American Literature Romanticism and Transcendentalism Flashcard

American Literature: Romanticism and Transcendentalism

Lycopene Chemistry and How It Protects Against Cancer

Lycopene Chemistry and How It Protects Against Cancer Lycopene (see chemical structure), a carotenoid in the same family as beta-carotene, is what gives tomatoes, pink grapefruit, apricots, red oranges, watermelon, rosehips, and guava their red color. Lycopene is not merely a pigment. It is a powerful antioxidant that has been shown to neutralize free radicals, especially those derived from oxygen, thereby conferring protection against prostate cancer, breast cancer, atherosclerosis, and associated coronary artery disease. It reduces LDL (low-density lipoprotein) oxidation and helps reduce cholesterol levels in the blood. In addition, preliminary research suggests lycopene may reduce the risk of macular degenerative disease, serum lipid oxidation, and cancers of the lung, bladder, cervix, and skin. The chemical properties of lycopene responsible for these protective actions are well-documented. Lycopene is a phytochemical, synthesized by plants and microorganisms but not by animals. It is an acyclic isomer of beta-carotene. This highly unsaturated hydrocarbon contains 11 conjugated and 2 unconjugated double bonds, making it longer than any other carotenoid. As a polyene, it undergoes cis-trans isomerization induced by light, thermal energy, and chemical reactions. Lycopene obtained from plants tends to exist in an all-trans configuration, the most thermodynamically stable form. Humans cannot produce lycopene and must ingest fruits, absorb the lycopene, and process it for use in the body. In human plasma, lycopene is present as an isomeric mixture, with 50% as cis isomers. Although best known as an antioxidant, both oxidative and non-oxidative mechanisms are involved in lycopenes bioprotective activity. The nutraceutical activities of carotenoids such as beta-carotene are related to their ability to form vitamin A within the body. Since lycopene lacks a beta-ionone ring structure, it cannot form vitamin A and its biological effects in humans have been attributed to mechanisms other than vitamin A. Lycopenes configuration enables it to inactivate free radicals. Because free radicals are electrochemically imbalanced molecules, they are highly aggressive, ready to react with cell components and cause permanent damage. Oxygen-derived free radicals are the most reactive species. These toxic chemicals are formed naturally as by-products during oxidative cellular metabolism. As an antioxidant, lycopene has a singlet-oxygen-quenching ability twice as high as that of beta-carotene (vitamin A relative) and ten times higher than that of alpha-tocopherol (vitamin E relative). One non-oxidative activity is regulation of gap-junction communication between cells. Lycopene participates in a host of chemical reactions hypothesized to prevent carcinogenesis and atherogenesis by protecting critical cellular biomolecules, including lipids, proteins, and DNA. Lycopene is the most predominant carotenoid in human plasma, present naturally in greater amounts than beta-carotene and other dietary carotenoids. This perhaps indicates its greater biological significance in the human defense system. Its level is affected by several biological and lifestyle factors. Because of its lipophilic nature, lycopene concentrates in low-density and very-low-density lipoprotein fractions of the serum. Lycopene is also found to concentrate in the adrenal, liver, testes, and prostate. However, unlike other carotenoids, lycopene levels in serum or tissues do not correlate well with overall intake of fruits and vegetables. Research shows that lycopene can be absorbed more efficiently by the body after it has been processed into juice, sauce, paste, or ketchup. In fresh fruit, lycopene is enclosed in the fruit tissue. Therefore, only a portion of the lycopene that is present in fresh fruit is absorbed. Processing fruit makes the lycopene more bioavailable by increasing the surface area available for digestion. More significantly, the chemical form of lycopene is altered by the temperature changes involved in processing to make it more easily absorbed by the body. Also, because lycopene is fat-soluble (as are vitamins, A, D, E, and beta-carotene), absorption into tissues is improved when oil is added to the diet. Although lycopene is available in supplement form, it is likely there is a synergistic effect when it is obtained from the whole fruit instead, where other components of the fruit enhance lycopenes effectiveness.

Pricing Research Paper Example | Topics and Well Written Essays - 750 words

Pricing - Research Paper Example Ideally, skimming refers to setting high prices based on the value of the product (Holden and Burton 51). The features of the new washing machine are likely to excite the customers, creating no need for the company to opt for a discounted pricing strategy. The financial value of the product is strength to the organization. The new washing machines is built on new technology that requires very little water and energy to clean clothes. Therefore, customers are unlikely to put cost into consideration and instead consider the functionality of the washing machine. According to Holden and Burton (51), most customers buy a product due to the service they receive from the product, and not on price. In fact, very few customers choose to buy a product due to pricing, leaving the biggest customer base on the service side. Low pricing could make the customers perceive the washing machine as inferior. A low price intended to attract more sales might lead to decrease in sales in the later days, as customers’ debate on the standards of the product. Cheap products are considered to be of substandard quality while highly priced products are considered to be of high quality. ... A machine using little water and energy to clean is likely to be exactly what the market needs presently. An evaluation of various cost benefits the machine is likely to bring to homesteads is enticing enough for a person to be lured to purchase the machine. Imagine a machine that uses much less energy and even much less water to do the same amount of washing just like an ordinary washing machine? Is that not exciting good news? Out of all possible considerations, my price would not be based on either competition or willingness to buy by the customers. Penetration strategy is the war of prices where companies slash their prices with huge margins as they compete to retain their market share amidst overwhelming competition. Penetration strategy mostly applies to the period of growth where customers have understood the product while competition is still high (Holden and Burton 52). The product at this period still enjoys customer loyalty due to tested and experience with use. However, i n other cycles of a product such as maturity stage, penetration strategy is likely to fail and thus prevent the company from realizing all the intended profits. Understanding the type of market the company is operating in is important in setting the right prices. For an emerging market, the product is still new and customers are still willing to use the product. The company is rolling out this product to an emerging market, where customers are most likely to buy the product regardless of the price. When making my decision regarding the price for the machine, information such as customers’ trust to Whirlpool’s products will be helpful. Trust means that people already know

Hairstyles of the Damned Discussion 2 Assignment

Hairstyles of the Damned Discussion 2 - Assignment Example But for what it’s worth, it is noble because Brian really put effort in choosing songs that he thinks Gretchen would like. It speaks about how he really wants to impress her and make her feel that his feelings are true. If Brian was able to make the perfect mixed tape, I think that Gretchen will still not fall for him because Gretchen just does not see Brian as a lover. Gretchen’s type in the book is Tony Degan, and though he’s a jerk and it was not fair of her to put Brian in the â€Å"friendzone†, sometimes, even in life, that’s just how it is. Brian just needs to be content in being her friend because that’s all that she can be for him. The beer scene with Brian and Gretchen’s father is one of the best scenes for me. It’s really emotional and there are a lot of youths today that can relate to what had happened. I think, that moment meant a lot to Brian. He shared a close bond with his father but when his parents divorced, it’s like he was alone and the deep connection he had with his dad all but vanished. Gretchen’s dad made him realize that he is a good person – someone who’s worth something, not just a failure, or a punk kid, or a delinquent, or a nobody. In school and in his home, he was looking for somewhere that he can be accepted and a place here he can fit in. No one had vocally appreciated him and I think that is one of the reasons why his life as so messed-up. If adults were more vocal in what they like about us young people, I think more of us will be able to turn our lives around and become good. Teens as well as anyone crave love, and appreciation – being told that you are good is a nice way to build one’s belief in one’s self and eventually direct the youth to a better

Apps Assignment Example | Topics and Well Written Essays - 1500 words - 1

Apps - Assignment Example These applications can be instrumental transforming the healthcare environment by facilitating various capabilities for the diagnosis of diseases as well as helping people to monitor their health and vital statistics apart from affording them an easy platform for coordinating all their healthcare related activities. The areas where mobile applications can be used in the healthcare field include, but are not limited to, diagnosis of diseases, drug reference, medical calculator, searching medical literature, clinical communication, Hospital Information System for patients, â€Å"general healthcare applications,† learning tool for medical and nursing students, various utilities for patients etc (Mosa et al 8). Mobile apps are especially useful in the case of diseases like blood pressure as they offer the leverage to â€Å"control the inflation and deflation of a blood pressure cuff through a mobile platform† (Mobile Medical Applications 14). Evidence further suggests that personalizing the health monitoring system will â€Å"significantly improve† the possibility of early detection of cardio vascular diseases (CVDs), including blood pressure (Mena et al 4). Besides, ambulatory blood pressure (ABP) monitoring will also facilitate â€Å"accurate diagnosis† as well as easy evaluation of response to treatment (4). Mobile applications provide an appropriate platform for ABP and by using them in transportable devices such as mobile phones and PDAs etc people can effectively monitor the onslaught as well as response to the treatment of hyper tension. In order to test the above hypothesis, the researcher has focused on conducting a study on people from Florida State especially those from the cities such as Miami and Orlando. Since the treatment of blood pressure is to be undertaken over a long period, the study spanned over a term of three years from 2010 to 2013 to

Impact of imaginative play on young children

Impact of imaginative play on young children Play is a fundamental aspect of early childhood. Through play, young children can begin to explore and understand the world around them from an early age, whilst simultaneously gaining a sense of enjoyment from what they are saying and doing. Piaget (1962), cited in Ariel (2002), identified four general developmental stages of play; these increase in complexity as the child matures. These stages are, in chronological order: functional play, constructive play, imaginative play and games with rules. Therefore, it can be argued that imaginative play, as part of a sequence, builds on the skills learnt and nurtured through constructive play, and prepares children for play situations involving rules and other constraints. Bodrova (2008), however, disagrees with this notion by arguing that rules must be an integral part of imaginative play. These rules are not determined by the children themselves, but by the constraints of the imaginary roles that they are playing. It is therefore possible that, in many cases, imaginative play overlaps into other types of play and incorporates more advanced and regulated thought processes than may be superficially apparent when observing what happens during imaginative play. What happens during imaginative play? Vygotsky (1986), cited in Bodrova (2008), emphasises that three elements need to be present for a play situation to be defined as imaginative: an imaginary situation, the playing of roles and the formulation of rules intrinsic to each assigned role. Singer (1994) echoes this sentiment by stressing the point that one or more children playing roles does not, in itself, constitute imaginative play: this is a misconception held by many people, including early years educators. The use of the word imaginary is, however, misleading to a certain extent. According to observations by Dockett (1998), the majority of make-believe situations do not take place in fantasy worlds with fairies and monsters; rather, they are situations drawn from the childs own memories and experiences. These can be, but are not restricted to, examples of what they have seen and heard at home and school. Another view of what constitutes imaginative play is held by Ariel (2002), who regards it as a kind of mental activity rather than a genre of external behaviour. More emphasis is placed on the thought processes required to create an imaginary situation than the words and actions involved during its enactment. These involve a child bringing mental images to life and identifying how they are being represented in real life, but also acknowledging that they are doing it for fun. It is the simultaneous combination of these thought processes that differentiate imaginative play from other types of play such as functional and constructive play. It can therefore be argued that the child must have reached a certain level of cognitive functionality to be able to think in such an ambivalent way about the way they are playing. However, no specific mention of the manipulation of and interaction with objects is made in either of these definitions. Although the use of objects is not a prerequisite of imaginative play, they can play a major part in the visualisation and representation of a fantasy (Tsao, 2002). Such objects could include, but are by no means limited to: toys, movable objects such as chairs and boxes, immovable objects such as tables and beds, and costumes. Smith (1995) discusses the way that, in imaginative play, objects can be transformed into other things to perpetuate the fantasy. However, no recognition is made of the way in which objects, once transformed, can assume different properties, such as size and shape, depending on both the imaginary situation and the type of imaginative play taking place. What types of imaginative play are there? Imaginative play is one of the general developmental stages of play. However, there are substages within this level that are dependent upon the childs mental development. Ariel (2002) identifies three stages: firstly, solitary play, where the child enacts everyday experiences; secondly, parallel play, where the child starts to introduce other characters to their experiences (although the child always plays the central role); and thirdly, sociodramatic play, which is much more structured and less self-centred. Each of these substages is assigned to different years of the childs life, although it must be stressed that these are approximations based on Ariels view of how well developed the average child should be at each stage. Furthermore, these stages appear to be discrete; it is not made clear how one level develops into the next, and what internal or external factors cause this development. In contrast, Dockett (1998) states that there are only two types of imaginative play: simple and complex. According to his observations, there must be six distinct elements present for it to be considered complex play: imitative role-play; make-believe with objects; make-believe with actions and situations; persistence; interaction; and verbal communication. There are no classifications made between these two extremes; from this, it can be concluded that, if one or more elements cannot be observed, then it is simple play. Another important point to consider is that, unlike Ariels stages of imaginative play, no clear timescale is given regarding the age and developmental stage of the child with relation to these two stages of imaginative play. However, the two elements of interaction and verbal communication suggest that more developmentally advanced forms of imaginative play can only take place when a child is involved with other children, rather than playing independently. Imaginative play can take place with or without objects or props (Singer, 1994). Singer argues that non-toy objects, such as chairs and cardboard boxes, are used more frequently in all types of imaginative play than objects defined as toys, such as dolls and model cars. The reason for this is that toys are often limited in the number of functions they can serve in the childs imagination due to their close link with reality. Taking the aforementioned model car as an example, it looks like a real car (but is obviously considerably smaller). It would be difficult to transform it into any other object or creation. Similarly, it is limited in its functionality; it can be pushed or pulled around on different surfaces, but it cannot effectively interact with other objects in general. Conversely, the simple cardboard box provides a range of possibilities for transformation and interaction, as illustrated by an observation by Singer (1994): upon seeing the box, a child calls another to say, I ts the best toy ever! Its a fort and a space shuttle, a bus, a pirate ship, a sled, a clubhouse, and a castle. What is not clarified, however, is the authors opinion on whether or not the use of toys is beneficial, both to imaginative play itself, and to developing young childrens skills and attributes. What skills and attributes can be developed as a result of imaginative play? During the early years of childrens lives, it is important that they develop a range of skills and attributes that will further their development both in and out of school. Broadly speaking, these skills and attributes fall into three categories: social, emotional and cognitive. According to Tsao (2002), childrens participation in imaginative play can facilitate their integration into peer groups through the elements of collaboration and interaction, which are in turn underpinned by verbal and non-verbal communication. This benefit is, however, dependent on the child being at the stage where they choose to play with others rather than independently. Ariel (2002) builds on this concept of collaboration in particular by arguing that children often transfer conflicts to the realm of imagination. This involves resolving personal differences that may arise during imaginative play without breaking character or leaving the confines of the imaginary situation. By doing this, the children are able to continue playing together without the risk of altercation in reality. It can be argued that this type of interaction can initiate the development of rudimentary diplomacy and empathy skills, even at a relatively early age. A different view is held by Bodrova (2008), who believes that such forms of social development, whilst important in their own right, cannot be realised without the prior building blocks of emotional development. She argues that self-esteem and self-confidence are the two emotions that benefit the most through imaginative play, and the best way to start this process is to play independently with objects and toys rather than with others. However, no distinct link is made between the stages of individual and shared play: it is unclear how these emotions, particularly self-confidence, can be developed without some form of initial interaction. Singer (1994), on the other hand, takes the view that the most important aspect of imaginative play is the way in which it brings both pleasure and a large degree of emotional satisfaction to the child or children participating in it. This serves to highlight the issue that, above all, imaginative play should be fun. Through this sense of enjoyment, children will benefit emotionally without being aware of it. It can therefore be argued that the childs need for emotional fulfilment can be a reason for, as well as a consequence of, imaginative play. Opinions are divided regarding the most significant benefit to childrens cognitive development through imaginative play. Smith (1995) and Tsao (2002) emphasise the strong link between imaginative play and creativity. Although it could be argued that this connection is self-evident, due to the intrinsically creative nature of imaginative play, it is nevertheless important to acknowledge its existence. Another important point to note is the fact that children can also develop creativity outside the medium of play by, for example, writing stories and drawing pictures. Imaginative play, while important in its own right, is simply one part of the whole process of developing creativity in children. Conversely, Singer (1994) and Ariel (2002), whilst accepting the potential benefits to childrens creative skills, believe that the development of academically related skills is a more significant consequence of imaginative play. These include, but are by no means limited to, the enhancement of vocabulary by practising new words (Singer, 1994) and the advancement of basic decision-making skills (Ariel, 2002). In imaginative play, children need to identify what objects are (especially if they have been transformed to suit the imaginary situation), what different places and characters are called, and so on. These words will be used repeatedly throughout the play episode; therefore, it is not only good practice for children to say and hear them, but it also facilitates effective verbal communication and keeps the imaginary situation going. In addition, situations frequently arise where children, whilst playing a role, need to make choices regarding, for example, how to react to something someone else has said or done, what object to use, or where to go next. As before, this decision-making process, which is often quick and well improvised, according to observations by Ariel (2002), is another essential way to keep the imaginary situation going. These skills, along with many others, can be beneficial to the childrens holistic development, not only in an imaginative play situation, but also in other areas of their lives. Are these skills and attributes transferable to other areas of the childrens lives? The skills and attributes developed in imaginative play can also be beneficial both to the development of the childs state of mind and their behaviour, particularly with regard to what is required of them as they advance through the education system. Singer (1994) holds the belief that children can sustain themselves in periods of stress with the hope generated from such imagined explorations. This stress could be caused by any of a number of contributory factors, such as an increased academic workload or an unsettled home life. However, imaginative play allows children to detach themselves from reality, albeit on a temporary basis. According to research by Ariel (2002), this time out can have a calming effect on the child, by pacifying them and providing them with ways out of their emotional entanglements. What is unclear, however, is how long this calming effect continues. The question remains of whether the use of imaginative play for this purpose of emotional detachment is a long -term solution to stress-related issues, or merely a short-term fix. Revisiting an earlier theme, Bodrova (2008) states that rules, determined by the roles played by the children, are an integral part of imaginative play. She extends this point by arguing that this following of rules can contribute to a childs readiness for formal schooling, where they will have to abide by sets of class and school rules. During their participation in imaginative play, the child has to promote their intentional behaviours and follow the directions of others so that the imaginary situation can progress. According to research by Blair (2002), cited in Bodrova (2008), the practice of this self-regulation of behaviour by playing by the rules in imaginative play often transfers itself to non-play contexts where predetermined sets of rules exist, such as formal classroom settings. The child will be more inclined to follow these new sets of rules, and their behaviour will improve as a consequence. One other important behavioural aspect, particularly with regard to younger children, is paying attention and the ability to concentrate. Generally speaking, younger children have a much shorter attention span than older children (Dockett, 1998). It is important for children to be attentive and focused when they are faced with formalised situations later on in their schooling, such as assemblies and tests. According to research by Smith (1995), participation in imaginative play focuses childrens minds on the situation in hand, and they become totally immersed in the roles they are playing. One observation by Smith (1995) was of a group of children playing castles. One child was allocated the task of sentry duty: this involved keeping watch from the top of the castle while some other children played soldiers going about their daily business inside the castle. The sentrys role was to warn the soldiers if the enemy (played by three other children) was approaching. The child playing the sentry role considered his task to be highly important, and was able to maintain a high level of concentration throughout, pretending to look in all directions and scanning the imaginary horizon. Smith (1995) argues that these higher concentration and attention levels in imaginative play will permeate into non-play contexts. However, it can be argued that this will not necessarily happen in the case of all children, because acting in an imaginary role is one matter; behaving in real-life situations is another matter entirely. Much depends on the character and personality of the child, and the behaviour expected of the child by the adults in their life. What roles can early years practitioners, parents and other adults take in imaginative play? Imaginative play can happen in any setting, both in childrens school and home lives. According to the evidence gathered so far, the same opinion is shared: it is important for adults to play some sort of role in childrens imaginative play. However, opinion is divided on the issue in two key respects: the level and timing of intervention, and the purpose of intervention. With regard to the level and timing of intervention, Singer (1994) believes that parents and practitioners should initiate imaginative play and then step back and allow the children to play on their own. In effect, the adults give the children an initial idea, and the imaginative play stems from this stimulus. This is not necessary in all cases, however, as many children will formulate their own ideas independently. Conversely, Bodrova (2008) takes the view that all children, regardless of the development of their play skills, require higher levels of adult mediation if they are to benefit from imaginative play in any social, emotional or cognitive way. As a reasonable proportion of imaginary situations are drawn from the childs past personal experiences (Dockett, 1998), one possible way to address this issue is to take an active approach by introducing the children to new experiences (Bodrova, 2008). These can include field trips to suitable locations, and child-friendly books and v ideos that relate to suitable, interesting topics. This will give children a greater knowledge base from which to draw their imaginary situations and characters, thus increasing the variety of their imaginative play. With regard to the purpose of intervention, children can be advised, if necessary, on how to construct imaginary situations and enact imaginary roles. This often takes the form of the modelling of play skills (Ariel, 2002; Tsao, 2002), such as co-operation and the invention of characters. This is particularly important if the child has shown themselves to be less advanced in these areas. This is not necessary in all cases; sometimes, childrens play skills may have developed independently and instinctively. In contrast, Smith (1995) believes that the most important reason for adult involvement in imaginative play is to facilitate the achievement of particular educational and instructional goals. He argues that imaginative play has a better chance of nurturing key life skills if the adults in the childrens lives encourage it and participate in it whenever possible. One active way for adults to participate in this developmental process is to take the child out for walks in order to teac h them about the world around them, highlighting points of interest along the way, and answering any questions the child may have about what they can see, hear and so on. This will assist in the development of key life skills such as confidence and the awareness of ones surroundings. In addition, this helps to expand the childs knowledge base through questions and simple explanations. All of these qualities will be important in the childs home and school life in the future. Further research questions In what kinds of ways can objects in imaginative play contexts assume different properties? At what age or stage of development do children engage in simple and complex play? Is it preferable to use toys and other objects in imaginative play? If so, why? If not, why not? How effective is the participation in imaginative play as a long-term solution to stress-related issues? Do any theorists believe that imaginative play should have minimal or no adult mediation or involvement? If so, who and why?

The Changing Nature of Crime and Law Enforcement Essay example -- essa

  Ã‚  Ã‚  Ã‚  Ã‚  Law enforcement agencies nationwide must constantly adapt to the changing nature of crime and the ways criminals must be prosecuted. New dangers like terrorism, as well as old ones, such as public corruption, threaten the public and force police agencies to acclimate themselves to this new environment. President Clinton explained the need for the development of the federal and local law enforcement agencies. â€Å"We have begun to find a way to reduce crime, forming community partnerships with local police forces to catch criminals and prevent crime. This strategy, called community policing, is clearly working. But we still have a long way to go before our streets are safe and our people are free from fear. Our next step in the fight against crime is to take on gangs the way we once took on the mob. I'm directing the FBI and other investigative agencies to target gangs that involve juveniles in violent crime, and to seek authority to prosecute as adults, teenagers who maim and kill like adults. More police and punishment are important, but they're not enough. We have got to keep more of our young people out of trouble, with prevention strategies not dictated by Washington, but developed in communities†(Clinton). Federal agencies within the United States must handle cases on the home front while at the same time dealing with international issues relating to crime. The problem with international crimes and criminals is that the issue of jurisdiction b...