Bbc Internal Analysis Essay Example

Bbc Internal Analysis Essay Example Bbc Internal Analysis Essay Bbc Internal Analysis Essay Internal analysis SWOT analysis the strengths weakness, opportunities and weakness of a firm. The strength and weakness form the internal analysis whereas the opportunities and weakness form the external analysis. Strengths Strong financial Position BBC’s financial statements for the year 2009-2010 show an availability of ? 478 million and profits of ? 145 millions (BBC 2010). In relative terms BBC has been able to reduce its total costs by 40% from the levels of the year 2000 (BBC 2010). Within first two years of its efficiency plan a savings of ? 533 m has been achieved and is on target to achieve the target savings of almost ? 2billion (BBC 2010). Its total dividends for the year 2009/2010 were ? 74m an increase of ? 5m from the last year a significant achievement considering the global credit crunch in the modern day times (BBC 2010). http://downloads. bbc. co. uk/annualreport/pdf/bbc_ar_online_2009_10. pdf Strong Brand Name and reputation among customers BBC is the largest broadcaster in the world. ( edianewsline. com/news/151/ARTICLE/4930/2009-08-13. html). The strong presence of the brand in the minds of the people can be judged from the figures during major events when the public trusts the news given by BBC over its competitors ( medianewsline. com/news/151/ARTICLE/4930/2009-08-13. html) The financial statements show the BBC has net liabilities. In fact, the BBC has net assets of ? 1. 1billion, excluding the pension scheme deficit of ? 1. 6billion. The defici t represents a long- term liability(bbc 2010). Transmission services and many of other services are outsourced so that to bring some value for money. The net liabilities of ? 532million as at 31 March 2010 . BBC has been exempt from paying any corporation tax or any excess licence fee income as well as the grants which they get from any government departments. On the other hand BBC is answerable to pay corporation tax on capital gains plus it’s every external income. Capital asset expenditure is not entitled on capital allowance that may rise in small differences which lead towards overdue tax assets and liability. The BBC (UK Public Service Broadcasting, BBC World Service and BBC Monitoring) is not liable to corporation tax on any surplus licence fee income or grants received from Government departments. However, it is fully liable for corporation tax on capital gains and on all its other external income. Expenditure on capital assets is not eligible for capital allowances giving rise to temporary differences that would lead to deferred tax assets or liabilities.

Spread of Islam in Europe in the Last Century

Spread of Islam in Europe in the Last Century Introduction Islam is becoming a popular religion in the world today after having spread all over the world and slowly becoming an acceptable religion. Islam is most dominant in Asia and the Arab world. However, in the last century, Islam has found its way into Europe. This paper will describe and highlight the history of Islam in brief and expound on how it has spread to Europe in the last century.Advertising We will write a custom research paper sample on Spread of Islam in Europe in the Last Century specifically for you for only $16.05 $11/page Learn More Islam first became a religion about 1400 hundreds years ago in the regions near Persia and Byzantine (Ezzati, 2002). It was born in the Middle East but as a small religion, its followers had to embrace other cultural norms to survive hostility and keep the religion alive. During the reign of Prophet Mohammad, Islam spread slowly and peacefully. However, after the death of the Prophet, there was a divisio n between the Muslim world, and the Prophet’s mission of peaceful spread of Islam abandoned when his successors formed army troops and began conquering territories (Ezzati, 2002). These troops conquered regions and converted every one under their rule to Islam. The troops acquired big territories and formed empires. The empires succeeded each other until in the late 18th century when colonialists from Europe destroyed them. These Empires included; Umayyad, Abbasids, Fatimids, Ghaznavids, Seljuqs, Safavids, Mughlas and Ottomans. The arrangement of the dynasties is in a chronological order of their existence and their power. Umayyad is the first and most powerful followed by the rest respectively (Malik, 2004). However, these empires did not conquer Europe. Actually, it is due to this fact that the remaining part will discuss how Islam found its way into Europe. Channels of Spread Islam spread throughout Europe in the last century through various channels, such as education and trade (Pauly, 2004). Islam merchants from the Muslim World travelled in merchandise ships to Europe. These merchants on arrival in Europe spread their faith to the European citizens who were willing to hear them and later converted them into Islam. These merchants being trade partners with Europe had the permission to build temporary mosques at the places they stayed when they were on trade missions. By doing this, they slowly spread Islam in Europe as they traded into the deepest parts of Europe (Pauly, 2004). The other major channel through which Islam was spread was through education and science (Abicht, 2008). This was because of the first university built in the Muslim world that made the West become eager to acquire this knowledge.Advertising Looking for research paper on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More This university taught majorly Muslim contents and the Europeans who came to learn, also leant about the Muslim faith and would later spread it and teach the faith to the rest of Europe. Europe later built universities and gave scholarships to most of the Muslims students who upon arriving in Europe spread the faith to the other students. Apart from the above mentioned major channels, Islam developed rapidly in Europe after the First World War in 1924 (Ezzati, 2002). Islam rapidly developed during this period because it was during this time that most of the Europeans had occupied the Muslim World. Most Europeans who occupied the Muslim World assimilated the Islam culture and on return to Europe spread the Islam religion to the others left behind in Europe (Abicht, 2008). The other major way through which Islam has spread into Europe was through immigration (Pauly, 2004). Many Muslims migrated to Europe especially in the late 1950s throughout the 1960s to date. These Muslim immigrants went to Europe to pursue higher education or in search of better jobs. Later on, they acquired citizenship in the European nations. These immigrants later brought their families with them and the Muslim population has rapidly being growing in Europe (Malik, 2004). Some of the Muslims present in Europe today, first went there as asylum seekers. The Muslim culture and religion allows polygamy, so the husbands have several wives. This culture also allows girls to be married at very early ages promoting their fertility rates. Due to their high fertility rates, their population has greatly being increasing. The religion also has good cultural values, which are appealing to almost anyone who has interest in the religion. Therefore, after settling in Europe and continuing to practice their religion and culture, some of their Christians neighbors were pleased with the religion and converted to it. Additionally, some people converted to the religion out of sheer eagerness. As such, the religion has been spreading all over the region. In the early 19th century when Islam was y oung in Europe, the Christians began worrying leading to the break of Christians and formation of various Christian denominations especially the Protestants and Roman Catholics. The Protestants went ahead and split even further forming amongst them various denominations (Abicht, 2008). The division among the Christians left many Christians at that time confused on which side to follow. Islam emerging at this time gave a perfect opportunity for the confused Christians to convert into Islam. The main reason was that Islam advocates for one religion, which worships one Supreme Being who is Allah. This message reached the confused Christians who had questions as to why the Christians were splitting yet they worshipped one God. At the time of this confusion, Islam was the only religion to opt for. Many people converted to Islam during this period. The converts influenced their close associates to convert into Islam too, and this is among the many reasons and major ways that Islam spread in Europe in the last century (Malik, 2004).Advertising We will write a custom research paper sample on Spread of Islam in Europe in the Last Century specifically for you for only $16.05 $11/page Learn More The other major reasons as to why Islam has spread rapidly in Europe over the last century are the changes in the Christian worshiping styles. During the introduction of Christianity, virtues were highly regarded and people were morally upright although not perfect. The Christians heard the teachings of the Quran, compared them with those of the Bible, and found them similar and they were left confused again, as to why Christianity was becoming more secular. Christianity was becoming a religion of only going to the church rather than practicing what the bible taught. This questions and realization by many Christians made them think otherwise about Christianity. These Christians realized that Islam entailed and practiced what it taught and in a search for a better religion, which was pure and more moral and holy; the Christians found themselves converting to Islam (Ezzati, 2002). Islam remains as the symbol for perfect architectural work because every component of this religion supports each other resulting to a religion of great balance and composition. In addition, it practices everything it teaches and postulates. These facts about Islam have attracted many Christians and pagans who have become converts and followers of the religion. The reason many people are converting to Islam is their knowledge of what Islam has to offer and the lack of confinement by culture since there is freedom of choice (Pauly, 2004). The other reason why Islam has been spreading all over Europe is because of its simplicity (Ezzati, 2002). Islam has a very simple doctrine that calls for the belief in one God creator of heaven and earth. Islam has simple instructions to humankind. it encourages mankind to utilize his God given powers to observe and make i ntellect decisions. These simple instructions have attracted many to the faith in Europe especially in the last century. The other reason why many people in Europe converted to Islam in the last century is after realization of the truth. After the Christian missionaries failed to conquer most of the Asian world, which was mostly Islam, they had to come back to Europe with the false information that Islam had spread by the use of the sword, the reason for the claim, is because of the major territories the Islamic empires had ruled. These missionaries had claimed that after conquering these territories, the people had to choose between Islam and death and as a result, they chose Islam. However, in the last century, people have become more educated and have read more about Islamic history. As such, they have realized that their empires were just like many other empires that existed in the world at that time and that converting to Islam was out of an individual’s choice. This rev elation has removed and erased all the worries and fears that people had about Islam and the large numbers of converts see the result, especially in the last century.Advertising Looking for research paper on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is also important in this discussion to mention other channels that have lead to the rapid spread of Islam in Europe and especially North Europe, not initially invaded by any Muslims. These channels are three and considered to be among the fundamental factors that have facilitated the spread of Islam throughout Europe. As mentioned earlier, immigration of Muslims was among the major factors, but immigration has resulted to three major channels that include Islamic organizations, Public Mosques, and infamous underground movements (Abicht, 2008). First, I will begin with the organization groups. Once the Muslim immigrants came into Europe, their population was minimal, and there were no mosques around them. This was in the early 1920s after World War 1 (Pauly, 2004). In an effort to preserve their religion, these Muslim immigrants formed small religious groups, which members could meet and worship together. It was in the estates where these immigrants stayed that the creation of th ese groups took place. However, the estate groups were not as influential in the spread of Islam as the Campus Islamic Preaching Organizations later formed in the late 1930s by the offspring’s of the immigrants (Ezzati, 2002). The few Muslim students who would invite other campus students to go and listen to their summons organized these preaching organizations in campus. The preaching groups would get involved in public debates with the Christian organizations and debate on the virtues and vices of their faith. The engagement in these debates made many campus students familiar with the religion, and the true meaning of a believer. Having in mind that peers, the conversion of some of the campus students, influence many campus students had impact on some of their friends who would later convert to Islam. Later in life, the students did not leave the religion at campus but adopted into their families and when they had their own families their children were born as Muslims and t he trend has developed in that manner and Muslims who were native converts were slowly occupying most of Europe. The other channel that Islam spread over the last century in Europe was through public mosques (Malik, 2004). After acquiring citizenship of the various countries they had migrated to, the immigrants had to worship and as a result, they built public mosques in which they would worship. The Muslims would worship three times a day in their Mosques, as a requirement by the religion. In the mosque, the Sheik would preach and teach the faithful of what is required of them. These teachings not only taught the Muslim faithful but everyone who wanted to hear them also had the opportunity. It is true to note that in the early 1980s mosques had become a common phenomenon in Europe and that they were flooded with many youths. Although most of the youths were Muslims, some Christians always accompanied them to go, hear, and see what their friends believed in. These mosques also had e xternal speakers and the message of the preacher heard within a clear range of distance. Even the passersby could hear and learn a little from the religion. The students who visited the mosques realized that it was not only a source of religious and spiritual nourishment but also a source of knowledge because some important scientific discussions went on there. This information spread among people, the non-Muslims would find themselves visiting the Mosques, and eventually they became converts. Those who passed near the mosques, heard the message, got touched and later converted to Islam and these are the simple ways that Islam was spread all over Europe in the last century. Lastly, there were the underground Muslim movements that assisted in the spread Islam (Malik, 2004). The immigrant Muslims formed underground movements to spread Islam in secret, through Europe. The reason they formed such movements were for fear of persecution from the governments that mostly comprised of Christ ian leaders. The campus students formed these organizations and wanted to spread Islam but feared expulsion from their campus. This was also because Christians owned most of the universities during this time, and the Christian leaders were against Islam. These underground movements moved from place to place spreading Islam and converting all those who were willing to embrace the religion. These underground movements played a significant role in the spread of Islam in Europe in the last century. Conclusion Although Islam has evenly spread in Europe over the last century, it is important to know that it has not been an easy journey. There have been major obstacles and pullbacks that have made the spread quite slow. Some of the Muslim converts are becoming more secular, but in an effort to curb this, the religion is becoming more civilized dropping the cultures that oppressed its followers, especially women. The Muslim religion today is advocating for the empowerment of its women follo wers. Islam has been associated with terrorism and this has hindered its spread, but the strong stand of the Muslim faithful and making it clear that the Quran and Islam do not advocate for terrorism have led to its success. However, despite all these pullbacks, the religion is still spreading at a first rate and it is now widely spread in Europe. Recent statistics have shown that about 53 million people of the total population in Europe today are Muslims and this is only an approximation (Abicht, 2008). Reference List Abicht, L. (2008). Islam Europe: Challenges and opportunities. Belgium: Leuven University Press. Ezzati, A. (2002). The spread of Islam: The contributing factors. London: Islamic College for Advanced Studies Press. Malik, J. (2004). Muslims in Europe: From the margin to the centre. Münster: LIT. Pauly, R. J. (2004). Islam in Europe: integration or marginalization? Aldershot [Hampshire: Ashgate.

West High School in Denver, Colorado Essay Example | Topics and Well Written Essays - 1000 words

West High School in Denver, Colorado - Essay Example West High School or New Denver West High School Home of the Cowboys was pioneered by Owen J. Goldrick. His school opened in 1859 in a log cabin with 13 students. West High School was organized in 1883 and in January, 1884 moved to Colfax Ave.West High School in Denver, Colorado Abstract â€Å"We turn dreams into futures.† This is the motto of the Denver High School, the topic of my research. I went to Denver West High School and examined the school’s environment, teachers, students, and academic and extra-curricular flow of activities. I went to Mr. Jorge Loera, principal Denver West High School and asked permission to visit and observed at least three classes to feature in my essay. Mr. Loera gave me the class of Ms. Anderson, Mr. Clymo, and Ms. Headrick. West Denver High School was described in general and in three specific classes. The feature includes Denver West High School’s history, academic programs, the qualities of the teachers’ selected and clas s interaction, and the students’ viewpoint. The teacher-parent-students’ relationship were also discussed as West Denver High School includes parents in the child’s learning. Brief History West High School or New Denver West High School Home of the Cowboys was pioneered by Owen J. Goldrick. His school opened in 1859 in a log cabin with 13 students. West High School was organized in 1883 and in January, 1884 moved to a wonderful new building on Colfax Ave. and Mariposa St. called the Franklin School. For years, the name of Franklin School and West High School were synonymous. On June 13, 1884, at 2:00PM, Charles McDonough, Effie Hallam, Lelia Williams, Frances Brandt, Laura Duccy, and Morrison Stillwell became the first graduates of West High School. On a cold January morning in 1926, 1000 students and teachers said "goodbye" to their school of 33 years and marched from 5th and Fox to the new West High School at 9th and Elati. After 83 years, it is still the Home of the Cowboys. The Academic Program Denver’s West High School serves grades 9-12 in the Denver Country 1 School District. The school is dedicated to the academic success of the student. West High School creates partnership with parents in building the character and academic performance of the students. Math, Language Arts, Science, Social Studies, World Languages, Fine Arts, Music, Physical Education, and Career Technical Education are the subjects being taught in Denver West High School. The only teachers in Career Technical Education are Mr. Clayton, Ms. Pegues, and Mr. Mascarenas. Math subject focuses on Algebra, Geometry, Probability and Statistics, and Pre-calculus. English program entails American Hispanic, British, and World Literature, and College Preparation Reading and Writing. Science covers the topic related to Advance Placement Biology, Chemistry, Earth Science, and Physics. Social studies include topics such as Advance Placement Government and United States Hi story, Civics, Psychology, Geography, Hispanic History and Student Council. World Languages that are being taught by teachers are German, French, and Spanish. Fine Arts offered activities related to Band, Computer Arts, Video/Film Production, Chorus, Dance, Photography, Ceramics/Sculpture, Drawing/Painting, and Theater/Drama. Academic Calendar Plan for Music, Physical Education, and Career Technical Education are not yet available so related subjects/topics under this academic program were not yet posted. The extra-curricular activity that this school is best known for is Radio/Video/Multimedia. Extra-curricular activities are heavily encouraged by the school and most of the students are involved in the activity. West High School also offers programs for children with learning differences or disabilities. The administration, as well as the teachers makes sure that every student are aware of the academic program and calendar to inform the students and the parents about the subjects b eing taught everyday in the class. Based on GreatSchool’s Rating Criteria, Denver High School has 1 out of 10 rating criteria. The GreatSchool rating criteria is based on the comparison of test results in different states. The school also has an average Community Rating of 3 out of 5 stars, based on reviews from 20 school community members. The Teachers There is 1

SAM 448 UNIT 5 Assignment Example | Topics and Well Written Essays - 250 words

SAM 448 UNIT 5 - Assignment Example After discovering the client’s desire, the matters are whittled down to sizes that are communicated to the world in the next excellent meeting. The client also gets a picture why his presence in of assistance in the next meeting (Milne & McDonald, 1999). Specific questions that define the objective of the event will aid in finding out the priorities and goals of the meeting. Why should we get together? What is the point of the meeting or event or banquet or conference? Could the goal of the event be educating, inspiring, informing the audience or networking or making money? What is the objective group: Event members or spouses or children or suppliers or customers? As the meeting ponders the answers to these questions, the potential of the event will be determined. An objective statement will be obtained and can be communicated to the planning team. The attendees of the event will be identified as well as their desires during the event. The objectives highlighted will be used in meeting’s promotional material. As a result, everyone will sing from the same page (Freedman,

Parasitology (Helminthology) Essay Example for Free

Parasitology (Helminthology) Essay Loa loa is a filarial parasite transmitted by tabanid female flies of the genus Chrysops (C silacea and C dimidiate). The incidence of infection within endemic region of the central and west African rain forest is high with 20-40% of the population being microfilaraemic , and about twice as many habouring adult worms without showing patent microfilaraemia (Dupont et al.,2007). The adult worms actively migrate through subcutaneous tissues at rates of up to 1cm/ min. Female Loa loa measures 50- 70mm in length and 0. 5mm in diameter, while the males measures 30 -35mm in length and 0.4mm in diameter. The microfilariae forms, measures 290-300Â µm by 6-8Â µm in size. During infection the microfilariae forms are released into the blood stream, where they become numerous between 10a m and 2pm(diurnal periodicity). Moreso, the presence of the sheath and three or more terminal nuclei distinguish the microfilariae of L. loa from other blood –borne microfilariae. ( Strickland, 2000) Transmission is by day –biting female tabanid flies, which pick up the microfilaria of L loa during blood meals . The injested microfilariae lose their sheath , penetrate the gut wall of the tabanid female fly, and migrate to the cells of the fat body , where they molt twice . The infective filariform larvae (L3)develop in 10 to 12 days and moves to the proboscis. When new host is biting by the female tabanid fly, the infective filariform larvae are injected and develop into adult worms over the course of 6- 12months .( John and Wayne, 2005) L loa infection ( Loiasis) is quite broad , ranging from asymptomatic infection to life threatening complication, which includes meningoencephalitis ,renal failure and endomyocardial fibrosis. Thus , L loa infection often induces a mild to moderate pathology with patients presenting with pruritis, localized angioedema (Calabar swelling), arthralgia or ocular problems caused by conjunctival migration of adult worms. Also, fibrotic or inflammatory reactions around adult worm may cause hydrocele or intestinal blockage. (Strickland, 2000) The level of microfilariaemia is a critical parameter in the transmission of disease(Piessens and Partono ,2007). Immunity may be seen as a control measure of microfilariaemia, killing of adult worm or a resistance to infection that operates against the infective L3 stage. However, studies of the host immune response mechanisms implicated in the control of microfilaraemia , in the amicrofilaraemic ( Mf- ) individual have shown evidence of antibody- dependent cell cytotoxicity, not only for Loa loa infection, but also for other filariasis. Thus, the circulating anti- sheath antibodies is present in sera of amicrofilaraemic (Mf- ) Loa loa infected individual and absent in heavily infected (Mf+)microfilaraemic individual ( Pinder et al ., 1990) Many studies on molecular biology, concerning cellular immune responses induced by filariae infections and their implication in protection and control of microfilaraemia have been carried out. Although , no studies have been published on the cellular response of Loa loa , but a greater cellular reactivity have been reported in non – endemic individual,who are amicrofilaraemic(Mf) , in comparison with endemic individual who are microfilaraemic (Mf+) infected with Loa loa(ref). Thus , the T -cell cellular response plays an important role in mediating immunity and major role for antibody dependent cellular cytotoxic mechanisms in destroying parasites. (Couissinier and Dessein, 1995) The objective of this term paper aims at looking at the role of pathology , mediated by cellular immune response in an Loa loa infected individuals. Source: (www.cdc.gov) Date :02/19/2011 Figure 1. Diagrammatic LIFE CYCLE OF Loa loa During a blood meal, an infected fly (genus Chrysops, day-biting flies) introduces third-stage filarial larvae onto the skin of the human host, where they penetrate into the bite wound. The larvae develop into adults that commonly reside in subcutaneous tissue. The female worms measure 50 to 70 mm in length and 0.5 mm in diameter, while the males measure 30 to 35 mm in length and 0.4 mm in diameter. Adults produce microfilariae measuring 250 to 300 ÃŽ ¼m by 6 to 8 ÃŽ ¼m, which are sheathed and have diurnal periodicity. Microfilariae are usually recovered from spinal fluids, urine, and sputum. During the day they are found in peripheral blood, but during the non- circulation phase, they are found in the lungs. The tabanid fly ingests microfilariae during a blood meal. After ingestion, the microfilariae lose their sheaths and migrate from the flys midgut through the hemocoel to the thoracic muscles of the arthropod. There the microfilariae develop into first-stage larvae (L1) and subsequently into third-stage infective larvae (L3). The third-stage infective larvae migrate to the fly proboscis and can infect another human when the fly takes a blood meal. PATHOLOGY of Loa loa Clinical manifestations are variable and are more significant in visitors to an endemic region than in indigenous people. Severity ranges from a mild nuisance as the occasional worm passes beneath the conjunctiva of the eye to significant CNS invasion and coma in people with a high microfilaremia. (Strickland, 2000) The most common and characteristic findings in loiasis are Calabar swellings, which are focal regions of angioedema, usually located in the extremities. These erythematous swellings occur suddenly, range in size from 5 to 15 cm, and resolve gradually over hours to days. The cause is unknown, but they may represent an immune response to antigenic material at a region where the worm has migrated. Calabar swellings generally occur at only one site at a time and may recur sporadically for years, even after a person has left an endemic region. Interestingly, they are more common in visitors to an endemic region than in the local inhabitants. Fatigue and arthralgias also are not uncommon. ( Strickland ,2000) Subconjunctival migration of the adult worm, which is the eye worm, is generally accompanied by transient swelling of the eye lid and intense conjunctivitis. Although most episode resolve spontaneously and completely, however rare cases of retinal artery occlusion and macular retinopathy due to aberrant migration of the adult worm have reported (Ralph and Eagle(Jr), 2010). The most serious complication of Loa loa infection is meningoencephalitis, which is associated with the central nervous system CNS and occurs predominantly in patients with high numbers of circulating microfilariae. The severity of CNS involvement ranges from mild headache, meningismus coma and death. More so, the microfilariae are found in the cerebrospinal fluid, and in fatal cases, degenerating microfilariae result to necrotic granulomas in the bra in. ( Oyerinde , 1999) Another serious complication associated Loa loa infection, is membranous glomerulonephritis. It occurs in patients with hematuria and proteinuria, which may be due to immune complex. Also, Loiasis may be one cause of tropical pulmonary eosinophilia. Lymphadenopathy and lymphadenitis are also features of loiasis , but are less prevalent than in other filarial infection. Thus , when Loa loa microfilariae are found within lymph nodes , they may be intravascular or within adjacent microabscesses, they also wander throughout the body and have been reported seen in sleep , lung , gut and CNS.(Oyerinde , 1999) Loiasis have also been implicated in the etiology of some cases of endomyocardial fibrosis in equatorial Africa based on the higher prevalence of endomyocardial fibrosis in Loa – endemic areas than in other regions in Africa and higher level of antibodies detected in some individuals and also higher levels of antifilarial antibodies is reported to have been detected in some ind ividual with endomyocardial fibrosis. (Oyerinde, 1999) (Source. Marty and Anderson, 1995) Figure 2. Adult nematodes migrating beneath the conjunctiva of the human eye. . IMMUNE RESPONSE AND MOLECULAR BIOLOGY OF Loa loa Immunity may be seen as control of microfilaraemia, killing of adult worm or a resistance to infection that operates against the infective L3 stage. Like the other microfilarial nematode , Loa loa is able to survive in it host by modulating the host immune response .However, studies of the host immune mechanism implicated in the control of microfilaraemia in the amicrofilaraemic individuals have shown evidence of antibody -dependent cellular cytotoxicity in Loa loa infection.( Baize et al.,1997 ). Circulating anti –sheath antibodies have been reported to be present in the sera of amicrofilaraemic (Mf-) individual and absent in the sera of microfilaraemic positive individual (Mf+). This antibodies are effective in mediating complement-dependent leukocyte in adherence to micofilariae.( Baize et al., 1997) Many studies on molecular biology, concerning cellular immune responses induced by filariae infections and their implication in protection and control of microfilaraemia have been carried out. Although , no studies have been published on the cellular response of Loa loa , but a greater cellular reactivity have been reported in non – endemic individual,who are amicrofilaraemic(Mf-) , in comparison with endemic individual who are microfilaraemic (Mf+) infected with Loa loa. Thus , the T -cell cellular response plays an important role in mediating immunity and major role for antibody dependent cellular cytotoxic mechanisms in destroying parasites.( Maizels et al,2008). Recently, attention is been paid to the involvement of T helper (Th) subset in antifilarial response. The T – cell response plays an important role in mediating immunity and a major role for antibody dependent cellular cytotoxic mechanisms in damaging parasites. Moreover , many studies have compared the proliferation and cytokine profile of peripheral blood mononuclear cells (PBMC) from microfilaraemic (MF+)individual and amicrofilaraemic individual(Mf -) infected with Loa loa in response to antigens of several parasitic stage. Thus , a stronger lymphoproliferative response and consistent levels of both Th1 ( IL-2 –interleukin- 2,IFN-ÃŽ ³ interferon gamma) and Th2 (IL -4,IL-5) type cytokine are reported to be observed in response to adult worm and microfilariae antigen in amicrofilaraemic (Mf-) patient, while the microfilariae positive(Mf+) patient is characterized by unresponsiveness of T cell to proliferation and production of cytokine .( Baize et al., 1997) The unresponsiveness of T cell in microfilariae positive individual (Mf+) is reportedly associated with the IL-10 cytokines ,which down regulate the function of both the Th-1 and Th-2 cells by inhibiting the proliferation and production of IFN- ÃŽ ³, IL-4 and IL-5. Moreover, a significant high production of IL-10 by amicrofilaraemic (Mf-) individual, compared with microfilariae positive (MF+) individual and similar expression of IL-10 mRNA support the guess that IL-10 alone is not responsible for the unresponsiveness of the T cell in Mf+.( Karita et al.,2010) Furthermore ,the adult female worm and the infective larva L3 elicit Th2 responses , with high IL 4 production and appearance of IgG1 and IgE antibodies ,whereas exposure only to microfilariae elicits Th1 responses , characterized by high initial IFN-ÃŽ ³ production and IgGa antibody. However, chronic exposure to microfilariae can lead to Th2 responses CONCLUSION. The pathology of filariasis is immune- mediated, in which the host immune response plays a major role in protecting and controlling infection in individuals. Although , study carried out on the cellular immune response, concerning the proliferation and production T cellular response in both amicrofilaraemic (Mf-) and microfilariae ( Mf+) individual , is indicative of Th1 and Th2 cytokines response to adult worm and microfilariae antigen in amicrofilariae (Mf-) , and unresponsive in microfilariae (Mf+)(ref).However, T cell unresponsiveness in Mf+ patients associated with the IL-10 down regulation of the Th-1 and Th-2 cytokines is not a conclusive evidence of T cell unresponsiveness to microfilariae positive (Mf+) patient. REFERENCES Baize ,S, Wahl, G, Soboslay,PT, Egwang,TG, and Georges,AJ, (1997). T helper responsiveness in human Loa loa infection; defective specific proliferation and cytokine production by CD4+ T cells fron micofilaraemic subjects compared with amicrofilaraemics. Clin Exp Immunol 108:272-278 . Couissinier – Paris ,P, and Dessein ,AJ, (1995). Schistosomal –specific helper T cell clones from subjects resistant to infection by Schistosoma mansoni are Th0/2. European Journal Immunology 25:2295-302 Dupont , A, Zue-N’dong , J, and Pinder, M, (2007). Common occurrence of amicrofilaraemic Loaloa filariasis within the endemic region. Trans R soc Trop. Med Hyg, 82:730 John, MG, and Wayne, M, (2005). Filarial infections , pp 6. Parasitic Infections of the Skin, 6th (ed) John Wiley and Sons, New York Karita ,H, Taru ,M, and Sakari ,JT, (2010). Loa loa Microfilariae Evade Complement Attack In Vivo by Acquiring Regulatory Proteins from Host Plasma, pp 3886. In; Infection and Immunity , volume 77, America Society of Microbiology. Maizels , RM, Bundy ,DAP, Selkirk, ME, Smith, DF, Anderson ,RM,( 2008). Immunological modulation and evasion by helminthes parasites in human populations. Nature 365 :797- 805. Oyerinde, JPO, (1999). The filarial worm,pp 256-257. Essential of Tropical Medical Parasitology , 1st (ed) University of Lagos Press. Piessens ,WF, and Partono , F, (2007). Host-vector –parasite relationships in human filariasis. Semin Infect Dis 3:131-5 Pinder , M, Dupont, A, Egwang ,TG, (1990) . Identification of a surface on Loaloa microfilariae the recognition of which correlates with the amicrofilaremic state in man .Journal Immunology 141:2480-6 Ralph , C, and Eagle(Jr), MD, (2010). Ocular Pathology Review . Director, Department Of Pathology, Wills Eye Hospital Strickland, GT, (2000). Filarial Infection , pp 754-755. Hunter’s Tropical Medicine and Emerging Infectious Diseases, 8th (ed).

The Relationship Between John Proctor and Elizabeth in Arthur Millers

The Relationship Between John Proctor and Elizabeth in Arthur Miller's The Crucible The Crucible was written by Arthur Miller in 1952. It gives an insight into the terror of the Salem witch trials of 1692. Many innocent people were accused of witchcraft; plotting against God, killing people by using magic, taking over a person's mind and binding with the Devil. These were very religious times and any little hiccup in one's behaviour can give reason that one has been taking part in witchcraft. For example, John Proctor occasionally ploughs his field on a Sunday which is not strictly correct Christian behaviour and leads the prosecutors to think that Proctor is linked with the Devil. The Crucible is also a metaphor for McCarthyism in America in the 1950s. Many American people were questioned because they were suspected of being an, 'Un-American', or threatening the safety of the state. This questioning soon turned into a modern day witch-hunt. If anyone even criticised the government they were worthy to be questioned. In both cases the policy, 'guilty until proven innocent' seemed to apply, completely opposite to the justice system of today. In the beginning of Act II there is definite tension between Proctor and Elizabeth. Elizabeth's first line when she sees Proctor is, 'What keeps you so late? It's almost dark.' She does not greet him with warmth and love but with a hint of suspicion aroused from Proctor's recent affair with Abigail Williams. As the conversation carries on Elizabeth is very controlled with what she says. For example, Proctor says to her, 'Are you well today?' and she replies, 'I am.' It seems quite unnatural an... ... can't bring himself to confess to lies and when he heads off to be executed he exchanges a passionate kiss with Elizabeth. It shows the build up of emotion and an audience can see the strong love between the two of them. If you were to only see an extract from Act II you would think that Elizabeth and Proctor were an unloving and broken couple. But now their interactions are completely different, they show love, need and compassion for each other. The final line, said by Elizabeth, is, 'He have his goodness now. God forbid I take it from him.' She knows he is a good man and that he is doing the right thing for himself. Although they have to part, at least their relationship has been healed and Proctor can die knowing that Elizabeth loves him and has forgiven him; and Elizabeth knows that Proctor still loves her.

“Tears, Idle Tears”

The speaker sings of the baseless and inexplicable tears that rise in his heart and pour forth from his eyes when he looks out on the fields in autumn and thinks of the past. This past, (â€Å"the days that are no more†) is described as fresh and strange. It is as fresh as the first beam of sunlight that sparkles on the sail of a boat bringing the dead back from the underworld, and it is sad as the last red beam of sunlight that shines on a boat that carries the dead down to this underworld. The speaker then refers to the past as not â€Å"fresh,† but â€Å"sad† and strange.As such, it resembles the song of the birds on early summer mornings as it sounds to a dead person, who lies watching the â€Å"glimmering square† of sunlight as it appears through a square window. In the final stanza, the speaker declares the past to be dear, sweet, deep, and wild. It is as dear as the memory of the kisses of one who is now dead, and it is as sweet as those kisses that we imagine ourselves bestowing on lovers who actually have loyalties to others. So, too, is the past as deep as â€Å"first love† and as wild as the regret that usually follows this experience.The speaker concludes that the past is a â€Å"Death in Life. † Form This poem is written in blank verse, or unrhymed iambic pentameter. It consists of four five-line stanzas, each of which closes with the words â€Å"the days that are no more. † Commentary â€Å"Tears, Idle Tears† is part of a larger poem called â€Å"The Princess,† published in 1847. Tennyson wrote â€Å"The Princess† to discuss the relationship between the sexes and to provide an argument for women’s rights in higher education. However, the work as a whole does not present a single argument or tell a coherent story.Rather, like so much of Tennyson’s poetry, it evokes complex emotions and moods through a mastery of language. â€Å"Tears, Idle Tears,† a particula rly evocative section, is one of several interludes of song in the midst of the poem. In the opening stanza, the poet describes his tears as â€Å"idle,† suggesting that they are caused by no immediate, identifiable grief. However, his tears are simultaneously the product of a â€Å"divine despair,† suggesting that they do indeed have a source: they â€Å"rise in the heart† and stem from a profoundly deep and universal cause.This paradox is complicated by the difficulty of understanding the phrase â€Å"divine despair†: Is it God who is despairing, or is the despair itself divine? And how can despair be divine if Christian doctrine considers it a sin? The speaker states that he cries these tears while â€Å"looking on the happy autumn-fields. † At first, it seems strange that looking at something happy would elicit tears, but the fact that these are fields of autumn suggests that they bear the memories of a spring and summer that have vanished, lea ving the poet with nothing to look forward to except the dark and cold of winter.Tennyson explained that the idea for this poem came to him when he was at Tintern Abbey, not far from Hallam’s burial place. â€Å"Tintern Abbey† is also the title and subject of a famous poem by William Wordsworth. (See the â€Å"Tintern Abbey† section in the Spark Note on Wordsworth’s Poetry. ) Wordsworth’s poem, too, reflects on the passage of time and the loss of the joys of youth. However, whereas Tennyson laments â€Å"the days that are no more† and describes the past as a â€Å"Death in Life,† Wordsworth explicitly states that although the past is no more, he has been compensated for its loss with â€Å"other gifts†: That time is past,And all its aching joys are now no more And all its dizzy raptures. Not for this Faint I, nor mourn nor murmur; other gifts Have followed; for such loss, I would believe, Abundant recompense. Thus, although bot h Wordsworth and Tennyson write poems set at Tintern Abbey about the passage of time, Wordsworth’s poem takes on a tone of contentment, whereas Tennyson’s languishes in a tone of lament. â€Å"Tears, Idle Tears† is structured by a pattern of unusual adjectives used to describe the memory of the past.In the second stanza, these adjectives are a chiastic â€Å"fresh†¦sad†¦ sad†¦ fresh†; the memory of the birth of friendship is â€Å"fresh,† whereas the loss of these friends is â€Å"sad†; thus when the â€Å"days that are no more† are described as both â€Å"sad† and â€Å"fresh,† these words have been preemptively loaded with meaning and connotation: our sense of the â€Å"sad† and â€Å"fresh† past evokes these blossomed and withered friendships. This stanza’s image of the boat sailing to and from the underworld recalls Virgil’s image of the boatman Charon, who ferries the dead to Hades. In the third stanza, the memory of the past is described as â€Å"sad†¦strange†¦ sad†¦ strange. †The â€Å"sad† adjective is introduced in the image of a man on his deathbed who is awake for his very last morning. However, â€Å"strangeness† enters in, too, for it is strange to the dying man that as his life is ending, a new day is beginning. To a person hearing the birds’ song and knowing he will never hear it again, the twittering will be imbued with an unprecedented significance—the dying man will hear certain melancholy tones for the first time, although, strangely and paradoxically, it is his last.The final stanza contains a wave of adjectives that rush over us—now no longer confined within a neat chiasmic structure—as the poem reaches its last, climactic lament: â€Å"dear†¦ sweet†¦ deep†¦ deep†¦ wild. † The repetition of the word â€Å"deep† recalls the â€Å"depth of some divine despair,† which is the source of the tears in the first stanza. However, the speaker is also â€Å"wild with all regret† in thinking of the irreclaimable days gone by.The image of a â€Å"Death in Life† recalls the dead friends of the second stanza who are like submerged memories that rise to the surface only to sink down once again. This â€Å"Death in Life† also recalls the experience of dying in the midst of the rebirth of life in the morning, described in the third stanza. The poet’s climactic exclamation in the final line thus represents a culmination of the images developed in the previous stanzas. Tears, Idle Tears The speaker sings of the baseless and inexplicable tears that rise in his heart and pour forth from his eyes when he looks out on the fields in autumn and thinks of the past. This past, (â€Å"the days that are no more†) is described as fresh and strange. It is as fresh as the first beam of sunlight that sparkles on the sail of a boat bringing the dead back from the underworld, and it is sad as the last red beam of com/online/">sunlight that shines on a boat that carries the dead down to this underworld. The speaker then refers to the past as not â€Å"fresh,† but â€Å"sad† and strange.As such, it resembles the song of the birds on early summer mornings as it sounds to a dead person, who lies watching the â€Å"glimmering square† of sunlight as it appears through a square window. In the final stanza, the speaker declares the past to be dear, sweet, deep, and wild. It is as dear as the memory of the kisses of one who is now dead, and it is as sweet as thos e kisses that we imagine ourselves bestowing on lovers who actually have loyalties to others. So, too, is the past as deep as â€Å"first love† and as wild as the regret that usually follows this experience.The speaker concludes that the past is a â€Å"Death in Life. † Form This poem is written in blank verse, or unrhymed iambic pentameter. It consists of four five-line stanzas, each of which closes with the words â€Å"the days that are no more. † Commentary â€Å"Tears, Idle Tears† is part of a larger poem called â€Å"The Princess,† published in 1847. Tennyson wrote â€Å"The Princess† to discuss the relationship between the sexes and to provide an argument for women’s rights in higher education. However, the work as a whole does not present a single argument or tell a coherent story.Rather, like so much of Tennyson’s poetry, it evokes complex emotions and moods through a mastery of language. â€Å"Tears, Idle Tears,† a particularly evocative section, is one of several interludes of song in the midst of the poem. In the opening stanza, the poet describes his tears as â€Å"idle,† suggesting that they are caused by no immediate, identifiable grief. However, his tears are simultaneously the product of a â€Å"divine despair,† suggesting that they do indeed have a source: they â€Å"rise in the heart† and stem from a profoundly deep and universal cause.This paradox is complicated by the difficulty of understanding the phrase â€Å"divine despair†: Is it God who is despairing, or is the despair itself divine? And how can despair be divine if Christian doctrine considers it a sin? The speaker states that he cries these tears while â€Å"looking on the happy autumn-fields. † At first, it seems strange that looking at something happy would elicit tears, but the fact that these are fields of autumn suggests that they bear the memories of a spring and summer that have vanished, leaving the poet with nothing to look forward to except the dark and cold of winter.Tennyson explained that the idea for this poem came to him when he was at Tintern Abbey, not far from Hallam’s burial place. â€Å"Tintern Abbey† is also the title and subject of a famous poem by William Wordsworth. (See the â€Å"Tintern Abbey† section in the Spark Note on Wordsworth’s Poetry. ) Wordsworth’s poem, too, reflects on the passage of time and the loss of the joys of youth. However, whereas Tennyson laments â€Å"the days that are no more† and describes the past as a â€Å"Death in Life,† Wordsworth explicitly states that although the past is no more, he has been compensated for its loss with â€Å"other gifts†: That time is past,And all its aching joys are now no more And all its dizzy raptures. Not for this Faint I, nor mourn nor murmur; other gifts Have followed; for such loss, I would believe, Abundant recompense. Thus, although both Wordsworth and Tennyson write poems set at Tintern Abbey about the passage of time, Wordsworth’s poem takes on a tone of contentment, whereas Tennyson’s languishes in a tone of lament. â€Å"Tears, Idle Tears† is structured by a pattern of unusual adjectives used to describe the memory of the past.In the second stanza, these adjectives are a chiastic â€Å"fresh†¦Ã‚  sad†¦ sad†¦ fresh†; the memory of the birth of friendship is â€Å"fresh,† whereas the loss of these friends is â€Å"sad†; thus when the â€Å"days that are no more† are described as both â€Å"sad† and â€Å"fresh,† these words have been preemptively loaded with meaning and connotation: our sense of the â€Å"sad† and â€Å"fresh† past evokes these blossomed and withered friendships. This stanza’s image of the boat sailing to and from the underworld recalls Virgil’s image of the boatman Charon, who ferries the dead to Hades.In the third stanza, the memory of the past is described as â€Å"sad†¦Ã‚  strange†¦ sad†¦ strange. † The â€Å"sad† adjective is introduced in the image of a man on his deathbed who is awake for his very last morning. However, â€Å"strangeness† enters in, too, for it is strange to the dying man that as his life is ending, a new day is beginning. To a person hearing the birds’ song and knowing he will never hear it again, the twittering will be imbued with an unprecedented significance—the dying man will hear certain melancholy tones for the first time, although, strangely and paradoxically, it is his last.The final stanza contains a wave of adjectives that rush over us—now no longer confined within a neat chiasmic structure—as the poem reaches its last, climactic lament: â€Å"dear†¦ sweet†¦ deep†¦ deep†¦ wild. † The repetition of the word â€Å"deep† recalls the â€Å"depth of some divine despair,† which is the source of the tears in the first stanza. However, the speaker is also â€Å"wild with all regret† in thinking of the irreclaimable days gone by.The image of a â€Å"Death in Life† recalls the dead friends of the second stanza who are like submerged memories that rise to the surface only to sink down once again. This â€Å"Death in Life† also recalls the experience of dying in the midst of the rebirth of life in the morning, described in the third stanza. The poet’s climactic exclamation in the final line thus represents a culmination of the images developed in the previous stanzas.