Responsibility in Society and Education

Responsibility in Society and Education Taking responsibility is often discussed as a challenging process because of the associated limits and frames in behaviors and feelings of blame or duty. In addition, responsibility is usually associated with the personal maturity of an individual who can act conscientiously and focus on consequences of his or her actions (Perring, 2014, p. 18).Advertising We will write a custom research paper sample on Responsibility in Society and Education specifically for you for only $16.05 $11/page Learn More From this point, the idea of responsibility is discussed in different situations when a person is expected to demonstrate a certain response to events, processes, and behaviors. The implicit idea behind the notion of ‘responsibility’ is that this response should be moral and accountable (King Carruthers, 2012, p. 201). The purpose of this paper is to examine the aspects of the definition of ‘responsibility’, to discuss the recent debates on the concept of ‘responsibility’ in the scholarly literature, and to analyze the idea of responsibility with references to the known cases of responsible actions and with the focus on the students’ responsibility in the context of education. Definition of the Problem In spite of the fact that the idea of responsibility is explained to persons since their childhood, and they learn to be responsible while studying and behaving, the notion is still discussed as complex for understanding. It is rather difficult to overestimate the role of responsibility demonstrated by persons in the society because this concept is also closely related to the notions of morality, ethics, and duty (Khoury, 2012, p. 188). From this perspective, people are inclined to view responsibility as an important aspect of their life, and the understanding of this idea is developed through the education and social interactions. The problem is in the fact that researchers and educators impose d ifferent meanings on the idea of responsibility as a moral, philosophical, and social concept. According to Isaacs (2014), responsibility can be divided into personal and social, and the man’s actions differ depending on the type of responsibility that a person can assume (p. 41). In addition, there are disparities between taking responsibility for something and acting responsibly (Toumayan, 2014, p. 270). Therefore, the detailed examination of the concept of responsibility is required. The Meaning of ‘Responsibility’ Although people can claim that they understand what the concept of ‘responsibility’ means, researchers distinguish a variety of approaches from which this idea can be viewed. Williams (2013) defines responsibility as a state of accepting the control over the certain actions or processes within the community, and this definition is related to the social responsibility (p. 352).Advertising Looking for research paper on social scie nces? Let's see if we can help you! Get your first paper with 15% OFF Learn More Ciurria (2014) is inclined to define responsibility with the focus on the moral aspects, and in this case, responsibility is a duty of a person for certain actions, behaviors, and processes (p. 546). Isaacs (2014) also defines responsibility from the perspective of the ethical paradigm, and she states that responsibility is â€Å"the praiseworthiness or blameworthiness of moral agents† (p. 41). Chandler (2013) views responsibility as the social or personal concept associated with the moral assessment conducted in order to understand who can be blamed or appreciated for the certain actions (p. 176). Another perspective is the discussion of responsibility from the point of taking responsibility for performing some actions and accepting responsibility for certain consequences (Dempsey, 2015, p. 320). Thus, researchers define and explain responsibility as the state of being accountabl e for words, actions, behaviors, and their consequences that can affect not only the personal life but also the other people. For the purpose of the research, the idea of responsibility should be not only defined but also explained with the focus on the recent debates in the literature. Literature Review Applying the theoretical background to the idea of responsibility, researchers refer to the theory of moral responsibility formulated by P. F. Strawson. In her work, Ciurria (2014) rephrases Strawson’s vision of moral responsibility as the people’s â€Å"tendency to express the reactive attitudes of gratitude, resentment, disapprobation †¦ toward others in light of their intentional actions† (p. 545). From this perspective, responsibility is considered in those cases where a person acts against the widely accepted moral norms or other types of rules. According to this theory, while acting in the society, a person should be ready to the assessment of his or her responsibility or responsible actions by the public. These assessments are discussed as â€Å"reactive attitudes†, and the whole idea of responsibility becomes viewed as the â€Å"social competence† that determines how effectively a person can interact within the society (Ciurria, 2014, p. 551). Another important theory to explain the principles of responsibility is formulated by Emmanuel Levinas, who focused on the responsibility to protect. According to Toumayan (2014), who explained Levinas’ ideas, the responsibility to protect is observed in those cases where leaders decide on the further steps for the benefit of people (p. 270). Thus, both theories explain the responsibility toward others.Advertising We will write a custom research paper sample on Responsibility in Society and Education specifically for you for only $16.05 $11/page Learn More Responsibility toward the public is often referred to as the political responsibility because the public imposes certain obligations on political leaders to be responsible for nations and their development (King Carruthers, 2012). In this context, focusing on the responsibility toward the masses and predicting consequences at the global arena, Chandler (2013) speaks about the people’s †embeddedness in emergent chains of causality† in the context of acting responsibly (p. 176). However, Chandler (2013) also notes that, imposing the full responsibility for certain activities and processes observed in countries and globally on political leaders, people try to avoid taking their personal responsibility for their life and the life of their families (p. 177). The history demonstrates that the responsibility toward the society as the performance of activities for the benefits of masses is adopted only by a few individuals, and the full understanding of the concept of social responsibility is observed in relation to communities and organizations within wh ich people interact (Waghid, 2014, p. 5; Wartell, 2013, p. 167). According to Dempsey (2015), in this case, people act responsibly when they follow moral norms and rules set in the concrete settings or organization (p. 319). Nevertheless, discussing the responsibility toward other people, researchers also pay attention to the idea of the personal responsibility. The problem of the personal responsibility as the idea of accepting one’s duty for performing certain activities and making right choices is discussed by researchers from the perspective of making responsible choices that are appropriate for a person and from the perspective of accepting someone’s authority to assess the person’s responsibility (Isaacs, 2014, p. 41; Khoury, 2012, p. 188). Williams (2013) notes that people can discuss only some persons having the accountability to blame them â€Å"for certain forms of vice or misconduct†, and in this case, it is necessary to speak about the problem of standing and authority (p. 351).Advertising Looking for research paper on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Referring to students, Lewis, Romi, and Roache (2012) state that young people usually accept the authority of educators to blame them for being irresponsible, but they often do not accept the judgments of their peers (p. 871). Thus, the literature demonstrates that the personal responsibility makes people analyze all the outcomes of their actions, but people are often not ready to be blamed for irresponsible actions in spite of providing the evaluations for others. Examples of Responsibility and Responsible Actions While focusing on the real-life examples of demonstrating responsibility in relations with relatives and friends, in personal behaviors, as well as in the educational and professional spheres, researchers propose the evidence of acting responsibly in relation to children, parents, relatives, friends, and colleagues. In a family, the vivid example of responsibility is the parents’ attitude to their children when parents think about the benefits of their behavior for the child. The responsible behaviors include care and attention in this case. In the educational sphere, it is possible to speak about the responsibility of students for their results in learning and the responsibility of educators for the achievements of their students. In his work, Wartell (2013) argues that it is a different level of educators’ responsibility when they are responsible for performing their professional tasks and when they are responsible for students’ attitudes to the study and career choices (p. 166). In spite of the fact that families take the primary responsibility for developing people’s visions and intentions, educators also take the significant level of responsibility in order to provoke the students’ interests in certain activities and develop their own understanding of responsibility. Another example of responsibility can be observed in the workplace where people are paid for being responsible and motivated to achieve the high results. People who perform their duties in time and carefully are often discussed as responsible, but this example of responsibility does not illustrate the deep meaning of this concept. According to Dempsey (2015), the responsible action in the workplace is the avoidance of unethical behaviors and words contributing to developing the corporate culture (p. 321). From this point, the examples of responsibility vary depending on the people’s visions of this idea. Cases of Responsibility in the Historical and Social Contexts While concentrating on the real-life examples and cases of responsibility that are important to be discussed in order to contribute to the understanding of the concept, it is necessary to mention the responsibility of Prophet Muhammad, Nelson Mandela, Malcolm X, Albert Einstein, and Mother Teresa. In spite of the fact that these people held responsibility toward different categories of population, their words and actions were perceived as important for the society and advantageous for the public. In his work, Ushama (2015) analyzes words from the Muslim Scriptures focusing on the role of Prophet Muhammad as a person set by Allah to become responsible for educating others to cope with hardships and find the blessings in the faith (p. 54). If Prophet Muhammad is an example of the person responsible toward the public in terms of religion, Nelson Mandela is often viewed as a responsible person playing in the political environments. Mandela’s teachings on responsibility for the community contributed to creating the strong national force protecting the rights of the South African public. Waghid (2014) notes that according to Mandela â€Å"acting responsibly towards the other requires of a person to treat another person humanely in the sense of not violating the personhood of the other person† (p. 5). This principle provided the grounds for Mandela’s humanistic philosophy based on the idea of the responsibility of everyo ne toward others. Malcolm X is regarded as a political, social, and religious leader who also declared the idea of accountability convincing the masses to take responsibility for their personal racist actions and convincing the officials to accept responsibility for discrimination against the religious and racial grounds (Mbunga, 2013, p. 10). In the sphere of science, it is important to refer to the responsibility of Albert Einstein who drew the public’s attention to the role of people’s scientific actions and discoveries for the development and formulated the principles of the philosophy of science. In the social sphere, the leader is Mother Teresa, who accepted her duty for helping other people to become responsible for orphans, as well as poor and sick people who need the assistance in the society. According to King and Carruthers (2012), these personalities accepted their moral responsibility to other people and focused on assisting others to become more responsib le for their actions (p. 202). These discussed cases demonstrate how the responsible actions of each person can change the world around them. Analysis of the Concept of ‘Responsibility’ While referring to the literature review and the examination of the examples, as well as cases of responsibility that have the historic and social meaning, it is important to conduct the analysis of this concept in detail. It is important to determine the difference between taking responsibility and acting responsibly, discuss advantages and disadvantages related to the concept, and analyze this idea in relation to students’ behaviors. Taking Responsibility and Acting Responsibly It is important to state that examples and cases of responsibility, as well as the researchers’ claims, indicate that taking responsibility for something is not the same as acting responsibly and according to certain rules and expectations. While taking responsibility for behaving wrongly, a person cannot change anything (Isaacs, 2014, p. 45). On the contrary, acting responsibly, a person predicts consequences and can avoid failures. From this point, responsibility is primarily associated with acting responsibly, understanding positive and negative outcomes of actions or absence of actions. In this context, responsibility has a few similarities with blameworthiness and taking responsibility for the past actions without actual steps to change the situation (Khoury, 2012, p. 189). The problem is in the fact that, demonstrating blameworthiness and focusing on the responsibility of other people, individuals are inclined to ignore their personal responsibility for actions, as it was noted by Chandler (2013), who discussed the political responsibility (p. 177). In the context of education, students are inclined to impose responsibilities for their academic failures on teachers, and educators can impose the responsibility for problems on policymakers and developers of curricula. Adv antages and Disadvantages of Acting Responsibly One of the main reasons for adopting responsibility by only mature and conscientious persons is the fact that acting responsibly has both advantages and disadvantages. The advantage of responsibility is the understanding of all outcomes associated with the person’s behavior and actions (Ciurria, 2014, p. 547). The person knows that he or she did all possible in order to achieve the concrete results, and this person becomes ready to any consequences. However, the necessity of acting responsibly can be discussed as having disadvantages because of limiting people in their actions and providing certain moral frames. The feeling of responsibility makes people act not according to their desires but according to the goals and plans (Perring, 2014, p. 18). Still, the perceptions of advantages and disadvantages of responsibility are often different. Thus, responsible students can view the process of acting responsibly as an advantage bec ause they perceive the process of studying as building the fundament for the future career. On the other hand, irresponsible students can see the idea of responsibility as full of disadvantages because it prevents them from acting in a desired manner before performing actions for which they are responsible. The Value of Responsibility for Students Responsibility is usually associated with the personal maturity. In the case of students, the full understanding of responsibility is typical of those students who are obtaining their degrees and planning the career. The reason is that the choice of studying and acting responsibly is often based on the analysis of possible consequences of intended actions (Wartell, 2013, p. 167). The main motivation for students to study well and achieve higher results in this case is the orientation to the future and the understanding of the role of the study in the personal and professional development (Saxon, 2013, p. 14). The level of maturity and expe rience of the majority of undergraduate students allow them understanding that such negative consequences as the unemployment and the failure to realize their professional potential can be expected if their actions and the attitude to the study are not responsible enough (Wartell, 2013, p. 166). According to Lewis et al. (2012), teachers often pay much attention to developing the vision of responsibility in their students in order to help them adapt to the world where responsibility serves to provide certain moral norms and rules (p. 872). From this point, the value of responsibility for students is high because the development of the personal responsibility can influence the overall successfulness of a student in the study and career. Conclusion Although the idea of responsibility is actively developed in the modern society, there is still no single definition adopted for the concept because of the variety of aspects covered by this notion. However, responsibility plays the key rol e in discussing the nature of the personality because responsible actions are often discussed by researchers as morally appropriate behaviors. Moreover, the idea of responsibility is also discussed in the context of developing in persons the understanding of accountability and blame. Thus, the understanding of the role of responsibility is also important for students who should act taking into account the advice of educators and their goals for the future. References Chandler, D. (2013). Resilience ethics: Responsibility and the globally embedded subject. Ethics Global Politics, 6(3), 175-220. Ciurria, M. (2014). Moral responsibility: Justifying Strawson and the excuse of peculiarly unfortunate formative circumstances. Ethical Theory and Moral Practice, 17(3), 545-557. Dempsey, J. (2015). Moral responsibility, shared values, and corporate culture. Business Ethics Quarterly, 25(3), 319-340. Isaacs, T. (2014). Collective responsibility and collective obligation. Midwest Studies in Ph ilosophy, 38(1), 40-57. Khoury, A. (2012). Responsibility, tracing, and consequences. Canadian Journal of Philosophy, 42(4), 187-208. King, M., Carruthers, P. (2012). Moral responsibility and consciousness. Journal of Moral Philosophy, 9(2), 200-228. Lewis, R., Romi, S., Roache, J. (2012). Excluding students from classroom: Teacher techniques that promote student responsibility. Teaching and Teacher Education: An International Journal of Research and Studies, 28(6), 870-889. Mbunga, M. (2013). Malcolm X and Christianity: Engaging the criticisms and moving towards an African-Centered Christianity that can advance Pan-Africanism in the 21st century. Journal of Intercultural Disciplines, 13(1), 9-22. Perring, C. (2014). Methodology in ascribing moral responsibility. Philosophy, Psychiatry, Psychology, 21(1), 17-20. Saxon, P. (2013). Student responsibility and self-directed learning: An interview with Christine McPhail. Journal of Developmental Education, 36(3), 14-17. Toumayan, A. ( 2014). The responsibility for the other and the responsibility to protect. Philosophy Social Criticism, 40(3), 269-288. Ushama, T. (2015). Is Islam a religion of ease or hardship? An analysis of the Muslim scripture and patterns of Prophet Muhammad (Peace Be upon Him). Asian Social Science, 11(1), 51. Waghid, Y. (2014). Philosophical remarks on Nelson Mandelas education legacy. Educational Philosophy and Theory, 46(1), 4-7. Wartell, M. (2013). Historic changes, expanding responsibilities for higher education. Journal of College and Character, 14(2), 165-170. Williams, G. (2013). Sharing responsibility and holding responsible. Journal of Applied Philosophy, 30(4), 351-364.

American History Progression by 1865 Essay Example | Topics and Well Written Essays - 250 words

American History Progression by 1865 - Essay Example American Independence followed this in 1776. Before the reconstruction era, the Americans focused on Slave trade and thus set up certain trade patterns. However, the reconstruction era ended the slavery. The reconstruction era led to reunion of the state that had broken up from the union (Oslon 72-76). The election of Thomas Jefferson is often viewed as the start of a revolution which lasted from 1775-1783. It after this that order was established in America. His administration focused in establishing union in America for progressive growth. After the war, the American founders focused on enhancing growth. In 1789, George Washington affected the bill of rights and a stable national government was established. During Washington reign, the Bank of Unite States was established and it shaped the American Financial system. Moreover, a tax system and federalist party were established (Oslon, 165-169, 211-206). Another important happening in the history of America is the civil war in 1861. This war was important since it followed the Confederation of States of

Total Quality Management xxxxx Company Essay Example | Topics and Well Written Essays - 2500 words

Total Quality Management xxxxx Company - Essay Example oblems the company faced having atrophied somewhat due to its own success, a victim of its own success in a way, and also by the onset of competition chiefly from Apple with the iPhone and the Android army led by Samsung. Indeed, by the time the sale had been completed, Apple and Samsung had completely taken over the market for smart phones, generating the bulk of all profits for the entire industry, even as Nokia continued to tank in terms of both sales and profits. While the top top performers prospered, Nokia continued to bleed money from its unsuccessful attempts to hawk Microsoft Windows Phones and to revive its fortunes after the collapse of its Symbian handset business. What remains of the company afterwards, on the other hand, remains formidable, with the networks infrastructure business providing the bulk of all revenues. The two other groups, essentially patents and research and development on the one hand and the mapping business on the other, are deemed as forming the int ellectual heart of the Nokia business, and is expected to generate new businesses in terms of new product innovations, new mapping products, and new ways to monetize the large cachet of patents that Nokia owns. The idea is that having sold its handset business to Microsoft, which had been bleeding money and causing Nokia’s finances to collapse, Nokia can reboot itself and change course, with a new strategy that is able to leverage its intellectual property assets, its good name, and its very vital relationships within the industry (Cheng, 2014; Rockman, 2014; Thomas, 2014; Scott, 2014). The partnership with Microsoft began as a software deal, with Microsoft providing incentives for Nokia’s using Windows Phone software that amounted to some on-going cash infusions to support the use of the software for Nokia’s phones. The problem with that partnership is that Windows Phone was not ready to compete with iOS and with Android at the time of the sealing of the deal, and so even as

Hamburger Hill Essay Example for Free

Hamburger Hill Essay The entire mountain is a rugged, uninviting wilderness blanketed in double- and triple-canopy jungle, dense thickets of bamboo, and waist-high elephant grass. Local Montagnard tribesmen called Ap Bia â€Å"the mountain of the crouching beast. † LTC Weldon Honeycutt, commander of the 3d Battalion, 187th Infantry (the â€Å"Rakkasans†), called it â€Å"Hill 937. † The Soldiers who fought there dubbed it â€Å"Hamburger Hill. † The ? ght on Hamburger Hill occurred during Operation Apache Snow, the second part of a three-phased campaign intended to destroy North Vietnam Army (NVA) bases in the treacherous A Shau Valley. The American and South Vietnamese units participating in Apache Snow knew, based on existing intelligence and previous experiences in the A Shau, that they were in for a tough ? ght. Beyond that, however, they had little evidence as to the enemy’s actual strength and dispositions. Masters of camou? age, the NVA completely concealed their bases from aerial surveillance. When the NVA moved, they did so at night along trails covered by triple-canopy jungle, again confounding observation from above. They effected their command and control mainly by runner and wire, leaving no electronic signature for the Americans to monitor or trace. Technology, therefore, provided scant assistance to the American battalion commander trying to â€Å"see the enemy† during Apache Snow. He had to generate his own tacticalintelligence. Patrols, captured equipment, installations, documents, and occasionally prisoners provided combat commanders with the raw data from which to draw their assessment of the enemy order of battle and dispositions. Gathering this information took time, though. Moreover, intelligence about the enemy’s strength and dispositions did not necessarily illuminate his commander’s intent. It took days to ascertain this, and the learning experience proved decidedly unpleasant for the Americans. On 11 May, Honeycutt dispersed his Rakkasans and scoured the vicinity to the north and northwest of Ap Bia Mountain. When Bravo Company made heavy contact with some NVA late in the day, Honeycutt adjusted his estimate of the enemy’s strength from â€Å"a few trail watchers† to a reinforced platoon or even a company. The Rakkasans could still deal with a force that size, but they would have to concentrate to do so. For the next three days, Honeycutt fought the mountain and the NVA to bring his scattered companies together for a coordinated battalion attack. Despite the fact that, since the initial assault, no company was more than about 1,500 meters from the crest of the mountain, it took two days to consolidate the battalion for a three-company assault. Time and again, the American infantrymen found themselves hampered as much by the topography as by the enemy. The rugged terrain slowed dismounted movement to a crawl. Between 12 and 14 May, for example, Delta Company was virtually immobilized when it went down a steep ravine and was caught there by the enemy. In one grueling ? ve-hour period, the company labored to advance a total of only 500 meters. The steep, mud-covered slopes, more than the enemy, kept this company from ful? lling Honeycutt’s intent. In the end, the troops had to abandon their attack and withdraw the way they had come. These three days were a period of intensely unpleasant â€Å"discovery learning† for Honeycutt and his men. Map reconnaissance and helicopter over-? ights did not indicate that his initial scheme of maneuver was impractical. It took Delta Company’s three-day ordeal to do so. Though Honeycutt had a long and distinguished record as a combat commander in both Vietnam and Korea, he underestimated Ap Bia Mountain and the NVA facing him. Although his estimate of the enemy strength was incorrect, his miscalculation was not immediately apparent to him or to any of the American leadership. It took three days of assaults by Bravo and Charlie Companies, each bloodily repulsed, before the situation became clearer. The enemy was stronger than anticipated, much stronger than company strength, and he grew more powerful every night as he received reinforcements from Laos. The NVA commander’s demonstrated tenacity and willingness to replace heavy losses indicated he intended to put up a stiff ? ght for Hill 937 (Scalard).

My Philosophy of Teaching Essay -- Philosophy of Education Teachers Es

My Philosophy of Teaching When we are children we aspire many goals and careers. Once we complete, our K-12 education, reality must set in. What are best attributes to a career? What would sastify us most? What is the single most defying career choice that is best for us? During the past year, I have gone from one major to the next and back again. It is definitely a stressful time in one’s life. The choices we make now will have a lasting effect on us. Education was my beginning major and yes, through every obstacle it is the major I have chosen. Teachers possess a difficult job because they inspire and create our future nation. I want to be a part of that I want to help a child achieve their short and long-term goals. When asked why I want to be a teacher I could name many things, but in essence the reason I want to be a teacher is because I love children. I love their innocence, the mischievous thoughts they have, and most of all their love and longing to learn. For me, as a teacher, it would be an honor to have some type of impact on a child’s life. Students characterize this career. There are many different levels and personalities that every person attributes to a classroom. These differences are what make our world work. If everyone were the same, monotony would exist. Each student has their own learning pattern, personality, and academic level therefore as a teacher, you must conform to each student for their best abilities are exhibited. In my classroom, I plan to know each of my students and what type of teacher I must be to meet all their educational needs. In this case, students will be more likely to exert their energy to work on what they need most. A teacher who can arouse a feeling for ... ...raduation I plan to attend the masters program at Radford University in Virginia. When I have completed this program I want to become a Reading Specialist. I have many plans and ideas on how to get children motivated to read. At some point, I may decide I want a doctorate in education, I would then continue to teach and also continue my education. West Virginia offers many benefits in its teacher union, so I’m sure I would like to join some type of union wherever I may be teaching. There are many counter jobs that go along with being a teacher. I have learned to respect all the teachers I have ever experienced, and I hope all my students will gain respect for me. I know I can be anything I want to be, but I also know my career is meant to be an educator. I want to be an effective teacher that brings forth the ambition to learn in each of my student’s lives.

Narrative (fiction) texts Essay

Children should be able to distinguish narrative texts from expository ones. For a child to be familiar with each type of text means to possess sound communicational, analytical, reading, and writing skills. DQ 14 It is critical that children are able to distinguish expository texts from narrative works of writing. Generally, there are several features which make narrative and expository texts different from each other. Narrative (fiction) texts are filled with numerous sensory details. Personal experience is not a rare subject of fiction stories. Fiction literary works are usually told from a first person’s view. In many instances, the author of a fiction story will refer to personal interpretation of events and phenomena by using â€Å"I† or â€Å"we† pronouns. Expository (non-fiction) texts are primarily aimed at informing, explaining, or persuading the reader. Expository texts are not colored with emotions, being written from a non-personal (often neutrally objective) viewpoint, and carrying no sensory details. Expository texts are never written in the first person (Vacca, 1999). Children should be able to differentiate expository texts from narrative literary works. Children need these skills to read and interpret texts, to be able to search and analyze the required information, to choose a correct writing style according to the specific writing needs and circumstances (Vacca, 1999). The process of education requires using either expository or narrative information as the source of knowledge on various curriculum subjects. To understand the meaning of a word, to communicate with audiences, to acquire new information, and to use this information to achieve personal goals, children need to possess sound knowledge on what a fiction, and what a non-fiction text is. The five examples of fiction books: Louis Ehlert’s Red Leaf, Yellow Leaf; Mary Hoffman’s Amazing Grace; Jerry Stanley’s Children on the Dust Bowl; Harriette Gillem Robinet’s Children of the Fire; Marya Dasef’s Tales of a Texas Boy. The five examples of non-fiction books: DK Publishing’s Children’s History of the 20th century; Delia Ray’s A Nation Torn: The Story of How the Civil War Began; Anne Millard’s Pyramids; Aliki’s Communication; Russell Freedman’s Children of the Wild West. References Vacca, R. T. (1999). Content area reading: Literacy and learning across the curriculum. New York: Longman.

Crohn s Disease ( Cd ) - 1736 Words

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Then, it is important to assessRead MoreHow Mongersen Is Increase Anti Inflammatory Cell Signaling Essay1735 Words   |  7 Pages -1. Sketch how mongersen is expected to increases anti-inflammatory cell signaling. (10%) Since gut inflammation of Crohn’s disease is characterized by abnormal decreases in the activity of the immunosuppressive cytokine transforming growth factor (TGF)–Î ²1, which is induced by the increased level of SMAD7 protein, because it would prevent TGF-ÃŽ ²1–associated and SMAD-associated signaling.[1] The formulation of Mongersen (formerly GED-0301) contains a 21-base single-strand phosphorothioate oligonucleotideRead MoreSymptoms And Symptoms Of Inflammatory Bowel Disease ( Ibd )1316 Words   |  6 Pagescauses and diseases related to these symptoms. It was awkward and unpleasant to deal with the symptoms for him. He felt weak and started to lose weight. Eventually, Mr. A was diagnosed with crohn’s disease (CD) a type of inflammatory bowel disease (IBD) in 2012. IBD is a collective group of disorders that are chronic and incurable and characterised by inflammation in the intestinal tract. (Chang Johnson, 2014, p.446). Crohn’s disease (CD) a nd ulcerative colitis (UC) are autoimmune diseases, where theRead More Inflammatory Bowel Disease Essay1452 Words   |  6 PagesThe term Inflammatory Bowel Disease (IBD) is a general name given to a few disorders that all fall under the category of inflamed intestines (they become red and swollen.) This is usually due to a reaction the body causes against its own intestinal tissue. The two most common types of Inflammatory Bowel Disease are Ulcerative Colitis (UC) and Crohn’s Disease (CD). Crohn’s disease can affect any part of the gastrointestinal tract; however, it more commonly affects the small intestine or colon. Inflammatory