Ethnic differences essay Essay Example for Free

Ethnic differences essay Essay ?Asses the claim that â€Å"ethnic differences in educational achievement are primarily the result of school factors† Most studies found that overall ethnic minorities tend to do less well than other members of the population when it comes to educational achievement. Many factors which occur inside the school are the cause of educational achievement however other factors contribute. The expectations of teachers on ethnic minorities have caused differences in educational achievement. Bernard Coard believes that teachers expect â€Å"Black† children to fail therefore labelling the child as a failure. Interactionalists are concerned with how teachers â€Å"pigeonhole† students this is the labelling theory, this is where the teacher makes a judgement of the child based on the child’s appearance, behaviour, previous family members and relationships with other students. However most labels are based on stereotypes rather than evidence, the reality is that once a label starts it is difficult to get rid of and this can cause problems for a student’s educational achievement. Teachers will discuss the students label in the staff room and other teachers will attach the same label to the child and this can lead to the child not being allowed to attend school trips. If a student is labelled as a failure by a teacher then the teacher is likely to put the student into a lower tier exam thus the pupil can only achieve a maximum of a grade C and can’t achieve to the best of their ability. When a student is labelled as a failure the student can begin to believe that the label is true and begin to make it part of their part of their identity, become a failure this is known as the self-fulfilling prophecy thus creating ethnic differences in educational achievement within the school system. David Hardgreves argues that anti school sub cultures can be formed as a result of negative labelling. However Maureen Stone and Swann both indicate that those who are labelled may not accept their labels. However many sociologists argue that it is external factors that affect ethnic differences in educational achievement. Cultural Deprivation is the term used to describe serious inadequacies in the socialisation process and its effects on educational achievement. Poor parenting means children underachieving in education. Many sociologists argue that ethnic minorities tend to be more fatalistic meaning that parents tend to have low aspirations and expectations for their child meaning less emphasis is placed on doing well in education. Whereas â€Å"White† middle classes would have high aspirations and high expectations. Socialisation focuses on the values, expectations and norms transmitted from parents to children. Children from Ethnic backgrounds tend to focus on immediate gratification where they try to reep their rewards at the earliest opportunity such as leaving school at 16 to earn money. Whereas â€Å"White† middle class children aim for a bright future described as deferred gratification which is putting off short term rewards to gain better rewards in the future. Cultural Deprivation can affect the way parents prepare their children for school. Working class children would sit and watch T. V. whereas middle class parents would take their children to museums. Driver and Ballard state that high achievement in Asian groups may be linked to the fact that they live in close knit families that can help each other. Price highlighted a high rate of single parent families in black Caribbean communities which may explain high underachievement. Nevertheless, some sociologists argue that it is internal factors which affect ethnic differences in educational achievement. Institutional Racism within schools can lead to educational achievement and the differences it causes within ethnic minorities. The â€Å"Swann report† found that a small number of teachers are consciously racist however there are a great deal of teachers who are â€Å"unintentionally† racist. Bernard Coard states that the British educational system makes children become educationally subnormal he states that â€Å"West Indian children are told that their language is second rate and unacceptable† he states that within the British educational system the word â€Å"White† is associated with â€Å"good† and the word â€Å"Black† with evil. Coard also states that the attitudes portrayed in the classroom are reinforced by the pupils outside of the classroom. Many sociologists would also argue that the mispronunciation of student’s names and not learning them can be classed as racism within the school system. Cecile Wright found that majority of staff are committed to ideals of equality but despite these ideals there are still considerable amounts of discrimination in the classroom. Asian children were often excluded from discussions and teachers expressed an â€Å"open disapproval of their customs and traditions†, these comments from teachers made Asian children feel more isolated from other pupils. Martin Hammersley found that racist comments in the staffroom did not lead to racism in the classroom. J. Taylor found that â€Å"most teachers are concerned to have a fair policy towards the treatment of black pupils†. Mac an Ghaill studied 25 afro Caribbean and Asian students studying A levels. He found that â€Å"although they disagreed over the extent of racism within education, this did not directly determine their attitude to education and their levels of academic success. The way that students responded to schooling varied and this was influenced by their ethnic group†. This could eventually lead to the formation of anti-school sub cultures. These are pupils who have rejected some or all of the values and rules set down in the school ethos. Peter Woods identified 8 different groups ranging from Ingratiation total conformity to Rebellion outright rejection of school rules and values. This can cause ethnic differences in educational achievement within the school system. However other factors such as linguistic skills affect this achievement. Linguistic Deprivation is the ability to use appropriate language which is an important factor in educational success. Bernstein came up with two codes of language Restricted and Elaborate codes. The Restricted code is used in casual situations. This is limited vocabulary and Simplistic grammar which can only be understood if you are aware of this topic. The Elaborate code is used in formal situations. This is sophisticated grammar and vocabulary and can be understood if aware of the topic. Bernstein found that White middle class children had the ability to switch between the two codes whereas children from ethnic minorities were limited to using the restricted code. This means they are severely disadvantaged in education where the language is all formal. In conclusion, it is probable that a number of factors work together in producing the lower levels of achievement found in some ethnic groups. The Swann report concluded that racial discrimination inside and outside school along with social deprivation were probably the main factors. Others would add that cultural factors also play some part in explaining the differences.

The Theory Of The Doctrine Of Affections

The Theory Of The Doctrine Of Affections We will doubt, first, whether all of the things that have fallen under our senses, or which we have ever imagined, any one (of them) really exist; in the first place, because, we know by experience that the senses sometimes err and it would be imprudent to trust too much to what has once deceived us; secondly, in dreamsà ¢Ã¢â€š ¬Ã‚ ¦we imagine numerable objects which have no existence.  [1]   In this quote Descartes explains that senses are unreliable and that we cannot trust them for they have been proven to lie. It is interesting, then, that music is such a popular art form, for it depends heavily, and almost solely upon listening. While a full knowledge and understanding of music cannot be discovered from a purely auditory approach, simply listening to music has the ability to subconsciously entice emotions within an audience. This link between mood and sonority grew from ancient Greek philosophy and extended well beyond the eighteenth-century, but came to its height during the Baroque Period (ca. 1570-1780). The Baroque idea called the Doctrine of Affections held this idea to be true; it was the belief which held that by making use of the appropriate and established musical methods of the time, the composer could create a piece of music which was able to produce a particular and involuntary emotional response within the audience. It was a compilation of thoughts and m usical techniques from many composers and philosophers from age of the Enlightenment, most prevalently Renà ¨ Descartes.  [2]  As previously stated, some of the principles of this concept date back centuries, to philosophers such as Aristotle, who showed that orators employed the rhetorical means to control and direct the emotions of their audiences.  [3]   However, musically the idea came to its height during the age of the Enlightenment and can be seen throughout Baroque music in instrumental pieces of great composers such as Bach and Rameau, but is especially profound in opera, due to the greater emotional stimulation caused by music and text simultaneously portrayed. The Theory of the Doctrine of Affections originated with Descartes. Descartes believed that music was centered on rationalized truth; he held that the ideas of science may not be favorable to the arts, but the understanding of science enhanced the arts possibilities. This idea relates back to his rationalist idea which was represented in the Doctrine of Affections; that knowledge is found in concepts, principles, and laws, and not just in experiences or unrefined sensations.  [4]   As such, by using scientific inquiry to understanding the biological workings of the body it was possible to attain accuracy and specific truth upon these systems which could then be used within music to rouse human emotions, and thus could increase the potential of the arts. But, simultaneously: By using empirical observationà ¢Ã¢â€š ¬Ã‚ ¦they may come to accept some system which has logical consistency, but little relevance to the world in which we live.  [5]   Using the ideas of scientific observation in this way could greatly inhibit the very purpose of musical expression. The very groundwork of the Doctrine of Affections can be summed up by a rationalist idea, which states that when human emotions and thoughts were suitably written within the poetry or libretto for a particular composition, the texts could then be enhanced with a proper musical line, in an attempt to bring intellectual abstractions into the realm of the passionate concrete.  [6]   The Passions, according to Descarte: Include love, sadness, hatred, desire, wonder, joy, and sorrow. Passions are predicated by actions of the soul and set into motion by contents of the blood stream. The soul is excited by the moving passions which direct a mans will. It is on the passions, good or evil, that life depends. Passions have an effect on the psyche, and uses the idea believed by philosophers and Biologists, that passions are found in the spirits contained in the blood stream.  [7]   Each passion is associated with a specific physiological symptom. For example, the breath might accelerate and the heart beat may quicken. Descartes believed that it was possible to predict the external emotions that would result from the various passions the music intended to arouse. His influence over composition was remarkable.  [8]  Writers that followed, such as Johann Mattheson, described the composers thought process towards composition as such: that the music does not express the emotion of the composer to be, for example, sad and anguished, but rather the composers attempt to create a work of art which would sadden the listeners. Also, he says that this emotional power which the music has over the listener is not necessarily outwardly shown, but the emotional effect is personal and comes from the listeners individual experiences.  [9]   Descartes Compendium Musicae and his Traite des passionse lame (catalogues or compilations of the basic human passions  [10]  ), which became popular during the Baroque period became widely studied. These publications were two of many of the age, but were the first to give musicians tangible and practical directions for appropriate and affective use of intervals, for example, happy emotions tended to be represented with wide intervals, while sadness was represented with narrower intervals.  [11]  As aforementioned, the emotional reaction to the effect which music has upon the body, used in attempt to direct the emotions of the audience, was particularly profound when used in vocal music, especially opera, due to the text to music relationship which enhanced the expressive development. This was a concept originally derived from Greek and Latin Doctrines on rhetoric and oratory  [12]   and also expressed within the philosophy of the Doctrine of Affections. In each individua l piece, the composer would try to arouse a particular type of emotion within the audience, for example, hate, anger, jealousy, or rage, but would only use one emotion at a time. He would use particular musical devises to entice emotion within the listener, which would parallel the ability of text to do the same.  [13]  One of the most famous of Baroque composers was Handel. He believed that: à ¢Ã¢â€š ¬Ã‚ ¦plainness and simplicity had the greatest effect upon human emotion as he endeavored to write for the voice, more in the natural tones of the human affections and passions.  [14]  ( A study in Handelian Thought 55) As such, Handel composed greatly within the concepts of the Doctrine of Affections, in attempt to provoke the passions and incite human emotions. Also, conductor Nicholas McGegan believes that Handel had great insight into underlining human emotion and his characters are absolutely human.  [15]   As previously stated, Handel composed within the realm of the philosophy of the Doctrine of Affections. As such, his arias and oratorios are written in such a way to combine the emotional context of the libretto with a musical line which would unconsciously bring about predetermined emotions within the audience. Three types of arias found during the Baroque period were those that depicted rage, happiness, and lost love. According to Johann Mattheson rage is much better at using all forms of musical inventions than more pleasant passions. However, it is not adequate enough to simply use loud dynamics and quick rhythms, as this violent quality has its own personality and requires forceful expression without losing sight of the beauty of the musical line.  [16]  The main devices used during a rage aria can be seen in an expanded theory of intervals explained by the Philosopher and Composer Rameau. Assuming that the basic human qualities of rage include anger, violence, sorrow, grave ness, harshness, and aggression, Rameau would conclude that a rage aria would include: whole and half steps, used to represent anger or sadness due to the contraction of the body; minor thirds, descending fourths, augmented fourths, minor sixths, and major sevenths. Also rage or anger would be seen in a fast tempo and most likely a minor key.  [17]  The rage arias of Handel directly follow this theme. Handels famous aria Empio, dirà ², tu sei from his opera Giulio Cesare is a classic example of a Rage aria. The first importance of this piece in terms of the Doctrine of Affections is the text: Empio, dirà ², tu sei: Togliti agli occhi miei Sie tutto crudeltà ¡ Non à ¨ di re quell cor, Che donasi al rigor Che in sen non ha pieta (I say you are a villain, Remove yourself from my sight, You are cruelty itself. This is not the heart of a king That abandons itself to such harshness, That contains no pity.) This is Giulio Cesares furious Act 1 aria in which he chastises the Egyptian general, Achilla, who has just returned to him the detached head of the Pompeo, the noble Roman general. This aria expresses Ceasars rage, and as such, Handel wrote it in c minor and in the tempo Allegro. The aria also includes many rushing scales, arpeggios, and uneven figures. From the very first opening line, the orchestral overture creates uneasiness and dread in the listener by use of running scales, large leaps, and awkward intervals (m1- 9); this agitation is affirmed by a very strong vocal entrance by the castrato, Giulio Cesare, which begins with a descending scaler line and is followed by larger leaps (m.11). . Throughout, the vocal line can be described as extremely intense- containing extensive coloratura with rushing scales (m14-16; m24-25; 32-34), arpeggios, and drastic interval changes would create an understanding of rage even in a listener who did not understand the words, for example, when Cesare says Sie tutto crudeltà ¡ (You are cruelty itself), the vocal line implements jumping intervals as well as a brief chromatic passage (m35-37) Also, throughout the piece the orchestra is particularly restless, and includes running passages, large leaps, arpeggiated figures, which also create an uneasiness. All of these factors contribute to quickening the heartbeat of the listener, providing them with an emotional relation and understanding of Giulio Cesare, just as if they, themselves were the raging party. The understanding of the text along with the extreme musical line and accompaniment creates an even more vivid picture of Cesares intense anger and rage and pulls the listener even further into the emotion, raising the blood pressure further and thus, physiologically causing the raging and uneasy emotion within the listener. Among the passions was also the emotion of joy. Mattheson held that: à ¢Ã¢â€š ¬Ã‚ ¦joy was an expansion of our soul, and thus it follows that reasonably and naturally that [one] could best express this affect by large and expanded intervals.  [18]   According to Rameau joyous music was also represented by great intervals, but additionally was shown with Major key and fast tempo.  [19]  The Air Oh! Had I Jubals lyre from the Oratorio Joshua by Handel implements these philosophies within the vocal line and orchestral accompaniment. Oh, had I Jubals lyre, Or Miriams tuneful voice! To sounds like his I would aspire, In songs like hers rejoice. My humble strains but faintly show, How much to Heavn and thee I owe. This is one of Handels later works, and it is based upon the biblical stories of Joshua. Essentially, Moses and the Israelites, after being freed from Egypt are told by God that they must maintain their faith to him for forty years in the wilderness before being allowed into the promise land, they do not obey him and send in spies to check out the land after two years. Long story short, Joshua and Caleb, of the younger generation maintain their faith within God and are thus allowed to enter the Promise land, while the disbelievers perished in the desert. In the bible, Jubal is quoted as being the ancestor of all who handle lyre and pipe  [20]  and Miriam is the sister of Moses and Aaron who was believed to have been a prophet. This is a simple song of happiness and praise sung by Achsah, the daughter or Caleb. Firstly, the piece is written in A major and in the tempo Allegro. From the opening of the piece, large and sonorous intervals and chords are heard and a feeling of ease an d happiness is apparent. When the soprano, Achsah enters, her line outlines an A major chord (m 10-11) and continues to move within a beautiful major key area. Although in some parts of the piece there are running passages (m21-24; m41-44; m 46-47) there continues to be large intervals and major chords throughout the accompaniment below. This stability below the quickly moving and florid passages allows the emotion of joy and happiness to be maintained throughout the piece. The piece begins and ends in a major key and throughout it implements large intervals and a consonant tone. These foundations musically create a joyous emotion within the audience because they entice openness within the body physiologically; the listeners emotional reaction, therefore directly parallels the sonority of the musical line and accompaniment. Another of the passions outlined by Descartes included love. Within opera, a common theme of unrequited or lost love is prevalent. This absence of love, which is sought by a character, brings about an emotion which is a combination of sadness and hope, and abstractly creates love. On sadness Mattheson states: Sadness is a contraction of the subtle parts of out bodyà ¢Ã¢â€š ¬Ã‚ ¦it is easy to see that the small and smallest intervals are most suitable for this passion.  [21]   To create the feeling of lost love, this emotion is combined with the passion for hope. In regards to this emotion Mattheson explains: Hope is a pleasant and soothing thing: it consists of a joyful longing which fills the spirit with certain courage. Hence, this effect demands the loveliest use of voice and the sweetest combination of sounds in the world, for which courageous longing serves as a spur as it were; yet so that even joy is only moderate, courage nevertheless enlivens and animates everything, which yields the best combination and uniting of sounds in composition.  [22]   This combination of the passions of sadness and hope can be used to understand the emotion of love. Mattheson shows this: Love is in fact essentially a diffusion of the spirits.  [23]   Love is therefore a diffusion or combination of joy or hope (expansion) and sadness (contraction), depending upon the type of love which is occurring. For example new and young love would be represented in a more joyous way, with larger and more expansive intervals musically. However, lost or unrequited love would be represented to attract sadness or small intervals, but also to entice hope, by using larger and more expansive intervals which are pleasant and soothing, because the character continues maintains some hope that love will eventually result from the sadness and loss, thus musically drawing the listeners into their melancholy but optimistic emotion. The philosophies of the Doctrine of Affections can again be seen in the aria O Sleep, why dost thou leave me? from the opera Semele by Handel. O sleep, O sleep, why dost thou leave me? Why doust thou leave me? Why thy visionary joys remove? O sleep, O sleep, O sleep again deceive me, O sleep again devieve me, To my arms restore my wandring love, My wandring love, Restore my wandring love, Again deceive me, O sleep, To my arms, restore my wandring love. The plot line of the opera is essentially thus: Semele is in love with Jupiter, but is about to Marry a man called Cadmus at the temple of Juno. Before the ceremony, however, Semele is snatched from the temple and taken to the heavens where Jupiter builds her a grand palace. Juno is angered by this and asks the god of sleep, Somnus, to help her in her revenge. In this aria Semele has been deprived of sleep, and thus, deprived of her dreams of her lover who cannot be with her. The piece is written in a major key, but in the tempo largo. This, from the first chord of the piano, shows the parallel between happiness and sadness that are present during lost love, the emotion of hope can be seen in the large interval jumps in the left hand of the piano accompaniment (m1-4) Semeles first phrase is very quiet, slow and repetitive; it uses a beautiful scalar line of second intervals to show her anguish for the loss of her lover within dreams. Underneath her beautiful line is a similarly runni ng pattern within the piano, which is characterized with some leaps to bring about a slight feeling of hope and happiness (m 8 in both hands; m 9 in both hands; m11-end in the arpegiated left hand) The sadness comes to a height on the second page when there is a long running passage upon the word wandring, (m 17-18), but hope is seen in the ending of the piece with the interval leaps upon the word restore, coming to the climatic and beautifully quiet G sharp, before desending again into sadness (m24-25).

Effect of Glucosamine on Knee Osteoarthritis

Effect of Glucosamine on Knee Osteoarthritis REVIEW OF LITERATURE A prototypical 12-week, double-blind, randomized placebo-controlled trial of glucosamine among subjects with knee osteoarthritis was conducted to present the safety and effectiveness over the Internet. The study comprised 205 subjects aged 45 years or older with symptomatic knee osteoarthritis and their eligibility was authenticated through medical record review. Participants were administered randomly to 1.5 g/d of glucosamine (n101) or placebo (n104), of whom 108 completed the intervention (93 in each arm). The primary outcome measure was the pain subscale of the Western Ontario and McMaster Universities Osteoarthritis Index (Likert version) while additional outcome measures were physical function and stiffness subscales and overall score of the questionnaire, and analgesic use. It was found that there was no difference between treatment and control groups in terms of change in pain score, stiffness, physical function, overall score, and analgesic use. Although glucosamine was appe ared to be safe, it was no more effective than placebo in treating the symptoms of knee osteoarthritis. (McAlindon et al. 2004) A randomized, double-blind, placebo-controlled trial was conducted to evaluate the eficacy of Methylsulfonylmethane (MSM). Fifty men and women with knee OA pain were enrolled in an outpatient medical center. Intervention was MSM 3 g or placebo twice a day for 12 weeks (6 g/day total). Outcomes included the Western Ontario and McMaster University Osteoarthritis Index visual analogue scale (WOMAC), patient and physician global assessments (disease status, response to therapy), and SF-36 (overall health-related quality of life). It was found that MSM produced significant decreases in WOMAC pain and physical function impairment as compared to placebo. MSM also produced improvement in performing activities of daily living when compared to placebo on the SF-36 evaluation. The effectiveness and safety of MSM in managing OA and long-term use could not confirm from this pilot trial, but its potential clinical application was examined. (Kim et al. 2005) A study was carried to evaluate the efficacy and upper gastrointestinal (UGI) safety of celecoxib, compared with nonspecific nonsteroidal anti-inflammatory drugs (NSAIDs), among patients with osteoarthritis. A total of 13,274 osteoarthritis patients from 39 countries were randomly assigned to double-blind treatment with either celecoxib 100 mg twice daily (BID), celecoxib 200 mg BID, or nonselective NSAID therapy (diclofenac 50 mg BID or naproxen 500 mg BID) for 12 weeks. Standard validated measures were used to assess osteoarthritis efficacy. Serious UGI events were evaluated by 2 blinded, independent, gastrointestinal events committees. It was observed that both dosages of celecoxib were as effective as NSAIDs in treating osteoarthritis. However, ulcer complications occurred within the nonselective NSAID group as compared with the celecoxib group. There were less ulcer complications in the celecoxib group compared with the NSAID group, both in patients taking concomitant aspirin an d those not taking aspirin, but the difference reached statistical significance only in the latter comparison. The cardiovascular thromboembolic events were low and not statistically different among the groups, but the study was not powered to detect such differences. It is concluded that celecoxib is as effective as the nonspecific NSAIDs naproxen and diclofenac, but has significantly fewer serious upper gastrointestinal events in the treatment of osteoarthritis. (Singh et al. 2006) The aim of the study was to assess the efficacy of bromelain in treating OA of the knee. The study design was randomized, double-blind placebo controlled trial. Subjects (n ¼47) with a confirmed diagnosis of moderate to severe knee OA were randomized to 12 weeks of bromelain 800 mg/day or placebo, with a 4-week follow-up. Knee (pain, stiffness and function) and quality-of-life symptoms were reported monthly in the WOMAC and SF36 questionnaires, respectively. Adverse events were also recorded. The primary outcome measure was the change in total WOMAC score from baseline to the end of treatment at week 12. Longitudinal models were used to evaluate outcome. No statistically significant differences were observed between groups for the primary outcome, nor the WOMAC subscales or SF36. Both treatment groups showed clinically relevant improvement in the WOMAC disability subscale only. Adverse events were generally mild in nature. This study suggested that bromelain was not efficacious as an adjunctive treatment of moderate to severe OA, but its limitations support the need for a follow-up study. (Brien et al. 2006) The aim of this study was to evaluate and establish the non-inferiority of an oral enzyme therapy as compared to the non-steroidal anti-inflammatory drug (NSAID) diclofenac (DC) in patients with hip osteoarthritis. Ninety patients were treated with osteoarthritis pain for 6 weeks in one study centre in a phase III, randomised, double blind, parallel group trial. The subjects were divided into two groups, 45 patients in each group. The efficacy criteria were assessed by applying the test of non-inferiority with regard to mean changes and frequencies, t-test, U test, ANCOVA and descriptive methods. The non-inferiority of oral enzymes as compared to Diclofenac was established with p = 0.0025. The oral enzymes used were bromelain, trypsin and rutosid. It was found that oral enzymes were simultaneously non-inferior as compared to Diclofenac. However, in case of drug tolerability, some tendencies were observed in favour of oral enzymes. Although, there was no real difference found between oral enzymes and Diclofenac but oral enzymes may well be prescribed for the treatment of hip osteoarthritis. (Klein et al. 2006) The aim of the study was to provide a summary of the actions of curcumin on articular chondrocytes from the available literature with the use of a text-mining tool. Both the potential benefits and drawbacks of using this chemopreventive agent for treating osteoarthritis (OA) were highlighted. Recent work had shown that curcumin protects human chondrocytes from the catabolic actions of interleukin-1 beta (IL-1b) including matrix metalloproteinase (MMP)-3 up-regulation, inhibition of collagen type II and down-regulation of b1-integrin expression. Curcumin also blocks IL-1b-induced proteoglycan degradation, AP-1/NF-kB signalling, chondrocyte apoptosis and activation of caspase-3. The available data in vitro and in vivo studies suggested that curcumin may be a beneficial complementary treatment for OA in humans and companion animals. (Henrotin et al. 2009) The aim of the study was to assess whether glucosamine (GlcN), an oral supplement commonly taken to relieve the symptoms of osteoarthritis, modulates the immune and inflammatory responses to joint injury in organs proximal to GlcN absorption; namely, the liver and the gut-draining lymph nodes. Using a papain-injected knee mouse model, standard histological methods were used to validate our model and document the impact of GlcN (100 mg/kg/day) on groups of C57BL/6 mice (n  ¼ 5). Circulating inflammatory cytokines were assessed by Luminex-based immunoassays and the relevance of this cytokine profile on proteoglycan biosynthesis evaluated using a patellar-cartilage assay. Real-time PCR was used to document the role of the liver in cytokine production. It was observed that Papain significantly degraded the proteoglycans in the injected knees by 2 days. Cartilage proteoglycan content was significantly higher in GlcN-treated, papain-injected knees at Day 14. The peak concentration of ser um pro-inflammatory cytokines occurred earlier and decreased sooner in the injected, GlcN-supplemented mice; this trend was in agreement with the expression of these factors by the liver. GlcN did not alter the percentage of MLN populations but accelerated their activation. Hence, it was suggested that Oral GlcN alters the physiology of the liver and MLNs, which in turn, could indirectly alter the biology of the injured joint. (Panicker et al. 2009) A three month study was conducted on curcumin-phosphatidylcholine phytosome complex. The joint pain was decreased and improvement in joint function was observed in patients suffering from osteoarthritis. The patients were evaluated with clinical endpoints score, Karnofsky Performance Scale Index, and treadmill walking performance and ESR. The significant improvements of both the clinical and biochemical endpoints were observed. (Belcaro et al. 2010) The aim of study was to determine the effect of bromelain treatment on canine articular chondrocytes in vitro. This research was done to evaluate viability of cell, apoptosis levels and mitosis, proteoglycan concentrations and the expression of certain genes. Chondrocytes were exposed to 50 ÃŽ ¼g/ml bromelain for 4, 16 and 32 h. It was found that the rate of apoptosis in the treatment groups was significantly lower than in the control groups. The rate of mitosis in treatment groups was significantly higher than in the control groups. The effect of bromelain on gene expression was measured by the real-time PCR technique. It was found that bromelain significantly decreased TIMP-1 and MMP-3 expression. These experimental bromelain treatments had shown positive results, and increased the process of healing and modulation of osteoarthritis. (Siengdee et al. 2010) The aim of this study was to evaluate that actual cartilage AGE levels were directly related to actual cartilage damage in OA patients. The actual cartilage AGE levels were directly related to actual cartilage damage by use of cartilage obtained at joint replacement surgery. During study, Cartilage and urine samples were obtained from 69 patients undergoing total knee replacement. Samples were analyzed for pentosidine as marker of AGE. Cartilage damage was evaluated macroscopically, histologically, and biochemically. It was found that there was an inverse relation between cartilage AGEs and actual cartilage damage in end-stage OA. This was likely due to ongoing (ineffective) increased turnover of cartilage matrix proteins even in end stage disease. (Vos et al. 2011) The study was done to assess the ability of curcuminoid from Curcuma domestica Val in reducing the cycloxygenase-2 secretion by synovial fluid’s monocytes compared to diclofenac sodium in patients with osteoarthritis. The study was prospective randomized open end blinded evaluation (PROBE). The subjects with knee osteoarthritis were divided into two main groups randomly. One group received 30 mg of curcuminoid thrice a day while other group received 25 mg of diclofenac sodium 3 times in a day. The joints aspiration was carried out and cycloxygenase-2 enzyme secretion by synovial fluid’s monocytes was evaluated by scoring method before and after 4 weeks of treatments. In first group the average scores were 1.84 ±0.37 and 1.15 ±0.28 respectively (pet al. 2012) An observational study was conducted containing a formulation of Curcuma longa and Boswellia serrata extracts. The efficacy and safety of these extracts was measured and directly compared with the celecoxib in osteoarthritis patients. The treatment was tolerated well and it did not produce any major side effects. The patients were analysed by the vital signs, hemogram, liver and renal function tests. This formulation was proved to be effective and safe and no toxicity related with dose was found. (Kizhakkedath 2013) A multicenter, observational and prospective study was carried out on a complex of three natural anti-inflammatory agents. These agents include Harpagophytum procumbens,Curcuma longa, and bromelain nutraceuticals. The purpose of the study was to evaluate the clinical efficacy of commercial complex complex of 3 plant extracts in the treatment of osteoarthritis pain. The patients were divided into two groups i.e. acute and chronic. At baseline, the VAS pain score was 69.1 mm (15.4) and 68.0 mm (18.2) for patients with acute andchronic pain, respectively. At the endpoint, the scores decreased to 42.1 mm (21.1) and 37.8 mm (25.9), respectively. At the endpoint, most of the patients have reached the reduced pain level. No side effects were found due to treatment withdrawals. These 3 plant extracts had excellent tolerance profile and found to be safe alternative of non-steroidal anti-inflammatory drugs (NSAIDs) in patients suffering from osteoarthritis. (Mathieu P et al. 2014) The purpose of this study was to analyse efficacy of extracted Chondroitin Sulfate (CS) from chicken keel cartilages, its comparison with standard CS from shark origin alone and in combination with Glucosamine Sulfate (GS) in developed and standardized papain induced Osteoarthritis (OA) rat model. One group that was control received sterile normal saline solution while other experimental group received papain intra-articularly. Induction of disease with respect to time was assessed on the basis of histological lesions scores. The treatment effectiveness un-treated and treated group was assessed on the basis of histological lesions scores. Treatment was started from 29th day and was continued till 60th day of post papain injection. It was found that histological lesions score was not reduced in cartilages of OA group that remained un-treated. However, structural changes were reduced and were found to be close to the control groups that were treated. Histological lesions score was obse rved highest in un-treated Osteoarthritis group followed by GS treated, standard CS, extracted CS, extracted CS plus GS and standard CS plus GS. There was maximum reduction in histological lesions score in groups treated with combinations. The score of group treated with standard CS (shark) was almost similar to extracted CS (chicken) alone and extracted CS plus GS. CS (chicken) was proved to be effective and beneficial in reducing progression of disease. (Khan et al. 2014) The purpose of this study was to assess the clinical efficacy and safety of oral ginger for symptomatic treatment of osteoarthritis. Inclusion criteria were randomized controlled trials (RCTs) comparing oral ginger treatment with placebo in OA patients aged greater than 18 years. Outcome measures were reduction in pain and disability. The efficacy was measured using Hedges standardized mean difference (SMD), and safety by risk ratio (RR). Standard random-effects meta-analysis was used, and inconsistency was evaluated by the I-squared index (I2). Following ginger intake, a statistically significant pain reduction with a low degree of inconsistency, and a statistically significant reduction in disability were seen, both in favor of ginger. Patients given ginger were more than twice as likely to discontinue treatment compared to placebo. Ginger was found modestly efficacious and reasonably safe for treatment of osteoarthritis. (Bartels et al. 2014) The study was conducted to determine the efficacy and safety of Curcuma domestica extracts in pain reduction and functional improvement. 367 primary knee osteoarthritis patients with a pain score of 5 or higher were randomized to receive ibuprofen 1,200 mg/day or C. domestica extracts 1,500 mg/day for 4 weeks. The main outcomes were Western Ontario and McMaster Universities Osteoarthritis Index (WOMAC) total, WOMAC pain, WOMAC stiffness, and WOMAC function scores. Adverse events (AEs) were also recorded. 185 and 182 patients were randomly assigned into C. domestica extracts and ibuprofen groups, respectively. The baseline characteristics were no different between groups. The mean of all WOMAC scores at weeks 0, 2, and 4 showed significant improvement when compared with the baseline in both groups. After using the noninferiority test, the mean difference (95% confidence interval) of WOMAC total, WOMAC pain, and WOMAC function scores at week 4 adjusted by values at week 0 of C. domesti ca extracts were noninferior to those for the ibuprofen group, except for the WOMAC stiffness subscale. The number of events of abdominal pain/discomfort was significantly higher in the ibuprofen group than that in the C. domestica extracts group. Most subjects were satisfied with the treatment, and two-thirds rated themselves as improved in a global assessment. It was concluded that C. domestica extracts are as effective as ibuprofen for the treatment of knee osteoarthritis. The side effect profile was similar but with fewer gastrointestinal adverse events reports in the C. domestica extracts group. (Kuptniratsaikul et al. 2014) The retrospective observational study was conducted to assess the experiences of 820 patients treated with a new Curcuma extract (Flexofytol ®, 4-6 capsules per day), for more than 6 months for various forms of painful osteoarthritis. These experiences were reported by 110 Belgian general practitioners via a questionnaire that included quality-of-life parameters for assessing patient experience. Data were submitted to an independent statistician for analysis. Within the first 6 weeks, Flexofytol ® improved patient pain, articular mobility, and quality of life. Excellent tolerance was reported, and more than half of these patients were able to discontinue analgaesic and anti-inflammatory drugs. Patient satisfaction was confirmed by their decision to maintain Flexofytol ® therapy for more than 6 months. It was found that Flexofytol ® which was based on a new preparation of curcumin, is as a potential neutraceutical for the care of patients complaining of joint problems, with ex cellent tolerance and rapid benefits for articular mobility, pain, and quality of life. (Appelboom et al. 2014)

The Influence of Technology on Literature Essay -- Computers Digital E

The Influence of Technology on Literature This essay will discuss the way new technologies have influenced some of the areas of literature. Whilst the writer of this essay acknowledges the development of cyber books for their pure entertainment value, this essay will focus on the influence of new technology in the practical advances in the literature and associated industries. This includes the influences that new technology has had on the entertainment aspect, the educational aspect, the industry aspect and the employment aspect. This essay will discuss the influence that new technologies and new uses for old technologies have had on some aspects of literature and the producers and consumers of books. This includes authors, publishers and of course the reader. The purpose of this article is to convince the reader that new technologies have a place in literature and that through an adoption rather than a fear of these technologies both authors, publishers and readers can benefit. The first issue to be considered is the influence and implications of new technologies on authors. For example, voice activated software. Voice activated software and writing materials are not a new technology. However, particularly in the literature industry it would appear that its full use is only just being recognised. Howell (2004) interviewed someone who he claims is a noted and famous author and reports of the nerve damage incurred in his elbow after years of typing at a typewriter and then computer whilst writing books. Unfortunately, being self-employed, workers compensation didn’t ‘kick in’ for this author and he was forced to think outside the box to find an alternative to continue his career. This author adapted voice activated soft... ...Some Technology Holdouts Find Computers Distracting, Impersonal. Knight Ridder Tribune Business News, 1. Howell, K. (2004). New Technology Solves Old Cases and Writes New Books. 2004, 25(16), 38. Lewis, P. (2004). Prose and Cons: Sony new E-Book. Fortune, 150(5), 62-64. Prain, V., & Hand, B. (2003). Using new technologies for learning: A case study of a whole-school approach. Journal of Research on Technology in Education, 35(4), 441-447. Roush, W. (2002). The death of digital rights management? Technology Review, 105(2), 24-26. Staley, D. (2003). The Future of the book in a digital age. The Futurist, 37(5), 18. Strayhorn, C. K. (2004). Teaching the Tech-savvy. Fiscal Notes, 6-5. White, J., Anthony, J., Weeks, A. C., & Druin, A. (2004). The International Children's Digital Library: Exploring Digital Libraries for Children. Bookbird, 42(2), 8-15. The Influence of Technology on Literature Essay -- Computers Digital E The Influence of Technology on Literature This essay will discuss the way new technologies have influenced some of the areas of literature. Whilst the writer of this essay acknowledges the development of cyber books for their pure entertainment value, this essay will focus on the influence of new technology in the practical advances in the literature and associated industries. This includes the influences that new technology has had on the entertainment aspect, the educational aspect, the industry aspect and the employment aspect. This essay will discuss the influence that new technologies and new uses for old technologies have had on some aspects of literature and the producers and consumers of books. This includes authors, publishers and of course the reader. The purpose of this article is to convince the reader that new technologies have a place in literature and that through an adoption rather than a fear of these technologies both authors, publishers and readers can benefit. The first issue to be considered is the influence and implications of new technologies on authors. For example, voice activated software. Voice activated software and writing materials are not a new technology. However, particularly in the literature industry it would appear that its full use is only just being recognised. Howell (2004) interviewed someone who he claims is a noted and famous author and reports of the nerve damage incurred in his elbow after years of typing at a typewriter and then computer whilst writing books. Unfortunately, being self-employed, workers compensation didn’t ‘kick in’ for this author and he was forced to think outside the box to find an alternative to continue his career. This author adapted voice activated soft... ...Some Technology Holdouts Find Computers Distracting, Impersonal. Knight Ridder Tribune Business News, 1. Howell, K. (2004). New Technology Solves Old Cases and Writes New Books. 2004, 25(16), 38. Lewis, P. (2004). Prose and Cons: Sony new E-Book. Fortune, 150(5), 62-64. Prain, V., & Hand, B. (2003). Using new technologies for learning: A case study of a whole-school approach. Journal of Research on Technology in Education, 35(4), 441-447. Roush, W. (2002). The death of digital rights management? Technology Review, 105(2), 24-26. Staley, D. (2003). The Future of the book in a digital age. The Futurist, 37(5), 18. Strayhorn, C. K. (2004). Teaching the Tech-savvy. Fiscal Notes, 6-5. White, J., Anthony, J., Weeks, A. C., & Druin, A. (2004). The International Children's Digital Library: Exploring Digital Libraries for Children. Bookbird, 42(2), 8-15.

al capone , a true american hero :: essays research papers

Al Capone was one of the greatest American gangsters in history. â€Å"Even though he was unbelievable smart, he dropped out of school, he dropped out of school at age 14 in the 6 Th. grade. (Kobler, John. Capone: The Life and World of Al Capone.) He got involved with crime at a very early age, and he never failed to stir up trouble. Between working 3 jobs and being in a gang, Capon had much worse problems to deal with. Problems like shelter when nighttime came. He later graduated to the notorious Five Points Gang in Manhattan where he ended up working at the â€Å"Yale’s Brooklyn Dive’, with another gangster named Frankie Yale. (Schoenberg, Robert J. Mr. Capone: The Real-and Complete). He also worked at the Harvard Inn as a bartender and bouncer. It was there he received his nickname â€Å"Scare Face† His infamous facial scars were received when he got into a brawl with a patron's brother. Cappone ended up meeting his future wife and mother to his child in 19 18. He Mary â€Å"Mae† Coughlin at a dance on December 4, 1918. Then (Alsop, Kenneth. The Bootleggers). Cappone’s and Mae got married that year and his first son was born. One thing about Cappone was that no matter the crime he always had an alibi. Cappone also had his own famous killing style. This involved his men renting an apartment across the street from the home of the victim and shooting im when he came out. Cappone’s first arrest was a disorderly conduct charge while he was working for Yale. He murdered a lot of men in NYC because of gangster etiquette â€Å"no one ever saw a thing†. Cappone's combination of physical strength and intelligence encouraged his protege. (Nash, J. Blood Letter and Bad Men). Soon Cappone was helping another gangster who went my Torio; He helped mange his bootlegging business. Cappone’s most notorious killing was the St. Valentines Massacre (Bowettiger, John. Lake Jingle: Chicago on the Spot) On February 4th 1929 four of Cappone’s men entered a garage at 2122 North Clark Street. Because two of Cappone’s men were dressed like policemen the victims put their hands up, dropped their weapons and were immediately shot. Cappone’s men fired over 150 shots into those men. Cappone eventually got nailed for not paying his taxes and the judge that heard his case sent him to prison. al capone , a true american hero :: essays research papers Al Capone was one of the greatest American gangsters in history. â€Å"Even though he was unbelievable smart, he dropped out of school, he dropped out of school at age 14 in the 6 Th. grade. (Kobler, John. Capone: The Life and World of Al Capone.) He got involved with crime at a very early age, and he never failed to stir up trouble. Between working 3 jobs and being in a gang, Capon had much worse problems to deal with. Problems like shelter when nighttime came. He later graduated to the notorious Five Points Gang in Manhattan where he ended up working at the â€Å"Yale’s Brooklyn Dive’, with another gangster named Frankie Yale. (Schoenberg, Robert J. Mr. Capone: The Real-and Complete). He also worked at the Harvard Inn as a bartender and bouncer. It was there he received his nickname â€Å"Scare Face† His infamous facial scars were received when he got into a brawl with a patron's brother. Cappone ended up meeting his future wife and mother to his child in 19 18. He Mary â€Å"Mae† Coughlin at a dance on December 4, 1918. Then (Alsop, Kenneth. The Bootleggers). Cappone’s and Mae got married that year and his first son was born. One thing about Cappone was that no matter the crime he always had an alibi. Cappone also had his own famous killing style. This involved his men renting an apartment across the street from the home of the victim and shooting im when he came out. Cappone’s first arrest was a disorderly conduct charge while he was working for Yale. He murdered a lot of men in NYC because of gangster etiquette â€Å"no one ever saw a thing†. Cappone's combination of physical strength and intelligence encouraged his protege. (Nash, J. Blood Letter and Bad Men). Soon Cappone was helping another gangster who went my Torio; He helped mange his bootlegging business. Cappone’s most notorious killing was the St. Valentines Massacre (Bowettiger, John. Lake Jingle: Chicago on the Spot) On February 4th 1929 four of Cappone’s men entered a garage at 2122 North Clark Street. Because two of Cappone’s men were dressed like policemen the victims put their hands up, dropped their weapons and were immediately shot. Cappone’s men fired over 150 shots into those men. Cappone eventually got nailed for not paying his taxes and the judge that heard his case sent him to prison.

Cu1520: Promote Child and Young Person Development.

CU1520: PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT. 1. 1 Explain the factors that need to be taken into account when assessing development. When assessing a child you must be careful to take into account confidentiality before carrying out an observation you must have parents and the settings permission and not to leave confidential material lying around they must be secured in a locked cabinet. Only talk to authorized personal about confidential material. This confidentially can only be broken when a child is at real risk.When carrying out observations you must take account of the child’s wishes and feelings if a child is upset or wants you to stop then you must stop. Ethnic, cultural and linguistic backgrounds when we asses a child we must take account of their ethnic, cultural and linguistic back ground as these can play important roles in how the children acts and the understanding of the words being used. Disability or specific requirements need to be taken in account whe n carrying out any assessment /observation or a child can be underestimated and the observation will be unreliable. Also read: Pros and Cons of Having Children While YoungReliability of information no one can get an accurate picture of development if the information is not accurate this can harm the child’s development and the underestimating of their potential. With observation we must understand the limitations of each type of observation method. Avoiding bias when observing children we must remain completely objective also having 2 people observing the child at the same time can produce a more accurate account. 1. 3 Explain the selection of the assessment methods used. There are various methods used to assess a child’s development. Free description- this is to record the behaviour of a child over a very short period of time. The observer notes down what he or she is seeing. This is a good method for looking at several areas of development. Advantage: observer can be unobtrusive and record children without them being aware. It’s a flexible method allowing the observer to car ry out frequent observation. Dis advantage: observer can show bias and find it hard to record every thing a child says or do * Checklists and tick charts-Here specific activities are looked for either during a structured assessment or by observing children over a period of time.Advantage: observer is focused on developmental skills to be observed and so less biased. Disadvantage: observer may not record child’s attitude or how they socialise. The observer might alter the child’s performance once they know they are being observed. * Time sample- this method is used to look at children’s activity over a predetermined length of time. Advantage: the observer can see what a child is doing over a period of time and pick up on many different areas of development, attitudes, friendship and confidence.Disadvantage: interesting behaviours might fall of the sample time and open method of recording may allow for observer bias. * Event sample- this looks at the frequency at which an aspect of development or behaviour is performed. It is recorded in a prepared sheet. For example how often the child talks with adults or other children. Advantages: the observer focuses on one thing. Disadvantage: it does not explain why the child shows the type of behaviour. * Target child- this is used to record one child’s activity over a long period without any gap in the recording process.It gives information about several areas of development. Advantage: observer gains overall picture of what the child is doing. Disadvantage: The observer may not choose the period of time the child is showing their usual behaviour. * Standardised tests-used on older children to consider their skills in literacy, maths and over all cognitive development. Advantage: The observer bias is less. Disadvantage: children know they are being tested hence they do not show usual behaviour. They would have rehearsed and may show better performance. Filming- this provides you information a bout several areas of development. And you are able to watch it over again to see if you missed anything unlike the paperwork. More information is gained. Disadvantage: observer chooses what to record and the child is aware he is being recorded and this may change their usual behaviour. * Information from parents and colleagues- parents and colleagues see children in different situations and so may have a different view of the child’s development. However they may show observer bias. CU1520 PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT 2. 3Explain the importance of a person centred and inclusive approach and give example of how this is implemented in own work. Any plan that involves supporting an individual should be focused on their needs and interest and wherever possible the children should be involved in the planning process. A child centred planning takes into consideration what is best for the child as well as how it might engage and involve the child. It is also important in planning that a child is not segregated from others but consider ways in which other children can become involved in the activity too.CU1520 PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT 3. 1 Explain the features of an environment or service that promotes the development of children and young people. The physical and emotional environment that we create for children has a huge impact on their development. Features to consider while planning the environment includes the following. * Stimulating and attractive: the environment for the children must be interesting and visually attractive. * Well planned and organised: Working with children requires great organisational abilities because every child will have their needs, interest and personality.To accommodate this early years setting have to plan effectively and everyone within the setting needs to be organised. * Personalised and inclusive: it is required that early years settings to personalise the activities and play opportunities for children in ways that are inclusive. * Regulatory requirement met: all settings must meet the requirement of legislation. This will include compliance with the statutory framework of EYFS, health and safety legislation and also other legislation involving the safeguarding of children and their right. Varied environment: the setting should be varied in the provision to as to maintain the children’s interest. * High quality policies in place and followed: the need for policies and procedures follows on from the need of settings to follow legislative requirements. Policies must be reviewed, updated and evaluated to check for effectiveness. 4. 1 Explain how own working practice can affect children and young people’s development. * The adults in my own setting are aware of the development needs of the child. Activities are specifically planned to support every child’s development. * There is always a balance of activity to engage children’s interest. * Th ere is a balance between child initiated and adult initiated activities. * The balance of activity covers each of the aspects of learning in the curriculum and also builds on each of the developmental areas. * It is ensured that the adults have sufficient time to work with individual or small groups of children * All the children were engaged or participated during part or all of the sessions. 4. 2Explain how institutions, agencies and services can affect children and young people’s development. Children in their early years may have a range of needs and the way that practitioners work together can have a positive impact on their health, development and learning. Once parents/carers involved with the child have identified that a child needs additional support, a multi agency approach may be used. The parents visit the GP who makes the appropriate referral. Once they have ruled out the hearing or visual impairments, the GP may refer directly to the speech and language service. Once it is established what type of support a child requires, a collaborative approach is required in order that all professional, the parent and the setting work together. CU1520 PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT 5. 2 Evaluate different approaches to supporting positive behaviour There are many different strategies and approaches when it comes to supporting children’s behaviour. Below is some of positive behaviour support. * Least restrictive principle * Reinforcing positive behaviour. This is about sending signals and rewards to children and young people so that they become inclined to repeat behaviours that are appropriate. Modelling. Children learn some of their behaviours from others especially those around them. * Positive culture. Expectations adults have about children and their attitude towards them will influence their behaviour. * Looking for reasons for inappropriate behaviour and adapting responses. Understanding the needs of children and thinking about what might be influencing their behaviour is the heart of helping to promote positive behaviour. * Speech, language and communication difficulties. Children’s behaviour is linked to their language acquisition.Children who have difficulties expressing their needs or who are not using a language fluently often find it harder to manage their behaviour. * Individual behaviour planning, when a child is showing inappropriate behaviour a plan to manage it is drawn up. * Phased stages * Planning interventions to reduce inappropriate behaviour * Deescalate and diversion * Containment. This is about preventing children from getting themselves further in trouble. * Following management plans. Here every staff would follow the settings behaviour policy. Boundary setting and negotiation. Here the young children must know the boundary in the setting and what is expected of them. * Supporting children and young people’s reflection on and management of own behaviour 6. 1 Explain how t o support children and young people experiencing different types of transitions. Different types of transitions e. g. : * emotional, affected by personal experience e. g. bereavement, entering/ leaving care * physical e. g. moving to a new educational establishment, a new home/locality, from one activity to another * physiological e. . puberty, long term medical conditions * intellectual e. g. moving from pre school to primary to post primary When child go though transitions they need people they have built up positive relationships with to help support them through the changes in their lives. We use circle time to explain to the children what is going to happen and they can talk about their feelings children will make a better transition if they know what is going on. We take are cues from the children on how much information is given and how much an explanation is required.We allow time for the information to be processed some children might have delayed reaction and might want to talk later at a more quieter time. We are always to be truthful in all our answers so we keep their trust. We listen and acknowledge how the children are feeling and we reassure the children that what they are feeling is normal and other children have been through this. The children can express their anxieties and we can help reassure them. This covers emotional transitions like bereavement, physical moving homes or locality, physiological puberty, intellectual when moving up from pre school to school.

Let Bygones be Bygones Essay

A time in my life that I will always have memories of is being sent to J.J.A.E.P, which stands for Juvenile Justice Alternative Education Program in the 8th grade. The reason I was emitted to alternative school was because I brought a container of painkillers to school. I will not go into much detail about my time in J.J.A.E.P but it was a time that I wouldn’t want to relive. It was a moment in my life that I wanted to forget about completely and just move along. This right here is a good example of me siding with the saying â€Å" Let bygones be bygones†. What this quote means in todays society is that let the unpleasant events that took place in your past be forgotten. The Saying â€Å"Let bygones be bygones† dates way back in the 15th century when Shakespeare used the word â€Å"bygone† which simply meant ‘a thing that has gone by’, in his play called â€Å"The Winters Tale,† 1611: â€Å"This satisfaction, The by-gone-day proclaymâ €™d, say this to him.† As the years blew past the word â€Å"bygone† became more to be known as events that took place in the past specifically events that people don’t favor to remember. Disregarding the moments in your life that seem to be unpleasant to you or someone can be good because it wont haunt you at the most vulnerable moments in your life but at the same time its not good to just let bygones be bygones as they say because how is someone ever going to learn from their mistakes? So I believe that this quote can be debated and turned into something more like â€Å"Always remember the rough times.† The reason I choose to flip the quote the way I did is because all of the things I have done to be unsatisfying to others, myself, or even just being flat out wrong, I learned from those things and it has taught me to better myself as a person and as well as to better the things I do with my with my life. One example I can think of is when I got my first speeding ticket. Now I know that no one would be pleased to get a speeding ticket and when I got mine I was stunned. At the time of receiving my ticket I was hoping that this would be the only time id ever have to experience this. The only way I would avoid getting in the situation again is if id learn from my mistake and that is exactly what I did. I will always remember this tough moment in my life instead of going with the quote â€Å"let bygones be bygones.† If I would have just forgotten about my ticket and go on with my daily routine I could of have much worst consequences coming my  way. Everybody has those rough times in their life at one time or another either it be something big like getting bullied in school or something smaller like stubbing your big toe on a piece of furniture. This shows that there is certain scenarios where a person should remember the rough times and let bygones be bygones. There are a few examples I can think of that siding with the quote â€Å"let bygones be bygones† would be necessary and also remembering the rough times is more than okay in most scenarios depending on the person and their feelings about certain things. Some scenarios that I can list that letting bygones be bygones is okay in my opinion is getting in a fight with your friend or significant other is okay to forget about because there will always be times when you’ll get into an argument with others but over time the heated argument will be forgotten. A time where I think, â€Å"remembering the rough times† is most significant is when you or someone else has been through a struggle. For example getting arrested, failing in school, or even being in a house fire. These particular moments that someone goes through will more than likely always be remembered by that person. I believe that these two quotes â€Å"let bygones be bygones† and â€Å"always remembering the rough times† are both good and relevant quotes that people should live by. If it’s letting go of an incident that you weren’t proud of or just being wrong these quotes whichever one it might be are both meaningful and should always be remembered.