Electric Field

Name ____________________________________Electric Fields Go to http://phet. colorado. edu/simulations/sims. php? sim=Electric_Field_Hockey and click on Run Now. 1. You rub balloons in your hair and then hang them like in the picture below. Explain why you think they move apart and what might affect how far apart they get. A balloon becomes negatively charged when it is rubbed on a person’s hair.This occurs because all the protons and neutrons leave the balloon and attach to other objects such as the hair. If two balloons both have negative charges then both balloons will repel each other because same charges repel while opposites attract. 2. Test your ideas using Electric Field Hockey in the Practice mode. Make a table to record your observations about what affects the direction and speed of the puck. Your table should demonstrate that you have run controlled tests with all the variables. Charges introduced |Effects on positive charge repulsion | |Positive |Repel | |Negative |Attract | Charges introduced |Effects on positive charge speed | |Positive |Close to charge=Increasing repulsion speed | | |Far from charge= decreasing repulsion speed | |Negative |Close to charge=Increasing attraction speed | | Far from charge= decreasing attraction speed | 3. Reflect on your ideas from question #1 and your data from question #2. How do your observations support, dispute or add to your ideas about what affects how charged bodies interact? The data collected helps support my claims that like charges repel each other while opposites attract. In the case of the balloons both balloons are negative there for repelling each other. 4. As you put charges onto the playing area, arrows appear on the puck. †¢ What do you think the arrows on the puck are illustrating?The arrows illustrate the movement of the pucks as well as velocity. †¢ How do the arrows from the positive charges compare and contrast to the ones from the negative balls? The positive charges seem to repel the puck while the negatives attract. †¢ Investigate how you can use the arrows to predict the motion of the puck. 5. Write an explanation of how you can predict the motion of a charged hockey puck that is moved by other charged pucks. Explain using examples and drawings that include: †¢ How to use free body diagrams and vector addition. †¢ How negative and positive charges compare and contrast.

Friedrich Engels and histor Essay

If one is not historical, then it is unscientific. The historical process that has commenced for millennia in the development of societies is a product of scientific processes and vice versa. Friedrich Engels has greatly contributed to the exposition of historical dynamics, one that is ever changing, in constant contradiction with the forces within and without. As it has been definitely asserted, historical materialism, as a part of a dialectic philosophy is not just narrowly limited to a â€Å"study† but it is a scientific process wherein events were investigated, researched, a hypothesis is derived and tested or compared if that assertion applies to universal condition. History thereof is a result of contradictions, a making of man, not just simply a compilation of events that transpired in the past. Only in such a way can history become a science. Thus, a truly revolutionary of his time, Engels presented history according to the material basis of the existence of societies, discussed the evolution of such societies as subsequent effects of the past, constantly playing interconnected, interwoven stories, which without the other is simply incomplete, unscientific. Here he illustrated the formation of history as a result of humanity’s struggle to attain its aims, therefore its own creation, its own being. Engels’ history does not consider man simply a being with presupposed actions, knowledge or decisions, man is a becoming, moulds the society that he belongs to, inseparably intertwined with the progress of the economy, his propensity to survive, to all other aspects of social existence. Certainly, Engels’ life is no different from the society he intended to explain. What has moulded him to become such a great influence in socio-economic paradigms and in the formulation of Marxism surely has a basis in his past, interconnected with his identity, with everything that has gone through his age, internal and external, positive and negative. His own being a laboratory of man as a â€Å"becoming† and of contradictions where which a new form from the antagonisms of the old is drawn. Hence, his life and works were a result of scientific processes, a fruit of the reactions among the material conditions that he was exposed to, a synthesis of numerous theses and anti-theses. Facts and figures are simply not what history is. Facts and figures say something but not substantially anything. History is a correlation and interrelationships between and among facts and figures without finding those connections are mere ink and paper –insignificant. Hitherto, Engels’ works remains to be of great influence in the struggles of oppressed peoples and of the international proletariat. This came into reality because Engels’ works were connected to the material foundations of human existence, ideas and theories that are not alienated: theories that can be felt, ideas that are tangible and inseparable from the activities of societies. As it was, matter precedes consciousness; Engels’ historical and philosophical analysis did not surface out of mere conception of abstract economic and historical fables, but were a result of the effects of the economic and social conditions existing at that time; societies came into reality first and from those realities a consciousness was obtained enabling Engels to scientifically analyze the future of societies based on the reasons that has caused past societies to progress into what they are at present. Engels biography is a display of such scientific course. His early life has been the origin why he came about with his voluminous works on history, implications brought by the facts how he was raised and intended of him to become, his experiences, and his direct contact with the production process and later in complete absorption to the revolutionary struggle in the industrial West. Friedrich Engels was born in Barmen, Prussia to a family of bourgeois origins in September 28, 1820, time when Europe was at the height of the development of the industrial era and wars of conquest for the accumulation of market, labour and resources for the bourgeois economy. It was a time of rapid changes ensuing on all borders, expansion of industrial interests was grappling Europe and colonies in Asia, Africa and Latin America were continuously ransacked while the European continent was in a constant scrabble of migration from different nations in search of industrial work. Indeed an era of accumulation of wealth and technological advances to improve productivity . His nascent years have been vital for the development of his future philosophical pursuit. In his poem â€Å"To My Grandfather†, written December 20, 1833, Friedrich has shown his early acquaintances in history through stories in the Greek mythology which he described as â€Å"many a beautiful story† that his grandfather told him . Another untitled poem written 3 years after described characters in stories from all over Europe seen by young Friedrich as â€Å"pictures to delight† . He was an observer and the environment drew much attention from him. Once he wrote about the conditions in Wuppertal, one of his first attempts to explain the seemingly complicated miseries of the working class , that even the columns of a building and the style of architecture did not escape his watch. It was the beginning of his acquisition of his most powerful weapon in his revolutionary battle, the excellence in textual conveyance. Not only was it a peek to his future history inclinations but also his superb literary talent that has greatly manifested in his works. His father, a German textile mill owner wanted him to become an industrialist too like himself. Though, the environment in which Friedrich Engels lived was full of stark contradictions, external factors which greatly affected his inner resolve, so that a strained relationship developed between them. A supporter of the Prussian government, Friedrich’s father held conservative views in politics and religion which could be attributed to his Protestant Pietist devotion that he entered Friedrich in local Pietist schools, indoctrinating him of narrow fundamentalist views of society that were never acceptable to his broad interests. He was then sent to Bremen, a German port city, before he finished his high school studies to work as a clerk, and there he exhibited despise to autocracy and religion, enjoyed life at its fullest and studied literature, philosophy, theology and history . The democratic struggles gaining political momentum at that time was under a literary movement drawn Engels to participate under a pen name Friedrich Oswald. His first work, a poem titled â€Å"The Bedouin † was published in the Bremisches Conversationsblatt No. 40. In September 1838 and many other literary works and commentaries proceeded thereafter. When he moved to Berlin to join the Household Artillery of the Prussian Army, he already had attractions to the Young Hegelians . His contact with the radical group proved to be vital in Engels’ future philosophical treatises. Hegelian philosophy maintained an idealist core with the dialectic claims that everything, after they had come into being, will ultimately wither away, a constant reminder of change and development inherent in everything therein. Though Hegelian dialectics maintained that thought precedes matter, it still had some followers who were radicalized and reached the point of concluding that even the Prussian state and religion will pass. The most revolutionary of them, however, deviated from Hegel’s â€Å"consciousness precedes matter† and inclined towards materialism. These revolutionaries, among them the 22 year-old Friedrich Engels, asserted that it is the other way around based on Ludwig Feuerbach’s rejection of Hegelian idealism and turned the tables for materialism. He would later publish a pamphlet hailing Feuerbach’s â€Å"The Essence of Christianity† in 1841. The pamphlet echoed Feuerbach’s materialist basis of societal thought and finally debunked theological monopoly of reflection with a â€Å"pulverizing† blow, but later Feuerbach’s materialism would be wedded with Hegelian dialectics . There he was an active radical, wrote articles for the democratic movement while attending lectures at Berlin University with his military service all at the same time. Before he would be sent to England, Engels, travelled to Cologne to meet Moses Hess, the first Hegelian who called himself a communist and the man behind Rheinische Zeitung –a radical daily newspaper. It was possibly in this acquaintance that Engels was influenced with utopian socialism and his travel to England would be decisive in starting a proletarian revolution in the most advanced industrial nation . His experience in Manchester, England in his father’s factory from 1842 opened his eyes to the realities of the working class which he stated in his Conditions of the Working Class in England in 1844, his first book bourn out of his observations in his father’s firm. In his English travel desertion, Engels have had certain exchanges with other workers’ organizations, radical, utopian socialists and Chartists and wrote for Robert Owens’ Utopian socialist paper, the â€Å"New Moral Order† . Only on his way to Barmen did he meet Karl Marx, his lifelong revolutionary collaborator. They first met in Cologne in 1842 and Karl Marx was an editor in the Rheinische Zeitung but took no time to explore their philosophical similarities. That friendship would last for about four decades. Together, Marx and Engels paved the way for the synthesis of Dialectical Materialism, Historical Materialism and Scientific Socialism among many other works that were to become the foundations of the proletarian movement. Engels could never be considered as Marx’s side kick as others would usually portray him, nor must he be treated as above Mar’s intellect on many philosophical questions. Often they would consult each other on certain points of argumentation and Engels recognized Marx’s excellence and at the same manner, Engels displayed his virtuoso in historical and literary fields. They were, in the truest sense, partners in their lifelong struggle for the liberation of the working class. What Engels had become could be ascribed to the people who had played certain parts in his â€Å"becoming†. His grandfather introduced him to the world of history and literature, his father pounced on him that he would later hate everything that his father believed, Hegel on his dialectics (though Engels had broken away from the idealist sector), Feuerbach presented the materialist view for his and Marx’s philosophical synthesis of the Dialectical Materialism and the millions of the workers’ masses that have borne the weight of the whole capitalist production system were, presumably, the greatest influences on Engels’ philosophy. Thus cementing that Engels was really a man that is a â€Å"becoming†. An accumulation of experiences, observations and contact with nature was the reason for having such philosophical standpoint . Engels’ philosophical background could be that of a German philosophy that could be traced from Leibniz, Kant, and Hegel. Though Engels or Marx did not have any â€Å"original† philosophical theories, it is precisely the justification on what was commented on the Critique on Feuerbach that theirs was a philosophy that aimed direct to the point of changing the existing order in the world not just explain it. On many occasions, Engels has directly found the connection of matter and thought, of historical events that are quite apart in ages but were systematically an integral part of the totality of human history. Friedrich Engels’ first book was the Conditions of the Working Class in England in 1844, written when he was in Manchester England. On its preface, Engels explicitly stated the conditions of the working class at that particular time based on his direct acquaintances with the proletariat or twenty-one months, straight from his observations. These observations were directed for the German proletariat so intense their conditions that Engels wished to know the root causes of their misery . In his dedication to the British proletariat, Engels can be seen as a true revolutionary, never satisfied with documents, it was a close contact, an integration among the masses of British workers that has propelled his understanding of the conditions of the working class. It was on the streets, in the alleys, in the working places that true understanding can be derived. The whole of Manchester turned into a laboratory of revolution . Manchester in 1844 is the centre of the Industrial Revolution which he observed, made the conditions of the workers worse. Huge industrial cities such as Manchester and Liverpool had disease occurrences four times grater than in the countryside. Before mills were introduced in England, more than four thousand out of ten thousand children die of whooping cough, scarlet fever, measles, and smallpox and an addition of another three hundred after. While adult mortality numbered to a thousand out of ten thousand and another two hundred added to the previous respectively. In one of his contributed article to the New Moral World Engels concluded that this condition must soon be ended with a revolution that would rearrange the social order existing at that time in three countries in Europe (England, France and Germany) as there is a fast spread of suffering among the working men in the continent. There were existing socialist and communist movements in many parts of Europe, half a million communists in France alone, with some differences in minor points in principle but again, Engels asserted that the proletarian class has the power to rise and become masters of their own, enjoy the fruits of their own labour only if these communists would be united –that would later be named as â€Å"proletarian internationalism† – costing most of Eastern Europe after the Second World War, a little more than a hundred years, with the USSR’s campaign of socialist annexation . Engels described the state of the capitalist system in England, being the most advanced at that time. In the book’s 1892 preface, 52 years since it was first published, the author noted that the rising industrial nations such as France, Germany and America and starting to break Britain’s â€Å"industrial monopoly† and finally reached what has England reached in 1844 and the effects were not different. Same economic laws apply and the fight of English workers five decades ago is happening in the country. It is after all still a bourgeois mode of production, the same tendencies, characteristics and social classes and antagonism still exist. Such was what he had predicted in his first edition and, scientifically, it was indeed the same characteristic of the capitalist economy regardless of nations and cultures. The Condition of the Working Class in England in 1844 mirrored the condition of the working class not only in certain time frame but through the times as long as capitalism exists in a more or less varied intensity. Further expounding on the roots of the proletariat’s miserable place in the relations of production, Lenin commented that Engels was not the first to say that the working class is suffering from the ills of the capitalist mode of appropriation and expropriation, but it was Engels who said that the working class is being pushed to the very edges so that the proletariat had been left with no choice but to fight back and destroy the bonds of slavery. A power, so much moving this line had exuded that after seven decades Russian proletariat had risen to create the first proletarian state. In 1847, Mikhail Bakunin, a Russian anarchist was banned from Paris because of calling for the over of the Polish and Russian governments. Bakunin was one of the many revolutionaries that appearing in Europe. A revolutionary high tide is sweeping all over the continent and the great masses of workers are looking for the lead in the revolutionary struggle. Such was the condition when Engels wrote â€Å"The Principles of Communism† in 1847, a year before the Communist Manifesto was published. There was, however an earlier composition for the Communist League. In June of that year, the founding event of the Communist League, the Congress of the Just, the Principles of Communism was written to serve as a draft for a statement to be embraced by the proletarian revolutionary movement, the Communist Manifesto . The International Workingmen’s Association formed in 1864 was actively participated by Engels, and later joined Marx in the General Council in 1870, two after the IWA was organized. Historically, the IWA had a huge part in the uprising in Paris in 1871: the Paris Commune. In this event Engels’ writings defeated Bakunin’s Alliance for Social Democracy. IWA was considered to be the first International, and after the Paris Commune was quelled, after the commune died, Engels guided the formations of many socialist parties in Europe, especially in Germany which has been the movement that the whole European communist movement looked upon as bearer of the great socialist revolution. It was here that the term â€Å"manufacture†, denoting production by hand was conceived by Engels, such was to differentiate â€Å"production by hand† from production using a machine. This scheme was decisive in future historical annotations for the transition from guilds to factories of the primitive capitalist model. It is best too clarify that Marxist literature considers, based on historical materialism, that world history has not grown uniformly, some have advanced to capitalism, other nations remain in the feudal stage, and certain communities were even at the stage of primitive communalism. In the year 1884, Engels wrote â€Å"The Origin of the Family, Private Property and the State. It was this document that really showed Engels’ distinction in history. He wrote this manuscript in just two months to continue what Marx would have wanted him to do – a treatise on the evolution of the State. This book covers the history of many nations, the emergence of private property and classes, and the state and ultimately how this state would perish, mush like Hegelian concept on the dialectical process of societies. Engels’ works were immensely influenced by Hegelian thought, especially evident in his â€Å"Origin of the Family†¦ † which was a complete narration of the scientific evolution of the societies, brought about by the contradictions that were constantly the cause of development, of ending an old social order and beginning anew. Aside from that, Engels life as a revolutionary and his works were also influenced by Moses Hess’s utopian socialist ideas, which, together with Karl Marx, they arrived into concluding that the future of capitalism is a scientific socialism and the establishment of the proletarian state. He also viewed the economy as the social foundation that it gives rise to the conception of the state, and that material foundation is the essential ingredient of the thought or way of thinking that would be dominant in the society. It was the very core of the materialist belief that matter precedes consciousness. Which takes us to think that a worker can not have a consciousness of a proletariat if the society has not reached the stage of capitalism, because in the first place, a condition does not exist that would permit a capitalist relation of production (wage labour). Through his life, Engels never believed in marriage pointing out that the natural order of reproduction is not bound by the exclusivity of a woman to a single man. That only came into being when the concept of private property had materialized, so as women. Women held a high place in the primitive societies since they were the only means that tribes and communities would survive was only through continued human reproduction . Engels’ works were referred to by the revolutionary movement especially on the philosophical discourses on dialectics, historical materialism and some of his economic formulations. These influenced leaders of different socialist parties in Europe and around the globe. In autumn of 1985, the leader of the Russian proletarian socialist revolution, Vladimir Ilyich Lenin wrote about Engels saying that he was a great teacher of the world’s working class, and his life must be known to every workingman. Lenin further states that Engels did not let his bourgeois status to stop him from serving the cause of the revolution, study of philosophy and science and politics. The article published in Rabotnik, clarified certain principles in Engels’ philosophy, and asserted that although Engels followed Hegelian dialectics, he was nevertheless not an idealist but one who firmly believes in materialism. Engels, said Lenin, used scientific methods in answering the economic questions of the time. It also gave an insight into Engels political history that being said, Engels was a democrat before he became a socialist. Thus Engels taught that the liberation of the working class is in the hands of the working class. Lenin after 22 years would lead the Russian working class to a socialist victory, fulfilling Engels’ vision of a socialist state won by the proletarian themselves. Later in 1920, three years after the Russian socialist revolution had been won, a document was published showing that Lenin would again comment on Engels through â€Å"The Marx-Engels Correspondence† which he wrote in 1913. The letters contained many of the theoretical foundations of socialism, masterfully fighting through the ins and outs of the political struggle in Europe. It was an exposition of the revisionist renegades attempt to mislead the great masses of the proletariat to capitulate in the bourgeois political system. Through these letters, as Lenin pronounced, the socialist movement was kept in the right track. The tasks of the proletarian revolutionary were outlined to serve as a guide for many socialist parties that were waging underground warfare against their governments. The dialectical course of history was reaffirmed and from that principle, Russian revolution had drawn much of Engels’ guidance in the theoretical as well as in the practical recourse of the revolution. Mao Zedong, leader of the Chinese revolution from the 1920’s until after the Second World War had been a staunch Engels follower through his works with Marx. Chairman Mao had quoted the communist manifesto, stressing on the point that without the theories that Marx and Engels developed, the revolution will have no guide. Revolutionary theory as Mao had said would give the people a direction in waging a war for national liberation, to assure that there would be no resurgence of bourgeois state in liberated nations and ensure that new democratic revolutions will continue to the socialist stage . Again Mao on his article on Women, Engels was often quoted because of his contributions in the study of the status of women in the society, through his book â€Å"the Origin of the Family, Private Property and State†. The study of the women was a big issue in the Chinese revolution. China was then waging a war against traditions that existed for thousands of years that was the feudal relationships between husbands and wives, elderly and the young in Chinese culture. Engels’ views on the question of the equality of the sexes in the primitive communal stage of societies shed light on the history of the struggle of women. Women suffer exploitation twice. A female worker is exploited because she is a worker and she is a woman. She does not only suffer from capitalist exploitation but also from male domination. However, the struggle for women’s liberation is not a struggle against the opposite sex, but a struggle based on the economic class . Friedrich Engels was said to be the builder of socialist thought, the International Review issue no. 83 on the 4th quarter of 1995 stated that Engels had been persistent in his revolutionary career, truly of German tradition. Owing much to his perception of the workers’ movements tendencies and strengths that in the article his first book published was the book used by many revolutionaries through the years of struggle all over the world, from Russia to China. Thus Engels was a man defined by his becoming. Through his life, from the time he was born till the day he died, Europe was in the middle of an economic advancement, it was also a period of political changes. In the middle of those political and economic current, Friedrich Engels stood to face the challenges of his time. The blowing winds of free thought have set his mind to open to new ideas, seemingly the emergence of radical movements were just on the right time. When he became a part of the Young Hegelians, his philosophical inclinations were further developed. If we would look at this through an idealist perspective, it would be possible that Engels life had the right coincidences: Marx was born on the same era; the proletarian movement was on its fiery start. However, dialectically, the course of history would be just the same, it could have not been Engels, it could have not been Marx but still the truth of the development of societies will be there because it is science. History is a making of humanity not just one man, thus independent of anyone’s identity yet it identifies with everyone. It is the reality. Through Engels’ writing Marx was able to find himself a competent partner in his revolutionary theorization. Together they had formulated the socialist philosophy that soon changed the course of the modern society. Engels contributed much to humanity’s understanding of history, complete and thorough interpretation of the events, explained the mysteries that bind each and every event from the beginning of human civilization. History was view on another angle, from the toiling masses, thus, breaking the monopoly of the establishment’s monopoly of truth. Hitherto, societies were seen as dynamic, changing every second, quantitatively and qualitatively –change that was internally caused by those who are within the system, not by something that is detached, alienated, or abstract. Material basis was always at the fore of historical explanations. Engels’ historical insights gave the ruled power over the ruler, the oppressed over the oppressor. In time, the order of things will be changed, asserts Engels, which change will never end. History had become an integral part of the future, not confined to the records of the olden times; it has passed yet continues to take part in molding the future of societies. Without Engels history would still continue and take its path as we have it today. Without Engels to help Marx, the society will still change. Therefore, Engels did have a contribution to humanity’s history. Through his writings, Lenin foresaw the First World War as an imperialist war took advantage of it and made the revolution at home victorious. With the victory of the Russian proletariat, the course of struggles around the world suddenly changed course and had a farther perspective. Not only did these liberation movements aimed to free their nations from foreign domination but had decided to free them from the slavery brought about by the conception of private property. Movements did not only strive to destroy the existing political order perpetuated by tyrants, they had sought to destroy the economic foundation of tyranny. In the country from where he came from, Engels, too, caused much change. He became one of the contributors to the German philosophy, became an inspiration to German revolutionaries and paved the way for the advancement of the German proletariat. As Germany was inseparable from the conditions that what existing in Europe at that time, it too had been reached by the socialist movement that after the Second World War, Germany was divided into two. East Germany had a socialist economy and the, capitalist. Engels had his great deal of share in the development of Marxism and socialism. He was the brain behind the Communist manifesto and Historical Materialism. His studies in the field of history enlightened Marxists and revolutionaries in the course of the inevitable changes in the society. Bibliography (Section 1) Kenwood A. G. and A. L. Lougheed. The Growth of the International Economy 1820-2000: An Introductory Text. London: Routledge, 1999. Carver, Terrell. Engels. Oxford, England: Oxford University Press, 2003. Engels, Friedrich. â€Å"Bedouin. † Young Engels, Marx & Engels Internet Archive. Available from www. marxist. org. Engels, Friedrich. The Origin of the Family, Private Property and the State. New York: Pathfinder Press, 2000.

Crito Questions Essay Example | Topics and Well Written Essays - 500 words

Crito Questions - Essay Example He also feel that it would be a shameful thing for Socrates to be publicly executed because he is no criminal. His other premise is that it is Socrates right to escape, in fact his duty since he has clearly been unjustly accused and imprisoned. Ans 2)Socrates had been imprisoned by the very people whom he was trying to help and educate. Although Socrates never believed that he was wise(one of his most famous quotes reflects this modesty) he had a method of cross questioning which became very famous because it destroyed the arguments that men gave in response to the questions he put to them. Although Socrates became very popular amongst a very powerful segment of Athenian society his tendency to question every thing including Athenian democracy won him the displeasure of many at the helm. According to an article written by Megan Worley three figures were specifically important in bringing the charges against Socrates, these were Anytus, Meletus, and Lycon. Ans 3) Winston Churchill was head of state for Great Britain at a very painful time in Europe’s history and he had to make a series of tough decisions. He is known for his inspirational leadership, and courageous decision making. I am of the opinion that both these men valued truth, dignity, awareness and justice, however Winston Churchill’s position as leader puts him in a decision where perhaps safety and victory for Britain is more important than truth and dignity. Although Socrates has developed a powerful following in Athens he does not have any nor does he apparently seek any political power. He does not feel responsible for leading Athens and this in a way leaves him free to make what he believes to be the morally right decision something that perhaps Winston Churchill did not have. Logos-‘Then, my friend, we must not regard what the many say of us: but what he, the one man who has

Personal statement Essay Example | Topics and Well Written Essays - 1000 words - 2

Personal statement - Essay Example Yet, despite the adversities that I encounter, I resolve to keep my head high and bravely face the challenges that come along my way. My dream is to finish the program Electrical Engineering in your reputable institution. Just knowing that your institution have accomplished alumni and outstanding teachers makes me very excited knowing that this is the best possible place to get educated. I hope that I would be given the privilege to finish my studies at your amazing institution. I am Betelhem, a migrant from Ethiopia where I finished my high school studies. My dream is to become an Electrical Engineer one day. Behind every dream is a story of which I would detail so this institution would understand my desire to pursue my dream. Because of my transfer to the United States, I was unable to finish my college degree at my country. Also, I was compelled to go out of my country because very few universities have an Electrical Engineering program. Besides, that program required a 4.0 GPA o f which I was unable to meet during my high school days. As a consequence, I had to pursue either Marketing or Accounting which were really not my interest at all. This was very upsetting for me since I could not accept anything less than becoming an Electrical Engineer someday. My dream to become an Electrical Engineer was an influence of my father. ... The buildings that were erected contributed to the infrastructural growth of the country. There was no way to compromise my dream so I convinced my family that I have to pursue my studies in this country. Leaving my mother and sister behind was heart breaking but I have more to look forward to. I know one day that I would come back as an Electrical Engineer. All the knowledge and experience I have gained would be shared to my fellowmen so I can be a productive member of my beloved Ethiopia. Looking back, more than five years has passed since I moved here. Currently, I am working on my transfer from Edmonds Community College. However, academic life is just one part of the struggles that I had to overcome when I moved in this country. There were far deeper concerns that I have to attend such as adjusting to the culture and language which really surprised me. Back in Ethiopia, I was excited to come to America since the media always portray this country as full of opportunities. Later, t he reality set in as gradually experienced what is it like to live in the United States and interact with members of this society. The language, the culture, the new sights and sounds seemed attractive yet frightening at the same time. After a few more years, I finally adjusted to my new environment clutching tightly to my dream. I resolved to pursue the dream whatever it takes. Another challenge took its place that almost quenched my desire to fulfill my dream is financial hardship. Going to college was quite complicated on my part since I have to work full time and squeeze in extra hours required by the job. Presently, I work as a sales associate at Macy’s department store. This has been my first job since I moved here.

A Rammstein Concert Essay Example | Topics and Well Written Essays - 1250 words

A Rammstein Concert - Essay Example The concert was organized in Roy Wilkins Auditotium in plain air, and I remember we had bought tickets man days ago to be able to attend. Hundreds, not say thousand people were gathered, to attend something of modern German culture. I remember I rather had good surprise; nothing was unexpectedly in a bad way, and the concert was given at Roy Wilkins Auditorium. Then I had a seat for the whole time. The concert was generally as I had expected, but much more intensive and lively. So, it was the first 20th of June 2009, when I really got to know from close the modern German culture, by a band that had set up all electronic instruments perfectly: Guitars, drums etc, and they were all dressed in shiny leather costumes, that matched to the light on the stage and made them more ‘’bright’, and impressive in terms of appearance But when also they started playing, they gave the impression of true professionals, reproducing German culture in the best way possible. The lights on the stage had flash, and some tricks that enhanced the attention of the crowd more, by really enhancing the quality of the concert as a whole. It was a splendid concert that day: Exactly same scenery as one would expect, from a band of beginning of 21st century. Lovers of the past decades also, such as 60’s and 70’s, could equally get satisfied, since the whole atmosphere included something of that era indeed! There were too many people gathered over there, and the stadium was full. Same pictures as that time, thus many little children with their parents had joined, and also may adults, who wanted to experience something new and exceptional!. The team was wonderful, not just a live band but indeed an Alive band in all means. The singers were singing too lively... This "A Rammstein Concert" essay gives a full and bright review on one of the concerts of this band. It was a splendid concert that day: Exactly same scenery as one would expect, from a band of beginning of 21st century. Lovers of the past decades also, such as 60’s and 70’s, could equally get satisfied, since the whole atmosphere included something of that era indeed! There were too many people gathered over there, and the stadium was full. Same pictures as that time, thus many little children with their parents had joined, and also may adults, who wanted to experience something new and exceptional!. The team was wonderful, not just a live band but indeed an Alive band in all means. The singers were singing too lively and in a very good mood, as this kind of cheerful music requires. The whole band was in harmony, and managed to imitate many other well known teams of music of the last decade, or the last two decades! The band was well organized, giving out and offering t real German music, of quality! It was homophone in all terms; all members seemed to participate in equal terms thus make a perfect symphony, and coordination. When the singer sang on his own, it seemed that all the rest of members were singing also, while they were just playing. The public was enthusiastic! Little by little all people participated in their own way, and everybody, was paying too much attention, by looking constantly towards the band, although this kind of music does not require such thing, like theater and cinema.

The Impact of Globalization on the Global Economy and Global Business Assignment

The Impact of Globalization on the Global Economy and Global Business - Assignment Example From this paper it is clear that the Westphalian model of nationhood allowed different groups to form nations and maintain some degree of autonomy. The autonomy led to the creation of sovereign governments that were recognized locally in the nation and also internationally under the Westphalian treaty. Under this model, people and businesses had to be done within the confines of a given nation or state. In order to do any business elsewhere, the business needed to take up a charter or a kind of permit in the foreign jurisdiction. This provided serious restrictions for doing business borders. The Age of Exploration was pioneered by European sailors mainly from the Iberian nations of Spain and Portugal who found ways of reaching other nations by sea. This led to colonization and several international grasp of lands in foreign territories. In this era, businesses were organized strictly according to national lines and it was only the governments of the respective European nations who co ntrolled affairs in the overseas territories they had acquired. This led to serious tensions that led to several wars in the past three hundred years. The largest and most destructive of these wars fought over the control of national interests was the Second World War which was fought on the basis of trade restrictions and control of foreign territories. After the Second World War, the United Nations was formed to seek peaceful means of resolving issues and the promotion of human rights and the improvement of lives for people in societies around the world. Towards Modern Globalization The United Nations and other related entities like the IMF and World Bank set the foundation for the integration of nations and the unification of purpose of different businesses from different parts of the world. This marked the move towards the globalization that we have today. Globalization for the most part refers to the worldwide exchange of resources between nations and communities without restri ctions. As the study outlines globalization best refers to the elimination of borders and the disappearance of national restrictions on trade and other economic activities. Globalization has encouraged the harmonization of standards across borders and this has led to the maintenance of common systems and structures that aim at providing the best results for nations and peoples in different parts of the world. Globalization has affected global business and global economy in several ways. In other words, globalization has changed the world from the previous Westphalian model where citizens and businesses from nations could not operate in other nations without strict restrictions and limitations. There have been several changes that globalization has created in the general sense as well as the macroeconomic and microeconomic levels. General Trends of Globalization that Affects Businesses The fact that globalization, powered by the United Nations was inspired by the need to protect human rights and the dignity of people has led to a high degree of social consciousness.

Abortion Essay Example | Topics and Well Written Essays - 1500 words - 6

Abortion - Essay Example In western societies, legalization on abortion has not been found to be a foolproof solution, causing circumstantial segregations based on vested interests or dynamics of power. Violent protests and insurgencies by activitist groups have not been able to restore social harmony and peace. The proponents of abortion have always equated abortion to a social evil, but the roots of the issue is deeply ramified across all disciplines of sociological, political, moral, religious and most importantly, humanistic and psychological value and belief systems (Dillon, 2009). In this discourse, the topic of abortion will be critically analyzed in the light of sociological theories mainly, such as, the Social Conflict Theory, Symbolic Interactional Theory and Structural Functionalism. The best-fit approach and the emergent thoughts in the light of modernization will be deliberated using a secondary case-study analysis to enlighten on the way forward for such an eruptive social issue. The debate on the issue of abortion has mostly to deal with the problems of inequality and behavioral choices on the part of the women who undergo the peril. Traditionally, there are two major observations to be noted in this case; firstly, no one likes it and many people seem to have clouted thoughts about it and secondly, despite its historic incidence in the society from time immemorial, abortion is like poverty and serious illness. Society abhors the fact but is not open about it too. There is always a continuing debate on coming to terms with the law on the other hand. With regard to the two emergent points of view, fetus and the female, the theoretical constructs need to be analyzed further in details (Nagan, 1972). Marxist theories are predominantly economic and deal with the external environment. Marxism community-manifesto supports a pro-abortion heritage. Conferring the social responsibility onto the mother, her opinion about keeping the baby or not has more to do

German Commercial Law Essay Example | Topics and Well Written Essays - 1500 words

German Commercial Law - Essay Example he similarities and difference between the European Court of Justice and German Federal Constitutional Court as far as the interpretation of legal issues in general including European arrest warrant case in particular. There are several similarities in interpretation of European law by European Court of Justice and German Federal Constitutional Court in commerce and basic law aspects (Dannemann, 1993). This is reflected in the amendments made to German civil codes in pursuance with the European law (Raymond Youngs, 2002). However, in some specific matters, there arises a clash between the two legal agencies. It is argued that the exclusive jurisdiction of European Court of Justice has been severely affected by the powers of German Federal Constitutional Court as provided by the German constitution (Alter, Karen, 1996). This led to interference of German Parliament in interpretation of German law or European law. Even in several occasions it was felt that the basic law of Germans is quite differently interpreted by the two legal authorities. For example, in one of the important case, the Federal Constitutional Court of Germany discusses the merits of party’s complaint in the context of Article 38(1) of the Basic Law3, and opined that only this provision gives him standing. The judgment gave more support to interpretation of German federal constitutional court especially in European arrest warrant case. Hence it was postulated that while interpreting the basic law’s applicability, the court should not only see the provisions of Europen court of justice but also consider the provisions of German federal constitutional court. European court of justice would look in to the general issues of citizens of all the member countries (Vermeulen and Sanders, 1998). There is a feeling that Bundestag is limited in its powers due to the fact that Germany is a member of the European Union4, which has its own legislation. However that loss is compensated by Germanys

Goldilocks Zone Properties Research Paper Example | Topics and Well Written Essays - 1250 words

Goldilocks Zone Properties - Research Paper Example According to a NASA journal titled â€Å"The Goldilocks Zone†, the Goldilocks Zone is very big. The journal also talks about researchers who are trying to extend the regions of the Zone by looking for signs of life in distant planets. Research shows that there are certain organisms that prefer acidic conditions and some that swim in hot boiling water. The journal goes on to talk about ecosystems that have been discovered where the sun never reaches, and there is very hot water enough to melt metal. This means that the Goldilocks zone is very big, and covers areas that might be considered uninhabitable. The aim of this paper is to give a detailed account of the properties of the Goldilocks Zone. One of the Goldilocks zone properties is the presence of liquid water on the surface of the planets (Brian, 2011). The only planet known to contain large water bodies on its surface is the earth and this is where water exists in its liquid form rather than ice (Davies, pp 129-150). Ocea ns, lakes and rivers are surface water bodies which sustain lives of animals that live in water and also humans on earth. Water in the Goldilocks zone should not be too hot to evaporate or too cold to freeze, therefore, in case water evaporates or freezes, all life will vanish. Since earth is at the centre of the Zone, it has a constant water surface whereby the water does not become too hot or too cold to sustain life. Mars is considered to be on the cold side of the zone while Venus is on the hot side hence these two planets are not habitable since their water surface is irregular. Water is able to sustain life by: Transporting materials around the human and animal body and it can resist frequent changes in temperature therefore offering a favorable environment for aquatic animals. Planets with a hydrogen atmosphere such as earth can maintain water flowing no matter the distance from the sun. Once water freezes or boils and lost into space, all earthly life will be lost. Liquid wa ter is a vital property for a region to be classified under the Goldilocks Zone (Brian, 2011). Position to a star determines whether or not a planet has liquid water (Brian, 2011). According to Brian, a star’s energy output, gravitational pull, and size determine the location of the Goldilocks Zone. Compared to other liquids, water has unique properties which make it essential for life (Davies, pp85-103). Oceans and lakes do not freeze rock solid because water expands when it freezes. According to Davies, ice floats on liquid water, and aquatic animals are able to live on the water below. Water can dissolve many substances and it takes a lot of energy to change its temperature. This means that when a region experiences hot temperature, water remains moderately cool, hence sustaining life. Therefore, presence of water in the Goldilocks zone is a fundamental property, since it is able to sustain life during the cold and hot conditions (Davies, pp85-103). As earlier mentioned, E arth falls under the Goldilocks Zone, and the presence of water on Earth gives it its relatively moderate type of weather. Temperature is another property of the Goldilocks Zone and is chiefly affected by climate as the Earth rotates. The orbit of the Earth is circular so when it orbits around the zone, it enables the temperatures to remain steady. This is contrary to planets such as Venus which has an

UK monetary policy Essay Example | Topics and Well Written Essays - 2500 words

UK monetary policy - Essay Example United Kingdom has been working hard to recover from recession and support growth over the last few years. The policy mix has been of help in rebalancing the United Kingdom economy from recession toward external demand and investment. The government of United Kingdom has been implementing a strong fiscal consolidation with the aim of reducing budgetary risks. This paper focuses on the UK recession and the role played by the impact of the monetary policy in economic recovery. The United Kingdom has the chance to reduce the interest rates that have been set by the central bank now that the inflation seems to be well anchored (UK Parliament 2012). This is meant to create room for money to be injected into the economy. Consumer and business confidence in the United Kingdom remains weak even after the effort to rebalance the economy in the UK. The economic recovery has been supported by an emphasis on strengthening the bank balance sheet (Giudice & Kuenzel 2012). This has been done though building capital as opposed to reducing the assets (Allen 2012). The government of United Kingdom has adopted measures to ease credit acquisition (Holley 2012). The government is keen in eliminating constraints for both small and medium sized households and enterprises. The government has gone further to boost credit for infrastructure, business and housing (Duthel 2011). The reluctance to clear the government deficits and debts this year is understandable given the sluggish rate of growth of the United Kingdom economy (Giudice & Kuenzel 2012). Restraining the public employee wages has been a move by the government to lessen the effect of reducing deficits and debts to create the process conducive for economic growth (Allen 2012). The government intends to have space for added spending on infrastructure. Additional monetary stimulus should be considered if growth would not get the intended momentum. The government should also consider easing credit in that case (UK Parliament 2012) . Over the last few years, the rebuilding of banks capital has been taking place in the United Kingdom. This has been of much help given the amount of risks arising from the euro zone economic crunch and the consequent volatile financial market. The government of United Kingdom has embarked on raising banks capital (Duthel 2011). The government also advocated for a limitation in bonus payouts and dividends. This is contrary to selling assets. The move has paid off through a substantial economic recovery. According to international monetary fund, high level and quality supervision is vital for the growth of economy and establishment of the incoming government structure that is supposed to oversee the financial system of the United Kingdom. The government has enhanced supervision of financial institutions that are considered crucial for economic recovery (Holley 2012). United Kingdom has embarked on a robust regulation and development policies for raising capital and financial oversig ht duties (IME 2012). The recent United Kingdom economic crisis has posed extreme difficulties to the economic policies. Growth is considered anemic after deep recession (Giudice & Kuenzel 2012). The government of the United Kingdom remains extremely concerned about fiscal sustainability. The government is faced by a fast increasing public debt and large deficits compared to the ratio of gross domestic products (GDP)

What Were the Causes of the Unrest in England in the Early 19th Century Essay Example for Free

What Were the Causes of the Unrest in England in the Early 19th Century Essay There were many issues in the 19th century that caused chaos, people weren’t happy with they way that England was being ruled during that period in time. As a result of this riots and protests broke out all over England. The people were protesting about the political and economical issues that they found in the way parliament ruled England. 16th August 1819. The Peterloo Massacre. Peterloo gained its name by combining the place the battle happen, St Peters Field, and the previous battle’s name ‘Waterloo’. Peter-loo. Originally people had gathered at St Peter’s Field to listen to a well known speaker Henry Hunt to share his ideas on reforms such as giving all the men a right to vote and ending bribery and fraud at elections. At the massacre the soldier that came in killed 11 people and wounded over 500. As consequences from this the government passed 6 laws in December 1819. 1. Ban meetings of more than 50 people  2. Ban marching and weapon practice 3. Punish insults to the Church and government 4. Increase a tax on newspapers 5. Allow magistrates to search homes for weapons and documents without permission 6. Make it faster to take people to court and punish them. The Luddites. The Luddites were machine-breakers, so called after a mythical leader, General Ludd. In 1811-16 textile workers in the east midlands, south Lancashire, and west Yorkshire met secretly in public houses or on the moors, took oaths. They smashed the machinery of mill-owners who refused what they demanded. When trade unions were illegal, Luddism may be recognised as bargaining by riot: frame-breaking in the east midlands was an attempt to bully factory employees. Eventually the Luddite bands were tracked down and the presumed leaders were executed or transported. 1811-1812. Captain Swing and Ned Ludd. Before the invention of factory machines, spinning and weaving were skilled jobs which people could do at home. The new machines in textile factories in Lancashire, Nottingham and Yorkshire fewer, lower paid and unskilled workers. In 1811 many letters were sent to employers in textile factories. These letters looked like this:- Sir, Information has just been given that you are a holder if those detestable shearing-frames and I was asked by my men to write to you and give fair warning to pull them down. If they are not taken down by the end of the week I shall send 300 men to destroy it. Signed Ned Ludd Many of these letters were sent and many machines were destroyed. The letters were signed ‘Ned Ludd’ or ‘Captain Swing’ as a false name to protect the identity of desperate workers who carried out their threats. 23rd February 1820. The Cato Street conspiracy. The Cato Street conspiracy gained its name by the fact that the main conspirators were arrested on ‘Cato Street’. A group of men all got together to attach the government in attempt to get revenge on the government for ‘Peterloo’. I think there were many reasons why there would be plots against the Government in 1820. The reasons could be different laws being introduced; the solders were losing their jobs and couldn’t get new ones, finally certain food prices were increasing with the tax. Later on Arthur Thistlewood, the main conspirator, was arrested whilst trying to invade on a government meeting. After that Arthur was hanged, drawn and quarter along with 10 other men on the 1st May 1820. Thistlewood and the others were the last to be punished in this way in Britain. Before the 1830’s in Britain only certain people could vote, these people were men, the results could take up to three weeks to be known, the men had to vote in public and the voting would take place on a platform called ‘husting’ in an atmosphere of a drunken crowd. Britain in the 1830’s, there were many protests in the 1830’s; these were towards making Britain fairer. In 1830-1831 there were many protest marches in Scotland. The marchers were protesting at the unfair way in which the country was run. They then passed ‘The First Reform Act’. 1832. The First Reform Act. In 1830 the recently elected Government of the Whigs or Liberals led by Earl Grey introduced the reform bill. It was opposed by the Conservatives (The Tory Party) but most people supported the bill. The new law was called ‘the Reform Act of 1932’. The law was one step closer to making Britain a more democratic country. The chartists were a group of people that were trying to pass the ‘Charter’ through parliament. They were mainly workers that didn’t own their own property. The chartists had only one aim, to achieve the charter. The Charter was a document the contained six points that the chartists wanted parliament to pass. The six points:- †¢ Every man over 21 who is not a criminal or insane should be allowed to vote †¢ Voting should be done in secret †¢ You do not have to be rich or own property to become an MP †¢ All MPs should be paid for doing there jobs †¢ All voting areas should be the same size †¢ Elections should be held every year Later in 1900 five out of the six points had been achieved. The only one that hadn’t was ‘Elections should be held every year.’ Throughout the 19th century and late 18th century hundreds of workers lost their jobs. Many people were afraid of not providing for their family, their family starving to death and being homeless. The cause of this was machinery being introduced into the factories and onto farms. In conclusion to this essay, I don’t think there was one main cause to the unrest in Britain in the 19th century, think there were many causes. There were many political issues that caused to the protests in the country, all the protests and historical events followed onto each other by the consistent problem of the English people not liking the way Britain was ruled and run. These protests were due to economical reasons, the fear of loosing their job and starving.

Early Years Childcare Essay

Early Years Childcare Essay Introduction Early learning is, quite simply, vital for all children as it lays the foundation for everything that is to come (John Hopkins University, n.d.). Research studies indicate that the development of active neural pathways (Shonkoff and Phillips, 2000) in the brain primarily take place before the age of three and that it is during the early childhood period that the brain is most receptive to learning (John Hopkins University, n.d. ; endorsed by State of Victoria, 2010). Therefore, it is critical that children in their early years are given opportunities for social, physical, emotional and intellectual development through high quality early years provision which in turn provides the potential for not only educational but economic and social benefits (Barnett, 2008). The way in which this provision is facilitated is a mark of how well any nation takes care of its children inclusive of their health and safety, their education and socialisation, their material security, â€Å"†¦ their sense of being loved, valued, and included in families and societies†¦Ã¢â‚¬  (UNICEF, 2007, p. 4 cited in Aldgate in McCauley and Rose, 2010, p. 23). Adults who wish to work with children in this age group have to wear many ‘different hats’ in order to facilitate children’s needs which necessitates their having an understanding of their role and responsibilities with regard to interacting with children (Rose and Rogers, 2012). The aim of this essay is to highlight the most important elements which need to be considered in the education, preparation and training of those who wish to work within the field of Early Years Childcare. The Early Years Sector – Work and Training As early as 2009-10, the House of Commons recognised the need for greater rigour in the training of teachers for Early Years age group, stating that standards should be modified in order that this sector was no longer associated with the least skilled part of the children’s workforce (House of Commons, 2009 -10). These comments concur with the findings of research studies such as that of Sylva et al (2004) which indicated that the quality of the provision provided for children is commensurate with the quality of the adults working in them (Miller, 2010 in Cable et al, 2010, p. 55). As from September 2014, Early Years educator qualifications have been introduced in the United Kingdom in order to meet the Early Years educator criteria as set by the National College for Teaching and Leadership. This qualification operates at Level 3 (A-level) and enables practitioners to be â€Å"†¦ included in the ratios specified in the Early Years Foundation Stage Statutory Framework† (National College for Leadership Teaching, 2013, p. 2). This qualification aims to provide learners with opportunities to develop their understanding of how to support and promote children’s early education and development, to develop skills of planning for effective care which prepares children for school, to utilise assessment effectively, to work with children in a safe environment which safeguards their welfare, to develop effective working practices and to work in partnership alongside the key person, other colleagues and parents for the benefit of young children (National College for Leadership Teaching, 2013). A similar qualification is the CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator- QCF) which has been developed for use from September 2014 to provide a high quality qualification that â€Å"†¦ reflects the priorities of practitioners and employers to meet the needs of young children† (CACHE, 2011, para 4). Minimum entry requirements include the stipulation that all entrants to these type of training courses must have GCSEs in English and Mathematics at grade C or above which should have the effect of raising the â€Å"†¦ overall quality and literacy and numeracy skills of those entering the workforce† (Foundation Years, 2014, para 1). Clearly, once qualified, these individuals will work closely with those who have Early Years Teaching qualifications. Those who wish to embark upon gaining Qualified Teacher Status (QTS) must have a minimum standard of a grade C GCSE in English, Maths and a science subject as well as a degree. Candidates for teacher training must also have experience of the school system, over and above having been a pupil themselves; most courses stipulate that individuals must have at least 10 days experience prior to embarking upon their training (Department for Education, n.d.). Prospective teachers must also pass numeracy and literacy skills tests as part of the application process (Department for Education, n.d.a) prior to embarking upon Early Years Initial Teacher Training. There are four ways in which Early Years teacher status can be accredited graduate entry (a one year full-time course), graduate employment-based (a one year part-time course for graduates in Early Years settings who need further experience and/or training to demonstrate Teacher Standards), undergraduate entry (full-time Level 6 qualification in an early childhood related subject in conjunction with Early Years Teacher status over a 3 or 4 year period) and assessment only (graduates with significant experience of working within the age range [0 – 5] over a period of three months) (Gov. UK, n.d.). In addition to this, a clear set of Teachers’ Standards have been developed by the government in order to ensure that practitioners are â€Å"†¦ accountable for achieving the highest possible standards in their professional practice and conduct† (National College for Teaching Leadership, 2013a, p. 2). The rationale behind these newly implemented criteria and renewed emphasis upon appropriate qualifications is the need to establish an education system which allows children to move from one phase to another seamlessly, as a result of the fact that practitioners recognise that learning is a continuum from the Early Years through to Key Stage 4 and beyond (National College for Teaching Leadership, 2013a). It is based upon the evidence that 94% of children who attain good levels of development by the age of five progress to achieving their expected reading levels at Key Stage 1 and are statistically five times more likely to achieve higher levels (Department for Education, n.d.c). It is clear that these levels of attainment are attributable to the increasing impact that graduate practitioners are having on the quality and the delivery of Early Years provision across the United Kingdom (Mathers et al, 2011). Furthermore, Sylva et al (2004) contend that there is a direct correlation between practitioners’ qualifications, the quality of the learning environment and the attainment levels of children in a pre-school learning setting. Learning and Play In order for practitioners to create quality learning environments, it is essential that they have an understanding of how children learn. Learning is quite difficult to define as it can include the process of thinking and becoming aware, using imagination and creativity, observing, hearing, remembering and problem solving (Malone, 1991 cited in Ostroff, 2012, p. 2). Ostroff (2012) contends that learning is something which is embedded deep in our psyche which is rooted in the need to assimilate new information through actively exploring the environment. She believes that the process of learning is physical in nature, taking place within the sensory systems which feed information back to the brain in order to dictate an individual’s actions. Pollard et al (2008, p. 170) regard it as the mechanism through which â€Å"†¦ knowledge, concepts, skills and attitudes are acquired, understood, applied and extended† whilst Pachler and Daly (2011, p. 17) view it as â€Å"†¦ twin processes of ‘coming to know’ and ‘being able to operate’ successfully in and across new and ever changing contexts and learning spaces, as a process of meaning making†¦Ã¢â‚¬  that occurs as a result of communication and interaction with others. Learning, for children, is the development of their thinking processes and knowledge base as a result of adding new concepts and ideas to what they already know (Wood in Anning, Cullen and Fleer, 2004). The means through which young children achieve this is play. This is an umbrella term (Bruce, 1991) which describes a process of interaction between different individuals which facilitates the development of thinking skills (Dunn, 1993; Meadows, 1993). This is regarded as a social cultural process that is impacted upon by the context and the environment in which any interaction takes place (Robson, 2006). It is an integral part of children’s development physically, intellectually and emotionally (Elkind, 2008). Play allows children to gather a wealth of first-hand experience as a result of the exploration of the environment in which they find themselves and it is the means through which they solve problems and in so doing develop an appreciation of the world around them (Bruce, 1993; Hurst, 1997; Phillips and Soltis, 1998; Edgington, 2004). Play provides opportunities for children to make discoveries not only about the world around them but about themselves. Hughes (2006) indicates that there are many different types of play which contribute to children’s development including the use of language, expressive movement, the examination and use of space as well as physical ‘rough and tumble’ play. It is the vehicle through which children learn to be creative and to utilise their imagination through interacting and communicating with others in their group in a variety of different roles (Edgington, 2004). It is through this vehicle that they learn about cultural conventions (Wood and Attfield, 2005) as well as the means through which they are able to develop physically as a result of exercising through running around (Manning-Morton and Thorp, 2003). Play also appears to have a positive effect upon children’s emotions (Russ, 2004) and it is the mechanism through which they are able to learn about how to control their own emotions and gain an appreciation of the views and feelings of others (Sayeed and Guerin, 2000). However, learning through play cannot take place unless there is an appreciation and a deep understanding of its purpose and function in children’s lives. It is therefore important that the thinking which underlies child centred learning is also taught to, and understood by prospective practitioners. The notion that children could create their own bank of knowledge was first mooted by Piaget who believed that individual children were young investigators of their world who experimented with their environment in order to gather an appreciation and understanding of it (Moore, 2000). He stated that there were distinct stages in children’s development (sensorimotor, 0 2 years of age; preoperational, 2 – 6 years of age; concrete operational, 7 11 years of age; formal operational, 11+) (Jardine, 2006) through which children developed their beliefs and how to express them; it also allowed them to hone their logical thinking as a result of modifying their beliefs and subsequent actions as a result of assimilating new information (Barnes, 1976). Piaget believed that each experience that children undergo is vital to their development which is an opinion shared by Vygotsky. However, it is his contention that learning is a social activity and it is the means through which children develop as a result of learning to communicate with each other using both language and gesture. He believed that children learnt as a result of observing the actions and reactions of others and that through cooperating with individuals within their environment who are more experienced, they are able to achieve a greater degree of learning. The evident gap between that which children are able to achieve alone and with the aid of someone else he called the Zone of Proximal Development (ZPD). It is the function of the practitioner to create an environment in which children learn as a result of individual work and through interacting with those around them in order to develop skills for their future (Brown, 2006). Good Practice The creation of a vibrant, child-centred learning environment is critical in encouraging play and communication, a point which is recognised in the government’s existing literacy and numeracy strategies (Wood, 2004 in Anning, Cullen and Fleer, 2004). The play based curriculum as highlighted in the Early Years Foundation Stage (EYFS) documentation (2012, p. 6) as being â€Å"†¦ essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others.† Children should be provided with opportunities to learn through play which they initiate themselves and by engaging with activities lead or guided by adults. It is critical, in creating any learning environment, that children’s interests and needs are catered for, inclusive of the different ways individuals learn. The EYFS states that the characteristics of effective teaching and learning are playing and exploring (providing children with opportunities to investigate and to experience different things), active learning (children are motivated to concentrate and be persistent if they enjoy their experiences) and creating and thinking critically (individuals are provided with opportunities to develop their own ideas, make connections between different concepts and to utilise different strategies to do things) (Department for Education, 2012). It is the function of the Early Years practitioner to lead the child in their learning, supporting and helping them as and where appropriate (MacShane, 2007 cited in Allen and Whalley, 2010, p. 4) which is achieved through the planning and resourcing of appropriately challenging learning activities embedded in play (Wheeler and Connor, 2009). It must be understood that it is planning which ensures a continuity of learning (Wood, 2004 in Anning, Cullen and Fleer, 2004) and that the learning environment which is dependent upon play will lead to individuals having a more rounded educational experience leading to a greater depth of knowledge, understanding and skills (Moyles and Adams, 2001). In order to facilitate the rounded development of individuals, as highlighted by the EYFS, parents must be involved in the educative process so that children have support for their learning in both the home and school environments. The needs of each individual must be discussed with parents in order to create a working partnership (Department for Education, 2012) which can foster united approaches towards teaching and learning to ensure that children are able to maximise their potential. Families can become involved in a number of activities to encourage their child’s learning; for example, reading with children, teaching nursery rhymes, teaching songs, practising letters and numbers, drawing and painting, visiting the library, taking children on day trips and engaging in play with their friends at home (Sylva et al, 2003). If parents are encouraged to take an active role in their child’s education they can have the effect of enhancing their child’s rate of development and progress (Wheeler and Connor, 2009), can ensure that children are fully aware of their cultural background and can foster a positive attitudes towards diversity. Inclusion and Cultural Awareness All prospective educators need to be aware of the idea of inclusion and inclusive practice. This involves modelling positive behaviour towards everyone no matter their background, their abilities or their race in order that everyone is seen as being of equal value. It is critical that every child is provided with equal opportunities to learn about and experience their culture and that they face no barriers to their learning. Furthermore, it is crucial that diversity in all its forms is a matter for celebration (Centre for Studies on Inclusive Education [CSIE], 2014). In practice, this necessitates practitioners and schools providing a curriculum that allows complete access for all in order that they are able to experience success to the extent of their ability (Mittler, 2000). It is also equally important that children are taught the skills that enable them to remain safe and healthy, to achieve everything that they are able, to make a valuable contribution to society and to attain financial stability in the future (Every Child Matters Green Paper, 2003). Within the EYFS, practitioners are expected to treat every child as being unique, to develop positive relationships with every individual in their care, to create environments which enable them to learn as an individual and as a member of a group whilst acknowledging that every person develops and learns at a different rate but still needs to be provided with activities that cater for their needs (Department for Education, 2012). Conclusion Clearly, there are a number of important elements which contribute towards the education, preparation and training of those who wish to become Early Years educators. It is vital that they have an understanding of the importance of this phase of a child’s education and the responsibility that is commensurate with working to cater for their needs. Prospective Early Years practitioners must be appropriately qualified and have an appreciation of how children learn. They must develop the ability to plan activities which cater for the needs of every child in their care and an ability to utilise different approaches towards teaching and learning. It is important that they are able to communicate with not only the children in the classroom but also their parents and develop positive working relationships with them in order that they feel valued and involved in a partnership towards the education of their child. In the classroom, they must be able to provide support, care and encouragement as well as positive feedback to every child in order that they are able to feel positive about themselves and their learning. It is of the utmost importance that each prospective educator is willing to find out about and cater for the differing cultural needs of those with whom they are dealing and ensure that each individual child and their family feel valued members of the community. They also need to demonstrate the ability to reflect upon their performance, display decision making skills, the ability to be a role model, to lead and support others, instil values within their working environment and work competently to effect change (Whalley et al, 2008 cited in Allen and Whalley, 2010, p. 2). In short, they must demonstrate a willingness to cultivate an understanding of how children develop and learn, how practitioners are able to support and enhance that process as well as nurture and cultivate their beliefs about what education should be for children, and how that vision should be supported (Stewart and Pugh, 2007 cited in Allen and Whalley, 2010, p. 4). References Aldgate, J. (2010) ‘Child Well-Being, Child Development and Family Life.’ in McCauley, C., Rose, W. (Eds) Child Well-Being: Understanding Children’s Lives. London: Jessica Kingsley Publishers pp. 21 – 38 Allen, S., Whalley, M. E. (2010) Supporting Pedagogy and Practice in Early Years Settings. Exeter: Learning Matters Ltd Barnett, W. S. (2008) Preschool Education and its Lasting Effects: Research and Policy Implications. National Institute for Early Education Research Rutgers, The State University of New Jersey Barnes, D. (1976) From Communication to Curriculum. Harmondsworth: Penguin Brown, F. (2006) Playwork: Theory and Practice Buckingham: Open University Press Bruce, T. (1993) ‘The Role of Play in Children’s Lives.’ Childhood Education Vol. 69 #4 Bruce, T. (1991) Time to Play in Early Childhood Education. London: Hodder Stoughton CACHE (2011) ‘CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator) (QCF).’ Retrieved 20th October 2014 from http://www.cache.org.uk/Qualifications/EYE/Pages/CACHE-Level-3-Diploma-for-the-Early-Years-Workforce-(Early-Years-Educator)-(QCF)-.aspx Centre for Studies on Inclusive Education (2013) ‘What is Inclusion?’ Retrieved on 20th October 2014 from http://www.csie.org.uk/inclusion/what.shtml Department for Education (2012) Statutory Framework for the Early Years Foundation Stage: Setting the standards for learning, development and care for children from birth to five . London: Department for Education Department for Education (n.d.) ‘Get Into Teaching – Basic requirements to become a qualified teacher.’ Retrieved 20th October 2014 from http://www.education.gov.uk/get-into-teaching/apply-for-teacher-training/basic-requirements Department for Education (n.d.a) ‘Get Into Teaching – Professional skills tests for training teachers.’ Retrieved 20th October 2014 from http://www.education.gov.uk/get-into-teaching/apply-for-teacher-training/skills-tests Department for Education (n.d.b) ‘Early Years Evidence Pack.’ Retrieved 20th October 14 from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/180884/DFE-00274-2011.pdf Dunn, J. (1993) Young Children’s Close Relationships: Beyond Attachment. London: Sage Edgington, M. (2004) The Foundation Stage Teacher in Action: Teaching in 3, 4 and 5 Year Olds. (3rd Ed) London: Paul Chapman Elkind, D. (2008) The Power of Play: How Spontaneous, Imaginative Activities Lead to Happier, Healthier Children. Cambridge, MA: De Capo Lifelong Every Child Matters Green Paper (2003) Norwich: The Stationary Office Foundation Years (2014) ‘Entry Requirements for Early Years Educators.’ Retrieved 20th October 2014 from Entry Requirements for Early Years Educators Gov.UK (n.d.) ‘Early years initial teacher training: a guide for providers – overview.’ Retrieved 20th October 2014 from https://www.gov.uk/early-years-initial-teacher-training-a-guide-for-providers House of Commons Children, Schools and Families Committee (2009-10) Training of Teachers Fourth Report of Session 2009-10. London: House of Commons Hurst, V. (1997) Planning for Early Learning. (2nd Ed) London: Paul Chapman Jardine, D. W. (2006) Piaget Education. New York: Peter Lang Publishing Inc John Hopkins University (n.d.) ‘Why is Early Learning important?’ Retrieved 20th October 2014 from http://web.jhu.edu/CSOS/early_learning/ Manning-Morton, J., Thorp, M. (2003) Key Times for Play: The First Three Years. Maidenhead: Open University Press Mathers, S., Ranns, H., Karemaker, A., Moody, A., Sylva, K., Graham, J., Siraj-Blatchford, I. (2011) ‘Evaluation of the Graduate Leader Fund Final Report.’ Retrieved 20th October 2014 from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/197418/DFE-RB144.pdf Meadows, S. (1993) The Child as Thinker. London: Routledge Miller, L. (2010) ‘Professional roles in the early years.’ in Cable, C., Miller, L., Goodliff, G. (Eds) Working with Children in the Early Years Abingdon: Routledge pp. 54 – 62 Mittler, P. (2000) Working Towards Inclusive Education: Social Contexts. London: David Fulton Moore, A. (2000) Teaching and Learning: Pedagogy, Curriculum and Culture. London: Routledge Moyles, J. R., Adams, S. (2001) StEPS: Statements of Entitlements to Play: A Framework for Playful Teaching with 3 – 7 Year-Olds. Buckingham: Open University Press National College for Leadership Teaching (2013) Early Years Educator (Level 3): Qualification Criteria. London: Government Publications National College for Leadership Teaching (2013a) Teachers’ Standards (Early Years). London: Government Publications Ostroff, W. L. (2012) Understanding How Young Children Learn: Bringing the Science of Child Development to the Classroom. Alexandria VA: ASCD Pachler, N., Daly, C. (2011) Key Issues in E-Learning: Research and Practice. London: Continuum International Publishing Group Phillips, D. C., Soltis, J. F. (1998) Perspectives on Learning. (3rd Ed) New York: Teachers College Press Pollard, A., Anderson, J., Maddock, M., Swaffield, S., Warin, J., Warwick, P. (2008) Reflective Teaching. (3rd Ed) London: Continuum Robson, S. (2006) Developing Thinking and Understanding in Young Children. London: Routledge Rose, J., Rogers, S. (2012) The Role of the Adult in Early Years Settings. Maidenhead: Open University Press Russ, S. (2004) Play in Child Development and Psychotherapy New Jersey: Lawrence Erlbaum Associates Sayeed, Z., Guerin, E. (2000) Early Years Play: A Happy Medium for Assessment and Intervention. London: David Fulton Shonkoff, J. P., Phillips, D. (Eds) (2000) From Neurons to Neighbourhoods: The Science of Early Childhood Development. Washington, DC: National Academy Press State of Victoria (2010) Making the most of childhood: the importance of the early years. State of Victoria: Department of Education and Early Childhood Development Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B. (2004) The Effective Provision of Pre-School Education (EPPE) Project: Findings from Pre-school to End of Key Stage 1. Nottingham: DfES Publications Wheeler, H., Connor, J. (2009) Parents, Early Years and Learning: Parents as Partners in the Early Years Foundation Stage Principles into Practice. London: National Children’s Bureau Wood, E. (2004) ‘Developing a Pedagogyv of Play.’ in Anning, A., Cullen, J., Fleer, M. Early Childhood Education: Society and Culture. London: Sage pp. 27 – 38 Wood, E., Attfield, J. (2005) Play, Learning and the Early Childhood Curriculum London: Paul Chapman

Cardiac Muscle Structure and Function

Cardiac Muscle Structure and Function The structure of cardiac muscle The capacity for cells to utilize biochemical energy to generate both mechanical force and movement of the human body is a dominant feature found in muscle cells. There exist three distinct categories of muscle tissue, each differing by specific structural and functional properties. These categories include smooth muscles, skeletal muscles and cardiac muscles. Smooth muscles are involuntarily contracting, non-striated muscles that surround the inside walls of hollow organs such as the urinary bladder, reproductive organs, and both the gastrointestinal and respiratory tracts. Its contraction enables and regulates the progression of liquid content, such as food, urine and blood, along the internal passageways. Skeletal muscles are voluntarily contracting, striated muscles that attach to bones of the skeleton. The contraction of skeletal muscle is primarily responsible for the movement of the skeleton, but also has roles in heat production and protection of internal organs. Cardiac musc les are an involuntarily contracting, striated muscle found exclusively in the walls of the heart, more specifically in the myocardium. Contraction of cardiac muscles propel oxygenated blood into the circulatory system to deliver oxygen to the body, as well as regulates blood pressure (Martini et al., 2009). Cardiac muscle tissue is composed of a network of individual cardiac muscle cells, called cardiomyocytes. Cardiomyocytes are small in size, averaging 10-20ÃŽ ¼m in diameter and 50-100ÃŽ ¼m in length, have a single centrally positioned nucleus and connect to adjacent cells in a branched manner through specialized sites known as intercalated discs (Martini et al., 2009). Two structures that are found within the intercalated discs are  desmosomes and gap junctions. Desmosomes are specialized structures involved in cell-to-cell adhesion and gap junctions are intercellular channels that connect the cytoplasm of adjacent cells, allowing the free passage of molecules, ions and electrical signals. Within the cytoplasm of striated muscle cells are long, cylindrical organelles termed myofibrils. With a diameter of 1 to 2ÃŽ ¼m and numbering between hundreds to thousands in a cell, myofibrils are enveloped and grouped together by connective tissue called the fasciculus, which forms bundles of myofibrils that spans the length of the cell (Widmaier et al., 2006). Individual myofibrils can be further divided into two types of contractile filaments: thin filaments and thick filaments. These filaments are composed primarily of actin and myosin proteins, respectfully. The thin and thick filaments are aligned in a manner where they form repeating structural units along the length of the myofibril. Among these structures is the sarcomere, which is a Ca2+-dependent contractile unit responsible for muscle contraction and relaxation (Widmaier et al., 2006). An increase in cytoplasmic Ca2+ influx causes the thin and thick filaments to overlap each other, causing a shortening of the sarcomere, leading to a muscle contraction. Alternatively, a decrease in cytoplasmic Ca2+ levels causes the thin and thick filaments to pull away from each other, leading to relaxation of the myofilaments. The specific arrangement of the thin and thick myofilaments is responsible for the striated appearance of both skeletal and cardiac muscle tissue. Electrical stimuli, called action potentials, are required for striated muscle cell contraction. In skeletal muscles, action potentials are derived from neurons in the brain and spinal cord that transmits the signal through the nervous system and innervates muscle fibers, causing contraction. However, unlike skeletal muscles, the contraction of cardiac muscles occurs without neural stimulation, a property called automaticity (Martini et al., 2009). This is because the heart contains pacemaker cells, which are specialized cells that have no contractile function; rather having the ability to initiate and conduct action potentials to neighboring cardiomyocytes. The cardiac action potential propagates across cardiomyocytes through gap junctions, allowing the cells to contract in tandem, which enables the heart to contract as one muscle. Cells which have pacemaker activity constitute 1% of cardiac muscle cells, whereas the other 99% are contractile cells (Sherwood, 2006). The conversion of an electrical stimulus into a mechanical response is performed through a physiological process known as the excitation-contracting coupling or the ECC. This phenomenon has a critical role in muscle cells as it allows a propagating action potential to cause shortening of the sarcomere, leading to muscle cell contraction. When action potentials are produced by pacemaker cells, they conduct across the heart by traveling along the length of the myofibril on the muscle sarcolemma. An action potential will transmit on the sarcolemma until it reaches a transverse-tubule (T-tubule). T-tubules are defined as deep invaginations into the sarcolemma that contact the cisternae of the sarcoplasmic reticulum (SR), an organelle that functions as a Ca2+ storing body. Upon penetrating the T-tubules, the action potential will cause a depolarization of the membrane voltage potential, leading to an increased influx of Ca2+ into the cytoplasm. Resting within the T-tubules are many ion tr ansporters such voltage-gated L-type Ca2+ channels and Na+ / Ca2+ exchangers (D. Bers, 2002). These Ca2+-transporters are opened/activated when stimulated by action potentials, prompting the entry of extracellular Ca2+ into specific microdomains in the cytosol (Berridge, 2006). An elevation of cytoplasmic Ca2+ levels will trigger the opening of ryanodine receptors (RyR), which are intracellular Ca2+ channels present on the membrane of the SR, allowing stored Ca2+ to exit the SR and enter the cytosol. The mechanism of how Ca2+ ions triggers Ca2+ release from the SR was identified by several groups in the 1960s, and appropriately termed Ca2+-induced- Ca2+-release (Endo et al., 1968; Ford et al., 1968). An overall increase in intracellular Ca2+ level causes Ca2+ to bind and cause a conformational change in Troponin C, a protein present on actin filaments. This conformational change causes a displacement of Tropomyosin, which prevents the interaction of myosin protein with actin filaments, thereby allowing myosin to contact actin, which promotes sarcomeric contraction. Alternatively, Ca2+ sequestration from myofilaments and cytoplasmic depletion prompts a relaxation of the sarcomere. Such a decrease of cytoplasmic Ca2+ occurs by either by re-entering the lumen of organelles, such as the SR and mitochondria, or cellular export by Ca2+ pumps and Na+/ Ca2+ exchangers on the sarcolemma (D. Bers, 2002). The efficiency of muscle contraction is partly depicted by the type of myosin heavy chain (MyHC) that the cell expresses. MyHC are enzymes, found on the head of myosin proteins, which catalyze the hydrolysis of ATP. The rate at which MyHC can hydrolyze ATP ultimately depicts the speed at which the myofilaments contract, as well as the overall energy efficiency of that cell. In cardiomyocytes, two types of MyHC proteins are expressed: ÃŽ ±-MyHC and ÃŽ ²-MyHC. The following table represents the distinguishing features of the cells that express either ÃŽ ±-MyHC or ÃŽ ²-MyHC: Similar to skeletal muscles, cardiomyocytes are categorized into two distinct classes, based on the type of myosin heavy chain (MyHC) that is expressed. Those who predominantly express ÃŽ ±-MyHC are found in adult hearts, contract in a more energy inefficient manner and are quicker to fatigue. In contrast, cardiomyocytes that express more ÃŽ ²-MyHC are present in developing hearts, have a more energy efficient contraction and are more resistant to fatigue. Cardiovascular diseases and pathological cardiac hypertrophy Cardiovascular diseases are disorders that prevent the proper function of the heart and blood vessels, causing abnormalities of the cardiovascular system, which lead to defects in the brain, kidneys, lungs and other parts of the body (Public Health Agency of Canada, 2009). According to the World Health Organization, cardiovascular diseases accounted for 29% of global deaths in 2004, making it the leading cause of death in the world (World Health Organization, 2009). Furthermore, with an aging population, the number of patients diagnosed with heart disease in America is expected to double within the next 30 years, from 5 million to 10 million (Hobbs, 2004). In Canada, this disease was responsible for 31% (or >70,000) of total deaths in 2005 (Statistics Canada, 2009). Amongst the numerous categories of cardiovascular diseases, heart failure is the most prevalent, with the fastest spreading rate and the highest mortality rate over the past decade (Heineke et al., 2006). Heart failure is defined by defects in cardiomyocyte structure, function, rhythm or conduction, which prevents the heart to pump adequate amounts of oxygenated blood and nutrients to meet the bodys demands (McMurray et al., 2005). Individuals living with a failing heart suffer from severe coughing, shortness of breath and edema, leading to a decreased tolerance to exercise and an overall diminishment in physical and mental health. As the disease progresses, patients may develop further pathophysiologies due to detrimental effects on the function of vital organs, ultimately resulting in death. A common abnormality that precedes heart failure is the pathological enlargement of the heart, a condition known as cardiac hypertrophy. Cardiac hypertrophy is induced by the release of hormones, cytokines, chemokines and peptide growth factors, which act on cardiomyocytes in an endocrine, paracrine and autocrine manner (Heineke et al., 2006). The release of these factors occurs in response to increased cardiac workload, myocardial injury or defects in the contractibility of cardiomyocytes (J. Molkentin, 2000). The initial stage leading to cardiac hypertrophy is increased size and cell volume of cardiomyocytes in order to sustain the increased cardiac output demanded by the hypertrophied heart. Such a process is referred to as compensatory hypertrophy. At later stages of cardiac hypertrophy, the hypertrophied heart can no longer keep up with the increased workload, which subjects patients to heart failure, cardiac arrhythmias and sudden death (Berenji et al., 2005). It should be noted physiological cardiac hypertrophy, which occurs during pregnancy, adolescence growth and aerobic training, does not share the same detrimental consequences on cardiomyocytes as pathophysiological heart growth (Oakley, 2001). A characteristic of pathologically hypertrophied hearts is cardiomyocyte disarray, which is a disorder of heart cells. Misaligned cardiomyocytes prompts a disruption in the conduction of action potentials across cells, leading to compromised intracellular Ca2+ kinetics and decreased shortening of the sarcomere, which ultimately compromises the contractions of the heart. The molecular signaling pathways, responsible for cardiac hypertrophy, are being extensively studied by researchers with the hopes of developing therapies to treat cardiac hypertrophy. Calcineurin-NFAT signaling pathway The availability of intracellular calcium (Ca2+) in mammalian cells is critical for their existence and proper function. In addition to its role in muscle cell electrophysiology and contraction, Ca2+ acts as a secondary messenger in many signal transduction pathways, involved in physiological processes such as fertilization, memory, apoptosis, membrane trafficking and cell division (D. M. Bers, 2008). Furthermore, at the molecular level, Ca2+ has been implicated in regulation of gene transcription, DNA replication, DNA repair and both protein synthesis and degradation. A common question in muscle cell biology is that, with its numerous downstream targets, how does Ca2+ specify and activate a particular signaling pathway. It is generally understood that Ca2+ influxes into the cytoplasm through Ca2+ transporters on the sarcolemma as waves of Ca2+. In the 1990s, researchers have identified that depending on the amplitude and frequency at which Ca2+ waves penetrate the cell, different Ca2+-dependent signaling pathways are activated, which also affects gene expression and cell differentiation (Berridge, 1997; Dolmetsch et al., 1997; Dolmetsch et al., 1998). However, the exact molecular mechanisms in which specific Ca2+-dependent pathways in contracting cardiomyocytes are regulated remains disputed due to the highly specialized rhythmic cycling of Ca2+ involved in the hearts ECC. Molkentins group have postulated the existence of Ca2+ microdomains in the cytoplasm, which are relatively independent of the Ca2+ involved in the ECC. Within these microdomains , Ca2+ is locally regulated and can activate protein signaling pathways in that particular region (Houser et al., 2008). Many proteins that require Ca2+ to be active cannot readily bind Ca2+, thus use Calmodulin (CaM), a high affinity Ca2+-binding protein, as a Ca2+ sensor and signal transducer. Expressed in all eukaryotic cells, CaM is a 17kDa protein composed of four EF-hand motifs, each capable of binding a single Ca2+ ion. The affinity to which Ca2+ binds CaM depends on changes in intracellular Ca2+ concentrations. When cytoplasmic Ca2+ level are low, CaM exists in a closed conformation, where the EF-hand motifs are packed together, hiding the Ca2+ binding sites. Alternatively, when intracellular Ca2+ level are high, Ca2+ ions bind to the EF hand motifs on CaM, causing a conformational change that allow Ca2+ to bind more readily to the other motifs, allowing CaM to attain an open configuration (Chin et al., 2000). Because CaM is a small, flexible molecule with numerous targets, such conformational changes are required to expose specific hydrophobic regions on each domain, which allow the Ca2+-CaM c omplex to bind and activate specific proteins (Al-Shanti et al., 2009). One of the most recognized signaling pathways that require the Ca2+-CaM complex to be activated is the Calcineurin Nuclear Factor of Activated T-Cells cascade. Calcineurin (Cn), also referred to as protein phosphatase 2B (PP2B), is a Ca2+-dependent serine/threonine phosphatase that was first discovered in 1979 as a CaM binding protein in brain extracts (Klee et al., 1979). Further research by Schreibers group identified that Cn played a prominent role in the immune system, where the addition of immunosuppressive drugs, cyclosporine A (CsA) and FK506, decreased Cns activity (Liu et al., 1991). Cn is ubiquitously expressed in all cells and the gene that encodes the Cn protein is conserved from yeast to mammals, suggesting a common mode of regulation (Al-Shanti et al., 2009; Rusnak et al., 2000). Once active, Cn can de-phosphorylate a number of transcription factors such as myocyte enhancer factor 2 (MEF2), nuclear factor kappa-light-chain-enhancer of activated B cells (NFÃŽ ºB) and nuclear factor of activated T-cells (NFAT) (Alzuherri et al., 2003; Blaeser et al., 2000; Jain et al., 1993; Michel et al., 2004). In addition to transcription factors, Cn has been identified as a direct regulator of the pro-apoptotic factor, Bcl-2 (Wang et al., 1999). The most characterized downstream target of Cn is the family of NFAT transcription factors. In the heart, the role of the Cn-NFAT signaling pathway in mediating pathological cardiac hypertrophy in vitro and in vivo has been extensively studied (Bueno et al., 2002; De Windt et al., 2001; Hill et al., 2002; Molkentin et al., 1998; Sussman et al., 1998; Zou et al., 2001). Once de-phosphorylated, NFAT transcription factors translocate to the nucleus and dimerize with other transcription factors to re-activate cardiac fetal genes, leadin g to hypertrophy of the adult heart. The structure of Calcineurin Human Cn was first crystallized in 1995 by the Villafranca group (Kissinger et al., 1995). Although it shares similar sequence homology to other serine/threonine protein phosphatases, PP1 and PP2A, the structure of Cn was found to be unque due to its dependence on Ca2+ for optimal activity (Griffith et al., 1995; Kincaid et al., 1988; Klee et al., 1988). From its structure, it was discovered that Cn exists as a heterodimeric protein, consisting of two subunits: the 59kDa catalytic subunit, calcineurin A (CnA), and the 19kDa regulatory subunit, calcineurin B (CnB) (Kissinger et al., 1995). The structure of CnA consists of two domains: a catalytic region which is found on the N-terminal and the regulatory domain which is present on the C-terminal region (Al-Shanti et al., 2009). The regulatory domain of CnA consists of three sub-domains: a CnB binding domain), a CaM binding domain) and an autoinhibitory domain (AI) as depicted in Figure 1.4 (Ke et al., 2003; Klee et al., 1998). Alternatively, the structure of CnB shares a 35% sequence identity to CaM and contains four EF-hand motifs, allowing it to bind Ca2+ ions in a similar mechanism as CaM (Klee et al., 1988; Kretsinger et al., 1973). In non-stimulated muscle cells, Cn is present in its inactive conformation, in the cytoplasm, where the autoinhibitory domain sterically blocks CnAs catalytic domain, rendering the phosphatase inactive. Upon stimulation, cytoplasmic Ca2+ will bind CnB, causing a conformational change, which exposes the CaM binding domain on CnA. Once the Ca2+-CaM complex docks onto its respective binding domain, another conformation change occurs which displaces the autoinhibitory domain from the catalytic domain, enabling the enzyme to be active. The crystal structure of full length human Cn was solved with a resolution of 2.1Ç º. The globular structure of CnA consists of 521 residues, where residues 14-342 form the catalytic domain and residues 343-373 form the CnB binding helical domain (Kissinger et al., 1995). Residues 374-468 and 487-521 are not visible in the crystal structure because they are presumed to exist in a random conformation(Ke et al., 2003). The AI domain is represented by a segment of 18 residues (Ser469-Arg486) that lie over the substrate-binding cleft on the C-terminus of CnA. The AI domain consists of two conserved short ÃŽ ±-helical domains, with five additional residues in its extended form. The residues of the AI domain that have the strongest interactions with the substrate-binding cleft of CnA were identified as Glu481-Arg-Met-Pro484, where Glu481 hydrogen-bonds with water molecules bound to the dimetal site in Cns active site (Kissinger et al., 1995). Residues 343-373 form an extended amphipathic ÃŽ ±-helical region that interacts with hydrophobic residues within the CnB binding cleft. In mammals, CnA is encoded by three genes (CnAÃŽ ±, CnAÃŽ ², CnAÃŽ ³) and CnB by two genes (CnB1, CnB2). Yet in the heart, only CnAÃŽ ±, CnAÃŽ ² and CnB1 are expressed (J. Molkentin, 2000). NFAT proteins NFAT transcription factors were first identified by the Crabtree group where, similar to Cn, NFAT played an important role in the regulation of early T-cell activation genes (Shaw et al., 1988). Since its discovery, researchers have provided evidence that the role of NFAT proteins was not restricted to T-cells, having been implicated in the central nervous system, blood vessels, heart, kidney, bone, skeletal muscle and haematopoietic stem cells (Crabtree et al., 2002; Graef et al., 2001; Hogan et al., 2003; Kiani et al., 2004; Macian, 2005). NFAT proteins are part of the Rel-family of transcription factors. The molecular mass of NFAT ranges from 70-200kDa, which is due to alternative splicing of genes resulting in varying protein sizes and differential phosphorylation states (van Rooij et al., 2002). The primary structure of NFAT consists of a moderately conserved N-homology region (NHR), a conserved Rel-homology region (RHR) and a non-conserved C-terminal domain (CTD). Firstly, the NHR (residues 1-407) contains a transactivation domain (TAD), a Cn docking site, a nuclear localization signal (NLS), a nuclear export signal (NES), serine-rich regions (SRR) and Ser-Pro-X-X-repeating motifs (SP), where X denotes any amino acid. The TAD is required for NFAT to bind the promoter region of genes to initiate transcriptional events. The Cn docking domain contains a SPRIEIT sequence, a variant of PxIxIT, which allows Cn to bind to NFAT and de-phosphorylate serine residues, mediating the nuclear shuttling of NFAT. Secondly, the RHR (residues 408-677), which is conserved among all Rel proteins, confers to a shared DNA binding specificity (L. Chen et al., 1998). The C-terminus of the RHR contains a DNA binding motif, which permit Rel-proteins to bind the 5-GGAAA-3 consensus sequence (Rao, 1994). The N-terminus of the RHR contains a domain that allows NFAT to interact with other transcription factors in the nucleus. Such molecular partners include the leucine zipper protein activator protein-1 (Fos, Jun), the Zn-finger protein GATA-4, the MADS box protein MEF2 and many others (L. Chen et al., 1998; Crabtree et al., 2002; Hogan et al., 2003; Molkentin et al., 1998). Lastly, although the exact role of the CTD (residues 678-928) remains ill defined, due to the differences in the length of the CTD between NFAT isoforms, it is possible that the CTD is responsible for the different transcriptional activity of the NFAT isoforms, as shown by several groups (Calabria et al., 2009; Rinne et al., 2010). NFAT transcription factors are ubiquitously expressed and consists of five isoforms: NFATc1, NFATc2, NFATc3, NFATc4 and NFAT5 (also known as tonicity-responsive enhancer-binding protein or TonEBP) (Mancini et al., 2009). Of the five NFAT proteins, only NFATc1, NFATc2, NFATc3 and NFATc4 are regulated by Ca2+-Cn signaling and are have known roles in skeletal and cardiac muscles (Calabria et al., 2009; van Rooij et al., 2002). NFAT5 cannot interact with Cn due to the absence of a SPRIEIT domain and is therefore insensitive to Ca2+-Cn signaling (Lopez-Rodriguez et al., 1999). Rather, NFAT5 is regulated by osmotic stress and is known to control the expression of cytokines, such as tumor-necrosis factor (TNF) and lymphotoxin-ÃŽ ², in lymphocytes (Lopez-Rodriguez et al., 2001; Macian, 2005). Due to its insensitivity of Cn and unclear roles in muscle cells, for the remainder of this thesis, the focus will be on the Ca2+-Cn regulated NFAT isoforms: NFATc1, NFATc2, NFATc3 and NFATc4. The cellular localization of NFAT proteins depend on the phosphorylation state of approximately 14 serine residues on the NHR. Okamura et al. identified that of these residues, 13 phosphoserines are targeted by Cn and are located in motifs SRR1, SP2 and SP3 (Macian, 2005; Okamura et al., 2000). Upon de-phosphorylation, the NLS sequence of NFAT is exposed and the NES is masked, prompting nuclear entry. NFAT kinases are regulators of NFAT transcription factors, which can interact with NFAT and reversibly phosphorylate the same serine residues that are targeted by Cn. Known NFAT kinases include casein kinase-1 (CK-1), glycogen-synthase 3ÃŽ ² (GSK3-ÃŽ ²), p38 and JUN-N-terminal kinase (JNK) (Beals, Sheridan et al., 1997; Chow et al., 1997; Gomez del Arco et al., 2000; Zhu et al., 1998). Upon re-phosphorylation, the NES sequence is re-exposed whereas the NLS sequence is hidden, prompting cytoplasmic retention of NFAT (Okamura et al., 2000). These kinases can either be classified as mainte nance kinases, which phosphorylate NFAT in the cytosol to prevent nuclear import or export kinases, which target NFAT in the nucleus to promote nuclear export. Each kinase can phosphorylates serine residues on specific motifs. CK-1 acts as both an export and maintenance kinase on SRR1 of NFATc2 (Okamura et al., 2004). GSK3-ÃŽ ² functions as an export kinase on both SP2 and SP3 of NFATc1 and SP2 on NFATc2 (Beals, Clipstone et al., 1997; Macian, 2005). The mitogen activated protein kinase (MAPK) family consists of p38, JNK and extracellular-regulate-signal kinases (ERK) and can phosphorylate the first serine of SRR1 on different NFAT isoforms. JNK phosphorylates NFATc1, whereas p38 targets NFATc2 (Chow et al., 1997; Gomez del Arco et al., 2000). CK1 may be responsible for phosphorylating the remaining serines on SRR1 (Macian, 2005). Although a cell may have the potential to translate different NFAT isoforms, depending on which NFAT kinase is expressed, only certain NFATs may be nuclea r localized. Cn-NFAT signaling in cardiac hypertrophy Cn-NFAT signaling is described as a multifunctional regulator, where its function depends on the cell type in which this pathway is active. In the brain, Cn-NFAT signaling mediates numerous processes, which include memory, brain strokes, ischemic injury, Parkinson and Alzheimers disease and the regulation of the cAMP-response-element binding protein (CREB) (Shibasaki et al., 2002). In the lungs, Cn-NFAT signaling has been implicated in the perinatal lung maturation and function, and regulating genes involved in the homeostasis of pulmonary surfactant, which is required for proper breathing (Dave et al., 2006). In skeletal muscles, this pathway is required for functional-overload induced skeletal muscle hypertrophy and for mediating skeletal muscle-fiber type conversions from fast muscle fiber type to slow muscle fiber type (Dunn et al., 1999; Michel et al., 2004). In the cardiovascular system, Cn is required for the early development of the heart, specifically the cardiac septum and valves (de la Pompa et al., 1998; Ranger et al., 1998). During heart disease, Cn-NFAT signaling promotes the reactivation of cardiac fetal genes, which are responsible for cardiac growth during development. The reactivation of these genes in the adult heart is responsible for the pathological growth of the heart, and not physiological growth (Wilkins et al., 2004). In 1998, Molkentin et al. first reported the novel role that Cn-NFAT signaling played in mediating pathological cardiac hypertrophy (Molkentin et al., 1998). Among the major findings of this report was that Cn-induced the de-phosphorylation of NFATc4, prompting its nuclear entry and allowed NFATc4 to interact with the GATA-4 transcription factor, leading to cardiac hypertrophy. In addition, cultured cardiomyocytes, treated with Cn inhibitors CsA and FK-506 immunosuppressive drugs, blocked chemical-induced cardiac hypertrophy. To support their in vitro findings, transgenic mice that expressed a cardiac-specific constitutively active form of CnA were generated. The hearts of CnA overexpressing transgenic mice, compared to the hearts of wild-type counterparts, displayed a 2-to-3 fold increase in heart weight-to-body weight ratio, a thickening of the left ventricular wall and intraventicular septum, a 2-fold increase in cross-sectional area of cardiomyocytes and extensive fibrosis. Furth ermore, CnA overexpressing mice had a greater increased susceptibility to sudden death, mimicking the effects of heart failure in humans. Upon treatment with the Cn inhibitor, CsA, the hearts of CnA transgenic mice returned to normal size. Many genes and proteins that are re-employed in response to heart disease have prominent functions in embryonic and fetal heart development. For example, cardiac fetal genes are active during the physiological growth in developing hearts. This family of genes consists of atrial natriuretic factor (ANF), b-type natriuretic peptide (BNP), ÃŽ ±-myosin heavy chain (ÃŽ ±-MHC), ÃŽ ²-myosin heavy chain (ÃŽ ²-MHC), and many others (Oka et al., 2007). When the heart has fully matured into an adult heart, the expression of these genes becomes dormant. During heart disease, hypertrophic stimuli re-activate the expression of these genes in the adult heart, which enables the heart to grow to a pathological state. One of the most studied transcription factor that interacts with NFAT to initiate cardiac hypertrophy are GATA proteins. GATA transcription factors consist of two conserved zinc fingers that are required to bind to the consensus DNA sequence 5-(A/T)GATA(A/G)-3, as well as domains that allow GATA to interact with transcriptional cofactors (Ko et al., 1993; Merika et al., 1993; Oka et al., 2007). Of the six members of the GATA family (GATA-1 to GATA-6), GATA-4, GATA-5 and GATA-6 are expressed in the heart (J. D. Molkentin, 2000). Among the GATA proteins expressed in the heart, GATA-4 has been associated with embryonic cardiogenesis, such as heart tube formation, and pathological growth of the adult heart (Molkentin et al., 1997; Pikkarainen et al., 2004). In addition, GATA-4 is a known regulator of the expression of cardiac structural genes during development. GATA-4 gene targeted mice were embryonic lethal at E7-9.5 due to structural and functional defects of the heart (Molkentin et al., 1997). Alternatively, cultured cardiomyocytes overexpression of GATA-4 caused a 2-fold increase in cell surface area, whereas GATA-4 overexpressing transgenic mice lead to increased heart-weight-to-body weight ratio, cardiomyopathy features of the cells and upregulation in the expression of cardiac fetal genes (Liang, De Windt et al., 2001). The regulation of GATA-4 occurs post-translationally, where such modifications affect its DNA binding ability, transcriptional activity and cellular localization. A number of chemical stimuli that induce cardiac hypertrophy have been associated with the phosphorylation of GATA-4, which increases both its DNA binding and transcriptional activity (Oka et al., 2007; Pikkarainen et al., 2004). Molkentins group identified that phosphorylation of Ser105 on GATA-4 by the ERK1/2 and p38 MAPK was responsible for GATA-4 increased DNA binding affinity and transactivation during heart failure (Charron et al., 2001; Liang, Wiese et al., 2001). Another kinase that targets GATA-4 is GSK3-ÃŽ ², a known negative regulator of cardiac hypertrophy (Haq et al., 2000). GSK3-ÃŽ ²-mediated phosphorylation of GATA-4 prompts its export from the nucleus, rescuing Cn-mediated cardiac hypertrophy (Morisco et al., 2001). A second family of transcription factor that is re-activated during heart disease is the myocyte enhancer factor 2 (MEF2). There are four members of the MEF2 family expressed in vertebrates: MEF2A, MEF2B, MEF2C and MEF2D. MEF2 proteins can either homodimerize or heterodimerize with other transcription factors such as NFAT and GATA, which can then bind to the DNA sequence 5-CTA(A/T)4TAG-3 to carry out transcriptional events (Blaeser et al., 2000; McKinsey et al., 2002; Morin et al., 2000; Oka et al., 2007). Although the MEF2 proteins are expressed in most cell types, their transcriptional activity is restricted to the immune system, neurons and contractile muscle cells (Akazawa et al., 2003). In the heart, MEF2 have critical roles in cardiac differentiation. MEF2C null mice were embryonic lethal, due to cardiac looping defects, an absence of a right ventricle and a downregulation of cardiac structural genes (Bi et al., 1999; Lin et al., 1997; Oka et al., 2007). The majority of MEF2A null mice died 2-10 days after birth because of defects in conduction and architecture of the heart. Surviving MEF2A null mice displayed reduced mitochondrial content and a less efficient conductive system. (Naya et al., 2002). In addition, transgenic mice that express a dominant negative MEF2 died shortly after birth because of cardiomyocyte hypoplasia, thinning of the ventricular walls and heart chamber dilation (Kolodziejczyk et al., 1999; Oka et al., 2007). A greater workload imposed on the heart, a phenotype of cardiac hypertrophy, has been associated with increased MEF2-DNA binding (Molkentin et al., 1993; Nadruz et al., 2003). In cultured cardiomyocytes, adenoviral-mediated overexpression of MEF2A or MEF2C caused sarcomeric degeneration and cell elongation, both of which indicate cardiac dilatation. The hearts of transgenic mice overexpressing MEF2A or MEF2C were subject to contractile defects, ventricular dilation and were more readily hypertrophied when pressure overload stimulation was induced. However, when cells of the transgenic hearts were isolated, rather than having a greater cross-sectional area, the cardiomyocytes were more elliptical in shape, suggesting that MEF2 did not d