jophadhola, Kakwa, Karimojong, Kebu (Okebu), Kuku, Kumam, Langi, Lendu, Lugbara, Madi, Mening, Mvuba, Napore, Ngikutio, Nubi, Nyangia, Pokot, Reli, Sabiny, Shana, So (Tepeth) and Vonoma. (The Constitution of Uganda – Schedule 3) There are diverse ethnic groups in Uganda who are mainly Bantus and Nilotes. The nilotes include the Lango and the Acholi, Iteso, and Karamojong who occupy the Eastern and the Northern part of the country. Lake Kyoga forms the northern boundary for the Bantu speaking peoples. The main Bantu speaking communities are the Baganda, Ankole, Toro, Banyoro, Basoga and the Gishu among

Foreign Policy Essay Example | Topics and Well Written Essays - 1000 words

Foreign Policy - Essay Example This will involve taking out military plans. However, it may take time to create enactment areas and rescue teams before U.S. personnel are placed in the country. The success of the military is hence going to be boosted by the presence of CIA intelligent that will have carried covert investigation within the rebel insurgent territories. It will be imperative that your lead the administration in approving several intelligent orders and increase funding for human intelligence sources so that the CIA can carry out underground operations against the insurgent operations (Taft 40-40). This will provide important intelligence about the insurgent rebels and their base in Atropia. The army will put numerous Special Forces units on the ground that will help in combating the enemy. The people of Atropia will assist the army since they are well aware of the territory, and because they have scores to settle with the rebels. But if this will prove to be quite ineffectual, important numbers of Uni ted States troops will be put on the ground. This will be done so with a view to Americanizing the soil war (Taft 70-80). After emergency planning with your advisors, calling in airstrikes when the battle is engaged will be another action. The rebel insurgent territory will receive heavy and accurate shelling using the most refined guided mechanisms in the world. With all these sophisticated battle technology, it will be particularly easy to rid Atropia of the rebel insurgents. Therefore, you will be required to pattern your cabinet into an effectual consultative instrument for the conduct of the war and demonstrate your leadership style. Furthermore, it will require you to be extremely decisive as well as pragmatic by all standards. The interagency process will involve... Foreign Policy After the 9/11 attacks persuaded American of the astuteness of these arguments. The United States can in no way again afford to let down its guard. It is the duty of the American government to take care of the welfare of all its citizens across the globe. But of late, the rebel insurgent SUPA of Atropa has beset the formal government, with the support of the support of neighboring country. According to intelligent report, the rebel insurgents plan to attack the American Embassy and the headquarters of the American cooperation. This is a crucial matter that needs to be treated with strong seriousness that it deserves (Walt 30-50). As the United States Nation Security advisor, I enjoy substantial independent over the national security bureaucracy. The National Security Act rightly so grants me the power to principally assist you as the President of United States if America in all matters pertaining to the national security. Yet still, for this mission to be wholly successful, it will r equire a top notch voluntary collaboration among the powerful agencies responsible for foreign and defense. However, you will only be compelled to use military action as opposed to declaring a state of war. The military action will ensure that there is peace and stability by working closely with the formal government of Atropia with a view to defeating the rebel insurgents. Conversely, there is a unanimous knowing that the decision to evade Atropia will eventually attract a string of criticism.

Virtual Teams and Virtual Project Management Essay Example for Free

Virtual Teams and Virtual Project Management Essay Like it or not, the marketplace is becoming global and many companies are taking note. The world is represented by a technological environment that changes at unprecedented speeds; seemingly overnight. The Internet and collaborative software have made it easier and faster to communicate across vast distances. Many companies have switched to complex and flexible organizational structures that allow them to operate competitively in a world shaped by globalization and the information revolution. Downsizing, outsourcing, and employee empowerment have become facts of life in the climate of many organizations, while job security is rapidly becoming a thing of the past. The survival of many organizations depends on the ability of the organization to rapidly change its structure, culture and products to match the changing demands of the environment. [1] This ever-changing environment has set the stage for a new dimension of project management†¦ Project Management (PM) is the discipline of planning, organizing and managing resources to bring about the successful completion of specific project goals and objectives. This is hard enough to accomplish when the project is within a single department of a company and all team members are located on-site. Now, take all the stresses and difficulties normally associated with a project and scatter the team members all over the place; possibly in different countries and time zones. Wow, now it is really difficult and challenging to meet the three main goals of Project Management: time, cost and performance. With the scattering of the team, you have thus created the Virtual Team and the need for Virtual Project Management (VPM). Peterson Stohr define the Virtual Team – aka Geographically Dispersed Team (GDT) – as â€Å"a group of individuals who work across time, space, and organizational boundaries with links strengthened by webs of communication technology. They have complementary skills and are committed to a common purpose, have interdependent performance goals, and share an approach to work for which they hold themselves mutually accountable. † [3] Peterson Store list seven basic types of Virtual Teams: [3] Networked Teams consist of individuals who collaborate to achieve a common goal or purpose; membership is frequently diffuse and fluid. Parallel Teams work in short term to develop recommendations for an improvement in a process or system; has a distinct membership. Project or Product-Development Teams conduct projects for users or customers for a defined period of time. Tasks are usually non-routine, and the results are specific and measurable; team has decision-making authority. Work or Production Teams perform regular and ongoing work usually in one function; clearly defined membership. Service Teams support customers or the internal organization in typically a service/technical support role around the clock. Management Teams work collaboratively on a daily basis within a functional division of a corporation. Action Teams offer immediate responses activated in (typically) emergency situations. The focus of this paper will be on Networked and Project/Product Development Teams, as these most closely relate to this class and are the most prevalent in the virtual world of PM. The team does not have to be spread all over the globe for the project to be considered virtual; however, this paper will assume that is the case. Why Virtual Teams? In addition to some of the ones mentioned previously, there are several reasons and benefits that drive the formation of virtual teams. People can work from anywhere at any time, which allows employees with the required competencies for the project to be located anywhere in the world and still participate. It offers employees personal flexibility, and a flexible organization is more competitive and responsive to the marketplace. The global workday is 24 vs. 8 hours, which allows companies to keep up with the increasing globalization of trade and corporate activity. Employees typically are more productive because there is less commuting and travel time. This reduction or elimination of expenses associated with travel, lodging, etc. , results in a huge savings for the company. The list could go and on, but the point is, there is definitely a growing demand for and benefit of virtual teams. Obstacles The benefits and lucrative potential of Virtual Project Management are many, but like all good things, come at a price in the form of new management complications. Fostering open and meaningful communication, gaining the trust and respect of remote members, and building trust between members is the greatest challenge to the virtual PM. It is difficult for virtual team members to get to know each other well; consequently, they tend to communicate poorly because they often are less than comfortable with each other. [1] Communication is paramount in any project. Dennis S. and Michelle L. Reina define three types of communication that project managers must address for virtual work to be possible: contractual, communication, and competence trust. 4] Contractual trust – this is essentially doing what you say you will do. The virtual PM needs to manage expectations, establish clear boundaries, delegate appropriately, honor agreements, and, above all, be consistent in their words and actions. This kind of trust is especially frail in todays workplaces because of the legacy of layoffs, downsizing, and reorganization that reengineering and economic problems have brought to the modern corporation. Communication trust – this type of trust is, at its heart, a question of honesty and disclosure. The virtual PM has to be willing to share difficult truths with their employees, admit their mistakes, give honest feedback, and at the same time maintain confidentiality. Competence trust – this type of trust involves respecting your teammates abilities and skills, as well as your own, and helping others learn new skills. The virtual PM needs to involve others rather than trying to do it all themselves. Establishing these forms of communication can be difficult to do with local projects, and is only compounded by the lack of face-to-face contact between virtual team members. Members of virtual teams tend to develop relationships with those who are located with them rather than with those who are at distant sites. [1] The formation of these cliques can create an â€Å"us vs. them† mentality between the team members and/or project manager located elsewhere. Remote members often do not do a great job of sharing adequate amounts of information with each other and the interpretation of information may be different. Thus, not everyone is on the same page and sees the big picture. This results in members having a different perception of the project dependent on their location. Sharing information in a timely and effective manner, mainly because of time zone differences, is another concern for the virtual PM. This is becoming less and less of a problem with the latest and greatest technologies. Lastly, the lack of face-to-face interaction with the PM may cause remote team members to be unsure of what their role is in the project and what is expected of them. Technologies  Many of the forces that are driving the need for virtual project teams, namely advancements in technology, are the same ones that make it possible to overcome the many obstacles encountered in this type of project. Since it is seldom possible in the virtual project to meet face-to-face, experienced project managers recommend using a variety of electronic communications – cellular phones, pagers, faxes, e-mail, web pages, and computer-to-computer transmissions across local area and wide area networks—to distribute everything from key reports to jokes, logos, and mottoes. Effective and frequent communication helps establish that critical trust factor between virtual project members. Teleconferencing is still used extensively for communication within virtual teams; however, the Internet is what really makes the virtual project feasible these days. E-mail is hands down the main form of communication – it is cheap and just about anyone in the world can get access to it one way or another. E-fax can also be used if the remote members cannot read a file format or if a file is too large to be sent via email. Smartphones, though not as powerful as Netbooks, are essentially minicomputers. Team members may have a company issued smartphone they can use at all hours of the day for email, web access, etc. Out of all the available technologies used in the virtual environment, videoconferencing has done the most to develop that trust and familiarization between distant team members who have never met or worked together before. Members can see what their remote teammates look like and see their actions and mannerisms during the meeting. It used to be that video-enabled conference rooms had to be available in each location for all members to participate. Nowadays, with the advent of collaborative software, some of which can be free like Google Apps, videoconferencing is possible anywhere there is an available Internet connection. Conclusion There is no denying that the old way of doing business is becoming just that, â€Å"the old way of doing business†. Virtual projects are becoming more and more of a necessity and people with technical savvy and cultural openness are needed to run them. There is definitely a whole new world of opportunity and responsibility afforded to Project Managers who are willing to take on the responsibility of a virtual project. This may involve working from your hometown with people overseas or having to relocate to a foreign country. The main thing the virtual PM must do is figure out creative uses of the available communication technologies to make the virtual project more manageable. Mastery of this skill is quickly becoming mandatory for anyone who will be involved in virtual projects. Reference http://hbswk.hbs.edu/archive/2122.html

Histamine Stimulated Small Intestine

Histamine Stimulated Small Intestine The longitudinal smooth muscle of the guinea-pig ileum small intestine contracts in response to acetylcholine. These contractions can be reduced by the application of adenosine and related compounds. The guinea-pig ileum is innervated by the enteric, sympathetic and parasympathetic divisions of the autonomic nervous system. The parasympathetic and enteric fibres release acetylcholine which acts on muscarinic receptors. The action of adenosine and its receptor antagonists can be assessed by comparing electrically induced contractions via electrical field stimulation and histamine induced contractions. Electrical field stimulation contractions cause presynaptic release of acetylcholine to produce contractions where as the histamine induced contractions cause postsynaptic contractile responses. Throughout this study adenosine and its receptor antagonist actions will be investigated and compared using electrical field stimulation and histamine. The contraction of the gut In gastrointestinal smooth muscles, researches show that there are two types of muscarinic receptors types that are present as targets to the neurotransmitter acetylcholine (Okamoto et al., 2002).Acetylcholine and its derivatives produce contractions by activating muscarinic receptors. The muscarinic receptors types are known as M2 and M3. Binding Studies have portrayed that the number of M2 receptors is greater than that of the M3 receptors however functional studies have shown that M3 muscarinic receptors play a fundamental role in mediating the contractile response (Eglen et al., 1996) and the functional role of M2 exists as unclear (Clague et al., 1985). The M3 receptor is coupled with G proteins, causing activation of phospholipase C and formation of inositol trisphosphate and diacylglycerol, which are expected to contribute in muscarinic receptor mediated smooth muscle contractions (Unno et al., 2005). They also mediate relaxation due to the release of nitric oxide from neighbo uring endothelial cells. M3 receptors in visceral smooth muscle contribute to the smooth muscle stimulating effect of muscarinic agonists. However the muscarinic receptor most abundant in the ileum is the M2 which cause an indirect contraction of the guinea-pig ileum by preventing the relaxing effect of drugs (Ehlert and Thomas, 1995). Both muscarinic receptor subtypes are activated by acetylcholine and produce a contractile response; however they vary in their transduction mechanisms and signalling pathways. Adenosine Adenosine has numerous diverse roles in normal physiology; such roles include promoting/maintaining sleep, regulating state of encouragement as well as local neuronal excitability and coupling cerebral blood flow to energy demand (Dunwiddie and Masino, 2001). It exists free in the cytosol of all cells and is transported in and out of all cells mainly using a membrane transporter(Rang et al., 2007). Under normal conditions, adenosine is formed intracellularly as well as extracellularly (Fredholm et al., 2001). ATP is stored in vesicles and released by exocytosis. It is also available in the cytosol of cells and is taken up and released via a specific membrane transporter. Released ATP and ADP are rapidly converted to adenosine by the action of tissue nucleotides. Studies have shown that there are pathways that contribute to adenosine formation, a) by the action of adenylate kinase and cystolic 5-nucleotidase, b) formation from hydrolysis of adenosine 3, 5 phosphate and c) formation by the action of S-adenosylhomocysteine (SAH) hydrolase. The pharmacological effects of adenosine include smooth muscle relaxation and inhibition of nerve activity, lipolysis and platelet aggregation(Daly et al., 1983). There is evidence that stimulation or inhibition is of adenylate cyclise is involved in adenosine action and therefore it has been concluded that adenosine is mediated by cyclic AMP. Based on its ability to inhibit cell function and thus minimise the metabolic requirements of cells, one of its functions may be as a protective agent released when tissue integrity is threatened. Adenosine exerts its physiological actions activation of a number of specific cell surface receptors. There are four different adenosine receptors known as A1, A2A, A2B, and A3. Some characteristics of these receptors are presented in Figure 1a. These subtypes have been distinguished on the basis of their agonist and antagonist selectivity. They belong to the G protein-coupled receptors. Mechanism of Adenosine action Adenosine A1 receptors are negatively coupled to the inhibition of adenylate cyclase, however they can act through other pathways such as stimulation of phospholipase C, activation of potassium channels and inhibition of N-type calcium channels (Zizzo et al., 2009). A1 receptors are coupled to Gi and G0 proteins and lead to inhibition of adenylate cyclase and consequently cause a decrease in cAMP (Ranjit, 2008). Adenosine A2A and A2B are coupled for activation of adenylate cyclise whereas A3 receptors have been shown to stimulate phospholipase C and D, to inhibit adenylate cyclase and to activate ATP sensitive potassium channel (Ralevic and Burnstock, 1998). Activation of these receptors require comparatively high amounts of adenosine. A2A and A2B receptors have a high and a low affinity for adenosine respectively. Receptor Subtype A1 A2A A2B A3 Transduction mechanism Inhibits adenylyl cyclase Activates adenylyl cyclase Activates adenylyl cyclase Inhibits adenylyl cyclase Primary distribution Brain (cortex, cerebellum, hippocampus). Dorsal horn of spinal cord. Eye, adrenal gland, atria Spleen, thymus, leukocytes, blood platelets. Straitopallidal GABAergic neurons, olfactory bulb Caecum, colon, bladder Testis, mast cells Tissue functions Antinociception, Hypothermia. Sedation, Sleep, Inhibition of lipolysis, Cardio and neuroprotection Reflex tachycardia, vasodilation, inhibition of platelet aggregation, sleep protection against ischemia Relaxation of vascular and intestinal smooth muscle, cytokine production, inhibition of cell proliferation Mast cell degranulation, coronary vasodilation and protection from reperfusion Selective antagonists DPCPX PSB 36 SCH 58261 PSB 1115 potassium salt MRS 3777 hemioxalate Figure 1a: Summary of adenosine receptors. Adenosine and the enteric functions of the Gut The enteric nervous system (ENS) consists of a compilation of neurons in the gastrointestinal nervous system which is capable of functioning independently of the central nervous system. It moderates motility, secretion, microcirculation, inflammatory and immune responses of the gastrointestinal tract (Altaf and Sood, 2008). The ENS is composed of extrinsic, which consists of parasympathetic and sympathetic divisions and the intrinsic component which encloses neurons. Intestinal functions results from an interaction between the ENS, smooth muscle and the mucosal/immune system. The network is regulated by several mediators; however there is consolidating evidence that adenosine is a significant regulating agent (Bueno, 2000) (Wood, 2004). Studies show that in the small intestine adenosine and adenosine derivatives where found to inhibit cholinergic transmission in guinea-pigs via a prejunctional action on neurotransmitter release (Gustafsson et al., 1978). The action of the A1 receptor s allowed mediation of the inhibitory action of adenosine in the cholinergic transmission(Shinozuka et al., 1985) of motor neurones innervating circular and longitudinal smooth muscle however A2A receptors have been reported to reduce the cholinergic motor responses(Gustafsson et al., 1985a; Gustafsson et al., 1985b). Histamine Histamine has a role as a primary transmitter or neuromodulator and it is widely distributed within mammalian tissues. (Izzo et al., 1998). Histamine is a vasoactive substance to be identified in the body which can rapidly metabolise and holds properties of being highly polar and not diffusing readily across cell membranes or the blood-brain barrier. It is stored in mast cells and basophils of blood and has two receptors known as H1 and H2. The release of histamine could cause changes in the cardiovascular system and induce anaphylactic shock. Histamine has been shown to induce gastric acid secretion through the H2 receptors linked to cyclic AMP production in oxyntic cells. Researches show that gastric cells of the guinea-pig may have a class of binding sites for histamine which shows no relationship to adenylate cyclase and the H2 receptor. Histamine creates a spasmogenic effect on the intestine that results from H1 receptor stimulation(Guy A. and Settipane, 1988-1989). There are three histamine subtypes known as H1, H2 AND H3 and all three have been identified to be present in the guinea pig small intestine. Studies show that H1 receptor subtypes mediate the contraction of the longitudinal muscle in the small intestine (Izzo et al., 1998). However researchers also state that the effect of histamine is predominantly due to the interaction with H1 receptors located on smooth muscle cells and moderately due to the interaction H2 receptors present on myenteric plexus interneurones (Bauer and Matusak, 1988). AIMS The aim is to confirm the prejunctional action of adenosine and examine whether adenosine has the additional ability to relax the smooth muscle directly. The project will use histamine to contract the smooth muscle and the objective is to find out whether adenosine can reduce these contractions and if so is the concentration range similar to that needed to inhibit the contractions to the electrical field-stimulation? It will also be investigated what adenosine receptor subtype is involved (A1, A2A, A2B, A3 identified using selective antagonists). METHOD Animals and preparation of tissue Dunkin Hartley guinea-pigs (250g +) of male sex that had previously been fed Harlan 2040, the guinea-pig diet and ad lib filtered tap water, were obtained from Harlan UK. They were group housed and provided with grade 6 woodchip and hay bedding. Their enrichment consisted of plastic and cardboard fun tunnels, plastic igloos and gnawing blocks. Furthermore they were kept at room temperatures of 19-23 °C and at room humidity of 45-65%. They were provided with 12 hours light and 12 hours of dark lighting. The guinea-pigs were stunned by a blow to the head and sacrificed by exsanguination. Two segments of 3cm length were removed from the distal part of the small intestine, for each tissue the ends were tied with cotton threads to the tissue holder and then suspended in 20ml organ baths containing Krebs solution (composition in mM: NaCl, 118; NaHCO3, 25; Glucose, 11; KCl, 4.7; CACl2, 2.5; KH2PO4, 1.18; MgSO4, 1.18). This was aerated with 95% O2 and 5% CO2 and maintained at 37 °C. The tissues were left for 30minutes to equilibrate under a resting tension of 1g before starting the stimulation. Experimental protocol The organ baths were equipped with parallel electrodes which allowed electrical field stimulation to be transmitted at a frequency of 0.1Hz, 40V, 0.5ms pulse duration. Contractions of the ileum were measured with isometric transducers (ADInstruments Force Transducers), amplified and recorded onto a data capture system (Lab Charts on the PC). The tissues were allowed to stabilise in the organ baths in order to reach steady contractions. Figure 1b represents the experimental set up. C:UsersHomeDocumentsDSC00308.JPG Figure 1b shows the laboratory designed set up for the experiment, with a set of two organ baths. There were several parts (a-e) to the experiments to be carried out on the ileum. n is the number of ileum used throughout the experiment n=18. The number of experiments carried out on the ileum was 56. Effect of Adenosine-the experiment consisted of stimulating the tissues continuously with electrical field stimulation and adding cumulative concentrations of adenosine (10-11M 10-4M) to the organ baths and the responses were recorded. Effect of Histamine- the tissues were stimulated with histamine, cumulative concentrations of histamine (10-11M 10-4M) were added to the organ bath and responses were measured. The concentration 110-6M gave the maximum response and a steady contraction, it was used to contract the tissue with adenosine. Effect of Adenosine in the presence of Histamine- the concentration of histamine that gave the maximum and steady response was added to organ bath. The tissue was permitted to stabilise in order to reach steady contractions. Once reached, cumulative concentrations of adenosine were added (10-8M 10-4M) in order to observe the responses of the ileum to adenosine in the presence of histamine. Effect of PSB36(10-8M) SCH58261(10-7M) to confirm identity of receptors being investigated, cumulative dose-response curves for induced contractions by histamine were observed for adenosine in the presence of selective antagonists, PSB36 and SCH58261. An experiment was also carried out, which involved electrical field stimulation to contract the tissue, adenosine was added in the presence of these antagonists. Effect of Atropine Atropine concentrations of 10-6M 10-7M were added to establish the effects of atropine on the electrically field stimulated ileum. For each drug that was being tested except atropine, the experiment was repeated at least six times. The tissue was washed out three times at least after an experiment was completed and was allowed to recover before another experiment was carried out. The electrical field stimulation was also switched off each time the tissue was washed out. Chemicals and drugs The drugs that were used consisted of Adenosine hemisulphate salt, Histamine diphosphate salt and Atropine sulphate salt which were all purchased from Sigma-Aldrich, Poole, UK. PSB36 and SCH58261 and DMSO (Dimethyl sulfoxide) were purchased from Tocris -Cookson, Bristol, UK. All drugs were dissolved in distilled water with exceptions of PSB36 AND SCH58261 which were diluted with DMSO.10ml of stock solution were made up in each case. Statistical Analysis All drug concentrations presented were final bath concentrations. The drug effects were expressed as twitch contraction (g). All data were given as means  ± S.E.M, where n represents the number of animals from which tissues were taken and on which observations were made. Inhibitory effects by adenosine in the field stimulated guinea pig ileum were measured and the responses of ileum twitch contraction were recorded for each concentration applied. This was repeated when using adenosine receptor antagonists. Adenosine responses were fitted onto concentration-response curve. Effects of histamine stimulated guinea pig ileum were also recorded. Adenosine responses and its receptor antagonist response were measured and plotted. 3.0 RESULTS a. b. Figure 2. The effect of adenosine concentrations in the guinea-pig ileum. Data are means  ±S.E.M and are expressed as an average of contractions (g). a. Representative traces showing inhibitory responses induced by adenosine. b. Concentration response curve for adenosine representing the average twitch response (g) when cumulative adenosine concentrations were added. Each point with bar represents the mean  ± S.E.M (n=6). Figure 3a: Original trace illustrating twitch response abolished by atropine 10-6M final bath concentration. b. c. Figure 3. Influences of atropine and potent and selective A1 adenosine receptor antagonist PSB36 10-7M AND 10-8M on guinea-pig ileum. b. Twitch responses of the guinea-pig ileum preparation to electrical field stimulation in the presence of PSB36 10-7M (n=6) and PSB36 10-8M (n=4), compared to twitch responses to adenosine alone. The experiments carried out were not paired. Each point with bar represents the mean  ± S.E.M. c. Contractions of the guinea-pig ileum preparation stimulated by histamine in the presence of PSB36 10-7M (n=6) and PSB36 10-8M (n=4), compared to responses to adenosine when stimulated with histamine (n=6). The experiments carried out were not paired. Each point with bar represents the mean  ± S.E.M. a. b. Figure 4. Summarises the effect of potent and selective A2A adenosine receptor antagonist SCH58261 10-7M on guinea-pig ileum. a. Twitch responses of the guinea-pig ileum preparation to electrical field stimulation in the presence of SCH58261 10-7M (n=6), compared to twitch responses to adenosine alone. The experiments carried out were not paired. Each point with bar represents the mean  ± S.E.M. b. Contractions of the guinea-pig ileum preparation stimulated by histamine in the presence of SCH58261 10-7M (n=6), compared to responses to adenosine when stimulated with histamine (n=6). The experiments carried out were not paired. Each point with bar represents the mean  ± S.E.M. Figure5a. A concentration-response curve illustrating the effects of adenosine on the guinea-pig ileum when the tissue is stimulated with histamine. . Each point with bar represents the mean  ± S.E.M (n=6). Figure 5b. Responses of the guinea-pig ileum to cumulative concentrations of histamine. Each point with bar represents the mean  ± S.E.M (n=8). Electrical field stimulated guinea-pig ileum produced reproducible twitch responses to adenosine. Adenosine concentrations ranging from 10-8M final bath concentration caused concentration dependent inhibitory effects. Administration of increasing adenosine concentrations decreased electrically evoked acetylcholine release from the cholinergic nerve endings of the ileum (Figure2). Figure 2b clearly portrays that adenosine has no effect at low final bath concentrations of 10-11M. Atropine 10-6M final bath concentration abolished the twitch responses to electrical field stimulation confirming they were produced by cholinergic nerve stimulation (Figure3). In the presence of selective A1 adenosine receptor antagonist PSB36 10-7M and 10-8M concentration and electrical field stimulation, the twitch responses to adenosine decreased, when adenosine was applied at higher concentrations, the twitch responses became smaller as acetylcholine release was inhibited and completely prevented by PSB36. Figure 3a shows the curve shifted to the right when PSB36 10-8 was administered compared to the curve of adenosine. When PSB36 10-7 was applied there is a slight shift of the curve to the right compared to the adenosine curve. The effects of the antagonist PSB36 are seen significantly at 10-8M final bath concentration as the shift of the curve is greater. The highest response the ileum produced was as at adenosine concentration of 1 x 10-8M, the responses lowered slightly at 1 x 10-6M and consequently decreased rapidly at 1 x 10-5M final bath concentrations. Histamine induces contractions in the ileum. Addition of cumulative concentrations of adenosine in the presence of PSB36 10-7M produced small responses compared to the contractions produced in the presence of PSB36 10-8M. The effect of PSB36 10-8M caused a rightward shift compared to the curve representing the effect of adenosine in the presence of histamine (Figure 3b). Electrically field stimulated ileum in the presence of the selective adenosine receptor competitive antagonist SCH58261 produced smaller responses (Figure 4a). Following administration of cumulative concentrations the responses decreased however produced no right shift in the dose response curve. Histamine excites the tissue causing it to contract and producing a high response, when adenosine is applied in the presence of SCH58261, the responses are inhibited and acetylcholine release is decreased and thus there is a decrease in the shape of the curve in Figure 4b. The results expressed in Figure 5a illustrate the inhibitory effects of adenosine in the ileum. Figure 5b illustrates the effects of histamine concentrations on the ileum. The experiment was carried out to investigate the best concentration to use so that a maximum and strong, reproducible contraction would be produced; the figure confirmed 110-6M final bath concentration to give the highest and steady contraction of the tissue. Moreover this permitted to obtain a dose-response curve for adenosine with histamine providing a suitable starting concentration for each drug at 110-8M. DISCUSSION The results of this present study show that adenosine plays an inhibitory role on muscular contractility in guinea-pig ileum. Adenosine prevents the neuroeffector transmission in guinea-pig ileum. The action of adenosine appeared to be cholinergic prejunctional in nature, this is portrayed when adenosine is applied to electrically field stimulated guinea-pig ileum(Gustafsson et al., 1985b). The action of adenosine on histamine stimulated guinea-pig ileum in the absence and presence of adenosine antagonists also indicates reduction in neuroeffector transmission however due to postjunctional action. The effect of adenosine on the guinea-pig ileum can be observed in Figure 2. Adenosine produced a dose-dependent depression on the response. It reduced the electrically evoked acetylcholine release from the ileum. A1 and A2 receptors have been reported to reduce acetylcholine release in the gastrointestinal tract(Tomaru et al., 1995). Adenosine released from neuronal endings is thought to have direct actions on smooth muscle as they illustrate relaxant neurotransmitters in the gastrointestinal tract(Storr et al., 2002). Atropine is a competitive antagonist for the muscarinic acetylcholine receptor, consequently when applied to the ileum at 10-6M final bath concentration; there is rapid inhibition of response confirming that the twitch responses were produced by cholinergic nerve stimulation. Adenosine inhibited the twitch response of the electrically stimulated guinea-pig ileum preparation, in the presence of PSB36 10-8M final bath concentration there was a right shift in the adenosine curve thus interpreting that higher concentrations were required to lower the twitch response. The general trends that Figure 3a displays is that the curves have the same form; the linear proportions of the curves are parallel. The traces help to show the changes in the response curve to adenosine and adenosine selective receptor antagonist PSB36. There is a slight fall in tension when adenosine 310-7M was applied in the presence of PSB36 10-8M; however there was a rapid decrease when adenosine 110-5M was administered causing the right shift in the Figure. Upon cumulative additions of adenosine to field stimulated guinea pig ileum the concentration required to inhibit acetylcholine release was of 310-7M, the effects diminish once concentration of adenosine 110-5M was added providing evidence that adenosine has the ability to relax smooth muscle in the ileum. Since PSB36 is a potent and selective A1 adenosine receptor antagonist, the A2A receptors increase electrically induced twitch contractions in the guinea pig ileum, which contributes to assistance of acetylcholine release (Storr et al., 2002). The effects of adenosine in the presence of PSB36 10-7M 10-8M to histamine stimulated guinea pig ileum can be observed in Figure 3b. Histamine administration to the guinea pig ileum caused a tonic histamine contraction which was followed by after-relaxation response, and application of adenosine inhibited the acetylcholine release. The ileum responses were reduced significantly with lower concentrations of adenosine in the presence of PSB36 10-7M and 10-8M compared to the concentrations of adenosine required in the electrically field stimulated ileum confirming that A1 receptors are the subtype present in the guinea pig ileum which cause the inhibition of acetylcholine release. SCH58261 did not significantly affect the position of the rightward shift however additions of cumulative adenosine concentrations caused reduction in the tension produced by the ileum. Large standard error bars can be observed in the figures, these may be due to human handling errors, i.e. micropipetting errors, administrating less or more concentration of adenosine or antagonists. Protein build up causing contamination in organ baths can also contribute to acquiring inaccurate results. Particular cells of the tissue may have become inactive at that moment of time. Furthermore it could be that the piece of thread holding the tissue may have become loose i.e. equipment errors and consequently tension was not measured accurately. It could also be due to unknown errors. Evidence that adenosine inhibits cholinergic neuroeffector transmission in the ileum by a prejunctional action on acetylcholine release can be of functional importance as adenine compounds are released during stimulation of intestinal nerves (Tomaru et al., 1995). Antagonists selective for adenosine receptors are beneficial in the research treatment of numerous conditions including cardiovascular, neurodegenerative and inflammatory diseases. In summary, the present study has confirmed the existence of presynaptic A1 receptors on the parasympathetic nerve terminals in the guinea pig ileum which upon activation causes inhibition of electrically induced neurogenic, cholinergic twitch contractions.

Pacifisim vs. Realism Essay -- Argumentative Persuasive War Essays

Pacifisim vs. Realism In this paper I will be analyzing and critiquing the theory of pacifism. This theory is the belief that war is never an option under any circumstance. Even if a nation is being attacked a pacifist will believe that retaliating is morally wrong for a number of reasons. Such reasons behind pacifism are supported by issues of morality and what the pacifist themselves feel to be morality. I will provide three arguments to the pacifist way of thinking. It is an inevitability that with war lives will be lost, but that also innocents not officially involved in a war will lose their lives. There is simply no way around the loss of innocent lives amidst war in this age of advanced weaponry, which is specifically designed to take the lives of many with just one use. The pacifist argues that the inevitable losses of innocent lives are unacceptable and therefore war is an unacceptable solution to a conflict. This is my first and most prominent argument for pacifism. Those in opposition of the theory of pacifism argue that the targets of all military operations are the enemy or those with evil intent, but history shows us through such events as the bombings of Hiroshima and Nagasaki during World War II that innocents can be lost in massive amounts, which far outweighs any possible good done by such military operations. The fact of the matter is, innocents are lost during times of war and that alone should be enough reason to make war unjus tifiable. Robert Holmes put it best when he wrote, "There must be a new conception of how to get along in the world, a recognition that only the individual person is of ultimate value - not governments, not abstractions, not collectivities - and that if we do not cherish the life... ... many to overlook. We do not live in a "John Lennon" world. We can imagine it, but to make it reality is an impossibility and our stance on war should reflect this impossibility. A country cannot survive alone on an optimistic look at things. Sometimes action is necessary. Sometimes the lives of many must be sacrificed to preserve a nation. Realism ensures safety through out the country. By keeping ourselves safe other countries may decide to follow our example and thus world peace is spawned. Though total world peace can never be reached due to the imperfect world we live in realism can lead us closest to it because of its ignoring of morality. Trusting facts will produce a far more positive result in the long run than trusting feelings. Feelings can cloud our judgments, but the realistic view helps us avoid that. It helps us ensure peace throughout the country. Pacifisim vs. Realism Essay -- Argumentative Persuasive War Essays Pacifisim vs. Realism In this paper I will be analyzing and critiquing the theory of pacifism. This theory is the belief that war is never an option under any circumstance. Even if a nation is being attacked a pacifist will believe that retaliating is morally wrong for a number of reasons. Such reasons behind pacifism are supported by issues of morality and what the pacifist themselves feel to be morality. I will provide three arguments to the pacifist way of thinking. It is an inevitability that with war lives will be lost, but that also innocents not officially involved in a war will lose their lives. There is simply no way around the loss of innocent lives amidst war in this age of advanced weaponry, which is specifically designed to take the lives of many with just one use. The pacifist argues that the inevitable losses of innocent lives are unacceptable and therefore war is an unacceptable solution to a conflict. This is my first and most prominent argument for pacifism. Those in opposition of the theory of pacifism argue that the targets of all military operations are the enemy or those with evil intent, but history shows us through such events as the bombings of Hiroshima and Nagasaki during World War II that innocents can be lost in massive amounts, which far outweighs any possible good done by such military operations. The fact of the matter is, innocents are lost during times of war and that alone should be enough reason to make war unjus tifiable. Robert Holmes put it best when he wrote, "There must be a new conception of how to get along in the world, a recognition that only the individual person is of ultimate value - not governments, not abstractions, not collectivities - and that if we do not cherish the life... ... many to overlook. We do not live in a "John Lennon" world. We can imagine it, but to make it reality is an impossibility and our stance on war should reflect this impossibility. A country cannot survive alone on an optimistic look at things. Sometimes action is necessary. Sometimes the lives of many must be sacrificed to preserve a nation. Realism ensures safety through out the country. By keeping ourselves safe other countries may decide to follow our example and thus world peace is spawned. Though total world peace can never be reached due to the imperfect world we live in realism can lead us closest to it because of its ignoring of morality. Trusting facts will produce a far more positive result in the long run than trusting feelings. Feelings can cloud our judgments, but the realistic view helps us avoid that. It helps us ensure peace throughout the country.

Free College Admissions Essays: Computer Science :: College Admissions Essays

Computer Science    I have always been interested and intrigued by computers, ever since using a BBC when I was very young. Since then I have become fluent in writing BASIC and more recently I have learnt HTML, the language of the World Wide Web on which I have my own wesite. I use computers for most of my exam coursework such as Solving Equations Using Numerical Methods for Pure Maths 2 and also for recreation.    My A-level studies are Mathematics, Further Mathematics, Physics and Design Technology. I have always been fascinated by numbers and this interest is continuing, hence my choices in A-level subjects. I enjoy the application of Mathematics to Physics. In Design Technology I can be creative and at the same time use my knowledge of Mathematics and Physics to help solve problems.    I am applying for the course of Computer Science because I would like to increase my knowledge of this subject. I hope that in the future I will be able to create applications for computers that will help people to save time and money.    For a career, I would like to be involved in the fast developing computer industry and more particularly with the Internet. I think it has immense potential and I would like to be able to develop the Internet to make it help the lives of day to day people. In this way I would also like to help make computers more like humans with for example voice operated user interfaces.    For my University course I am seeking sponsorship from several companies associated with computers and computing.    I am an active member of my Sixth Form being a prefect with supervisory responsibilities. I hold the positions of both sixth form committee member and House Captain for my school house. I have performed in the VI form pantomime, The Wizard Of Oz, for the local primary school children. When my school took part in BBC Newsround?s national mock election I was the Party Leader for the Liberal Democrat Party. I designed posters on my computer and helped mastermind the campaign in the school. This involved speaking in a four-way debate between the three party leaders and an audience of interested sixth formers and staff. My hard work paid off and I won my seat for the Sixth Form with an overwhelming majority.

Computer Generated Evidence in Court :: Computers Technology Courtroom Essays

Computer Generated Evidence in Court Introduction We are living in what is usually described as an 'information society' and as the business community makes ever greater use of computers the courts are going to find that increasingly the disputes before them turn on evidence which has at some stage passed through or been processed by a computer. In order to keep in step with this practice it is vital that the courts are able to take account of such evidence. As the Criminal Law Revision Committee recognised, 'the increasing use of computers by the Post Office, local authorities, banks and business firms to store information will make it more difficult to prove certain matters such as cheque card frauds, unless it is possible for this to be done from computers' (CLRC 1972, para 259). Admissibility The law of evidence is concerned with the means of proving the facts which are in issue and this necessarily involves the adduction of evidence which is then presented to the court. The law admits evidence only if it complies with the rules governing admissibility. Computer output is only admissible in evidence where special conditions are satisfied. These conditions are set out in detail in section 69 of the Police and Criminal Evidence Act (PACE) 1984 (see further Nyssens 1993, Reed 1993 and Tapper 1993). In general the principles of admissibility are that the evidence must be relevant to the proof of a fact in issue, to the credibility of a witness or to the reliability of other evidence, and the evidence must not be inadmissible by virtue of some particular rule of law (Keane 1994, pp 15-20; Tapper 1990, pp 51- 61). Real evidence usually takes the form of some material object (including computer output) produced for inspection in order that the court may draw an inference from its own observation as to the existence, condition or value of the object in question. Although real evidence may be extremely valuable as a means of proof, little if any weight attaches to it unless accompanied by testimony which identifies the object in question and explains its connection with, or significance in relation to, the facts in issue or relevant to the issue. This is illustrated in the case of R v Wood (1982) 76 Cr App R 23 where the appellant was convicted of handling stolen metals. In order to prove that metal found in his possession and metal retained from the stolen consignment had the same chemical composition cross-checking was undertaken and the figures produced were subjected to a laborious mathematical process in order that the percentage

The Importance of Literacy Attainment in Primary Education

Why the government are driving to ensure literacy is a main priority, especially reading by six years of age. The importance of this and the effects on the child, parents, teachers and society. Abstract This paper attempts to analyse why the government are working so hard at ensuring all our primary children are reading by the age of six. The importance of this and the effect on children, teachers and society. It is well documented that reading is one of the most important abilities students acquire as they progress through their early school years. It is the foundation for learning across all subjects, it can be used for recreation and for personal growth, and it equips young children with the ability to participate fully in their communities and the larger society (Campbell et al, 2001) We will look at key issues and research which underpin the government literacy policy and ways in which it can be improved in school. In particular we focus on the extensive research between poor literacy attainment and behavioural problems within the primary setting. We trace the early literacy support programmes and how they are practised in the class room setting. We address the theoretical views on how language acquisition and literacy are interwoven. We look at the role of the teacher and school, and how policy and practice can smooth the progress of child literacy attainment by age of 6. Contents Title and Abstracti Chapter 11 Introduction 1 Chapter 22 Literature Review2 Research in to reading difficulties and behavioural problems2 2. 1 How does this affect the individual, parents, teachers and society5 2. 2 What impact does it have on the school6 Chapter 38 Analysis and critique of evidence base8 What challenges does it impose on the teachers nd what effective teaching methods are considered best practice8 3. 1 How does policy compare the theoretical research10 3. 2 Why do other countries not deem early literacy as important as the UK12 Chapter 413 Conclusion13 Chapter 514 Recommendations14 Bibliography15 Appendices19 Chapter 1 Introduction David Cameron’s conservative educational policy put his party on a collision course with the teaching profession, when he announced in November 07 that virtually every child in the country will be expected to read by the age of six under a conservative government. Cameron wants pupils to sit a reading test at the end of year one, and the target will be for all-bar those with serious learning difficulties, to pass. Their policy to scrap the key stage one testing, which was quite controversial, has already been enforced. His policy to concentrate on the absolute foundation stone, which is an ability to read, has yet to be enforced. He wants 90% of our children reading by the age of six, the other 10% with acute special needs will be given additional help (BBC News Nov 2007). It is also been observed that most children will naturally read by the age of six, as they progress though the foundation stage and key stage one. The problem arises with the children that do not progress so easily. At the age of four and five most children are less aware of their peers, they are more interested in their own ability to do. Yet as they turn six their awareness of others and their abilities become more interesting. This in-turn leads to the less gifted children realising that they are not as bright as other children, which can leads to them feeling disheartened and inadequate. Consequently this may lead to the less gifted children giving up and becoming disengaged, which can cause behavioural problems. Therefore if the teacher can help these children early, perhaps the achievement gap will not be so noticeable, therefore prevent further elevation of problems that arise from detachment (Teacher TV 2009). It is though however that at such a young age, this behaviour is more easily managed and can be reversed (Moffitt 2006). Apparently there is a scheme behind David Cameron’s policy. As early prevention may hopefully alleviate the need for expensive intervention later on. Chapter 2 Literature Review Research in to reading difficulties and behavioural problems As it has frequently been observed that reading difficulties are accompanied by behaviour problems ( Berger, Yule & Rutter, 1975; Rutter, Tizeird & Whitmore, 1970). However, the exact nature of the relationship has been difficult to elucidate. One possibility is that behaviour problems arise as a consequence of the child's reaction to being a poor reader. An alternative possibility is that the behaviour problems pre-date the reading difficulty and affect the child's capacity to profit from reading instruction. A third possibility is that behaviour problems are related to reading difficulties because they share a common cause. A likely candidate for such a common cause would be home background. Of course, none of these possibilities are mutually exclusive. All could be partly true, with causal influences operating in both directions between reading difficulties and behaviour problems, as well as coming from home background. Several studies have attempted to sort out these various possibilities. Two major approaches have been employed. The first is to compare children who have both reading difficulties and behaviour problems with children who have reading difficulties alone and with children who have behaviour problems alone. If the children with both reading difficulties and behaviour problems are similar in background to those with reading difficulties alone, rather than those with behaviour problems alone, then it is likely that behaviour problems arise in part as a consequence of reading failure. Conversely, if the children with combined problems are more similar in background to those with behaviour problems, then it seems likely that the behaviour problems are the primary disorder. A number of studies have been reported using this approach with antisocial behaviour problems. Rutter and Yule (1970) studied 9 to 10 year-old children on the Isle of Wight. They found that the children with combined problems were more similar in background to those with reading difficulty alone and concluded that the reading difficulties produced the behaviour problems. Sturge 1982) research with 10 year old children from inner London school found that those with combined problems had background characteristics in between those of the two groups with pure disorders. She concluded that in some cases, behaviour problems might be secondary to reading difficulties, but that this could not be the complete explanation. However, Varlaam (1974) also used inner London children and did find those with com bined problems to be more similar to children with pure reading difficulties. Generically speaking, then, the evidence using this approach has been consistent with the view that behaviour problems arise as a consequence of reading failure. The second approach adopted by researchers on this issue is the longitudinal study. With this approach, children are followed over the first few years of schooling. Those who have developed reading difficulties after this time are then studied to see if their behaviour problems were present before formal reading instructions began or whether they developed only later as a reaction to reading failure. Two studies have used the longitudinal approach. McMichael (1979) assessed Scottish children for behaviour problems and reading readiness at school entry and then two years later assessed reading achievement and behaviour problems. She found that antisocial behaviour problems preceded the later reading difficulties. However, the children with behaviour problems at school entry also had lower reading readiness skills. On the other hand, McMichael found no evidence of an increase in behaviour problems as a consequence of reading failure. Stott (1981), working with Canadian children, followed them over the first three years of schooling. His findings concurred with those of McMichael (1979) in that children who developed reading difficulties were found to have behaviour problems at school entry. Stott attempted to rule out the possibility that home background was a common cause of both behaviour problems and reading difficulties by grouping the children according to living conditions. He concluded that on the whole it was behaviour problems which led to reading difficulties, home background was not ruled out as a contributing factor Moffatt 2006) of Royal Institute of London did an extensive study on twins and genetics relating to poor literacy and behaviour problems in primary. His research was surprising, as his results, found genetics did not explain it. He feels it’s an environmental process, such as what goes on in the classroom, and this is important because it can be changed. His researchers say their fi ndings indicate that academic intervention can have a positive effect on behaviour. Programmes that target either reading problems or behaviour problems during the pre-school and early primary school years are likely to produce changes in both areas, the research concludes. 2. 1 How does this affect the individual, parents, teachers and society There is a strong link to literacy attainment and confidence levels with regards to socio-economic advantaged children. The facilitation of these opportunities in the home (quiet reading environments, encouragement to read as a leisure activity, having plenty of books readily available, all enhance the development. The negative effects of reading problems are also well documented (Harris & Sipay, 1990). There is evidence that reading disability is associated with social, economic, and psychological problems. The Green Paper,’ Excellence for all children, meeting the special educational needs’(DfEE 1997), acknowledged the Literacy task force recommendations for developing strategies to enable parents and schools to work together in supporting the literacy achievement for children with SEN’ (DfEE 1997, section 13, p 15). With this in mind it is important that the teacher offers practical advice and methods of intervention to the parents. The effects of good prevention and early intervention, along with effective parenting support will help reduce the risk of antisocial behaviour later on (Rutter 1979 and Epstein 1986). By working with the parents, the teacher can construct a plan of action that will facilitate the child’s learning. If the parents are poor, the teacher can suggest the child takes books from school to read at home with the parent. If the parent is not able to read or is working all the time, alternatives arrangements can be made for other family members to help. By taking a pragmatic approach the teacher will hopefully be able to help both the child and their parent with play based activities that will help to raise the spirits of the child while they learn (Wadworths 1991). The role of the teacher in literature-based instruction is one of decision maker, mentor, and coach. The teacher plans and supports activities that allow children to do those things one naturally does with literature (Routman, 1991). This role includes planning themes, helping students activate the appropriate prior knowledge, and supporting students in reading and responding to the literature in appropriate ways (Martinez & Roser, 1991). In some instances the teacher plans and teaches mini-lessons using the literature as a model for helping students learn a needed strategy or skill (Trachtenberg, 1990). As a mentor, the teacher serves as a model for reading and writing, by reading aloud to students, the teacher models language for them. Through shared writing (McKenzie, 1985), the teacher models all aspects of writing, grammar, usage, and spelling. By supporting students with such activities as shared reading, literature discussion circles, and response activities, the teacher plays the role of coach (Cooper, 1993). 2. 2 What impact does it have on the school The principal’s challenge is to ensure that teachers have knowledge of current literacy best practices and access to the tools and resources needed to incorporate them. The principals need to have a working knowledge of literacy and the latest research findings about learning. They also need to ensure high quality instruction is supported by strong literacy frameworks. This may include the opportunity for peer coaching, classroom visitations, and literacy courses made available. Along side the practical courses the principal should ensure all her teachers opinions and ideas are valued, it is her role to support, motivate and encourage excellence in all her teaching staff. As teachers are a major part of a vision for literacy, competent, caring, and committed teachers create the conditions for learning literacy. To assure quality learning for all young children, all teachers need a foundational knowledge about literacy learning, and they need to apply that knowledge with sensitivity and skill in daily reading and writing instruction (Little 1999). a growing body of evidence suggests that reading problems are preventable for the vast majority of students who encounter difficulty in learning to read, if these students receive extra support in the form of an early intervention program (Goldenberg, 1994; Hiebert & Taylor, 1994; Reynolds, 1991). All of the reading recovery programs reflect a model of reading as an active, meaningful, constructive process. Before-reading activities are used to build or activate relevant background knowledge, concepts, and vocabulary. Students are taught to monitor their reading to ensure that what they are reading makes sense. They are taught strategies for correcting word recognition errors that detract from meaning, and they are given opportunities for reacting and responding to selections they have read. The texts they are asked to read are read for enjoyment and for information. Other activities are developed within a framework of reading for meaning. Because reading for meaning is the constant point of reference and because students in these programs need substantial help in building word-identification skills, the amount of time spent in discussing selections and in teacher questioning about the selection is kept to a minimum (Reynolds and Wheldall 2007). Chapter 3 Analysis and critique of evidence base What challenges does it impose on the teachers and what effective teaching methods are considered best practice The Curriculum is only as good as the people who offer it; practitioners play a major part in how a child leans and indeed what they learn. Gerhardts (2004 and Gopnik et al. , 2001) point out that for a child to develop effectively, it is important that the child has a warm loving, nurturing relationship with their teacher. Pedagogy on which teachers can draw on: All children need to acquire knowledge of the alphabetic system to become skilled readers. The most direct way for teachers to accomplish this is by providing explicit, systematic phonics instruction as one part of a comprehensive early reading program. Systematic and explicit phonics instruction is effective for all students in kindergarten and grade 1, regardless of socioeconomic status or the ease with which children learn to read. Along side this runs the different modes of reading and their advantages to the children. The term mode of reading refers to the different ways literature may be read aloud by the teacher, shared, guided by the teacher, cooperatively, or independently (Cooper, 1993). By changing the modes of reading used for different students, teachers are able to scaffold instruction and provide different levels of support for students in order to make them successful in reading a piece of literature (Cooper, 1993; Cullinan, 1992; Tunnell & Jacobs, 1989) Reading aloud is the single most influential factor in young children’s success in learning to read. It builds listening skills and vocabulary, aids reading comprehension, and develops a positive attitude toward reading. The teacher reads aloud daily to the whole class from a variety of children’s literature (fiction, nonfiction, and poetry). Shared Reading The children (or a small group of children) see the text, observe the teacher reading it with fluency and expression, and are invited to read along. Eyes on text with voice support are shared reading. Shared reading gives an authentic reason to practice skills and strategies. It creates a low risk environment and supplies support so children can join in and see themselves as readers. Guided reading The teacher selects books from a variety of genres for a small group with the expectation that all children can read the selection at an instructional level (90 to 94 percent) with prompts and questions. Guided reading provides the teacher with time to observe reading behaviours. It lets the teacher see the children functioning as readers and helps the teacher know what to stress next to move the children forward. The child selects and reads a variety of genres, an integral component of all levels of reading development. Independent reading provides practice and builds fluency and comprehension. It also demonstrates that reading is a priority. It is a time to assist a student in choosing appropriate books and allows them time in reading books of their choice. This helps ensure success and enjoyment (Cheminais 2005). scaffolding instruction Which is a concept that has grown out of research on how individuals learn (Collins, Brown, & Newman, 1986; Vygotsky, 1978). This concept is based on the idea that at the beginning of learning, students need a great deal of support; gradually, this support is taken away to allow students to try their independence. This is what Pearson (1985) called the gradual release of responsibility. If students are unable to achieve independence, the teacher brings back the support system to help students experience success until they are able to achieve independence (Cooper, 1993). By using this method it is hopefully more clear-cut which children are in need of more support. Modeling Through Storybook Reading Recent research clarifies the extreme importance of reading storybooks to young children both at home and in school. Very early, children begin to imitate that reading — at first by relying exclusively on picture clues and memory. With increased experience they begin to focus on the information that print conveys (Snow, 1983; Sulzby, 1985; Teale, 1987). 3. 1 How does policy compare the theoretical research Most all theorists regardless of their particular thesis, believe that nature and nurture are interwoven in a child’s development. As Chomsky’s belief in nature still relies on nurturing for a child to gain its full developmental potential. As he wrote â€Å"If a child is placed in an impoverished environment, innate abilities simply will not develop, mature, and flourish (Taylor and Woods (2005). Similarly, a child brought up in an institution may have ample experience and nutrition, but still may not develop normally, either physically or mentally, if normal human interaction is lacking†(Chomsky 1987 p 2). So as Chomsky, believes the child is born with specific linguistic knowledge; Skinner, is portrayed as believing that language is entirely a matter of conditioning; Piaget, who sees language development as an outgrowth of general cognitive development; and Bruner, who emphasises the importance of the social/interactional context in which language development takes place. All have a common link as one depends on the other to reach its true potential (McCartney K and Phillips D 2006). Every Childs development does depend on their physical, cognitive, social and emotional self. And each of these components of self depends in part, on the changes that are taking place in other areas of development (Shaffer 1992). In reality, this is some times overlooked by practitioners in their assessments and evaluations of our children. As the measurements of achievements rears it ugly head, and some teachers focus on the bright and gifted while the less gifted child is left to his own devises. Most school want to have a good record of achievement and thus instruct their teachers to comply with their wish to get the best results for the school as possible. For some teachers this is a bitter pill to swallow as their time is taken up by helping the gifted children reach the highest targets, unavoidably leaves the less gifted neglected. Ability tracking, is yet another thorn for the less gifted children as this is where students are grouped by their ability, some theorists argue that this undermines the self-esteem of low ability students. As children are placed on the red, yellow, blue or green table depending on how clever they are perceived to be, by the teacher. Thus contributing to poor academic achievement and a high number of children feeling disheartened and demoralised. As we mentioned earlier how children of six are more aware of their peers, this only highlights the fact, leaving the less gifted children believing they are stupid, so they stop trying to achieve. Rutters research in 1983 suggests that mixed ability groups are more advantageous for children in primary education and ability tracking was more sensible in the latter senior years at secondary. Rutter 1983) put high emphasis on the teacher’s attitudes towards their pupils as being vitally important to the Childs achievements. Motivation, praise, encouragement and a high expectation are all crucial to ensuring a child succeeds (Pollard 1997). 3. 2 Why do other countries not deem early literacy as important as the UK Dr Ken Spencer (2007) from the Institute of Learning at University of Hull, fought back in response to all the critics of Cameron, as they protested why other countries did not deem this an important issue. He made them aware of the reason why Scandinavian children can start reading at six: their language has a transparent writing system, in which each sound has only one letter associated with it. With such a writing system all children read in about six month, no matter when they start school. His research evidence shows that learning to read English will always take three or more years longer, than most other languages. There is now indisputable evidence that complex combinations of letters and their irregular behaviour interact to make English the worst example of alphabetical language. Chapter 4 Conclusion Language and literacy development, like all human development, will be heavily determined by the nature of the environment, and may be severely limited unless the environment is appropriate. A stimulating environment is required to enable natural curiosity, intelligence, and creativity to develop, and to enable our biological capacities to unfold. The fact that the course of development is largely internally determined does not mean that it will proceed without care, stimulation, and opportunity (Penn 2005). Like Chomsky perceived â€Å"teaching is not like filling a cup with water, but ore like enabling a flower to grow in its own way; but it will not grow and flourish without proper care†(Chomsky 1897,p1). There is evidence that teachers whom have a holistic view with a child centred approach, can lead to a more fruitful interaction between the realms of theory and practice, which in turn will benefit the child’s learning and behaviour. The examples of rese arch in the fields of literacy and development discussed, show how work which was originally theoretically motivated can lead to practical recommendations for intervention. Chapter 5 Recommendations It does appear that there is extensive evidence to suggest that poor teacher may have a lot to do with poor literacy attainment and behavioural issues. Perhaps David Cameron quest for literacy attainment will only be achieved once the teaching pedagogy improves. Adults, like children, learn better when they perceive a need for the information they are learning. Staff development should provide teachers with authentic, meaningful tasks that relate to improving classroom instruction. Helping teachers improve instruction must focus on more than just going through the motions of teaching. Showers, Joyce, and Bennett (1987) analyzed more than two hundred research studies on staff development and concluded that a major factor in how teachers teach is how they think about teaching. Staff development should help teachers increase their knowledge and learn to think about their instructional decisions. Having a basic level of knowledge about an innovation is important in helping teachers â€Å"buy in† to it (Showers et al. , 1987). Over the last fifteen years the emphasis on staff development has evolved in many ways, from workshop sessions to more comprehensive, collaborative approaches that focus on the individual needs and concerns of teachers (Waxman, 1987). Hopefully by improving our pedagogy and focusing on a more holistic child centred environment all children and teachers will benefit. The research literature to date has suggested pathways for us to take. It is up to us as a society to make the journey. 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O’Henry

O’Henry a great American writer was born and grew up in North Carolina. O’Henry was just a pen name. His real name is William Sydney Porter. After growing up in North Carolina he moved to Texas. His father was a doctor named Dr. Algemon Sidney Porter; his mother’s name was Mary Jane Virginia Swaim Porter. When O’Henry was about 3 years old his mother died of tuberculosis. O’ Henry had to move in with his grandmother. O’Henry loved to read as a child. Who knew this would be the beginning of a great writer. After O’Henry moved in with his grandmother he went to middle and high school. His father’s sister tutored him. After he finished high school he went to work for his uncle at his drug store. By the time he was nineteen he was a licensed pharmacist. He would also sketch people that came in to the drugstore for entertainment. O’Henry always had a persistent cough so he thought if he moved to Texas it would get better. He went to work on a sheep herder’s ranch, doing everything from babysitting, cook, and ranch hand. He still read all the time. He also played and sang all the time at social gatherings where he met Athol Estes. Her family was wealthy and didn’t approve of O’Henry so they eloped. They later had a baby boy who didn’t live long and then a year later had a daughter named Margaret Worth Porter around 1889. He became a draftsman who drew maps for the Texas land office. But he also was writing and his wife encouraged him to write. He eventually went to work for the bank but he also was working on his writing. He did not keep his books well and the bank and he was accused of embezzling money from the bank. He lost his job but there charges against him at the time. He and his family moved to Houston and he started working for the Post. The bank did finally charge O’Henry for embezzlement and as soon as he made bail he moved to New Orleans and later to Honduras. He wrote many short stories there but he missed his family. He was going to send for his wife to come but found out she was very ill with tuberculosis and was dying. He came back to Texas and surrendered. He was locked up but his father-in-law bailed him out to be with his daughter. O’Henry’s wife died in 1897. He was found guilty of embezzlement and was sentenced to five years in prison. While O’Henry was in prison he wrote fourteen stories that were published. A friend of his would pass his stories on to publishers who had no idea that the writer was in prison. After 3 years of good behavior in prison O’Henry was released and he was able to be with his eleven year old daughter. In 1902 he and Margaret moved to New York where he did a lot of his great writing. He wrote all the time over 300 stories while in New York. He eventually married someone from his childhood from North Carolina named Sarah Coleman. He continued to write but O’Henry was a heavy drinker and his health failed and he died of June 5, 1910, of cirrhosis of the liver. He was buried in Ashville North Carolina. O’Henry was a very well liked writer. He was known for his different surprise endings to his stories. Writings like â€Å"The Gift of Magi† â€Å"The Last Leaf† and â€Å"The Ransom of Red Chief† are read over and over again my adults as well as students today.