Explication Of Blake Essays - Songs Of Innocence And Of Experience

Explication Of Blake The poetry of William Blake is renowned for its critique of society and injustice as well as expressing strong religious influences. Songs of Innocence and Songs of Experience were written concerning the destiny of the human spirit and the differences between how children and adults view and understand the world. Blake believed that man had the potential to attain both wisdom through experience and joy through innocence. He admired the innocence of children and thought that self-awareness could be realized through the recapturing of the wonderment and imagination of a child. Songs of Innocence reflect that innocence and joy. Songs of Experience were written to expound upon how the knowledge of injustices, evils, and confusion arrive as a result of life experience. These poems focus on understanding the evils and injustices of the world without becoming tainted by them in order to gain an awareness of our true identities. Two of Blake's most well known poems are ?The Lamb? from Songs of Innocence and ?The Tyger? from Songs of Experience. Each work contains elements relating to their themes. ?The Lamb? is written through the viewpoint of a child as a symbol of innocence analogous to ?The Tyger? as an example of experience. In ?The Lamb?, Blake discusses many points pertaining to religion. The lamb is described as being meek, vulnerable, and harmless when Blake says, ?Gave thee clothing of delight, Softest clothing, woolly, bright; Gave thee such a tender voice? (lines 3-7). The picture of the lamb feeding ?by the stream and oe'r the mead? (line 4) suggests God's kindness in creation. We are reminded in the second stanza that God, who created the lamb, is also like the lamb. ?For he calls Himself a Lamb. He is meek, and He is mild? (lines 14-15). After ?He became a little child? (line 16), Jesus became known as The Lamb of God who came to take away the sins of the world. The innocence of the lamb is sho wn to be wholesome, good, and right, free from the corruption of the world. ?The Tyger? also deals with religious elements and creation asking, ?Did he who made the Lamb make thee (line 20). The first stanza asks the question of what kind of being could be powerful enough to create ?thy fearful symmetry? (line 4). Blake is amazed at the complexity of the animal, ?what art, could twist the sinews of thy heart? (lines 9-10), the power that caused its heart to beat, and at the formation of tiger's brain. We cannot be completely positive of what the tiger represents, but with its fearsome appearance and savage nature, the majesty and power of God's creation is manifested. The tiger is terrifying in its beauty, strength, complexity, and vitality. The lamb is obviously one of God's creations with innocence and meekness with which he must be pleased, but Blake wonders whether He is as pleased with the tiger, ?Did he smile his work to see (line 19). The poem ends with the poet questioning not who ?could? create the animal, but who would ?dare? to create such an anim al. Because the tiger represents experience, it can be inferred that experience is not something to be desired and is evil. Through further examination we realize that experience, like the tiger, is to be respected and revered, but not enjoyed. The wisdom that comes from experience allows one to ponder life's mysteries, inherent complications and problems, injustices, and abuses without becoming tainted by them while maintaining a state of innocence. The Tiger and The Lamb are complementary due to their examination of dissimilar, almost contradictory viewpoints. When analyzed together, we realize that there must be a union of opposites where innocence and experience are fused. Simply returning to a state of innocence and ignoring the lessons taught through experience is not sufficient for us to become aware of our own identities, but recognizing and understanding the evils around us without becoming tainted by them is how we achieve self-awareness. English Essays

The Cask of Amontillado

The Cask of Amontillado Introduction Montresor starts the story of â€Å"The Cask of Amontillado† by indicating that his friend irreparably offended him and seeks vengeance. He plans to revenge in a calculated way without putting himself at risk with the law. Edgar Allan Poe is famous for using theatrical imagery in the gothic type. The gothic type of literature has an array of conventions.Advertising We will write a custom essay sample on The Cask of Amontillado specifically for you for only $16.05 $11/page Learn More These include the suggestions of horror, supernatural, and mysterious, alien settings such as fortress as well as the collapsing buildings. The story utilizes graphical language and imagery in the development of a sense of deceptive and persuasive nature and circumstances in the expansion of the symbolic approach of sustaining a condition of suspense. Analysis and explanation of ‘The Cask of Amontillado’ The imagery selected by Poe in The Cask of Amontillado is critical in furthering the plot of the narrative. The suspense created by the author remains until the end of the story. The cause of the intense abhorrence harbored by Montresor towards Fortunato remains anonymous throughout the story. The narrator does not reveal why he hated Fortunato so much to the extent of leading him to his death. The lacking information helps the author to add tension. It makes the reader to create acquaintance with the language used by Montresor as he craftily leads Fortunato to his demise.  In addition to the creation of a closer concentration to the graphical wording, the author also utilizes imagery to develop a sense of the looming doom. There are two providers of the looming doom and tension. The prefiguring and satire take root through the composition of the whole narrative. The elements are highlighted by the author through imagery that creates a sense of situation that is engulfed with the overpowering fear for the reader. The narra tive heavily depends on expressive wording and imagery to attain a sense of mood that matches the narrative’s sinister plot. The extensive utilization of sinister imagery is fundamentally successful in creating a dark mood.  The author has used color imagery as a central pivot point to question the motives by Montresor. By covering the face with a black silk camouflage, Montresor is not a depiction of the blind fairness but rather the Gothic reverse of prejudiced revenge. On the contrary, Fortunato dresses in the mixed color attire of the court fool. He is duped plainly and disastrously by Montresor’s camouflaged intentions. The color design in the narrative is the representation of the satire of Fortunato’s fatal sentence. He countenances the comprehension that even the festive period can be gravely serious.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More T he author selects the festival setting for its desertion of social order. Typically, the festive season signifies pleasant social interaction. However, Montresor alter its joyous abandon and turn the festive mood on its head. The repetitive references to the bones that line the crypt foretell the narrative’s plunge into the criminal world. The two characters’ underground journey is imagery for the journey to hell. Since the festive mood in the world of the living does not happen as Montresor would wants, he decides to take the celebration mood below the earth within the sphere of the deceased and the satanic. The author further develops suspense through foreshadowing. During the conversation between the two characters, Fortunato states that he shall not die of a cough. In reply to this, Montresor concurs. It is an indication that he already knows that Fortunato will actually die of thirst and hunger in the vaults. The description of the family insignia is also the fore telling of the upcoming events. The emblem characterizes a human foot squashing a stubborn snake. The foot imagery is a representation of Montresor. The snake symbolizes Fortunato. Despite Fortunato having Montresor with injurious affront, he will eventually squash him. The talk about Masons also foretells Fortunato’s death. He dares Montresor’s assertion that he is a member of the Masonic order. Montresor responds menacingly with a visible retort. This is apparently depicted when he claims that he is a mason by removing his trowel. In fact, he meant that he is factually a stonemason. By saying this, he implied that he builds objects out of rocks and mortar. In this context, the imagery is that he will construct Fortunato’s crypt.  The closing moments of the talk between the two characters intensify the horror. It proposes that Fortunato will have in the end and paradoxically some kind of advantage and control over Montresor. From Fortunato’s statement, â€Å"For the love of God, Montresor!† he meant that Montresor has finally managed to take Fortunato to the vault of hopelessness and misery. The imagery is pointed to by his incantation of a God that abandoned him long ago. The words are Fortunato’s last expressions in life. The bizarre distress exhibited by Montresor in rejoinder to the words proposes that he requires Fortunato further than he is ready to confess. Conclusion The narrative extensively uses imagery to make a variety of communication with the reader. The author uses graphical imagery to create a sense of intrigue to capture the attention of the reader throughout the narrative. By using imagery, the author creates suspense through foreshadowing. The narrative effectively uses Gothic literature to create a sense of fear that accompanies the death of Fortunato.Advertising We will write a custom essay sample on The Cask of Amontillado specifically for you for only $16.05 $11/page Learn Mo re

Adolescent School Violence and Counseling Research Proposal

Adolescent School Violence and Counseling - Research Proposal Example The purpose of the research is to identify how far student counseling is useful in managing or preventing violent and aggressive behavior among high school learners in the San Diego Unified School District. A qualitative research approach will be employed for the research as it best suits the topic under consideration. Random sampling and questionnaires will be made use of in the research. A before and after research design will be administered on the target group who will randomly be selected from the various senior high schools in the San Diego Unified School District. The proposed research is sure to attract the attention of any student or researcher of education while its research outcomes will be beneficial to the larger group of teachers, parents, learners, psychologists, counselors and educators. Introduction a. Statement of the research problem: The topic for the research proposal is the relationship between student counseling and school violence. The research seeks to explor e whether counseling reduces or prevents adolescent school violence. The purpose of the research is to identify how far student counseling is useful in managing or preventing violent and aggressive behavior among high school learners in the San Diego Unified School District b. Statement of the importance of the study: The statistics of school violence among the adolescents in the United States is quite alarming. It has been identified that almost forty percent of all violent crimes against adolescents between the ages of 12 and 19 take place on school grounds (Fitzpatrick, 1999). Similarly, the Department of Education and Justice (2007) measured approximately 628,000 violent behaviors and crimes among students aged 12-18 during the year 2005 alone. While the reasons for these violent and aggressive behaviors among school children are many and varied, researchers unanimously agree that school counselors have a pivotal role in teaching these children appropriate behavior. The present research proposal assumes greater significance as there have not been any previous authentic studies that tested how far student counseling has been useful in managing or preventing violent and aggressive behavior among high school learners in the San Diego Unified School District. The review of literature also offers the rationale for the current research. Researchers such as Rayburn (2004) have identified that school counselors who deal with problems of students as well as their families are better equipped to teach high school learners the importance of values and moral education. Similarly, studies have also revealed that school counselors can develop feelings of mutual respect, support, cooperative individualism, and develop mutual trust among school children (Sink & Rubel, 2001). The need for adequate counseling services at the school level has been pointed out by many researchers. In this respect, researchers at Hamilton Fish Institute observe that schools offer only limited counseling services to the needy students and that â€Å"expansion of these services is necessary to identify troubled students and assist them before their problems become severe and to respond adequately if a serious incident should occur† (Hamilton Fish Institute, p. 8). In certain cases, counseling and psychotherapeutic interventions are necessary not only for the perpetrators but also for the victims and witnesses of violence as well. The research questions would appeal to any student or researcher of education while the research outcomes will be beneficial to the larger group of teachers, parents, learners, psychologists, counselors and educators. c. Summary of prior literature: The major data bases searched for the research proposal includes

CompTac Essay Example | Topics and Well Written Essays - 750 words

CompTac - Essay Example Green should have been honest to begin with and never laundered the money from his employer into his personal checking. When the accounts are audited, these transactions will reflect on the company’s statements. The company can file criminal charges against Green, as well as terminate Green’s employment with the company......4.) Yes, Green committed a crime. Green committed hacking crimes, as well as a white collar crime known as employee theft. Even though Green returned the money the next week and no one noticed the discrepancy in the accounting books. These transactions to and from his personal checking account would still reflect in the CompTac records. These transactions can still be linked to Green. Green is guilty of laundering ten thousand dollars from his employer’s business checking into his personal checking. Then Green laundered the money back to the accounts at CompTac in an attempt to be honest. However, Green should have been honest to begin with a nd never laundered the money from his employer into his personal checking. When the accounts are audited, these transactions will reflect on the company’s statements. The company can file criminal charges against Green, as well as terminate Green’s employment with the company. 5.) I would implement a rating system of some sorts. I would continue to market the game to older teens, and adults. These kinds of games are suitable for older teens. The parents of younger teens, and children might agree with me that if their children were a little older then the game would be suitable for their child to play. However, because the game is not marketed to just older teens, and adults some younger teens, and children are beginning to discover the game, and are beginning to reflect the actions taken by the characters in the game. This is what has so many educators, parents, and other public committees outraged, that because of the violence the younger teens, and children are begin ning to become more aggressive. This is not something that happens to older teens, and adults when they play games like this.  

Ethics Report Essay Example | Topics and Well Written Essays - 2000 words

Ethics Report - Essay Example Correspondingly, this paper entails the conduct of interview with a management trainee belonging to Commonwealth Bank and a Human Resource manager of Bank of America Corporation in order to understand the impact of code of conducts on their behavior and career development. Introduction In the current business environment, it can be viewed that most of the leading companies throughout the globe are widely embracing the functions relating to human resource (HR). The HR managers or the HR professionals performing various sorts of HR functions are often considered to be planned change agents, proven leaders and trusted member within a particular organization. It can be admitted that HR functions over the years have dramatically changed from transactional towards more strategic due to changing business environment. At the same time, it can be firmly argued that without skillful abilities, it is quite hard for HR managers to perform various roles and HR functions efficiently (Rocca & Morro w, 2008). Correspondingly, two professions have been identified for the research purpose that includes a HR management trainee from Commonwealth Bank and a HR manager from Bank of America Corporation. ... Similarly, The Bank of America Corporation is an American based multinational financial service provider which is regarded as the second largest banking company in the US in terms of assets. The bank is committed to provide valuable service to its customers through delivering various financial and non-financial services such as employment, lending and investing. The interview was conducted through e-mail conversation and thus questions have been framed duly prior to the interview. The interview questions were designed to address various relevant aspects associated with HR (Bank of America Corporation, 2013). The primary rationale of conducting the interview was to acquire considerable understanding about code of conducts and their impacts on the behavior of individuals during the course of career development. Interview Reflection The interviewees warmly responded to the first question (refer to Appendix) and asserted that while devising and enforcing professional/organizational code of conduct, various aspects are taken into concern. Accordingly, it was apparently observed that management support, consultation with staffs, explicitly defined terms and policies are crucial while devising the organizational policies. It was emphasized that the devised policies should be directed towards the welfare of the organizations and should be fair as well as free from any kind of biasness. It was also stressed that the policies devised should be regularly evaluated and monitored in order to ensure the efficiency of the policy enforced. Based on the interview, the management trainee of Commonwealth Bank emphasized the functions and the responsibilities to be the critical factors for ensuring smooth functioning of

Picornavirus Life Cycle and Processing of Proteins

Picornavirus Life Cycle and Processing of Proteins Introduction Picornaviruses are small positive strand RNA viruses with single stranded genomic RNA capable of causing various diseases in humans (Porter, 1993). The picornavirus RNA genome has 3 poly(A) tail and a virus encoded particle Vpg at the 5 end. Unlike other RNA genome viruses, picornavirus doesnt contain a 7- methyl guanosine cap at the 5end intead they contain VPg a viral protein linked at the 5 end of the genome (Bedard and Semler, 2004). IRES (Internal ribosome entry site) is a clover leaf secondary structure at the 5 non-coding region and in the polypeptide there is a 3 noncoding region which contains the poly(A) tract required for the synthesis of minus RNA strand for RNA replication and translation. The minus strand RNa increases the efficiency of RNA replication and translation. The structural and non structural proteins are found at the polyprotein and the polyprotein is divided into three regions such as P1, P2, P3 where P1 contains the structural proteins (VP1, VP2, VP3 and VP 4) required for capsid formation and the non structural proteins P2 and P3 are required for replication and membrane rearrangement. The P2 and P3 region contains proteinase 3C and viral RNA dependent polymerase 3D (Stanway, 1990). There are 11 mature polypeptides with three main cleavage intermediates. UTR- Untranslated region; IRES- Internal ribosome entry site; VPg- Viral protein genome-linked (Lin et al, 2009). Processing of proteins The processing of proteins starts from the primary cleavage occurring between P1 and P2, mediated by viral protease 2A containing the cysteine nucleophile and it cleaves P1 and P2 leaving the viral polyprotein at cis. The P2 and the P3 precursors are separated from P1 region. For aphthovirus self cleavage takes place at the P1 domain region of the polyprotein by L proteinase at the cis whereas the L proteins in cardiovirus possess no proteolytic activity and hence in aphthovirus the cleavage of P1 is initiated by proteinase 3C. 2A proteinase also cleaves the cellular factors in entero and rhinovirus where eIF4G, a cap binding complex is cleaved and due to this even the there is a shut off in host translation. The L proteinase also cleaves eIF4G in aphtho virus during primary cleavage (Ryan and Flint,1997). There are four structural proteins in Picornavirus capsids such as VP1, VP2, VP3 and VP4 where the VP4 protein is inside of the capsid. The VP4 proteins are formed by the cleavage of VP0 precursor, late during the assembly and are modified after translation by the covalent attachment of myristic acid at the amino terminus (Cann, 1997). Picornaviruses consist of three types of proteinase L, 2A and 3C. the aphtho or F M D V polyproteins are processed by more than one proteinase. The L proteinase are available in two forms Lb pro and Lab pro. L pro possess the same function as 2A proteinase of entero and rhinovirus which cleave the host cell protein eIF4G but the major difference between L pro and 2A is that the L pro cleave in between Gly479 and Arg470 residues whereas 2A cleave in between Arg486 and Gly487. Lb pro plays a major role in substrate binding and also in shut off host cell translation like that of 2A proteinase (Ryan and Flint,1997). 2A proteinase cleaves at its own N terminus and the primary cleavage is carried at the P1 capsid protein precursor. The nature of 2A proteinase is unclear and the sequence similarities led to the understanding that 2A pro catalytic triad composed of His20, Asp38 and also an active site nucleophile of cysteine. 2A pro can be inhibited by active thiol proteinases such as iodoacetamide and N-ethylmaleimide. 2A proteinase also inhibits the host cell protein synthesis which mediated the cleavage of eIF-4G, a 220K Da polypeptide but it was later understood that the 2A pro just initiated as an activating factor for another proteolytic activity to cleave eIF-4G. Generally 2A pro shuts off the host cell translation because eIF-4G deals with cap dependent mode of translation in host cell. In poliovirus, 2A acts a trans activator of translation at IRES when host cell is not imhibited. When 2A pro was mutated it led to loss of cleavage activity in trans but not in cis, and no replication of vira l RNA was seen hence this confirms that 2A pro is required for viral RNA replication. The aphtho and cardiovirus 2A proteinase show no sequence similarity to entero/rhino virus although 2A protease are similar in size. The primary cleavage of hepatovirus and echovirus does not take place by the cleavage of 2A proteinase and the 2A protein in hepatovirus and echovirus showed no proteolytic activity (Ryan and Flint,1997). 2B and its precursor 2BC is a viral protein consisting of two hydrophobic regions with ÃŽ ± amphipathic a-helix domains leading to the alteration of membranes in the infected cells. The virus induced vesicles are formed when 2B and its precursor 2BC enter into the host membrane of Golgi and ER complex by altering the permeability of plasma membrane to form virporin complex. Once the 2B and the precursor 2BC enters the host there is an imbalance in Ca2+ homeostatis mechanism and blocks protein transport from ER to Golgi and also initiates anti-apoptosis property. The 2B protein also blocks the activation of IRF-3 in Hepatitis A virus through which the cellular IFN-ÃŽ ² gene transcription is inhibited so that there is no harm to Hepatitis A virus in the host. (Lin et al, 2009). The vi ral RNA was anchored for the spatial arrangement required for replication by the 2C protein. The mutagenesis experiments confirmed that the 2C proteins are involved in strand separation of viral RNA while replication (Porter, 1993) Secondary cleavage: The secondary cleavage is carried out within the viral proteins and hence it is mediated by 3C proteinase which plays a very important role in protein processing and RNA replication. The replication proteins are generated within the P2 and P3 precursor proteins when 3C self cleaves at the P3 region of the polyprotein. 3C proteinase or the 3CD precursors cleaves the poly(A) binding protein to inhibit viral translation during late poliovirus infection. 3C also cleaves the host cell protein required for transcription. The key processing step for the viral protein processing cascade is initiated by 3C proteinase. The 3CD proteins also play a major role in carring out important functions during RNA replication (Bedard and Semler, 2004). The major function of 3C proteinase in secondary cleavages is that it process the capsid and the replicative protein precursors. The processing of capsid in poliovirus is done by 3CD proteinase and not 3C proteinase. The 3C proteins are also used to cleave various number of host cell proteins such as histone H3, transcription factor IIIC, TATA binding protein and microtubule-associated protein 4. The 3CD proteinase depends on the host cell protein EF-1 ÃŽ ± and the host cell factor is replaced by 3CD forming 3AB:3CD proteinase complex to bind at the 3 end of the poliovirus genome (Ryan and Flint, 1997). The 3A protein inhibits the cellular protein function and also presents the membrane proteins during viral infection. When the poliovirus 3A protein was mutated, the uridlylation of VPg was affected and also inhibited the viral RNAs plus strand initiation (Porter, 1993). 2B is a viral protein which is required for virion release by altering the cell membrane increasing permeability which is required for poliovirus RNA replication. 2C proteins and its precursor 2BC is necessary for the re-arrangement of intracellular membranes and also for the viral induced cytoplasmic vesicles. 2C binds with the minus strand of poliovirus RNA at the 3 non coding region and hence it plays a role in positive RNA viral strand synthesis and also in minus strand RNA synthesis. 3C and 3D protein helps in immune response interference and also in viral RNA replication. 3A protein is very much important because these proteins help the picornaviruses to escape from MHC-I ( Major histo compatability) expression and intracellular membrane transport by inhibiting both the MHC-I and intracellular membrane transport of the host cell. 3B protein also called as VPg is linked to the 5 end of both the positive and negative strand RNAs. 3AB, 3C, 3CD and 3D are required during the proces s of assembly in replication and also initiates viral RNA polymerase 3D and self cleavage of 3CD. 3C and 3D are involved in binding viral RNA, protein processing and RNA replication. The cloverleaf structure of poliovirus virus and coxsackievirus consist of stem loops in which the viral polymerase precursor, 3CD binds to the stem loop I. 3CD also binds with the host cell protein poly r(C) binding protein 2 (PCBP2) to help only in RNA replication. 3D is responsible for VPg uridylylation and RNA chain elongation while synthesising viral RNA because it contains RNA dependent polymerases and even tends for error prone and mis-incorporation of 1-2 nucleotides per replication (Bedard and Semler, 2004). VP1, VP2 and VP3 are the three larger capsid proteins folded into eight stranded antiparallel ÃŽ ² barrels and a small fourth protein called VP4 is located inside the capsid. The 3C protease cleaves VP3, VP1 and VP0 at the P1 region. The amino termini of VP0, VP3, VP1 initiates the assembly of the virion particle. VP0 peptides are cleaved into VP2 and VP4 at the final stage of processing and assembly. VP4 and VP2 are adjacent to each other at their ends when cleaved. The infection of the host is initiated when the capsid proteins bind to the receptor on the host membrane. ICAM-1 (intercellular adhesion molecule 1) is the receptor molecule for the major rhinovirus which binds the cell to adjacent substrates. Poliovirus receptor molecule is an integral membrane protein consisting of one variable and two constant domains and this receptor molecule attaches to the host cell to initiate replication process. The general receptors used by the various picornaviruses are poliovirus receptor f or poliovirus attachment, ICAM-1 receptor for major rhinovirus, LDL-R for minor group rhinovirus, CD55 or DAF receptor for some echoviruses and group B coxsackie B1-B6 receptors. A deep cleft known as canyon is formed by flanking the monomers, VP1, VP2 and VP3 which helps the virus to escape the immune response by the host cell. The interaction of capsid proteins with the intracellular host factors affects the induction of apoptosis (Lin et al, 2009). Host cell shut off mechanism The mRNA of picornavirus is uncapped and hence the translation takes place by directly introducing ribosomes at internal ribosome entry sites (IRES). The cleavage of eukaryotic translation initiation factor, eIF4G by 2A protease inhibits the cap dependent mRNA translation of the host cell. When poliovirus is introduced into the host it inhibits the host cell translation leading to apoptotic cell death. The eIFGII is more resistant to the infection of poliovirus than eIFGI. The death inducing proteins encoded by cellular mRNA were translated by cap independent translation leading to apoptotic death. The cleavage of eIF4GI by caspase 3 also induces apoptotic cell death but differs from poliovirus 2A protease process. Severe inhibition of translation leading to apoptosis is seen by both the caspase 3 activity and 2A protease. IRES elements in mRNAs encode proteins which regulate apoptotis. Even poly (A) protein and dystropin protein are also cleaved by 2A protease.. Hence, the cleavage of poly(A) binding protein by 2A protease cause apoptotis and the cleavage of dystrophin protein can induce apoptotic process due to cytoskeleton disruption (Goldstaub et al, 1999). The enterovirus 2B protein suppresses apoptotic pathway of the host cell by controlling intracellular Ca2+ homeostatis. The apoptotic responses are initiated by the 3C and 2A proteinase to inhibit cellular transcription and cap dependent translation. When the 2B proteins are suppressed by caspase-3 activation it leads to apoptotis (Campanella et al, 2004). The cellular mRNAs encode for the death inducing proteins which are translated by cap independent translation. When eIF4GI and eIF4GII are cleaved by 2A protease it leads to apoptotic death because it inhibits cap dependent translation. The 2A proteins also cleave the poly(A) binding protein and the dystropin protein which leads to apoptotis through a translational mechanism (Goldstaub et al, 2000). The eIFE is the component of cap binding complex of cap structure at 5 end of mRNA. The 40 S ribosomal subunit checks at the 5 non coding region until it finds the initiating codon or the the authentic start codon AUG and then sends a signal to the 60S to form a complex. For translation to occur in mRNA the 5 non coding region with the cap end should bind with the eIFE and once it binds to the cap the 40 S ribosomal subunit scans for the authentic initiation or start codon AUG and once it finds the AUG codon it gives a signal to 60 S ribosomal subunit to form a complex with 40 S and initiate the translation along with initiation factors (Bedard and Semler, 2004). In picornavirus the 5 end of mRNA in the non coding region is not capped and hence to initiate translation, the cap independent mechanism is required. Hence in picornavirus, the 40 S ribosomal subunit scans for ribonucleo protein complex at 5 non coding region and initiation take place to recognise authentic start codon. The eIF4G is cleaved by viral proteinase 3C and 2A which shuts off the host cell translation (cap dependent) and also cleaves poly(A) binding protein (PABP)and hence it inhibits the host cell translation. When the host cell is infected by Foot and mouth disease virus (FMDV), the eIF4G subunit which is responsible for the cap dependent translation of the host is cleaved by the L protein and for the Encephalomyocarditis virus (EMCV), the cap dependent translation of host is blocked by a repressor protein 4E-BP1 which binds at the 5 cap region and hence the repressor protein 4E-BP1 blocks the binding of eIF-4E which is the cap binding subunit and hence the host translation is shut off. The Hepatitis A virus (HAV) does not shut off the host translation because it requires eIF4G for its translation (Bedard and Semler, 2004). All picornavirus consist of internal ribosome entry site (IRES) and are mapped to the 5 non coding region. There are four types of IRES seen in picornaviruses based on the RNA secondary structures. The enterovirus and rhinovirus comes under the Type I IRES. Aphthovirus and cardiovirus comes under the Type II IRES and the Hepatitis virus comes under the Type III IRES. The porcine reschovirus comes under the Type IV elements. The IRES mediated translation is initiated by two factors Canonical initiation factors and IRES trans-activating factors. Canonical initiation factors to initiate IRES mediated translation: The IRES elements of poliovirus and EMCV are similar and require the initiation factors to be primed at the 40S ribosomal subunit. The IRES mediated translation is initiated by certain canonical factors such as eIF4G and eIF4B to bind to the viral RNA and also certain other subunits such as eIf3 and eIF2 to pre-bind to the 40 S ribosomal subunits. The IRES translation of poliovirus and EMCV is promoted by the poly(A) binding protein (Lin et al, 2009). Noncanonical initiation factors to initiate IRES mediated translation: The polypyrimidine tract-binding protein (PTB) is a 57 KDa mRNA splicing factor which increases and promotes the activity of IRES in poliovirus. The molecular switching from translation to the replication of poliovirus is done by the proteolytic cleavage of PTB. The PTB also functions as RNA chaperon by stabilizing the type II IRES of FMDV and EMCV. Lupus autoantigen (La) is a 52 KDa of nuclear protein which binds to certain distinct parts of HAV IRES and with small interfering RNA and hence the HAV IRES translation and replication is suppressed. Poly(rC) binding protein (PCBP2)bind to the type I IRES of picornavirus and hence it leads to internal initiation of translation in type I IREs elements. The heterogenous nuclear ribonucleoprotein A1 (hnRNP A1) is an RNA binding protein which binds to the 5 UTR of HRV2 and regulates transcription (Lin et al, 2009). The picornavirus infection has lowered the level of host cell transcription and hence there is a increase in the number of viral RNA molecules. The nuclear localization signal (NLS) present in the poliovirus 3D protein targets the 3CD precursor to the nucleus for autocatalytic final maturation and allow the release of 3C protease (Bedard and Semler, 2004).) Picornavirus RNA replication: The new positive and negative strand viral RNA are synthesised by using the viral encoded RNA dependent RNA polymerase 3D. The RNA dependent RNA polymerase 3D acts as a protein primer and forms VPg-pU-pU which initiates the viral RNA replication and the process is known as VPg uridylylation. When VPg uridylylation is done, the poly(A) tract at the 3 end acts as an initiation site for the synthesis of negative strand RNA synthesis. The negative strand developed act as a template for the synthesis of new viral positive RNA strand by cap independent translation. Many or numerous copies of positive viral RNA strand can be synthesised from a single negative strand. In picornaviruses, there are numerous RNA sequences and secondary structures within the 5 non coding region which are essential for the RNA replication. The viral protein 3CD and the host protein, PCBP binds at the 5 cloverleaf structure of the non coding region. The cellular host protein PCBP binds to loop b and the 3CD binds to loop d of the 5 cloverleaf structure. A ternary complex is formed when 3CD and PCBP2 binds with the cloverleaf structure along with the viral RNA to form RNA replication. When PCBP2 was depleted, there was poor RNA synthesis in poliovirus and hence it was recognised that PCBP2 play a vital role in RNA replication. PABP is a cellular protein which binds to the poly(A) tract at the 3 end of viral RNA interact with 5 cloverleaf structure of PCBP2 and the viral protein 3CD. When the PABP at the 3 end interact with PCBP2 at the 5 end, the viral RNA may interact and hence there is an initiation of replication process. Even the 3AB and 3CD proteins interact at the 5 cloverleaf structure to each other there by initiating viral RNA replication. The cis-acting replication element (cre) was found within the coding region of picornavirus genomic RNA which is required for viral replication and viability. In aphthovirus the cre structure is at the non coding region of the 5 end. The cre sequence AAACA was found in the conserved hairpin structure at the coding region of picornaviruses required for RNA replication. The cre elements act as a binding site for viral replication proteins and also as a template for VPg uridylylation. At cre element, VPg is more efficient than at the poly(A) tract and uridylylation on cre structure leads to only positive strand RNA synthesis and for uridylylation and replication initiation of the minus strand uses the poly(A) tract. The interaction between 3CD with cre and cloverleaf RNA may arrange the viral RNA structurally for efficient RNA replication. The 3 NCR and the 3 poly(A) tract forms the site of replication for minus strand RNA synthesis. The poly(A) tract at the 3 end functions for virus viability, impart stability and also for the efficient RNA replication by interacting with viral RNA at the 5 end (Bedard and Semler, 2004). The negative strand is first formed by using the VPg protein primer and the VPg plays an important role in replication. The enzymatic activity of 3D polymerase has lead to VPg uridylylation which covalently couples with the tyrosine residue in the VPg protein. The 3 poly (A) tract template may also involve other host proteins for replication. The 2C bind at the 3 end the negative strand showing ATPase activity. The RNA polymerase 3D unwinds to develop viral RNA synthesis (Bedard and Semler, 2004).

Mary Shelleys Frankenstein Essay examples -- Mary Shelley Frankenstei

Mary Shelley's Frankenstein Frankenstein is back to the role of narrator. He is bewildered and perplexed. The creature desires a female as his right. The latter part of the tale has enraged Victor, and he refuses the request. The creature counters that he is malicious because of misery†¹why respect man when man condemns him? He is content to destroy everything related to Victor until he curses the day he was born. Gladly would he relinquish his war against humanity if only one person loved him. Since none do, he has to find happiness elsewhere, and he is pleading that his creator make him happy with someone to share his misery. Frankenstein sees justice in his argument. The creature notes his change in countenance and promises that he would leave all humanity for the wilds of South America. The narrator does not believe this and refuses once again. The creature continues to plead and threaten. He is looking to become "linked to the chain of existence and events" from which he is now excluded. Victor is to rn. He thinks about the creature's great strength, about how much more destruction he might cause. He therefore agrees to the task, to save the rest of humanity. The creature says he will watch his progress, and leaves him. He descends the mountain with a heavy heart, and returns to Geneva haggard. To save his family, Victor resolves to comply with the creature's wish. Analysis: The most important feature of this chapter is the manner in which Frankenstein is convinced to make another being. Throughout most of the conversation, the creature's tone is reasonable in the extreme. By aligning his maliciousness with misery, he is blaming Frankenstein for what he has become. Phrasing the accusation in this manner, however, is so not confrontational that it is more effective at evoking the sympathy of Victor and the reader. Often the creature refers to Frankenstein as "you, my creator." This doubled form of address not only reminds the narrator of the role he has in giving life to this creature; it is a complimentary title that begs for help. There is a definite Biblical tone to his speech†¹his dialogue abounds with verbs such as "shall" that carry a confident, imperative feeling. The creature then proceeds to ask a string of rhetorical questions about dealing with humans. These strengthen his arguments because he is emphasizing his state as the misera... ... him in this situation. The creature emits a howl of "devilish despair" when he sees the future partner destroyed. Even in moments of sadness, Victor still sees him as a demon and a monster. Perhaps he might have placated the creature if he had acknowledged the humanity within him. As it is, the creature truly has given into monster tendencies by letting vengeance take over his life, and the reader is correct to fear him. The idea of inescapable destiny returns as the creature reminds the narrator that he will be there on his wedding-night. Creature and creator are linked, and Victor will not be allowed to consummate this intimate experience without interference from his other half. The near-death experience on the water is strangely teasing†¹Frankenstein is about to perish, when for no explicated reason he spots land. He then echoes the sentiments of the creature when he states that even in misery, a love of life persists. The author is toying with her character, almost off ering the perfect solution to his troubles, and justifying an embracing of life. Finally, nature imagery turns dark and gloomy, with many clouds and high winds that preview the storm about to erupt once again.

Discrimination during World War II Essay

In the early 1930’s, war was forming in Europe. Totalitarian dictators were strongly influencing their countries, and those around them. The most prominent dictators consisted of Benito Mussolini of Italy, Josef Stalin of Russia, and Adolf Hitler of Germany. The United States didn’t want to get sucked into another war that wasn’t their problem, so they proclaimed neutrality with the Neutrality Acts of 1935, 1936, 1937, and later 1939. On December 7, 1941, Pearl Harbor, Hawaii was attacked by Japan, and a few days later, the United States entered World War II. The United States had to make a national effort to provide for the Allies now fighting in Europe. Despite the national effort to do better for the country, discrimination towards certain racial groups existed. Patriotism is the love of and devotion to one’s country, and patriotism was definitely prominent while entering the war, because the United States was defending itself and rebelling against the communism within the world. The statement saying that discrimination continued during World War II despite the groups of American patriots is true. The discrimination can be noted within the history of the Mexican-Americans, the African-Americans, and the Japanese-Americans. Despite patriotic efforts during the war, Mexican-Americans were victims of discrimination. Americans had to conserve the products that they regularly used, so the products could be shipped to those fighting in Europe. American economy greatly improved, and the war seemed to pull the United States out of the depression. Because of the national draft that plucked men and women from their homes and into the military, there weren’t enough workers to produce all of the materials that were greatly needed for those fighting. So the Bracero Program was created, which brought Mexican workers to America to work. Such sudden â€Å"rubbing of the races† did spark riots and cause tension, such as the 1943 attack on some Mexican-American navy men in Los Angeles. The Mexicans were mostly used for agricultural jobs on the farm, gathering products to be shipped. They were respected enough to be relied upon to handle certain jobs. The Bracero Program was a patriotic effort to help out the country, but it showed minimal respect for those foreigners assisting America and it’s economy. The discrimination the braceros went through makes the statement true. African-Americans were largely discriminated against during World War II, despite the attitude of patriotism in the United States. As more and more jobs were opening, a migration occurred from the rural areas to the cities. Over 1.6 million blacks left the South for better places, but explosive tensions developed over black housing, employment, and segregation facilities. African-Americans have always been discriminated against throughout history, as demonstrated through things like slavery, segregation, and the Jim Crow laws. Despite patriotic effort in the United States during the war, the negative attitude towards African-Americans still existed. A. Philip Randolph, leader of the Brotherhood of Sleeping Car Porters, threatened a â€Å"Negro March to Washington† in 1941 to get better rights and treatment. The president also established the Fair Employment Practices Commission to discourage racism and oppression in the workplace, and while Blacks in the army still suffered degrading discrimination, such as separate blood banks, they still used the war as a rallying cry against dictators abroad and racism at home. In 1943 the Detroit race riot killed 25 blacks and 9 whites. All of these things were examples of how African-Americans suffered while there was a large amount of patriotism occurring in the United States. The Blacks came to the cities to help out and be patriotic in their efforts towards the war. They even fought in the war, but were often given non-combat, and non-respectable occupations. They were segregated into units of their own race as well. Despite their patriotic efforts, they were strongly discriminated against, making the statement true. Japanese-Americans were largely discriminated against during World War II, despite the attitude of patriotism in the United States. After the attack at Pearl Harbor, millions of infuriated Americans instantly changed their views away from isolationism. National unity and patriotism were very strong as the few Hitler supporters in America faded away. Most of America’s ethnic groups assimilated even faster due to the war, since in the decades before the war, few immigrants had been allowed into America. Japanese-Americans became a target for discrimination in the United States because Japan’s attacks. On the Pacific coast, 110,000 Japanese-Americans were taken from their homes and herded into relocation camps, where their properties and  freedoms were taken away from them. The 1944 case of Korematsu vs. U.S. affirmed the constitutionality of this act. It took more than forty years later before the U.S. admitted fault and began to make $20,000 reparations to camp survivors. The relocation camps were an extreme example of the discrimination that existed during this patriotic time period. The Japanese-Americans were definitely victims of discrimination despite the patriotic time period during World War II, so the statement is true. Many ethnic groups were discriminated against during the war because many countries were not acting in our favor. The United States’ citizens provided extreme examples of discrimination during the time period on many people, despite the existence of patriotism within the country. The statement saying that discrimination continued during World War II despite the groups of American patriots is true. The discrimination can be noted within the history of the Mexican-Americans, the African-Americans, and the Japanese-Americans.

Personality type Essay Example

Personality type Essay Example Personality type Essay Personality type Essay Personality refers to a person’s specific pattern of feeling, thinking and acting. Various aspects of an individual’s personality are essential in the determination and assessment of career choice and development. The Carl Jung personality test has set the basis of determination under four main themes. Every person makes use of these preferences from time to time but a particular preference can feel more natural. After taking the self-assessment test, I am an INTJ and my results were as follows; Introvert 56%. This means that I have a moderate dislike for extraversion over introversion. Intuitive 25%. This means that I have a moderate preference to intuition over sensing. Intuitive feeling 38%. This means I have a moderate inclination towards thinking over feelings. Judging 56%. This means that I have moderate preference towards judging. The test was instrumental in the revelation of my personality and how it can be related to my career choice and development. Combination of an individual’s preferences in the four areas constitutes the personality type (Buss, 2012). In terms of extraversion, the assessment indicates that my personality is slightly inclined towards the inner world that does not engage activities and people. Therefore, my focus is on internal events gives me the energy for my career activities. Moderate preference towards intuition is an indicator that I prefer to perceive information on the â€Å"bigger picture† contrary to specific facts and the actual events. Therefore, my perception of information focuses on connection and relationships between facts. In terms of feeling and thinking my personality is more inclined on the latter. This shows that my decision making capabilities and process is based on elements that are more important to me. I am not influenced by external forces such as people and their experiences. Therefore, I am driven by my own principles and beliefs. The aspect of judging and perception is related to how individuals orient themselves to the outer world. My personality is biased on the aspect of judging. Ultimately, I undertake do not posses a strong, spontaneous and flexible approach towards various concepts. My personality traits are more directed toward careers that are suited in grasping theories that are complex. In addition, these complex theories are applied to specific problems that will formulate effective long-term strategies. The possible career paths include; engineering, science, medicine, law and management. The test therefore reveals some of the major features of my personality that are strengths while also highlighting major weaknesses. Some of my strengths include; High level of understanding extremely complex material and theories. Efficient strategist Value efficiency and knowledge Analytical Innovative and resourceful. These personality traits are important when integrated in to my career choice. Work related activities will be undertaken with the most suitable policies and strategies. Therefore, the overall outcome of my work will be effective and efficient as driven by the strengths in my personality traits. Carrying out numerous projects and activities will be fundamental in helping me increase my strengths. However, my weaknesses can prove to be a huddle towards successful career development. These weaknesses are Valuing my personal opinion over others Extremely logical. Preference to work alone. In order to work extensively and efficiently at the work place, it is necessary for employees to work collaboratively. Therefore, my personality is derailed by my individuality. In addition, organizational success is determined by the integration of various ideas and concepts from the staff. Therefore, valuing my personal opinion may prove to be dictatorial and intrusive to fellow staff. I should engage in activities that require group involvement and contribution in order to understand and apply the concept of team work. These activities include sports and group activities in class. The knowledge of my personality motivates me towards improving my talent and skills. References Buss, A. H. (2012). Pathways to individuality: Evolution and development of personality traits. Washington, DC: American Psychological Association.

The Scarlet Letter Essays (233 words) - English-language Films

The Scarlet Letter Essays (233 words) - English-language Films The Scarlet Letter In The Scarlet Letter the author uses several symbolic things. He uses the rose bush that is in the midst of all the grayness. Pearl, Hesters' daughter is also a symbol. The scarlet A that Hester has to wear is a symbol that she is an adulteress. The author goes on to describe these in great detail. The setting in this puritan town, Boston, the author describes everything as being gray. Everything sounds so depressing, but he talks about this rose bush right next to the prison. It symbolizes that nature has some kind of sympathy for these criminals. The rose bush is so beautiful, yet it is outside of a prison. Hester had a daughter, Pearl. Pearl is a child of Dimmesdale, which is not Hesters' husband. Pearl is very beautiful, yet she is often referred to as a demon child. Pearl is very violent, she throws rocks at the other kids. She is symbolic because she was conceived in a very ugly situation, but she is a very beautiful kid. Another symbolic thing is the scarlet A that Hester has to wear. She wears it to let everybody know that she is an adulteress. An A on her clothes changes the way people think of Hester. Something so insignificant such as a piece of cloth changes a whole life and causes a whole lifetime of pain and suffering.

Museum Paper Essay Example | Topics and Well Written Essays - 750 words - 1

Museum Paper - Essay Example A numbers of these European artists spent their entire lives in the United States. All the paintings on the museum walls were created by these great artists between 1799 to 1843. It is observed that a number of paintings in the gallery depicted outdoor sceneries and the sky. The West painting measuring 34 by 25.6 cm was properly displayed in order to demonstrate the rich experiences of these artists. My first encounter with the West’s paintings in the museum walls were first confusing to me to an extent that I did not even recognize Benjamin Franklin, probably because I had little experience owing to my Qatar native and only two years of living experience in the united states. My little stay within the United States meant that I had little understanding of the American history. According to my understanding on these types of painting, I imaged that the West’s painting with a pictorial painting of an old man surrounded by angels as a person seeking for God’s divine and mercy because the pictures are made facing the sky. I my little understanding of the West’s art work, I thought these paintings symbolized guidance as the wends created a strong illusion of the presence of God in me and I finally had to inflame it because I could not explain it owing to my little understanding of the American art works. The presence of light symbolized intervention and s atisfaction. My little interpretation was also influenced by spiritual upbringing that made me closer to fundamental beliefs of God. For sure, I was aware that my interpretation of these great artistic works was different from the American artists because they had a deeper understanding of their profession. King George III, born in 1738in the United States had great control of America before losing the colonial control. Although he had an English originality, his presence

Unit 4 Individual Project Essay Example | Topics and Well Written Essays - 500 words - 1

Unit 4 Individual Project - Essay Example Euthanasia is a word derived from the Greek, simply means a â€Å"gentle and easy death† (Oxford English Dictionary, 2004). Obviously, supporters of the decriminalization of euthanasia are not using the word in this uncontroversial sense. They are not simply supporting the expansion of hospices and improvements in medical services. Rather, they are arguing that doctors should in certain circumstances be allowed to ensure an easy death not just by killing the pain but by killing the patient. Often the decision to practice euthanasia is more of a decision between letting the person die now or later, rather than a choice between life and death. Thus, it could be deemed that the movement in favor of euthanasia may be rooted in our fear of facing death, and that euthanasia is used to hasten death so that we will not have to cope with the consequences associated with the actual process of dying. In fact, according to U.S. surveys, there is greater support for physician-assisted suicide and euthanasia among patients and the general public than among physicians (Kashima and Braun, 15 October 2001). More Caucasians support these practices than members of ethnic minority groups (Braun, et al., February 2001). This is a very sorry situation wherein people would like to have complete control of their lives. In reality, humans have limited control but, ultimately, are forced to accept phenomena which they cannot change. Sickness and death fall into this category. The humane response to a dying person is to keep him company and alleviate his discomfort. There is no medical or ethical reason to deprive a person of all the pain medication needed to keep him comfortable and, for most people, a regimen of comfort care can be established in either a health care facility or at home. To be sure, keeping company with the dying and caring for their physical needs is a demanding task, but it is not a task