Measuring Skin Blood Flow and Vascular Permeability

Measuring Skin Blood Flow and Vascular Permeability The aim of this experiment is to compare the dose-related inflammatory response demonstrated by the skin following injection of histamine and bradykinin two inflammatory mediators. Methods used will demonstrate a non-invasive, quantitative way to measure blood flow and vascular permeability in the skin. INTRODUCTION The acute inflammatory reaction occurs to protect the body in response to a pathogen or other noxious substance. There are two components: adaptive immunological response (which is described as a more specific immune response) and the innate response which occurs immediately upon infection and consists of both vascular and cellular effects (Rang and Dale, 2007). The innate response will be studied in this experiment, specifically in the skin. Bradykinin and histamine are inflammatory mediators involved in the innate response and will be studied at different doses. The results can be used to provide a potential target for therapeutic use: further experimentation would allow the addition of inflammatory mediator antagonists to potentially reduce the four cardinal signs of inflammation: pain, heat, redness and swelling. The local oedema and vasodilation give rise to the wheal and flare. The reddening represents vasodilation of small arterioles, and the increased permeability of the post capillary venules is represented by the wheal. The flare occurs due to stimulation of sensory nerves causing release of vasodilators. This is known as the triple response. It will be the wheal and flare that will be measured and used to describe the action of the two inflammatory mediators. METHODS The methods used were in-vivo; the doses of inflammatory mediators (and saline control) were injected into 10 volunteers. It was confirmed there were no known allergies to either bradykinin or histamine and all correct health and safety procedures were followed. Each of the 10 subjects were injected first with 25ÃŽ ¼L of saline solution, used as a control to show there was nothing in the saline (that the inflammatory mediators were diluted with) causing an inflammatory response. This was followed by doses of 10, 30, and 100ÃŽ ¼M histamine for 5 subjects and the same doses of bradykinin for the other 5 was added, all at 30 second intervals. These were administered using a sterilised syringe which contained the correct concentration. The doses were injected into forearm intradermally and care was taken to ensure the complete volume of 25ÃŽ ¼L was taken up by the skin. Each successive administration was slightly further up the arm giving space for each of the four doses and to try and prevent the flares from overlapping. At periods of 2, 5, 10 and 15mins a clear sheet of acetate was placed over the centre of injection and the wheal and flare were circled using a non-wipe pen and repeated for each respective dose. This provided the area of the wheal and flare at each of the given concentrations at each of the given periods of time following injection, for each respective inflammatory mediator. The flare was cut from the acetate and weighed accurately to 4 decimal places. Subsequently, the wheal was cut from the centre of the flare and was also weighed. This process was repeated for each of the doses of inflammatory mediator (bradykinin and histamine) and for the saline control also. A 2cm2 square was ruled onto the acetate which was also cut out and weighed. This provided a conversion between weight and area, allowing the area of the wheal and flares to be calculated (credit to Dr. Dean Willis).This data was tabulated and can be found in the appendix and illustrated in the results. The data was checked for any anomalous values that could be defined as incorrect based upon logical criteria. Group 1 for the histamine set had flare sizes of 0cm2 however, had wheal sizes greater than this. Therefore this data was removed to all analysis as it is clearly incorrect. The data was then averaged for each of the 5 subjects for both histamine and bradykinin. There were two independent variables: time and concentration; and two dependant variables: wheal and flare areas. The independent variables were illustrated on separate graphs and the wheal and flare sizes were imposed on the same. To produce graphs to illustrate the change in area with concentration, first the largest average value recorded for each concentration was selected and tabulated. This allows comparison not only between different concentrations of the same mediator, but also between bradykinin and histamine. This also means time was irrelevant because it did not matter at which time recording the values were selected The increase in wheal or flare size due to inflammatory mediator was calculated (i.e. the difference between the wheal or flare recorded and saline). This increase in wheal or flare was plotted against the respective concentration and the concentration was plotted in log scale to illustrate a dose-response curve. To illustrate the change in area with respect to time, firstly, the data was scanned to select a concentration at which the change in wheal and flare was best illustrated. This concentration was taken to be 100ÃŽ ¼M (for both mediators to ensure continuity and to allow comparison). The Average wheal and flare size was then plotted against time for both bradykinin and histamine. RESULTS Removed data: (see appendix) Group 1 of the histamine section has a flare size of 0.000 recorded with a wheel size of greater than this. This is likely to be a systematic error in not realising the flare is indeed underneath the wheel and not visible, in this case the flare is the same area of the wheel. However this is just speculation, and in order to ensure all data used is correct saline recordings for each time interval both wheel and flare areas for group 1(histamine) were removed from analysis. The wheal size only increased slowly with increased concentration of bradykinin to a maximum of 0.414 at 100ÃŽ ¼M. The value at 10ÃŽ ¼M was actually lower than that for saline. This is not a significant decrease however as it was taken as a decrease of 0.04cm2, which is a small area and the limitations of the experiment are likely to be the cause. The flare size, however, increased more with increasing concentration. The size of the flare is likely to represent a dose-response curve with a classic sigmoid shape if the concentration of bradykinin were to be increased further. However, due to the nature of the experiment this would not be practical as a much large concentration of inflammatory mediator could be dangerous for the subject. It is also shown that the maximum flare area at 100ÃŽ ¼M was recorded at 10mins. It can therefore be deduced that it was relatively slow acting; however it cannot be determined whether the maximum value was indeed at 10mins recorded as 7.808cm2. Equally the flare area could have rose to a maximum between 5-10mins and decreased, or rose to a maximum after 10mins and reduced to that recorded at 15mins. It can be shown that at the lowest concentration (10ÃŽ ¼M) of histamine that there is only a small difference of 1.194cm2 between the maximum flare-area recorded by bradykinin. It can therefore be deduced that histamine caused a larger flare than bradykinin at the same concentrations. Ahe general trend is similar to that of bradykinin: small increase in wheal area, large increase in flare area. The maximum wheal area was only 0.03m2 larger than that recorded by bradykinin. Again, the wheal area had very little variation with time: increase of 0.2cm2. The flare area was at a maximum recording of 18.625cm2 after just 2mins. Therefore, it is likely to have been at the maximum area before 2mins. This shows that histamine is faster acting than the bradykinin. There is a relatively linear decrease with time to a minimum value of 9.120cm2 recorded at 15mins. The flare area did of course continue to decrease after the 15minute period until there was no apparent inflammation, likewise for bradykinin. DISCUSSION As mentioned previously, the innate inflammatory response consists of both vascular and cellular effects. Vascular events begin by dilation of post capillary venules, causing an increased blood flow. Vasodilation is caused by the action of histamine (and other inflammatory mediators), leading to increased local blood flow and an increased vascular permeability causing a local oedema. The fluid contains the components a proteolytic enzyme cascades producing bradykinin. Bradykinin is also an inflammatory mediator causing further vasodilation and vascular permeability leading to local redness and oedema respectively. This gives rise to the cardinal signs of inflammation: redness, swelling, heat and pain (also loss of function). The sensation of heat and pain ascend through sensory neurones via the spinothalamic tract. Upon the presence of a pathogen, pathogen associated molecular patterns (PAMPs) are recognised on the surface of bacteria and causing the release of cytokines from macrophages. Cytokines are small polypeptides involved in cell-signalling and orchestrate inflammation. This allows expression of adhesion molecules in the endothelial cells. Phagocytes then adhere to the endothelium and migrate towards the bacteria where phagocytosis takes place. In addition, exudation of fluid occurs in response to an increased vascular permeability due to a combination of cytokine and inflammatory mediator action (as well as increased vasodilation in response to inflammatory mediators). The fluid allows four enzyme cascades to occur producing inflammatory further inflammatory mediators by proteolytic cleavage from their native (inactive) state. One of these cascades gives rise to bradykinin (Pocock and Richards, 2006). Histamine is released in response to products of other enzyme cascade pathways such as C3a and c5a which make up part of the complement system. C3a and C5a bind with receptors on the surface of mast cells, causing a rise in intracellular calcium leading to exocytosis of histamine. Simple injection of bradykinin or histamine mimics these pathways. Bradykinin is a vasodilator and also increases vascular permeability leading to a local swelling. This is consistent with the findings in this experiment. After Intradermal injection of bradykinin, the typical triple-response was apparent; there was a wheel and flare as described by Sir Thomas Lewis. Breakdown is by kininases and it is likely to have cleaved bradykinin at a relatively fast rate due to the short lasting effect at 100ÃŽ ¼M where the flare area began to decrease after just 10mins. Histamine has a similar action to bradykinin but found to act faster and also found to be more potent at each concentration tested. The flare area was at a maximum after just 2 minutes. Histamine acts on H1 receptors to dilate blood vessels, therefore it is likely there is a high expression of H1 receptors at the skin surface, or histamine has a great affinity for its receptor. It is likely to be a combination of both, however to confirm these ideas, experiments could be conducted on other tissue perhaps on organ tissue in-vitro using an animal model. This response is characteristic of the acute inflammatory pathway; however, more recent studies suggest that histamine has a role in chronic inflammation involved in the immune response (Jutel et al., 2009). There is regulation of T-cells (which make up part of the immune response) by H1 and H2 receptors. There is a 4th histamine receptor, H4 and further evidence for the role of histamine in chronic pathways comes from expression of H4 receptors on immune cells (Jutel et al., 2009). It is apparent from figures 1 and 3 that an increase in either inflammatory mediator resulted in an increase in wheel area. As previously described, this is due to release of vasodilators from sensory nerves in response to stimulation. So it can be deduced that a larger concentration of bradykinin or histamine indicates a larger infection and therefore the cascade process is accentuated. The wheal area stays relatively constant in both cases, this could be due to no addition action of inflammatory mediators on the vascular permeability, or indeed there is already a full effect i.e. the post capillary venules are a permeable as possible. However another hypothesis could be that additional permeability would only lead to a further decreased extracellular solute concentration which would simply be reabsorbed by osmosis. STRENGTHS AND LIMITATIONS Strengths of the experiment were in that humans were used and methods were in-vivo. Therefore there is no reliance on animal models to use as a comparison. All subjects were of a similar age and gender was at random, hence, generally similar responses were found between each group. Limitations were found to be in injecting the inflammatory mediator intradermally. There was a tendency for not all of the solution to actually enter the skin, thus decreasing the number of moles of inflammatory mediator. This however did not seem to effect the results too greatly as 5 repeat groups would allow for some small error. It is still clear from the experiment that the aims were met and the mediators compared. Furthermore, measurement of the area was not particularly accurate. Firstly it was hard to judge the size of the wheel and flare and there was a tendency for the flares to overlap and was often left down to judgment of where to define the boundary. There were a few further cases where the w heel size exceed that of the flare (in addition the case described in the results) however these were only small differences and could easily have been to variations in the measurement of the weight. If the wheal and flare were the same size, the acetate could have been weighed twice and hence the small difference. This would not have affected the outcome of the experiment however so the data was accepted. Better methods of measurement of wheel and flare area would be to use an imaging technique and record the change in areas digitally. This would allow for calculation of the change in rate of area with respect to time (via differential equations) which would give a good indication as to the potency and allow for a more in-depth comparison.

Catcher In The Rye: The Quest For Love :: essays research papers

Catcher In the Rye: The Quest For Love In many novels in J.D. Salinger's library of books, there is a recurring theme of the loss of innocence of children, the falling and the confusions of childhood, and many other ideas that apply to the ideas of adolescence and the life of the average teenager growing up. Many of his themes occur in a short period of time in a child's life that affects him/her in a very profound and significant way. The idea of love is also a major theme that arises in many of his characters and that indicates the character of the individual. He uses love in the context of being a device that is used to protect and to care for people who need protecting and caring. In the novel, Catcher in the Rye, by J. D. Salinger, love is used by a character, Holden Caulfield, who struggles desperately to find a certain somebody or anyone to allocate his love to, but realizes finally, that this love is not necessarily expressed through saving â€Å" the children in the rye† from the time of trial, but actually caring for them and being their friends, during the time of trial. The quest of finding the true love of people is an ongoing dilemma in the lives of many people all throughout the world. The constant need for love is overwhelming, and the tragedy of this great world is the fact that some people do not find the proper love that they deserve. Holden Caulfield is a perfect example of the striving to acquire a love sought all throughout his life. According to this quote, â€Å"He is simply expressing an innocence incapable of genuine hatred. Holden does not suffer from the inability to love, but does despair of finding a place to bestow his love† (Heiserman and Miller 30), Holden Caulfield has the need for allocating his cornucopia of love for people. His quest is very simple. He wants to do good. As compared to tragic heroes in the past, "Holden seeks Virtue second to Love. He wants to be good. When the little children are playing in the rye-field on the cliff top, Holden wants to be the one who catches them before they fall off the cliff. He is not driven toward honor or courage. He is not driven toward the love of woman. Holden is driven toward love of his fellowman...." (Heiserman and Miller 25). In other words, he is not a tragic hero, but rather a misfortuned hero that struggles to find a person to give his love to.

Computers In Education :: essays research papers

Computers in Education The typical school has 1 computer per 20 students, a ratio that computer educators feel is still not high enough to affect classroom learning as much as books and classroom conversation. Some critics see computer education as merely the latest in a series of unsuccessful attempts to revolutionise education through the use of audio- and visually-oriented non print media. For example, motion pictures, broadcast television, filmstrips, audio recorders, and videotapes were all initially heralded for their instructional potential, but each of these ultimately became minor classroom tools alongside conventional methods. Communications Satellite A communications satellite is an artificial SATELLITE placed into orbit around the Earth to facilitate communications on Earth. Most long-distance radio communication across land is sent via MICROWAVE relay towers. In effect, a satellite serves as a tall microwave tower to permit direct transmission between stations, but it can interconnect any number of stations that are included within the antenna beams of the satellite rather than simply the two ends of the microwave link. Computer Crime Computer crime is defined as any crime involving a computer accomplished through the use or knowledge of computer technology. Computers are objects of crime when they or their contents are damaged, as when terrorists attack computer centres with explosives or gasoline, or when a "computer virus" a program capable of altering or erasing computer memory is introduced into a computer system. Personal Computer A personal computer is a computer that is based on a microprocessor, a small semiconductor chip that performs the operations of a c.p.u. Personal computers are single-user machines, whereas larger computers generally have multiple users. Personal computers have many uses such as: Word processing, communicating to other computers over a phone line using a modem,databases,leisure games are just some of the uses of a Personal Computer. Computers for Leisure Games As they proliferated, video games gained colour and complexity and adopted the basic theme that most of them still exhibit: the violent annihilation of an enemy by means of one's skill at moving a lever or pushing a button. Many of the games played on home computers are more or less identical with those in video arcades. Increasingly, however, computer games are becoming more sophisticated, more difficult, and no longer dependent on elapsed time a few computer games go on for many hours.

Mountain man brewing company case study solutions Essay

Radico Khaitan’s young and enthusiastic sales force services retail outlets across the country, understanding requirements and fulfilling them, thereby developing enduring relationships. The Sales team comprises professionals with vast domain expertise, years of experience in the liquor industry and a deep understanding of varied markets. Support Services The MIS & IT Department leverages technology to help Radico Khaitan gain a competitive edge. Radico Khaitan was among the first companies in the liquor industry to implement Enterprise Resource Planning (ERP), using SAP, to streamline processes, optimize workflow management, manage inventories and reduce costs. The ready availability of reporting information has facilitated more efficient decision-making and improved customer management. Accounts & Finance Services Radico Khaitan Ltd has been continuously showing growth over previous years and registering healthy profits. This has been made possible through the steps taken by the Finance department like bringing down the cost of borrowings substantially.The Efforts of the finance department has made Radico one of the best prospects for timely repayment of debts and providing the highest safety of funds for lenders. The department also has excellent financial management with strong fundamentals in the short and medium term. Marketing Services In the short span of time, Radico Khaitan has been able to make the transition from being a manufacturer of Extra Neutral Alcohol to being a company with a portfolio of hugely successful brands. Our understanding of market demands and ability to satisfy consumer needs has been responsible for this. Consistently superior quality, a wide range of products, innovative packaging, pricing to suit all pockets, a nation-wide distribution network that covers 95% of retail points, clubs and bars in the country, effective advertising, and popular events and promotions. Other Products & Services Enterprise Resource Planning(ERP) Services 2. Objectives To understand the problems faced by the company before implementation of ERP and the process of ERP system implementation. In addition to this, analysis of the present ERP and suggestion of some improvements. 3. Methodology We would study the different processes in the company and then we will study the problems faced by company before implementing ERP. Prepare the questionnaire to collect data from the company and study the solutions given by the SAP consultant. 3.1.Need For ERP Improve alignment of strategies and operations Improve productivity and insight. Reduce costs through increased flexibility. Support changing industry requirements – Take advantage of the SAP Web-based technology to integrate your end-to-end processes seamlessly. Improve financial management and corporate governance – Gain deep visibility into with financial and management accounting functionality combined with business analytics. Gain higher ROI faster – Install SAP ERP using rapid-implementation techniques that cost less than half what traditional approaches cost. Provide immediate access to enterprise information – Give employees new ways to access the enterprise information required for their daily activities.

Health and Safety Essay

Health and safety in the workplace is not only the responsibility of the designated Health and Safety Officer, it is the duty of all members of staff to be responsible for the safety of everyone they may have to deal with during the working day; both their colleagues and members of the public. The Health and Safety Executive are people whose role is to promote safety in the workplace; both by providing information to employers and their employees, and also by ensuring that rules and guidelines are in use in everyday practice. The employer has a responsibility to follow the regulation which is known as the ‘Health and Safety at Work Act 1974’. This is An Act to make further provision for securing the health, safety and welfare of persons at work, for protecting others against risks to health or safety in connection with the activities of persons at work, for controlling the keeping and use and preventing the unlawful acquisition, possession and use of dangerous substances, and for controlling certain emissions into the atmosphere; to make further provision with respect to the employment medical advisory service. The main objectives of this Act are: – Protect the health, safety and welfare of people at work. – Eliminate risks to health and safety at their source. – Protect the public against risks to health and safety caused by people at work It is important to abide by this law because we need to protect people’s health and safety by ensuring risks in the changing workplace are properly controlled. The next act I’m going to write about is ‘The Management of Health and Safety at Work Regulations 1999’. The main objectives of this act are: You must review risk assessments periodically and make modifications if there are any significant changes in working practices or equipment If safety procedures can ever be improved, appropriate steps should be taken accordingly. You are expected to take reasonable steps to familiarise yourself with the hazards and risks in your workplace. Work must be organised. A set pattern of rules and regulations usually means more systematic work and less chance of accidents. Training should be given in such a way that hazardous situations can be avoided. For example: Lengthening of working day, removal of taking screening breaks etc for meeting deadlines should be avoided. You must ensure that the significant hazards are identified, and that the actual working practices are addressed and if need be, changed so as to reduce any risk. This is both the responsibility of the employer and employee, for example it is the employees responsibility to familiarise themselves with the hazards and risks in their workplace. The 3rd act I’m going to write about is ‘Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995’ It regulates the statutory obligation to report deaths, injuries, diseases and dangerous occurrences that take place at work. Responsible persons are generally employers but also include various managers and occupiers of premises. Though the regulations do not impose a specific obligation on employees, they have a general obligation under section 7 of the Health and Safety at Work etc. Act 1974 to take care of safety. The Health and Safety Executive recommends that they report incidents to their employer and encourages notification to the relevant authority. Finally I’m going to write about the ‘Workplace (Health, Safety and Welfare) Regulations 1992’ act. These regulations are concerned with the working environment. They place a duty on employers to make sure that the workplace is safe and suitable for the tasks being carried out there, and that it does not present risks to employees and others. This is done by following regulations such as, provision of sufficient quantity of fresh or purified air. An audible fault warning alarm to be fitted to any equipment for this purpose, walls, floors and ceilings to be capable of being kept clean. Wastes not to accumulate, but kept in bins etc and suitable & sufficient facilities to enable persons to eat away from workplace where risk of contamination. Non-smokers to be protected from smoke.

Kozol’s Savage Inequalities

Jonathan Kozol was born in 1936 in Massachusetts.   Throughout his life, he has been extremely active in public issues.   He spent several teaching in public schools, fighting against the inequalities there, but also fighting for the civil rights movement and equality for all, despite race or ethnicity.   Most of the schools Kozol taught at were inner-city schools, similar to the ones he writes about in his book (www.wikipedia.com).Kozol’s purpose in writing the book was to expose the vast inequalities that are present in today’s schools.   He provided a snapshot of many different ways schools are unequal: funding, teacher quality, school environment, materials, and more.   He profiled several different schools, in particular, inner-city Chicago schools and suburban Chicago schools (New Trier), to show the vast differences in every aspect of these schools, and the effects that these differences had on the students.Kozol also intended to show the multitude of d ifferent issues that went into creating the problem, such as lack of funding, lack of materials, lack of quality teacher, political laziness or outright disdain (towards inner-city schools), parent misinformation (or lack of information), lack of parental education and knowledge about the system, and more.   These differences all account for why the schools are so vastly different; money is not the only problem and simple solution.Kozol accomplished his purpose.   As one is reading the book, one is filled with shock, horror, and indignation at the vast inequities that exist in the schools.   One particularly telling section is his illustration of the kindergarten students, who Kozol describes as bright and eager to learn, even in the inner-city.   However, these kids – who have every ability to learn – are given few materials and poor teachers, and they fail to thrive.This failure, he explains, results from the education system failing them, and not from their own lack of anything.   He clearly illustrates the unfairness of the school system, and proposes some interesting solutions.   In the kindergarten class in one of Kozol’s examples, there are no pictures on the wall, there are ancient textbooks, there are few toys to play with, and there is a teacher who is almost too tired to care.   The teacher knows that whatever happens, many of these students will drop out of high school, and many of those will land in jail.   The teacher does not believe that she can make a difference, even though at this age, with the students eager and primarily well-behaved, she could.The purpose was well accomplished because of Kozol’s many examples.   The way he used the case studies was especially interesting.   In the case of New Trier, the parents were unwilling to tax themselves at a high rate, but their income and property values were so high that they will had plenty of money.   Therefore, the school had excellent class of ferings, facilities, teachers, and students.   In poorer districts, like Lawndale, parents taxed themselves as much as they could, and they still couldn’t afford to have good school buildings, new materials, and good teachers.   This difference in personality and attitude of the people in the district further illustrates Kozol’s point.In addition, Kozol highlights the sheer environment differences in the schools.   In the suburban districts, teachers come in everyday, on time – or they are subject to discipline or being fired.   He quotes one principal in an inner-city school as saying â€Å"I take everything that comes through the door,† which means that teachers who are absent more often than not, or who show up a couple hours late everyday still have jobs.   These environments portray a complete lack of caring on the part of the teachers.This is at least in part because the teachers truly believe they cannot make a difference.   Many know t hat most of the students will drop out of school and end up in prison, illiterate, and with no job or a poor job.   Some teachers even see this effect as positive, stating that the kids who really care remain in school until graduation.   However, this is a terrible way to think about students, and only perpetuates the situation.Also, the suburban schools tend to be newer, brightly lit, with plenty of classrooms and bathrooms and decorations.   The urban schools are lucky to have one working bathroom that isn’t clean, dark windows, and a building that is falling apart around them.   In some cases, urban schools have extremely overcrowded classrooms, no working bathrooms, no libraries, no computers, no decorations, and are extremely depressing.   Students begin skipping school at a young age merely to avoid these circumstances.Kozol also discusses the attitudes of the law makers.   Many refuse to spend more money on these failing schools because it would, in their estimation, be like â€Å"pouring money into a black hole.† In other words, useless.   This goes to show that government officials are not doing anything to solve the problem; in fact, they often are the problem, by refusing to believe that anything could change.   Their lackadaisical attitude needs to turn around; rather than rewarding the students who are already succeeding, they should attempt to help the students who struggle, who will only turn around if the law makers choose to do their job and advocate for all students.The section on Corla Hawkins’s class was particular interesting.   In it, Kozol illustrates one of the â€Å"bright spots† in otherwise terrible inner-city schools.   Ms. Hawkins is a unique teacher who cares about her students, who makes sure they come to school, who forces them to respect her and each other.   She spends a lot of her own money on supplies for the classroom, including a set of encyclopedias.   She assigns homew ork everyday in order to promote responsibility.She sits the students in â€Å"teams† at groups of desks, and has them teach each other the lessons.   Her emphasis means that students in her class succeed much more than the average student in the school.   Ms. Hawkins also teaches the students important social skills.   She doesn’t give grades at all in the first quarter; she gives team grades in the second; she gives pair grades in the third; she gives individual grades in the fourth.   In this way, she teaches the kids to learn before being competitive about grades, and then to help one another and cooperate more than compete.   Later, she teaches the students to look out for themselves.One of the unfortunate problems with this is that these students will have one year of excellent teaching, and then will go back to the â€Å"typical† way that things are in inner-city schools, meaning that their chances of success are still fairly low overall.   It also gives the students as taste of what could have been, which means that overall, one good teacher doesn’t change anything.The best solution is to correct the problem by changing the way the schools are financed.   Instead of refusing to put money into the schools, politicians should be eager to put more money into them, enough to build new buildings (or improve the current ones) and to hire truly qualified teachers.   If that occurs, change will begin at the bottom levels, as students come in and find teachers with higher expectations, and materials to support learning.   People need to stop being completely hopeless about these schools and these students and start giving them what they need.   Without the proper materials and quality teachers, there is no way that students will care, or learn.In some states, school funding is done in an unconstitutional way.   In fact, in most states, schools are funded at least in part by property taxes.   This offers an imm ediate inequity, since poorer areas, like inner-city areas, will automatically have lower property values, and therefore, less money for schools.   A new funding plan that distributes money more equally, or based on need, is in order.   A suburban school with already current materials, computers, and new buildings does not need as much money as an inner-city school with old materials, no technology, and a crumbling building.Currently, the thinking in education is to give money to the students and districts who are already winners.   Money is allotted as a prize for success.   This value needs to change, so that money is given based on need, because the value is success and opportunity for everyone, not just for the privileged few.Reading this book changes one’s view on the way schools are handled in this country.   It seems perfectly fair to grow up in a privileged district, and to go into education as someone who wants to continue that tradition of excellence.   However, confronting the problems that face many schools today shows that education is not perfect, and not every school or student is nearly as lucky as some.This new realization will change the way a person looks at being an administrator.   Perhaps, instead of fighting for every dollar for a particular school’s excellent AP program, one would choose to distribute that money to districts who do not have things they need.   Or, instead of purchasing new textbooks frequently and getting rid of the old ones, one might choose to buy new textbooks for another school, or to donate older (but still fairly recent) ones to a school in need.Also, when it comes to making policies, one might choose to consider what is best for all students, rather than only a small group.   Many of the students in a poorer district do not have anyone to advocate for them.   Their teachers and politicians mostly will not, and their parents may not know how to.   Some people in their district, and some of the students themselves, may not even speak English.   An administrator from any district may be able to stand up and fight for them.   If enough administrators begin to value equality in education (and separate is not equal, whether it is separated by race or social class), changes will begin to occur.This book is a very eye-opening look at the reality of schools today.   It is an important thing to realize – not all schools are equal.   Many students are suffering because of the lack of opportunity their schools provide, ultimately setting them up for near certain failure.   The only way this will change is if educators stand up and fight for change, and an educator who has not learned about these inequalities will not be able to stand up and fight.   Every educator should know what is really going on.This book comes highly recommended.   Kozol goes into the schools and paints vivid pictures of what the schools are actually like.   He’s no t writing from a high horse or a strictly academic perspective.   He is showing what the day to day realities are for so many students.   He is high-lighting the problems in a completely real-world way.   Kozol’s book is an important one in the field, and one that everyone should read.BibliographyKozol, Jonathan.   Savage Inequalities.Jonathan Kozol.   Wikipedia, the online encyclopedia.   Accessed November 10, 2006.   Website: http://en.wikipedia.org/wiki/Jonathan_Kozol.

Womens Place in Our Society

Today women are enjoying high place in our society because Islam has given them great respect. In the near past women were considered inferior to men. They were debarred from taking part in social life. Their sphere of activities was limited to domestic work. Up to the 19th century it was believed that women were the servants of the homes of their husbands. In those days women were not allowed to take part in political and social life and administration.Rousseau the French philosopher who never married once said The dignity of woman consists in being unknown to the world her glory is the esteem of her husband her pleasure the happiness of her family. Quite recently women have come to take more and more prominent part in many spheres of life In some respects they have excelled men. In sports intellectual and artist pursuits in office and industry they have set a new record of honesty and efficiency.They have succeeded marvelously as teachers and nurses goldsmith the famous poet and wr iter made a complaint two centuries ago Women famed of their valour their skill in politics or their learning have left the duties of their own sex in order to invade the privilege of ours. This is what the women are doing today. Now women are enjoying that place in society. Which they could never think of it past. There is particularly no field where women are not competing with men. In professions outdoor life and law they claim equality with men.In business trade industry in the learned professions in politics administration, scientific research literary and artistic activities. Eve is making herself felt everywhere. They are police and military officers. They are working as sale girls as air hostesses and as clerks and steno typists. They are turning out men from the posts of personal secretaries. As the days pass we have to get more and more used to the idea of seeing women working side by side of men riding driving, flying, playing even fighting. Even in Pakistan we have women athletes writers, leaders, administrators.They are fast discarding purdah and taking to active outdoor life. Law has given a woman a status equal to that of man. In nearly every democratic country women have the right to vote. Not only this now women got a chance to become the head of he state. The selection of Benazir Bhutto as Prime Minister twice in a great example of women's place in society. Many other women are also serving at key posts. Many thinkers including most of the Muslims do not like their idea of woman liking an active part in public life and in the professions.They argue that biologically woman's function is different from man's she has to be a mother. Women are not suitable for every job. They are too delicate to perform arduous duties of life. The real greatness of a woman lies in her role as mother. It is rightly said the hand that rocks the cradle rules the world. The mother who can bring up the right sort of children is really a great benefactor of society. Is lamic society gives a very respectable position to woman. The Holy Prophet has said â€Å"Verily the paradise lies under the feet of your mother†.