THE RISE OF ISLAM Term Paper Example | Topics and Well Written Essays - 3250 words

THE RISE OF ISLAM - Term Paper Example 14 Introduction Islam and Christianity are two of the largest and independent religions in the world. They both use technology and modern means of communication in order to preach and propagate. Members of these religious groups are surrounded with all the temptations of material things: technology, gadgets, the internet, fast-paced communication, transportation faster than the speed of sound, and above all money. These things are not evil per se but they should be able to detect temptation because they can be tools of the devil to entice man to sin. Where were these things some centuries ago? Islam was born and grew out of the polytheism practices at the time the prophet Muhammad was beginning to ponder upon his existence. It was also during those times when the prophet was bored of the technology and materialism of the time. Will there emerge another religion in the midst of all these? There are signs of evil hold over the things we take for granted. Is it true that Islam is a sham of Christianity? Let us take a brief history of Islam before we hear the apologist’s responses. This essay is about Islam and Christianity. First of all, Christianity came ahead of Islam and in fact many of the beliefs and principles preached by the prophet Muhammad were taken from the Bible and Christian teachings. ... The explanations that the apologists offered were that Islam was a Christian heretical doctrine, God Judge Islam because of the inadequacy of the church, and Islam was not real but was a wicked sham of Christianity. Background The beginning and growth of Islam is one of the most remarkable religious phenomena in the history of man’s quest to believe in a Supreme Being and to know the meaning of life and religion. It is still considered a young religion with about 1.2 billion followers. Islam is the religion of countries that stretch from North Africa to Southeast Asia and to smaller Muslim communities across the globe.1 At the time before the birth of Islam, Arabia was cut off from neighbouring civilizations. The peninsula was characterized by diverse landscapes and mountain ranges which created different ecosystems. During the birth of Muhammad, much of Arabia was subjected to foreign influences such as political, economic and cultural. Christianity was one of these influence s.2 Muhammad whose official name in the Muslim world is Prophet Muhammad ibn Abd Allah was born in 570AD in Mecca or what is called Saudi Arabia today. He was orphaned at an early age but at a young age he was already searching for the truth of his own existence. He married a rich widow at the age of 25 and it was also at this age that he started to search for God and the meaning of life. He got some answers through dreams. He found solitude as an escape from the demands of city life. He did not like the practice of polytheism at that time, so he would often find refuge in caves. It was believed that the angel Gabriel appeared to him in a dream while he was seeking refuge at Mt. Hira. The angel Gabriel asked him to

Law and Religion Essay Example | Topics and Well Written Essays - 3000 words

Law and Religion - Essay Example Religions are one of the Institutions of socialisation, having the influence on people and decide how the people think and live. It does not matter what religion you are belong to, the basic elements are same for all religion. The religion organizes its action around certain beliefs, practice and symbols. The religion is formed by the group of people who bearing similar belief and ideology. There are normally laws within the religion that guides the way the members of the religion should behave. Any member of the religion broken the law, it will be treated as sinful, and which leads to punishments some times. According to Ron Kurtus, Religion can be see as a theological, philosophical, anthropological, sociological and psychological phenomenon of human kind. Religion includes survival in harsh, environmental, moral and social rules, overcoming diseases and mysteries of life including life after death. Religion is a large and complex phenomenon. The root of the word religion is from t he Latin word â€Å"religare†, which means being bound. Religion also may embrace a conception of faith. Law is the social mechanism, which is used to maintain the social order. In other words, law may help to maintain the public order, so that the social and legal interactions can occur within the society. The law is a instrument for the resolution of disputes, social problems, security threat and issue in relation ship between individuals. Three basic components are consisting in the human nature; they are to live, to propagate and to dominate. Law is the parameter, which govern the behaviour of natural state of existence by the humanity. Relation between Law and Religion The law is important factor for the religion. The theoretical structure of the law is designed to support the religion and the religion has the impact of the law. The law accommodates, restrict or influence the religion. The law has the major role in maintaining public and social order. The law has also the specific role in relation to the moral order of the society. The law is the instrument for resolution of disputed between individuals without endangering public order. The law helps to the policy makers to respond to social problem. The lawmakers can use their power to exercise their law making power to change the rules to engage with social problems. The law may also been seen as set of rule regulating individual relationship. The law is the important mechanism for controlling state power in particular in securing the rights and freedom of the individual. This is a particular theme in relation to religious rights. The religious beliefs, identity and practices of individual have t he potential impact on the function of the legal system. And also the legal values have a strong influence on religious values. Law is using to keep order, resolve disputes, respond to social problem, regulate social relationship, control state power or empower individuals. Law is important factor in the religion, since it impinges on individual, community and organization. There are so many religion works in our society. The law makes enforce the law to protect the freedom of speech and racism etc. In the world we can see different countries fighting each other due to different religion and belief of the people in those countries. The interaction between law and religion is important for the society. The religion interest of an individual is not more than an explanation for their activities or spiritual needs rather than a distinctive interest of that individual. The lawmakers need to give weight to the right to individual autonomy, which may arise because an individual wishes to reject medical treatment that would be contrary to their religious beliefs. (Peter W. Edge, 17). Law important for Religion Law may be seen as one of many social instruments, which maintain the social order in the society. The law enforce the transition from an endless war of all against all, to a position

Cold War and its Impact on International Racism and Segregation Research Paper - 1

Cold War and its Impact on International Racism and Segregation - Research Paper Example The aspects of two social problems, international racism and segregation are examined in this paper. Emphasis is given to international racism and the segregationist image of the United States. It is concluded that the Cold War has significantly affected the international image of the United States regarding racism and segregation. The level of interaction of the above products are not standardized; within different social, political and economic conditions, the events of the Cold War could have led to different perceptions of the country’s international image regarding racism and segregation. The Cold War has strongly affected the perceptions on human rights. The starting point of the War can be identified at the end of the Second World War, i.e. in 1945. However, certain of its ideas have been already appeared before the end of the Second World War, even in 1939. Different views have been developed regarding the role of the Cold War on concepts, such as racism and segregatio n. According to Professor Adam Fairclough1, the Cold War has influenced the views of people on racial differences, leading to the promotion of values such as equality and fairness among people of different racial background and characteristics. More specifically, Professor Fairclough suggested that ‘the war had helped to discredit theories of racial superiority’.2 The above view is based on the fact that after the end of Nazism in Europe, people in countries that suffered significant damages – and human losses – could not tolerate any form of discrimination, which has been the key rule of Nazism.3 The specific fact is highlighted in the study of Professor Fairclough where reference is made to the non-acceptance of the concept of racial superiority, as the above framework was developed during the Second World War. It is explained that since the end of the Second World War the public does not accept any form of racism, either expressed, as Anti-Semitism or o ther form of racial discrimination. In addition, the Cold War has helped to increase awareness of both governments and the public on racial discrimination, making the specific problem ‘an international issue’.4 According to Professor Fairclough, racial discrimination has been an argument offering to the enemies, or else the political opponents, the chance to ask for the termination of existing governmental plans; for example, reference is made to the claim of Russia, during the Cold War, that USA does not respect human rights, especially the rights of black people.5 At this point, reference should be made to the following fact: the United States has traditionally faced a series of significant challenges regarding the entrance in the country of foreigners. Politicians do not equally support the continuous increase of foreigners across the country. In fact, certain of them are clearly opposed to such perspective. The issue is made clear in the speech of Joseph McCarthy on Communists in 1950. The key point of the specific speech has been the following one: foreigners are considered as not being directly related to the American Economy.6 Rather, it is believed that the problems of the country are related not to foreigners but to the traitors activating across the country.7 It is explained that these traitors are likely to enjoy all social and political benefits across the country, such as the right to education and the right to housing, at

Law and Religion Essay Example | Topics and Well Written Essays - 3000 words

Law and Religion - Essay Example Religions are one of the Institutions of socialisation, having the influence on people and decide how the people think and live. It does not matter what religion you are belong to, the basic elements are same for all religion. The religion organizes its action around certain beliefs, practice and symbols. The religion is formed by the group of people who bearing similar belief and ideology. There are normally laws within the religion that guides the way the members of the religion should behave. Any member of the religion broken the law, it will be treated as sinful, and which leads to punishments some times. According to Ron Kurtus, Religion can be see as a theological, philosophical, anthropological, sociological and psychological phenomenon of human kind. Religion includes survival in harsh, environmental, moral and social rules, overcoming diseases and mysteries of life including life after death. Religion is a large and complex phenomenon. The root of the word religion is from t he Latin word â€Å"religare†, which means being bound. Religion also may embrace a conception of faith. Law is the social mechanism, which is used to maintain the social order. In other words, law may help to maintain the public order, so that the social and legal interactions can occur within the society. The law is a instrument for the resolution of disputes, social problems, security threat and issue in relation ship between individuals. Three basic components are consisting in the human nature; they are to live, to propagate and to dominate. Law is the parameter, which govern the behaviour of natural state of existence by the humanity. Relation between Law and Religion The law is important factor for the religion. The theoretical structure of the law is designed to support the religion and the religion has the impact of the law. The law accommodates, restrict or influence the religion. The law has the major role in maintaining public and social order. The law has also the specific role in relation to the moral order of the society. The law is the instrument for resolution of disputed between individuals without endangering public order. The law helps to the policy makers to respond to social problem. The lawmakers can use their power to exercise their law making power to change the rules to engage with social problems. The law may also been seen as set of rule regulating individual relationship. The law is the important mechanism for controlling state power in particular in securing the rights and freedom of the individual. This is a particular theme in relation to religious rights. The religious beliefs, identity and practices of individual have t he potential impact on the function of the legal system. And also the legal values have a strong influence on religious values. Law is using to keep order, resolve disputes, respond to social problem, regulate social relationship, control state power or empower individuals. Law is important factor in the religion, since it impinges on individual, community and organization. There are so many religion works in our society. The law makes enforce the law to protect the freedom of speech and racism etc. In the world we can see different countries fighting each other due to different religion and belief of the people in those countries. The interaction between law and religion is important for the society. The religion interest of an individual is not more than an explanation for their activities or spiritual needs rather than a distinctive interest of that individual. The lawmakers need to give weight to the right to individual autonomy, which may arise because an individual wishes to reject medical treatment that would be contrary to their religious beliefs. (Peter W. Edge, 17). Law important for Religion Law may be seen as one of many social instruments, which maintain the social order in the society. The law enforce the transition from an endless war of all against all, to a position

Teaching, planning and learning Essay Example for Free

Teaching, planning and learning Essay The school first opened its doors in 1958 with only 10 teachers who looked after a total of 222 pupils at that time. The new school was created from  several all-age schools from around the area of the small agricultural village. In 1976, the school was extended and now has over 800 mixed gender pupils age 11-16, mostly from working class backgrounds. Please refer to Appendix 1 on page 14, for a table that shows the attainment of pupils between 2011 and 2012. The Head Teacher states that the school will continually seek opportunities to develop personal, social, moral codes and independent thinking and learning skills that the pupils can apply to any given situation. The Ofsted Inspection Report (October 2012), regards this as a good school and that the recently appointed Head Teacher has given a vision for the future and has implemented considerable change in a short time. This has resulted in rapid, all round improvement within the school. The teaching group in which I will be discussing and evaluating in this paper is Year 8 Set 3 at KS3 level, in this class there are 30 pupils and two teaching assistants as well as the teacher. There is a strong gender balance and behaviour is okay overall. Pupils were previously ranging from level 5A to 5C and they were all expected to hit their target grades which tend to increase by 3 sublevels leaving them at a level 6A to 6C respectively by the end of the academic year. In this class, there is one SEN pupil with hearing difficulties and two vulnerable pupils who require extra support from the special support staff. Rationale Over a sequence of four lessons teaching fractions, percentages and decimals, a wide range of methods were used in relation to the particular group of pupils and the learning objectives. The structure of the lessons was taught generally in three parts, which consisted of a through the door starter, a main teaching and learning section and a plenary. At the beginning of each lesson, I settle the pupils down by telling them a mathematical joke related to the topic I am about to teach or by doing a  maths magic trick, which might include mental maths or using a calculator. Please refer to Appendix 2, for an example of a joke/magic trick and why this can be useful. I would then explain how to complete the starter if they had not already started to do so or if it was not self-explanatory. After the starter, I implement a literacy element into the lesson by selecting a few pupils to read the learning objectives out loud then they also have to write it into their books underlined with the date and level. I also display to them how I expect them to progress throughout the lesson using good, better and excellent as targets but I do not get them to copy this into their books as that has proven be time consuming. Bellamy (1999) supports the idea of learning objectives to be appropriately differentiated. Teacher praise is one tool that can be a powerful motivator for pupils. Surprisingly, research suggests that praise is underused in both general and special-education classrooms (Brophy, 1981; Hawkins Heflin, 2011; Kern, 2007), therefore I try to use praise as often as I can to reinforce good behaviour and build strong relationships with the pupils. I use an interesting method for questioning pupils whereby I have a jar of different coloured lollypop sticks with the pupils’ names on, so when I wish to ask a question it appears to be fair, random and it keeps the pupils engaged because I sometimes place the lollypop sticks back in the jar so the same person may get asked a question more than once. Sometimes, I might ask an open-ended question and aim it at the whole of the class, then ask the pupils to think about it independently or discuss it with the person sitting next to them, these questions usually involve problem solving. As well as questioning, there are several other methods, which can be incorporated into the planning of progress throughout a lesson for example, the use of mini white boards and traffic light cards, also getting the pupils to write a response in their books about how they feel about a certain topic. During this sequence of four lessons, there would usually be around 10-15  minutes of me teaching and the pupils listening, whereby the pupils may take notes and copy examples then the pupils would work quietly and independently to illustrate understanding. For those pupils who require a little more explaining, this would be a chance for them to receive some individual teaching from a member of staff in the class. I communicate to the teaching assistants when I would like them to walk around the class or hand out worksheets. Tracking pupils’ progress over time to inform the planning of teaching and planning teaching that is matched to pupils needs is key. Please refer to Appendix 3, for further guidance from LGfL – Learning Grid for Lancashire (2014) for Assessing Pupils Progress (APP) in Mathematics. Whilst the pupils are working independently, I would walk around the class systematically checking for progress making sure the pupils are setting their work out correctly and achieving the correct answers and also checking what speed they are working at, as some pupils work a lot quicker than others in this class. Therefore, I always have an extension worksheet or an additional task available of a slightly more challenging level. Rooney (2008) supports the need to provide extension work for the more able that will engage and challenge them, whereas Kompany (2005) believes pupils should be accelerated to the appropriate level earlier. I have used self-assessment and peer-assessment in these lessons whereby the pupils mark their own work or they swap books with the person sat next to them. I believe paired work for tasks and games is beneficial as the pupils can learn from each other. According to Ofsted, good assessment practice in mathematics includes: day-to-day assessment, marking and feedback, and the use of assessment to set targets. BECTA (2004) suggests that, using interactive whiteboards to enrich the teaching of mathematics and assist in managing the learning environment can be achieved by; the display and review of learning objectives and key vocabulary, save screens and move between them, remind pupils of materials covered in previous lessons, set up group work and discussion tasks, use the ‘hide and reveal’ features of the IWB software to work through the steps of a solution, provide a ‘count down’ for timed activities. I make use of ICT regularly in my lessons, whether it is a basic PowerPoint; one slide with the learning objectives on to save time; and interactive games on the white board. I always try to include a real life example into every topic I teach and this particular topic definitely has a functionality element to it as fractions, percentages and decimals are used in every day life even at the age of 12, the topic also links to other subjects such as science, food technology and business studies. As a plenary, I have used several methods, which I have found to be successful with this class for example exit cards or a GCSE exam question from previous papers. I believe that they get a real sense of achievement when they manage to complete a GCSE exam question because they are only in Year 8 and they are able to answer an exam question that they might get asked to complete in Year 11. I follow the schools marking policy using; WWW – what went well, EBI – even better if and MRI – my response is. This gives the pupils an opportunity to respond to feedback. Please refer to Appendix 4, to view an example of my marking and feedback. Pupils’ are expected to respond in the MRI section demonstrating communication between the teacher and the pupil. Evaluation Lessons in this school have sixty-minute duration; therefore I believe the three-part lesson structure to be substantial. Because of the age of the pupils, I found the mathematical jokes and maths magic tricks highly effective in the sense that it settled the pupils down at the beginning of the lesson, it helped to build a good relationship with the pupils also creating a little bit of fun and something to look forward to within the lesson, which in turn lead to better behavior and attitudes towards mathematics as a subject. It is also useful for practicing mental maths for improving skills like using a calculator. This approach may not be as  successful with a Year 11 class. In my experience, I have found it to be more effective to have the starter readily available for the pupils, either on their desks or on the board so that they are engaged as soon as they walk through the door and they are not waiting for pupils that are late. Please refer to Appendix 5, for an example of a st arter that is related to the topic in question and I usually display on the smart-board. Of course, starters do not have to be related to the topic all the time but in this case I used my starters to recap what we had covered in the previous lesson. Getting the pupils to read, listen and write the learning objectives is important for improving literacy which is important across the whole curriculum (old and new) and I do this at the beginning of every lesson for consistency, the pupils know what to expect and they enjoy being aware of what level or sublevel they are working at. I have developed my praising strategy by rationalising how and when I use praise because using praise excessively can lead to negative reactions from pupils not receiving praise even when they had ‘done their best’. Effective teacher praise consists of two elements: a description of noteworthy student academic performance or general behaviour and a signal of teacher approval (Brophy, 1981; Burnett, 2001). I have found the different coloured lollipop sticks method of questioning to be very successful as the pupils think it is a fair system but it isn’t entirely random, as I have actually coded the different sublevels of the pupils to th e different colours. For example, if I wanted to ask a hard question I would select a red stick which indicates the pupil is strong and confident but if I wanted to give a weaker pupil a confidence boost then I would select a green stick and ask a relatively easy question. This demonstrates an element of differentiation. The National Council of Teachers of Mathematics (NCTM) believes effective questions are an integral part of a successful mathematics classroom. Some research suggests that as much as 50 percent of classroom time is spent asking questions and eliciting responses. Instruction that includes questions during lessons is more effective in producing achievement gains than instruction carried out without putting questions to students. Please refer to Appendix 6 on page 18, for some reasons as to why we ask questions particularly in mathematics. I have made use of mini white boards, traffic lights cards and pupil feedback within these lessons. I prefer the use of mini white boards  compared with the traffic light cards because the cards can be very vague and some pupils tend to follow the trend rather than being entirely truthful, whereas the mini white boards are excellent for AFL because the answers are independent and more detailed so its easier to identify errors and areas for improvement. The Guardian (2014) describes how teaching assistants are a vital source of support for teachers and knowing how to manage them can be tricky. I have found that giving the teaching assistants ownership within the classroom has made it easier to get them onboard with my ideas. It is important to communicate with them; show class interaction; share decision-making; building on the TAs strengths and share feedback with each other. I have found support staff to be very useful in lessons, as they can provide individual teaching for pupils’ that may be struggling, they support SEN and vulnerable pupils, they are also more than willing to assist in handing out worksheets or collecting homework. The Department for Education states that, all children and young people with special educational needs or disabilities (SEND) should be able to reach their full potential in school. They should also be supported to make a successful transition into adulthood, whether into employment, further or higher education or training. Please refer to Appendix 7, for further information of how I have deployed support staff within lessons. According to Ofsted, good assessment practice in mathematics includes: day-to-day assessment, marking and feedback, and the use of assessment to set targets. Please refer to Appendix 8, for a summary of how Ofsted outline formative and summative assessment. I have adopted a number of effective methods outlined by Black and William (1998), that have developed approaches to self and peer-assessment with the aim of enabling pupils to: share the learning intentions so that they understand where they are heading; develop confidence and skills in judging their own performance and reflect on their work and that of others to learn how to improve it. I particularly like some of the additional uses of ICT that BECTA (2004) highlighted above and although I haven’t adopted some of the methods yet, I believe they would be very useful and I will be using them in future. But first, I will have to learn how to use these additional features of an interactive whiteboard and I will develop this during my next placement. Providing real life examples and relating functional skills to mathematics is important for supporting  the transfer of meaningful information at key transitional points and facilitating the setting of meaningful curricular targets that can be shared with pupils. The DfE state that functional skills aim to help people read, write, speak English and use mathematics at the level they need to function and progress both at school and elsewhere. Mathematics in everyday life refers to the way humans use math to complete certain tasks throughout the day, an example I used for this topic was: a person may use math when the y are out shopping and trying to calculate the total cost of the items they are buying after a 15% decrease in the January sale. I have found the use of exit cards or a GCSE exam question, as a plenary to be highly successful with this group due to their age. It appears to me that they actually enjoy writing on the little, colourful exit cards then handing them to me at the door as they leave. They are given a choice as to what they can write on the card, for example, they might write what they have learnt in the lesson or how they feel about the topic or they might write a question down for something they wish for me to address. This process allows me to assess for learning and plan how to progress in future lessons. As well as following the schools’ marking policy, I also provide additional oral feedback rather than relying almost exclusively on marking or written feedback in pupils’ books, and I help pupils develop skills in marking and reviewing their own work and that of their peers in order to involve pupils more in marking and feedback so that they can progress further. Overall, I have found most of my teaching methods to be effective and successful. The pupils’ have met their targets and achieved the learning objectives. I have adapted all the methods mentioned above and tried different approaches to establish this. In the future, I aim to satisfy the targets that I have set myself throughout the analysis to improve my teaching methods further. Review of Assessment Theory Ofsted (2013) outline, how effective assessment practice in mathematics is associated with systematic arrangements for actively promoting, monitoring  and recording pupils’ progress; also that it is used as a teaching tool for judging attainment. Teachers should review pupils’ progress closely as part of daily classroom practice, involving pupils in the assessment of their own strengths and weaknesses and provide feedback. According to Black and William (1998), effective formative assessment is a key factor in motivating learning and raising pupil standards of achievement. Formative assessment, is most effective when it: is embedded in the teaching and learning process; sharing learning objectives with pupils; it helps pupils to know and recognise the standards to aim for; it provides feedback for pupils to identify what they should do to improve; it involves teachers and pupils reviewing their performance and progress and it can involve pupils in self-assessment. For example, pupils’ marking and reviewing their own work. The provision of effective marking and feedback on work can raise pupil achievement; this use of assessment information is beginning to promote effective practice in mathematics. It is suggested that some teachers feel that they are spending a large amount of time marking but it seemed to have little impact on pupils’ subsequent work and that they would prefer to provide more oral feedback rather than relying on written feedback in pupils’ books. Teachers can overcome this challenge by helping pupils’ to develop skills in marking and reviewing their own work and that of their peers in order to involve pupils more in marking and feedback. (Ofsted reports, 2013) For pupils to learn effectively, they need to identify any gaps between their actual and optimal performance. Many approaches to self and peer-assessment have the aim of enabling pupils to: share the learning intentions so that they understand where they are heading; to develop confidence and skills in judging their own performance; and reflect on their work and that of others to learn how they can improve. (Hawkins Heflin, 2011) Kern, L. Clemens, N. H. (2007), highlight that due to recent changes to strategies, many good mathematics teachers make effective use of assessment data to set targets for individual pupils. This process is particularly effective when two targets are set with the higher one being more ambitious  than the prediction based on the data. The aim is for pupils to have an idea as to where they are in the process and where they are heading and what is possible if they are ambitious. In mathematics, Bellamy (1999) states that the most effective targets set for pupils are often curriculum-specific. These are: associated with a significant but manageable learning objective (e.g. simplify fractions by cancelling all common factors); discussed with pupils and expressed in a form that they can understand; relatively short-term and subject to regular revision and retained where they are accessible to pupils. To summarise, formative assessment is that undertaking the assessment constitutes a learning experience in its own right, for example; writing an essay or undertaking a class presentation, can be valuable formative activities as a means of enhancing knowledge as well as for developing research into mathematics, communication, intellectual and organisational skills. Formative assessment is not often included in the formal grading of work, and indeed many believe that it should not be. In contrast, summative assessment is not traditionally regarded as having any intrinsic learning value. It is usually undertaken at the end of a period of learning in order to generate a grade that reflects the student’s performance. The traditional unseen end of module examination is often presented as a typical form of summative assessment. But Black and William (1998) recommend: Frequent short tests are better than infrequent long ones. We have highlighted two important points from this differe ntiation. Firstly, there is no reason why only summative assessment should be included in any formal grading of pupil progress and performance, it is perfectly appropriate to have elements of formative assessment as part of the final grade as well. The second point is that the distinction between formative and summative assessment may be a false one. Whilst some elements of assessment may generate a greater formative learning experience than others, it can be argued that all forms of assessment have some formative element. For example, students undertaking a degree course where assessment consists of written assignments and end of module examinations will over the period of the course improve their examination technique, this is a formative learning experience. Perhaps  instead of becoming overly concerned with whether an assessment is formative or summative in nature it may be better to see various types of assessment as a continuum of the formative learning experience. In conclusion, research indicates that improving learning through assessment depends on five simple factors: the provision of effective feedback to students; the active involvement of students in their own learning; adjusting teaching to take into account res ults of assessment; a recognition of the profound influence assessment has on the motivation and self esteem of students; and lastly the need for students to be able to self assess themselves and understand how to improve. But at the same time, there are several other inhibiting factors, these include: the tendency for teachers to assess quantity of work and presentation rather than quality of learning; giving greater attention to marking and grading (much of it tending to lower the self esteem of students rather than provide advice for improvement); some teachers feedback to students often serves social and managerial purposes rather than to help them learn more effectively; and teachers not knowing enough about their students’ learning needs. The characteristics of assessment that promote learning, are highlighted by Ofsted as follows: it is imbedded in a view of teaching and learning of which it is an essential part; it involves sharing learning goals with students; it helps students know and recognise the standards they are aiming for; it involves students in self-assessment; it provides feedback which helps students recognise their next steps and how to take them; it is underpinned by confidence that every student can improve; and it involves both the teachers and students reviewing and reflecting on assessment data. If a teacher can adopt all or most of these characteristics into their assessment techniques then they are sure to be outstanding. The ways in which a teacher can achieve this in the classroom, when assessment is being used to help learning is through observation – this includes listening to how students describe their work and their reasoning. Questioning – using open-ended questions, phrased to invite students to  explore their ideas and their reasoning. Setting tasks in a way that requires students to use certain skills and apply ideas. Asking students to communicate their learning through drawings, actions, role-play, brainstorming key concepts, as well as writing. Discussing words and how they are used. Please refer to Appendix 3, for guidance from LGfL – Learning Grid for Lancashire (2014) for Assessing Pupils Progress (APP) in Mathematics. Analysis of Summative Assessment Task According to Glickman et al (2009), summative assessment refers to the assessment of the learning and summarises the development of learners at a particular time. After a period of work, e.g. a unit for two weeks, the learner sits for a test and then the teacher marks the test and assigns a score. The test aims to summarise learning up to that point. The test may also be used for diagnostic assessment to identify any weaknesses and then build on that using formative assessment. Black and William (1998) agree that, frequent short tests are better than infrequent long ones. This is the approach I have adopted for this summative assessment task. The summative assessment task that I have designed is aimed to check for knowledge, understanding and learning of the topic mentioned in the rationale. The medium term plan I set myself for this topic was to teach fractions, percentages and decimals, over a sequence of four lessons. Year 8 – Set 3 have mathematics on their timetable twice per week, therefore I was able to cover the content in two weeks. I informed them at the end of the fourth lesson that was on a Thursday, that they would be getting tested on Tuesday so they were aware that they were having a test to cover the content from the last four lessons. Hence, giving them a chance to revise over the weekend rather than overwhelming them on Tuesday. The areas covered in the four lessons and also included in the test are: simple percentages that can be calculated mentally, using a calculator to  work out percentages (including percentage increase and decrease), and to be able to convert between fractions and decimals. Please refer to Appendix 9, for a copy of the Summative Assessment and Answers. The instructions given on the day of the task were: use a calculator where appropriate for example, to calculate fractions/percentages of quantities/measurements, calculate percentages and find the outcome of a given percentage increase or decrease and please work silently and independently. There are 30 pupils in this class including one SEN pupil with hearing difficulties and two pupils’ that have recently been moved up from Set 4. Pupils were previously ranging from level 5A to 5C and they were all expected to hit their target grades which tend to increase by 3 sublevels leaving them at a level 6A to 6C respectively by the end of the academic year. At the end of the task, I was able to mark the test and give them a grade at the end. Please refer to Appendix 10, for a copy of my anonymous class list with the grades awarded included. In these anonymous pupil records, we can see that the SEN pupil is highlighted in yellow because they were absent on the day of the test and the target level is below average; the gifted and talented pupils’ are highlighted in green and by analysing the target grades we can establish that they may not necessarily be gifted and talented in mathematics, but rather in other subjects like Art, Dance and Physical Education. Althoug h, a few of them have met their targets grades which are above average. The majority of the class met their target grades and a lot of them improved upon their target grade as I expected. All the questions in the test relate to real life and the only question that they all made errors on was finding 17.5% and then adding it back on because it was VAT, even though I’d given them a little clue by typing cost in capital letters. As well as marking and awarding a grade, I also make use of target stickers at the end of any assessment so that pupils’ know and recognise the standards they are aiming for and it provides feedback which helps students recognise their next steps and how to take them. Please refer to Appendix 11, for an example of a target sticker that I might use at KS3 level. I tend to provide oral feedback as well rather than relying exclusively on marking  and written feedback. I found it difficult to decide on the assessment criteria for the marking and feedback on this given piece of work (for example, whether or not presentation is to be judged). So I decided to use the target grades as a guide to developing a mark scheme, which related to the test and the results as a percentage e.g. if they achieved 70% in the test then they would be awarded a grade 6A. It was difficult to determine these boundaries because the test was quite short and partly biased because it was only testing one topic in mathematics and they had all weekend to revise. There was potential for them to score over 90% and this wouldn’t be the case in an end of term test where many topics are combined into a longer test. This is one point that could be amended to improve the quality of this assessment in the future. Ofsted outline the characteristics of assessment that promote learning, to be imbedded in a view of teaching and learning of which it is an essential part and involves sharing learning objectives and goals with pupils. I have found the task to be successful in helping me determine the level of the pupils’ attainment and progress in mathematics. I believe that frequent short tests will over a period of time improve their examination technique, which is a formative learning experience. Black and William (1998) agree that, constantly assessing demonstrates confidence that every pupil can improve; and it involves both the teachers and pupils’ reviewing and reflecting on the assessment data. Assessing Pupils Progress at Key Stage 3 is vital to tracking pupils progress over time to inform the planning of teaching matched to pupils needs and gathering diagnostic information about the strengths and areas of development of individual pupils’ and groups of pupils. Appendices APPENDIX 1 The school are determined to close the achievement gap by ensuring that any pupils at risk of underachieving are identified early and support and intervention is provided for these pupils. In particular those pupils that are on FSM or classified as LAC. The following table shows the attainment of all pupils in Year 11 including those who were ‘looked after’ or on free school meals. The brackets show the number or percentage of students on free school meals and or who are looked after. (FSM and or LAC)/ All Pupils 2011 2012 No. of pupils in Year 11 (GCSE) (7)/126 (4)/140 % gaining 5+ A*-C in both English and Maths (57)/67 (25)/68.5 % gaining 5+ A*-C English (57)/69 (50)/75 % gaining 5+ A*-C Maths (100)/83 (50)/76 APPENDIX 2 Mathematical jokes relating to the topic: Who invented fractions? Henry the 1/8th! I believe five out of four people have trouble with fractions. There are three kinds of mathematicians those who can count and those who cant. Math Magic / Number fun / Maths Tricks: Trick 1: 2s trick Step1: Think of a number. Step2: Multiply it by 3. Step3: Add 6 with the getting result. Step4: divide it by 3. Step5: Subtract it from the first number used. Answer: 2 Trick 2: Any Number Step1: Think of any number. Step2: Double the number. Step3: Add 9 with result. Step4: sub 3 with the result. Step5: Divide the result by 2. Step6: Subtract the number with the number with first number started with. Answer: 3 Trick 3: Any three digit Number Step1: Add 7 to it. Step2: Multiply the number with 2. Step3: Subtract 4 with the result. Step4: Divide the result by 2. Step5: Subtract it from the number started with. Answer: 5 I found the mathematical jokes and maths magic tricks highly effective in the sense that it settled the pupils down at the beginning of the lesson, it helped to build a good relationship with the pupils, it created a little bit of fun and something to look forward to within the lesson, which in turn lead to better behaviour and attitudes towards maths as a subject. It is also useful for practising mental maths or for improving skills like using a calculator. APPENDIX 3 Assessing Pupils Progress (APP) in Mathematics Assessing Pupils Progress is a structured approach to pupil assessment in Key Stage 3 to support teachers with: making judgements about their pupils attainment, keyed into national standards developing and refining their understanding of progression in science gathering diagnostic information about the strengths and areas of development of individual pupils and groups of pupils tracking pupils progress over time to inform the planning of teaching planning teaching that is matched to pupils needs supporting the transfer of meaningful information at key transitional points facilitating the setting of meaningful curricular targets that can be shared with pupils and parents APPENDIX 4 Marking example WWW:You understand and can write a percentage/fraction/decimal in either form in order to compare values. You can also calculate a percentage of a quantity and use this to increase or decrease a value. EBI:When calculating a percentage increase/decrease of a quantity you use the multiplier method. Your work is excellent/good/satisfactory. MRI: (response to feedback from the pupil) APPENDIX 5 Starter related to percentages Find 10% of the following: a)  £300b) $200 c) 50gd) 30p e) 45pf)  £64 g) $32h) 12g APPENDIX 6 Why Ask Questions? The following is a partial list of the questions that teacher Peggy Lynn asked during her two lessons on direct and inverse variation. As you read each question below, think about Peggys purpose in asking it. Ask yourself, Why did she ask that question? How did you come up with your estimation? When you say pattern, what kind of pattern are you referring to? And what does that + 1 on the end mean? Any questions so far? Why did you do 100 ï ¿ ½ 100? You seem pretty certain of that. Why do you think its not [a direct proportion]? So how many gallons would there be in 920,000 barrels? Could a direct variation have a negative slope? If you have zero drops, how much area should you have? What just happened there, when you doubled your volume? What about if you made the area of the base get smaller and smaller, your diameter got smaller and smaller. Whats going to happen to the height of your water? Questions in the math classroom serve a variety of purposes, from increasing student comprehension and clarifying student thinking, to aiding in social development. The following list gives many of the reasons teachers ask questions. To involve students in the lesson by letting them share ideas that provide clarification and a deeper analysis of problems Example: You seem pretty certain of that. Why do you think its not [a direct proportion]? To provide assessment of what students know to help guide  instruction Example: Why did you do 100   100? To enhance retention of important information and to provide increased understanding of the major mathematical skills and concepts. †¨Example: If you have zero drops, how much area should you have? To aid in classroom management by redirecting discussions, making sure that students comprehend directions, and checking for understanding. (Many questions in this category are not prepared in advance teachers ask them as the need arises .) †¨Example: Any questions so far? APPENDIX 7 Deploying support staff Communication Be clear and specific: dont assume that your TA knows what you want them to do. Think about how you would feel walking into a lesson and trying to decipher what to support the pupils with while listening to the teaching segment. Its hard to manage all of this at once, especially because you were on break duty and missed the first seven minutes. Not all teachers have dedicated time to share and discuss lessons with their TA. But its essential to discuss your lessons plans, expectations, focus children and so on; this will help you build a relationship with your TA and enable them to anticipate what you and the pupils will need throughout the year. Class interaction Empowering your TA to be active in lessons not only enables them to raise their profile in the classroom, but also allows you to develop an engaging environment. Involve them in lessons and build a rapport where you can bounce off each other during sessions. The teachers and teaching assistants roles are different but both are important and your TA might have more experience in the school or with children. Be sure to acknowledge this, always speak in a professional way and when there is conflict, clear the air  and address the issue. Decision-making Allowing your TA to make independent decisions that are in line with your classroom rules and behavioural strategies is very empowering. Facilitating this will help keep the class running smoothly and promotes a team approach to teaching. As well as the benefit of building a good working environment, in the event that you are out of class for NQT time, off sick or on a course, you know that your classroom systems are being sustained, giving your pupils consistency, which is particularly vital in a primary classroom. Build on your TAs strengths Ask your TA about their hobbies, experiences and what they would like to do in the classroom. This will give you a great insight into their strengths, skills and interests. Over time you will find that building on your TAs skills and strengths will enable you to get the best out of them, to the benefit of you and your pupils. Also be aware that an increasing number of TAs are graduates and have very valuable transferable skills. Feedback Everyone benefits from feedback and your TA is no different. Give them details about what works well, remain positive and give clear requests. Make sure the feedback is constructive and help your TA to see the bigger picture of what you are trying to achieve in your setting. If you would like to find out more, Maximising the impact of teaching assistants by Anthony Russell, Rob Webster and Peter Blatchford is well worth a read. Fundamentally, be conscious of planning for your support staff, it will empower them and allow you to have a greater impact on your pupils. APPENDIX 8 According to Ofsted, good assessment practice in mathematics includes: day-to-day assessment, marking and feedback, and the use of assessment to set targets. Formative assessment, or ‘assessment for learning’ is most effective when it: is embedded in the teaching and learning process   shares learning goals with pupils helps pupils to know and to recognise the standards to aim for provides feedback for pupils to identify what they should do to improve has a commitment that every pupil can improve  involves teachers and pupils reviewing pupils’ performance and progress involves pupils in self-assessment. Five key changes to marking and feedback:  decrease the use of extrinsic rewards (house credits) as a number of pupils reported negative reactions to not receiving rewards even when they had ‘done their best’ provide more oral feedback rather than relying almost exclusively on marking and/or written feedback in pupils’ books help pupils develop skills in marking and reviewing their own work and that of their peers in order to involve pupils more in marking and feedback decide on the assessment criteria for the marking and feedback on a given piece of work (for example, whether or not presentation is to be judged) be clear about whether to get pupils to correct their own work based on what purpose it will serve for a given piece of work. The most effective targets set by or for pupils are often curriculum-specific. These are: associated with a significant but manageable learning objective (e.g. simplify fractions by cancelling all common factors) discussed with p upils and expressed in a form that they can understand relatively short-term and subject to regular revision Bibliography Akin-Little, K. A., Eckert, T. L., Lovett, B. J., Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice. School Psychology Review, 33, 344-362. Sources: Black, P., Wiliam, D. Inside the black box: Raising standards through classroom assessment, www.kcl.zc.uk/depsta/education/publications/blackbox.html Black, P., William, D. (1998). Assessment and classroom learning. Assessment in Education, 5 (1), 7–74. Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51, 5-32. Burnett, P. C. (2001). Elementary students preferences for teacher praise. Journal of Classroom Interaction, 36(1), 16-23. Daly, E. J., Martens, B. K., Barnett, D., Witt, J. C., Olson, S. C. (2007). Varying intervention delivery in response to intervention: Confronting and resolving challenges with measurement, instruction, and intensity. School Psychology Review, 36, 562-581. Glickman, C.D., Gordon, S.P., Ross-Gordon, J.M. (2009).Supervisi on and instructional leadership: a developmental approach Allyn and Bacon, Boston, MA. Haring, N.G., Lovitt, T.C., Eaton, M.D., Hansen, C.L. (1978). The fourth R: Research in the classroom. Columbus, OH: Charles E. Merrill Publishing Co. Hawkins, S. M., Heflin, L. J. (2011). Increasing secondary teachers’ behavior-specific praise using a video self-modeling and visual performance feedback intervention. Journal of Positive Behavior Interventions,13(2) 97–108. Kern, L. Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75. http://www.learner.org/workshops/algebra/workshop7/teaching.html#4

Secretors and Non-secretors Disease Susceptibility

Secretors and Non-secretors Disease Susceptibility Human population can be categorized into secretors and non-secretors based on A, B and H antigen on basis of presence or absence of these blood group antigens in the body fluids and secretions, such as saliva, sweat, tears, semen, serum, mucus present in the digestive tract or respiratory cavities etc. Secretors are individuals that secrete blood group antigens in their body fluids while non-secretors are the individuals that do not secrete them in their body fluids and secretions. It is a known fact that ABO blood type is controlled by blood type coding genes present on the chromosome 9q34 but the secretor status of an individual is decided by interaction of a separate gene (called secreting gene) with these blood type genes. The presence of the secreting gene in a persons genome makes him a secretor and absence makes him a non secretor. The gene is designated as (Se) for Secretors and (se) for Non-secretors and it is entirely independent of the blood type A, B, AB or O. The individuals secreting antigens in the body fluid are designated as ABH secretors in blood banks. Individuals having O blood group secrete antigen H, A blood group secrete A and H antigens, B blood group secrete B and H antigens in the fluids. A secretor gene helps a person to gain a degree of protection against different environmental conditions especially the micro flora of a particular environment and also the lectins present in them. It helps them in promoting the growth of friendly, stable blood type intestinal bacterial ecosystem which depends on the blood type antigens present in the mucus of an individual. Secretor status does modify carbohydrates in the fluids present in the body and their secretions and it also affects and influences the attachment and persistence of the micro flora present in the body. Secretors are at a higher advantage than non-secretors. Non-secretors have a potential health disadvantage. They possess many metabolic traits such as carbohydrate intolerance, immune susceptibilities. Different tests are available for determining an individuals secretor status. Most common test uses saliva or other body fluids of an individual for testing the secretor status. These tests are based on the principl e of Agglutination Inhibition where the antigens are neutralized by the corresponding antibodies so that these antibodies will not be further be available to neutralize or agglutinate the same antigens residing on the red blood cells. ELISA could also be used for determining the presence of the secreted Lewis antigens in the saliva or other body fluids. The alleles Se and se differ in the frequency and have an anthropological value. They occur in different frequency in different populations. They have a high frequency in the American Indiana and a low frequency in the southern Indians. In US 20% of the population is secretors whereas 80% of the population consist of non-secretors. The fusion allele of the FUT2 (secretor type alpha(1,2)-fucosyltransferase) gene at a high frequency and a new se385 allele in a Korean population SECRETOR AND NON-SECRETOR A person secreting blood group antigens into the body fluids and other secretions like saliva, semen, tear, mucous in the digestive tract and respiratory cavities are named as secretors. In similar terms they put their blood type antigens in the body fluids. They secrete antigens according to their blood type, A secrete antigen A and H, B secret antigen B and H, O secrete antigen O and AB secrete A, B and H antigen. Secretors expresses Lewis b (Leb) antigens on the RBC where as non-secretor expresses Lewis a (Le a) on their RBC.These antigens in the body fluids give additional protection to the individual against the various microorganisms and the lectins present all around us. 15- 20% of the population consists of non-secretor. These individual fail to secrete the blood group antigens in their body fluids hence they become susceptible to bacterial and superficial yeast infections. A large no of them sometimes also suffer from the autoimmune disorder. This could also be correlated with the secretor and non-secretor phenotype. The body secretions of secretors and non-secretors differ quantitatively and also qualitatively. The type and quantity of the antigens present in it differ among different individuals. In some cases the non-secretors may contain the A and B antigens in the saliva but the quantity is less and even quality is very low hence they have similar functional problem. There are certain properties which are specific for secretors and differ in non-secretors. Some are listed below: Intestinal alkaline phosphatase activity ABH secretor correlates the activity of alkaline phosphatase and serum alkaline phosphatase present in the intestine. Non-secretors have low activity of alkaline phosphatase and serum alkaline phosphatase which is responsible for the breakdown of fat and assimilate calcium. Low molecular weight alkaline is present in both secretors and non-secretors and high molecular weight alkaline phosphatase is present only is secretors. Bacterial flora The ABH blood types influence the population of bacteria residing in the local vicinity of the gut mucin glycoproteins. Bacteria produce enzymes that have the capability to degrade the end sugar of A, B, and H blood antigens and which are consumed as food by them. The B antigen degrading bacteria produce enzyme to remove the end alpha-D-galactose and A antigen degrading bacteria produce enzyme to detach N-acetylgalactosamine which are used as a source of food by them. Blood clotting The secretor and the ABO genetics influence each other and effect upto 60% of the vWf concentration variation in plasma. Raised levels of factor VIII and vWf may cause thrombotic and heart disease in future. Secretors have the slowest clotting time, thinnest blood, least tendency of platelet aggregation, low amount of factor VIII and von Willebrand factor (vWf). The non-secretors have highest clotting time, thick blood, high amount of factor VIII and von Willebrand factor (vWf) and low bleeding time. The blood viscosity is also influenced by the secretor status of that individual. Phenotype Lewis Characteristics of Clotting Le (a- b-) maximum action of factor VIII and vWf Very Low bleeding times (seen in A, B and AB) Le (a+ b-) intermediary action Low bleeding times (seen in O) Le (a- b+) minimum action of factor VIII and vWf Very Long bleeding times (seen in O) Blood Type Lewis and Factors effect Blood Clotting Immunoglobulin Variations ABH non-secretors express low concentration of IgG immunoglobulin. The secretion of varying concentration of diverse constituents of the blood group is controlled by the secretor gene and it also affects the phagocytic activity of the leucocytes which provides an added advantage to the non-secretors. The leucocytes of the non-secretors possess a greater ingestion power when compared to the secretors. The O and B blood group non-secretors have the highest phagocytic activity. The presence of different concentration of anti-I in the an individuals serum is affected by the ABO group, secretor status and sex of the individual. The secretors females have a high level of anti-I in the serum as compared to the males. The non-secretor have low levels of IgA and IgG antibodies and hence have frequent problems with the heart valve. Genetics and Biochemical pathways The secretion of the blood group antigens in the body fluids and other secretions are genetically influenced by certain allelomorphic genes. Secretor gene contains two alleles (Se) and (se). The dominant gene Se is present in the homozygous or heterozygous condition in the secretors which lead to the secretion of antigens into the body fluids. se is recessive allele and is present in non-secretors in the homozygous condition. SeSe and seSe produces a dominant secretor phenotype and sese produces a recessive non-secretor phenotype. Basically three genes are responsible for the formation of the A and B antigens. They are namely ABO, Hh, and Sese genes encoding glycosyltransferases which produces the A and B antigens. H antigen present in the individual with O blood group is the precursor for the formation of A and B antigens. H antigen act as a backbone for A and B antigens. The O gene is considered as amorphic. The allele Hh and Sese reside on each locus and are closely linked together. It is also suggested that one of the allele has arisen by the gene duplication of the other. The second allele on the same locus is really rare. The product related to this allele hasnt been discovered yet and hence it is considered as amorph. The oligosaccharide responsible for the formation of the A and B antigen can exist in a simple linear fashion or a complex branched fashion. Infants A, B and H antigens contain high amount of linear chained oligosaccharide whereas oligosaccharides present in an adult contain high amount of branched chained oligosaccharides The A and B antigen is synthesized from a common intermediate known as substance H. The conversion is carried out by the addition of a sugar molecule to the non reducing end of the H oligosaccharide chains. This addition affects the reactivity of H antigen. The ABH substances are secreted in the Urinary respiratory tract, gastrointestinal tract by mucous glands residing there. The secretor gene regulates the synthesis of blood group antigens in the glands of small intestinal mucosa. The secretors and non-secretors produce A and B substances which are basically glycoproteins in pylorus and Brunners glands and produce A and B substances those are soluble in alcohol and glycosphingolipids in nature. The secretors also produce ABH substances in the prostate and lactating mammary glands. The secretion of breast is rich in H substance but poor in substance A and virtually absent in substance B. The synthesis of these constituents in the pancreas and secretory cells of sweat gland is not controlled by the secretor gene. The blood groups substances were also found in the calyxes and collecting tubules of the secretors (Se) but it could not be concluded that whether they are produced by the kidneys or are generally excreted. These secretions were noticed in the eight to nine weeks old salivary glands and stomach and later it appears throughout the gastrointestinal tract. Glycosphingolipids carrying the A or B oligosaccharides are present on the membranes of RBCs, epithelial and endothelial cells and are also present in the plasma in the soluble form. The glycoproteins carrying the similar A and B oligosaccharides are responsible for their activity in the body fluids. In the body fluids they are present in the secreted form. The A and B oligosaccharides which do not contain the carrier proteins are present in the milk and urine. The chromosome 19 containsFUT 1 and FUT 2 genes which code for fucosyltransferase. FUT genes numbered from 1-7 and form clusters which are responsible for the production of enzymes called as fucosyltranferases. The cluster is located on chromosome 19q13.3. Fucosyltranferase helps in the formation of fucose moiety which is added to the H antigen and further gylcosylate the A or/and B antigens. H antigen is a basic blood group antigen present in each and every human being but the content varies in different individuals of the same ABO group. A general pattern indicates that its strength varies as O>A2>A2B>B>A1>A1B. Water soluble H antigen has been demonstrated in the saliva and the body fluids of the individuals.H antigens are fucose containing glycan units which are present on the glycolipids or glycoproteins residing on the erythrocytes membrane or in the secretions. The fucosylatedglycans are the substrate for the enzyme glycosytransferases that are responsible for the formation of the Lewis and A, B blood group antigen epitopes. Secretors contain both the alleles whereas non secretor contains the null allele for FUT2 gene. The FUT 2 gene codes for fucosyltranferaseenzyme in the exocrine tissues which lead to formation of antigens in the body secretions and body fluids. The A and B genes produce glycosyltranferase that add sugar to oligosaccharide chains that is converted to H antigen. The H antigen are constructed on the oligosaccharide chain. The oligosaccharide chains could be of two type : Type 1 and type 2. The glycosphingolipids present in the plasma and on the membranes of glandular and parenchymal cells and glycoproteins present on the cell surfaces or body fluids carry either the type 1 or type 2 chains. The glycolipids antigens present on the RBC contain type 2 chains. A gene encodes N-acetyl-galactosaminyl-transferase and B gene-encodes galactosaminyl-transferase and add   GalNAc   and  Gal   in alpha (1-3) linkages which is acts on the H gene transferase. The H gene produces fucosyltransferase that add fucose to the terminal Galactose molecule of type 2 chain. It forms an alpha (1-2) linkage. A and B antigens are constructed when the A and B transferases attach respective sugars to the type 1 or type 2 chain substituted with Fucose. The secretor gene FUT2 located at 19q13.3 and codes for the activity of the glycosyltransferasesin concert with the FUT1 gene coding for H antigen, needed to assemble both the ABO and Lewis blood group and are active in mucous gland and goblet cells which interact with each other and lead to secretions of antigens in the fluids. The expression patterns of both the genes are different. The FUT1 (H) gene is dominantly expressed in the erythroid tissues which lead to the formation of the H enzyme whereas the FUT2 (secretor) gene is expressed in the secretory tissues and lead to the formation of secretor enzyme. The product of the H enzyme or H gene resides on the erythrocytes and product of secretor gene resides on mucins in secretions. If an individual lack these alleles, he/she will not be able to express the above active enzymes therefore they would be deficient of the substrates which are required by the A or B glycosyltransferases. Therefore they would not express the A and B epitopes. Correlation between Lewis Phenotype and ABH Secretor status The Lewis typing also helps in finding the ABH secretor status. The production of Lewis antigens is genetically controlled. Individuals possessing the Lewis (Le) gene would produce the Lewis antigens which are carried in the plasma by different substances and are absorbed onto the Red blood Cells present in ones blood. The ABO determinants and H/h blood groups factors seem to show structurally corelation to Lewis blood determinants. FUT1 provide the glycans for glycosyltransferases which convert Lewis antigen to ABH antigens. FUT2 allele is expressed in the secretor and is responsible for the expression of type1 H determinant. The secretors convert their Lewis a antigen to Lewis b therefore they are (a-b+) and the non-secretor are (a+b-) as they lack the FUT2 responsible for glycosyltransferase which could convert Lewis a antigen to Lewis b antigen. Lewis (Le) gene and Secreting (Se) gene interact with each other. Initially Lewisais formed and if Se gene is absent in an individual the Lewisa substance is absorbed on the RBC and the individual is typed as Lewisa but in secretors the Se gene controls the activation of the H gene which causes addition of an additional sugar to Lewisa which convert it to Lewisb. Secretors contain both Lewisa and Lewisb in their plasma but absorb Lewisb preferentially on the red blood cells and the individual is typed as Lewisb. Hence we could interpret that presence of Lewis gene would type an individual as Lewisa positive or Lewisb negative or vice versa. An individual could not be positive for both. A person containing both Lewis gene and Secreting gene are typed as Lewisa negative and Lewisb positive whereas a person having the Lewis gene but not the secretor gene is typed as Lewisa positive and Lewisb negative. Individual who does not have Lewis gene regardless of secretor gene is typed as Lewisa negative and Lewisb negative. Note: Lewis Double Negative (LDN) is a sub type of non secretors but Lewis typing cannot be used for them to determine the ABH secretor status. Detection methods The presence and absence of the antigens in the body fluids could be detected by Agglutination Inhibition and Lewis typing. Agglutination Inhibition test could be divided into two parts:- Part I Antibody Neutralization: To determining ones secretor status, the saliva of the individual is mixed by the antiserum (Anti-A, Anti-B or Anti-H) available commercially. In secretors the soluble substances i.e. blood group antigens will react with the antibodies present in the antiserum and will get neutralized. Part II Agglutination Inhibition: The bed blood cells obtained commercially are added to the test mixture. In secretors agglutination of the RBC do not take place as no free antibodies are available to agglutinate them. All the antibodies have reacted with the soluble antigens present in the saliva whereas in non-secretors agglutination would occur upon addition of the RBC as no blood group antigens are present in the saliva so antibodies present in the antiserum are not neutralized and hence would be free to react with the test RBC cells which are added to the test mixture. Hence agglutination is a negative test for secretor status and positive test for the non-secretor status. Note: Anti-H lectin containing phytohaemagglutinin virtually specific for human RBC. Thirteen Cucurbitaceaespecies have been investigated for the anti-H activity present in their seed lectins. Lectins has been extracted and purified from Ulexeuropaeus seeds. It could be used to demonstrate the H secretor status of blood group O individual and also for subgrouping the blood group A individuals. Lewis typing: Individuals carrying the Lewis gene produce Lewis antigens that are carried by the plasma and are also adsorbed on the red blood cells. Lewis antigens do not reside only on the red blood cells. Initially the gene gives rise to Lewisa. If Se gene is present it activates H gene which interact with the Lewisa and add a sugar to Lewisa and hence get converted it to Lewisb. Both Lewisa and Lewisb in present in the plasma of the secretors. If the Se gene is not present then the Lewisa substance is adsorbed on the red cells and individuals are typed as Lewisa. The secretor status of an individual could be determined with help of Lewisa and Lewisb antibodies mixed with an individuals saliva and observing the agglutination macroscopically. Disease Susceptibility among Secretors and Non-secretors Digestive system Non-secretors are more prone to the diseases caused by the oral bacteria in the digestive system of an individual. It includes ulcers, celiac diseases gastric carcinoma pernicious anemia etc. It could lead to dysplasia or increase in the number of cavities present in the digestive tract. Non-secretors are less resistant to the infection caused by Helicobacter pylori which could lead to the formation of peptic and duodenal ulcers. It could easily colonize and cause inflammation in the non-secretors. The non-secretors lack the blood group antigens in the mucus secretions therefore H.pylori attach to the walls of the digestive tract and cause infection. The secretors have a tendency to secrete free ABH antigens in their intestinal secretions which effect the bacterial and lectins adherence to the microvilli present in the gut. The secretors produce these antigens and prevent H.pylori attachment. These antigens act as a decoy in the secretors which prevent them from attaching with the ho st tissues. The non-secretors also show a lower IgG immune response to the H.pylori. They have extreme rate of bleeding and stomach ulcers but correlation between these complications and the secretor status have not been documented yet. The non-secretors are not able to turn off the digestive enzymes and hence they produce large amount of enzyme pepsin and hence are more prone to duodenal ulcers. 50% of the duodenal ulcers are present in non-secretors. 30-40% of group O individuals are affected by the duodenal ulcers and 15- 20 % are affected by the gastric ulcers. They show a high risk factor along with the gene coding for hyperpepsinogenemia I which impact in the risk of duodenal ulcers. Group A individuals have a higher tendency of having gastric cancer and pernicious anemia. Statistics shows that 20% of the group A individuals are affected by gastric cancers and 25% are affected by the pernicious anemia. Oral pathology The non-secretors are more prone to oral diseases like mouth and esophagus cancer, epithelial dysplasia etc. They have more cavities than secretors. Diabetes The ABH non-secretors and Lewis negative (Le a-b-) individuals have a high risk of developing insulin dependent diabetes or complications arising from diabetes. Secretors with juvenile diabetes have a low chance of developing retinopathy. The ABH non secretors which are affected by insulin dependent diabetes mellitus, they show mean levels of C3c and C4 is lower as compared to ABH secretors. Metabolic Syndrome X The Lewis negative men are predisposing to syndrome X and prothrombic metabolism. They have high levels of BMI, SBP, triglycerides and low levels of insulin in serum and plasma glucose while fasting. This relationship is not true for women and is only applicable for the men. Respiratory System   Secretors have an added protection against the harmful environmental assaults directed towards our lungs and as usual non-secretors have a health disadvantage. They are over represented among the people suffering from influenza viruses A and B, rhinoviruses, respiratory synsytial virus and echinoviruses. The secretors who are miners or smokers do receive a protection against the disastrous effects of the cigarette smoking. Asthma is very common among the individuals working in the coal mines. Upon research it was concluded that asthma among them is also related to the non-secretor phenotype present in them. The non-secretor has a tendency to snore and are more prone to COPD (Chronic Obstructive Pulmonary Disease). Heart disease The ABH non-secretor phenotype have a high risk of developing myocardial infarction and Lewis negative individuals have a high risk of developing chronic heart disease (CHD) and also ischemic heart disease (IHD). They contain high levels of triglycerides. Alcoholism has a positive interaction with the Lewis negative individuals. Alcohol consumption is protective in these individuals. Autoimmune Disease   Autoimmune disorders such as Sjogrens syndrome, spondylitis, sclerosis, arthropathy, arthritis, and Graves disease are more prone in non-secretors. The ABH non-secretors affected with graves disease produces high levels of antitubulin antibodies as compared to secretors and are unable to produce the water soluble glycoproteins in the saliva. Fetal Loss and Infertility ABO antigens are also found on the sperm of the secretors. These are obtained from the seminal secretions present in them. ABO incompatibility could exist between the wife and husband if could affect the fertility of an individual. This issue has not been properly studied and is therefore under research. Rheumatic Fever The secretors and group O individuals are resistant to Rheumatic fever and more number of cases have been recorded in the non-secretors. Secretor status could also determine whether the rheumatic fever would be followed by streptococcal pharyngitis or not. Neisseria species The non-secretors who do not produce water soluble antigens in the saliva are at the risk of getting infected by Neisseria meningcococcal disease. The immune capabilities of the secretor provide a relative protection in the secretors. The ABH non-secretors produce low level of anti-meningococcal salivary IgM antibodies which provide protection to the secretors against the microorganism. Candida species Non-secretors are barriers of candida species and therefore are frequently affected by the candida infections. The glycocompounds secreted by secretors in the body fluids inhibit adhesins present on the yeast which are responsible for their adhesion with the body tissues. This leads to the development of the chronic hyperplastic Candidiasis. Statistics shows that 68% on the non-secretors are affected by chronic hyperplastic candidiasis. Non-secretor women are affected by recurrent idiopathic vulvovaginal Candidiasis. An individual with a combination of non-secretors and absence of Lewis gene are at relative risk of developing recurrent idiopathic vulvovaginal Candidiasis. Tumor Markers The individuals with homozygous active Le alleles (Le/Le) and inactive (se/se) alleles shows a highest mean value of CA19-9 tumor marker. The Lewis negative individuals irrespective of Se genotype have negative values for CA19-9. The Lewis negative individuals have higher mean value for DU PAN-2 as compared to Le-positive individuals. We can conclude that CA 19-9 marker is not an appropriate tumor marker for Le-negative individuals but DU-PAN-9 is an appropriate tumor marker. UTI Non-secretors show a higher risk of getting recurrent urinary tract infection (UTI) and renal scars as compared to secretors. This susceptibility is higher among negative Lewis subset. Statistics of a study done on women affected with recurrent urinary tract infection stated that 29% of the non-secretor women were affected by UTI and 26% of Lewis (a-b-) women were affected by the UTI. The non-secretor phenotype and blood group B and AB phenotype work together to increase the risk of UTI among women. Women and children suffering from renal scarring with and without the antibiotic treatment for UTI are prone to UTI and pyelonephritis. 55-60% of non-secretors develop renal scars and 16% on secretors develop renal scars. C-reactive protein levels, erythrocyte sedimentation rate and body temperature are higher in the non-secretors that in secretors with recurrent UTI. Conclusion It concludes that there exist a statistical association between the individuals blood-group secretor phenotype and the diseases they are susceptible to. So knowing your secretor status is advantageous as we can use the nutritional supplements more intelligently and effectively. It also makes us aware of the diseases, illness and metabolic dysfunction we are prone to, difference in the levels of intestinal alkaline phosphatase activity, propensities towards blood clotting, tumor markers and different ingredients of breast milk so that we can manage them before hand and would be prepared for them in the near future.

Alexander Graham Bell :: essays research papers

Alexander Graham bell was a very important man, not only to Canada but to the whole world as well, and it was not an easy road to success. His contributions to the world of communication were unmatched by any one. This essay will be arguing the facts about Bell that have been stated through 3 main topics, which are, Bell’s contribution to deaf people. Graham Bell made a contribution to the communication world. Finally he ran into many problems while in innovations were occurring. Alexander made an extremely large contribution to the deaf people by doing many things. Before he was born Alec’s father was trying to develop a method of speech for deaf people while this experimenting was going on he had a son who little did he know would rock the world with the invention of the phone. During his early years Bell and his father perfected this method of visible speech for the deaf. Alexander invented a glove whit visible speech letters printed on different parts of the glove so when touched by different fingers spelled different words. He and his family toured around the country showing this item off and soon gained much respect. After bell moved to Canada he decided that this glove was not enough. Soon he opened schools meant specifically for the deaf people to learn and there are still some schools to this day that have been founded by Bell just for deaf people. During one of his many visits to one of his school he met a young student by the name of Mabel Hu bbard “I have discovered that my interest in my dear pupil… has ripened into a far deeper feeling'; (always inventing, 28) this caused some controversy between the two families because of the significant age difference and the fact the she was deaf, also they didn’t want them to have kids for there was a possibly of deafness being hereditary (Alexander Graham Bell An Inventive Life, 16). Also people in the community were talking about how Bell was going to marry a deaf girl, but despite this wishes of the families the got married and had children who turned out fine. Mabel describes her first meeting wit Bell “I did not like him. He was tall, with jet black hair and eyes but dressed badly and carelessly in an old fashion suit… he seemed hardly a gentleman'; (Alexander Graham Bell An inventive life, 16).