Sunday, January 31, 2016

What are some rhetorical devices in Macbeth, Act 1 scene 7?

A rhetorical device is a persuasive device. In Act I, scene 7, Macbeth has had second thoughts about murdering Duncan, and tells Lady Macbeth he can't go through with it. Macbeth remembers that he owes such a good ruler (or any ruler) his loyalty and, further, that as his guest, Duncan has earned extra protection from Macbeth, not murder and betrayal. Finally, Macbeth remembers that he just been honored by the king and wants to enjoy the good feelings and well wishes of other people ("golden opinions ... in their newest gloss"), not immediately mar the moment with murder. He wants to be toasted and celebrated and complimented and to enjoy his moment in the sun as one of Duncan's favored men. He only tells Lady Macbeth the last reason, but we, the audience, know the other two have gone through his mind. Lady Macbeth has to muster all her rhetorical (persuasive) powers to motivate Macbeth to carry through with his bloody plans.


She does this in several ways. First, she attacks his manhood (an ad hominem or "attack the person" argument) and questions his love for her, saying that if he can promise he will do something and then not act on it, how can she be sure of anything that he says or even that he loves her? She attacks him for not taking what he wants, asking him if he is afraid to act on his desires, another attack on his manhood.


Second, she sets up an either/or argument, telling him he either needs to take what he wants or he is a coward. This is a type of rhetoric that allows for no gray areas or middle ground: either Macbeth kills Duncan or he is a coward, unmanned in her eyes and his own. Macbeth could argue back that it could be considered courageous not to murder one's king, but he doesn't, and Lady Macbeth doesn't give him a chance to think as she rushes on.


She continues to persuade, rising to a cresecendo by using the rhetorical device of emotional appeal, telling him that she would dash out the brains of a "gumless" baby suckling at her breast if she had promised to do so. 


Finally, she reassures him that as long as he screws up his courage and does what needs to be done, they can't fail: they have a foolproof plan in pinning the murder on the drunken servants. 


Lady Macbeth's rhetoric works and Macbeth does the bloody deed.

How is Boo Radley from Harper Lee's To Kill a Mockingbird present as a menacing or threatening character?

Harper Lee's To Kill a Mockingbird is about a family living through the Depression in the fictional town of Maycomb, Alabama. It is something of a coming-of-age story in which the narrator, six-year-old Scout Finch, learns about the realities of life from her father, Atticus Finch, and a host of other local characters.


One of the most important characters in the book is the enigmatic recluse Boo Radley. This character is shrouded in mystery. This mysteriousness inspires Scout and her companions, brother Jem and friend (and six-year-old fiancee) Dill, to create an elaborate fantasy world with Boo at the center as a terrifying spectre of evil.


Lee ominously introduces the reader to Boo in the book's second paragraph:



. . . it began the summer Dill came to us, when Dill first gave us the idea of making Boo Radley come out.



But before that happens, Boo is the subject of many imaginary activities for Scout and the others. They talk about him incessantly, making up games that include running up to Boo's door, touching it and running away, sneaking into his yard at night, and pretending to stab each other with scissors (as Boo was alleged to have done to his father years before). They characterize him as a predator, believing, or at least pretending to believe, that he sneaks out at night and eats cats and squirrels.


It is doubtful that the real Boo is anything like that; in fact, the kids on several occasions find gifts in the knothole of a nearby tree that they suspect have been left by Boo. And the fact that they want to make him “come out” suggests that they are more curious than terrified by him. Boo is a way for the children to exercise their imaginations and also a way for the author to explore the ideas of prejudice and narrow-mindedness. The real terror in the book is the way people sometimes treat each other. The town's reaction to alleged rapist Tom Robinson mirrors the children's attitude toward Boo. As they see the injustice perpetrated by closed-minded, hateful people upon the victimized black defendant, they also come to see their own mistreatment of Boo.


Ironically, by the story's end Boo is the hero that saves Scout and Jem from a real enemy—Mr. Ewell, the story's epitome of ignorance and hate.

Saturday, January 30, 2016

How is freedom personified by Frederick Douglass?

When you think of the word freedom and place it in the context of American history, nobody quite exemplifies the word like Frederick Douglass.  Born into slavery, Douglass spent a great deal of his early life trying to escape that condition.  He essentially taught himself to read and write as he knew that a state of slavery existed in the mind of an illiterate person.  He attempted two escapes that were unsuccessful but did not give up.  Douglass became a free man on his last escape attempt in 1838 when he masqueraded as an African-American sailor.  The notion of freedom for Douglass was that it was worth risking everything for.  Douglass, as a free man, would go on to fight tirelessly until every last slave was freed.  He became the most recognizable voice in the fight for abolition in the United States.  

What were Brutus's and Cassius's motives for killing Caesar?

Cassius appears to envy Julius Caesar, while Brutus is fearful for the Roman Republic. Cassius points out that Caesar has grown too powerful, though he is not more worthy than anyone else: “Brutus and Caesar: what should be in that 'Caesar'? / Why should that name be sounded more than yours?” Cassius condemns Caesar’s weakness as a human, emphasizing that he is nothing more than a man who may aspire to be dictator. Caesar describes Cassius’s ambition and jealousy: “Such men as he be never at heart's ease / Whiles they behold a greater than themselves.”


Brutus, on the other hand, cares about Caesar: “I know no personal cause to spurn at him, / But for the general.” However, he worries about how power will corrupt Caesar and believes it necessary to nip his aspirations in the bud. At Caesar’s funeral, Brutus emphasizes how much he loved and mourns for Caesar: “Not that I loved Caesar less, but that I loved Rome more.” He slew Caesar for his ambition, which he considered a threat to Rome. As far as Brutus is concerned, a monarchy would make them all slaves.


Both Cassius and Brutus worried about Caesar’s growing popularity. Caesar was a proud and strong-willed man, so their fears were very valid. Their conflicting motives result in some irreconcilable contradictions in their coup, which ultimately falls to Mark Antony and Octavius Caesar. Octavius would usher in the Roman Empire, the exact fate Brutus was hoping to avoid.

Friday, January 29, 2016

What is the effect of leaving the narrator's crime unspecified?

Great question.  By leaving the narrator's crime unspecified, Poe has enlisted the help of the reader's imagination.  A reader's imagination will always take things way past what a writer is generally capable of writing about.  We just assume the absolute worst.  The narrator's punishment is quite awful.  He's put in a dark room with a pit.  The jailers are hoping he falls in.  Then there's the whole pendulum part and trying to cut him in half.  Finally, there's the burning and squeezing walls.  Whatever the narrator did, his crime must have been terrible to deserve such horrors!  When a reader thinks along that line, the reader then starts hypothesizing all of the horrible crimes that the narrator might have committed.  And my imagination can be quite vivid.  Modern film occasionally uses an audience's imagination effectively as well.  I think back to the original Jaws and Alien. Those two films were terrifying, and they both hardly ever allowed the audience to see the death giving monster.  My imagination made the fear so much more visceral.  That's the effect of Poe leaving things unknown to his readers. 


The other effect of leaving the narrator's crime unknown is that the reader is at times just as confused as the narrator himself.  Consequently, we are better able to relate and empathize with the narrator. We understand his confusion, because we are confused and "kept in the dark" ourselves.  

To what extent does Haddon present Christopher as courageous in the novel?

Haddon presents Christopher as courageous because Christopher is willing to go beyond his usual boundaries to find out the truth about who killed Wellington, the dog, and about what happened to his mother. When Christopher realizes that his neighbor, Mrs. Shears, is lying to him about what happened to Wellington, he decides to find out what really happened. He says that he "felt happy because I was being a detective and finding things out" (Chapter 59). Carrying out this type of detective work is difficult for Christopher, as he has a form of autism spectrum disorder and cannot always navigate the outside world, despite his intelligence in areas such as math.


In carrying out his detective work, he has to speak with people he does not know, which is very difficult for him. He says in Chapter 67, "So talking to the other people in our street was brave. But if you are going to do detective work you have to be brave, so I had no choice." While facing new situations is daunting to him—as he can't even stand to have the furniture moved—he also decides to head to London to look for his mother. This journey involves moving well beyond his comfort zone, but he is motivated to find out the truth about his mother. In this sense, he is courageous because even traveling on a train and going to a new place are undertakings that are very novel and frightening for him.

What are some significant actions made by the characters in A Raisin in the Sun?

This is a big question, but I'll try to give a few of the major actions that characters take in the story. Many of the family's actions are taken as an attempt to better their lives, so I'll start there. Lena, the matriarch of the family, makes the choice to use at least part of her $10,000 insurance check from her husband's death to put a down payment on a nice house in a white neighborhood, fulfilling the dream of upward mobility that she and her husband had for their family. Walter takes another significant action by disobeying his mother; instead of splitting the rest of her check between himself and his sister Beneatha, he spends it all on a business plan he has been working on with two other men. While Lena sees success for the family through a nice new house, Walter sees it through going into business for himself and making money for the family. The different characters' views of success and happiness cause most of the conflict in the plan, especially when it comes to the fate of the $10,000 (and when Walter's partner runs off with the rest of the money).


Another important action is taken for the opposite reason: because the family doesn't have enough money to support another child, Ruth decides to get an abortion when she finds out she is pregnant again. Though her intentions are good, Lena is horrified by the decision and Walter's feelings of being an inadequate husband and provider are exacerbated. 


Finally, Walter makes two more major decisions and actions in the play that drive the plot. First, he accepts the offer of Karl Linder, who wants to buy the house Lena just put a down payment on in order to keep the neighborhood white only. Again, Walter is choosing money over his mother's measure of success and happiness. In the end though, Walter rejects the offer and the play ends with the family leaving their little apartment for the final time. 

Thursday, January 28, 2016

In The Outsiders by S. E. Hinton, what do Ponyboy, Sodapop, Steve, Darry and Two-Bit fight for?

In the beginning of Chapter Nine of S. E. Hinton's novel The Outsiders, the greasers are preparing for a rumble against the Socs. Ponyboy tries to determine why each greaser fights. He first questions his brother Sodapop, who responds by saying he likes to fight because fights are "a contest" and are similar to a "drag race." Steve responds that he fights because he has a bitter dislike for the Socs and that he would simply like to "stomp the other guy good." Darry, on the other hand, seems to fight so that he can show off his muscles and Ponyboy relates that Darry enjoyed contests of strength such as "weight-lifting or playing football." For Two-Bit, fighting was just part of life as a greaser. He says, "Shoot, everybody fights." In contrast, Ponyboy admits that he really doesn't like to fight and that fighting should be limited to "self-defense." Because of what happened to Johnny, however, Ponyboy is eager to fight in this rumble in order to "whip the Socs" who had caused so much trouble for the boys. In the end, Ponyboy sums it up: "Soda fought for fun, Steve for hatred, Darry for pride, and Two-Bit for conformity." 

Tuesday, January 26, 2016

What was referred to as the "iron curtain?"

The main way that the term “iron curtain” has been used in history is to refer to the boundary between the communist bloc and the West during the Cold War.


The Cold War was a conflict between the Soviet Union and its communist allies (or satellite states) and the United States and its allies, which opposed communism.  Each side wanted to dominate the world and both sides feared the other.  During the Cold War, the Soviet Union controlled all of Eastern Europe and all of Western Europe was more or less allied with the United States.


The Soviets did not want their people to come in contact with the West or to be able to travel freely to the West.  They knew that people who came in contact with the West would probably prefer Western ways because the communists did not have a strong economy and they did not allow their people much in the way of personal freedom.  The communists also knew that people who were allowed to travel to the West would often simply stay there because they did not want to live under communism.  They saw this, for example, in the number of people who fled from East Berlin into West Berlin while it was still easy to do so.  As this link tells us, something like three million people went from East Germany to West Germany just between 1958 and 1961.


Because the Soviets knew these things, they created the “iron curtain.”  This was the boundary between the two sides which separated the communist world from the free world.  In Berlin, the boundary took the form of the Berlin Wall.  In other places, it took the form of double fences to prevent anyone from crossing.  The term “iron curtain” emphasized the idea that the Soviets wanted to completely block their people from the West, making it impossible for them to get out or really even to “see” what was outside.

In The Chrysalids, what is ironic about Sophie being discovered in a good season? What might have happened if the crops and newborn animals had...

Sophie’s discovery at that time is ironic because it came after David’s father made an announcement that they had defeated the “forces of Evil.”  If crops had been better she might not have been discovered because everyone would be too busy.


We are told that Waknuk is having a good season, which means that every animal born and crop raised looks like it is expected to.  There are no “mutations.”



The season was a good one, sunny, yet well watered so that even farmers had little to complain of other than the pressure to catch up with the work that the invasion had interrupted. Except among the sheep the average of Offences in the spring births had been quite unusually low. (Ch. 5)



If there had been more mutations, people might not have been on the lookout for some.  Since they had nothing else to do, Sophie became a top priority.  She had survived all of those years with her extra toes as her parents hid her.  Then one day she let her guard down and was spotted.  There are so few “condemnations” that David’s father announced that “that Waknuk would seem to be giving the forces of Evil quite a setback this year.”


David's father's comments are ironic because he doesn't realize the full significance of his words; exactly the opposite of what he expects happens.  David’s father announces that they have defeated the forces of evil because they have had no mutations, and then Sophie is discovered with her extra toes.  This is probably one of the reasons David’s father was so brutal to him about turning Sophie in.  He made a fool of his father.


In a way, Sophie’s discovery is linked to the good season because she and David explored more.  David does not have as much work to do. Even if they were careful, they were not careful enough.



With everyone so busy I was able to get away early, and during those long summer days Sophie and I roamed more widely than before, though we did our adventuring with caution, and kept it to little-used ways in order to avoid encounters. (Ch. 5) 



Unfortunately, David is not able to protect Sophie.  He tries to hold out long enough for her to get away, but his father eventually beats the information out of him.  Even though it was not his fault, David is guilt-ridden for having given her up.

Monday, January 25, 2016

What is an example of secondary data analysis? Why might we use it? What are the pros and cons of using it?

Secondary data comes from a source other than the researcher. (Primary data, by contrast, is that which the researcher collects for his or her own study.) Examples include government census reports, other governmental databases, and administrative data.


Researchers are often drawn to the time and cost saving benefits of using secondary data. Secondary data may also provide information the researcher would not have access to alone. This type of data is usually essential in studies of change over time because it can provide information that cannot currently be collected. Secondary data may also provide larger, higher quality information than the researcher could gather independently. Secondary data can also be used to establish a baseline to design new research and compare new data. Another advantage to using secondary data is the information may already have been vetted for reliability and validity, saving the researcher a step in the process. 


A disadvantage of using secondary data is that the information may be out of date or no longer relevant. Additionally, since the data already exists, the researcher is not able to manipulate particular variables to specifically address research questions. Another problem is the data available may not be representative enough or detailed enough to serve the researcher’s purposes. 

Sunday, January 24, 2016

What is achievement motivation?


Introduction

Achievement motivation can be understood simply as the tendency to strive for success or to attain a desirable goal. Embedded within this definition are a number of important implications. First, it is suggested that achievement motivation involves an inclination on the part of the individual. Historically, this has included a consideration of the individual’s personality and how that personality influences a motivational state, given the presence of certain environmental factors. Since the 1980s, the focus of achievement motivation research has shifted from individual differences in personality to the cognitive, situational, and contextual determinants of achievement. Second, achievement usually involves a task-oriented behavior that can be evaluated. Third, the task orientation usually involves some standard of excellence that may be either internally or externally imposed.









Henry A. Murray, in his influential book Explorations in Personality (1938), conceived of personality as a series of needs that involve a “readiness to respond” in certain ways under specific conditions. One of these is the need for achievement. He defined the need as a desire or tendency to “overcome obstacles, to exercise power, to strive to achieve something difficult as well as and as quickly as possible.” Thus, achievement is a generalized need. Like many later motivational theorists, Murray argued that the pleasure of achievement is not in attaining the goal but rather in developing and exercising skills. In other words, it is the process that provides the motivation for achievement.


David McClelland and his many associates at Harvard University furthered the idea of needs in several decades’ worth of work in learned needs theory. McClelland argued that people, regardless of culture or gender, are driven by three motives: achievement, affiliation, and influence. The need for achievement is characterized by the wish to find solutions to problems, master complex tasks, set goals, and obtain feedback on one’s level of success. McClelland proposed that these needs were socially acquired or learned.


John Atkinson, who collaborated with McClelland in some early work, developed a distinctively cognitive theory of achievement motivation that still retained the basic ideas of McClelland’s theory—that people select and work toward goals because they have an underlying need to achieve. Atkinson made two important additions. First, he argued that the achievement motive is determined by two opposing inclinations: a tendency to approach success and a tendency to avoid failure. The first tendency is manifested by engaging in achievement-oriented activities, while the second tendency is manifested by not engaging in such activities. Second, Atkinson suggested that these two fundamental needs interact with expectations (the perceived probability of success or failure of the action) and values (the degree of pride in accomplishment versus the degree of shame in failure).


Several modifications were subsequently offered by Atkinson and others. For example, an important distinction between extrinsic motivation (engagement in a task for an external reward, such as a school grade or a pay raise) and intrinsic motivation (engagement in a task as a pleasure in its own right, with some standard of performance as a goal in itself) was developed to explain why some people may still engage in achievement activities, such as attending school or accepting a demanding job, even when their tendency to avoid failure is greater than their tendency to seek success.


Bernard Weiner’s
Explanatory Style Theory (1972) developed out of the observation that people have different explanations for success and failure. He postulates in the book that success and failure at achievement tasks may be attributed to any of four factors: ability, effort, task difficulty, and luck. These four factors can be classified along two dimensions: locus of control
(internal versus external) and stability (stable versus unstable). Internals believe that their successes and failures result from their own actions. Whether they succeed or fail, they attribute the outcome to their ability or to the effort they expended. Externals, in contrast, tend to believe that success or failure is beyond their control. They succeed because they had an easy task or were lucky. They fail because they had a difficult task or were unlucky.


In Self-Theories (1999), Carol Dweck and her associates suggest that differences in achievement can be understood through the implicit theories that people have about the origins of their competency. People who adopt a performance orientation tend to attribute their successes and failures to unchanging personal traits such as ability. They also tend to pursue extrinsic rewards. People who adopt a mastery orientation tend to focus less on ability and more on the process of overcoming obstacles and solving problems. They tend to find internal rewards very appealing and seek out and enjoy the challenge posed by difficult tasks.




Practical Achievement

Achievement motivation is an important psychological concept, and it is useful in explaining why some people are more successful in attaining goals than are others. In general, people with a higher need for achievement, people with a more internal locus of control, and people who pursue mastery goals tend to do better than their performance-oriented, external-locus-of-control, low-achievement-need counterparts.


McClelland, Dweck, Weiner, and their associates have studied the relationship between achievement motivation and academic and vocational performance. Their conclusions are remarkably similar: High achievement motivation is generally a desirable trait that leads to more successful performance. Students who are higher in achievement motivation maintain higher grades, enjoy school and academic challenges more, and show greater persistence than students with low achievement motivation. In business, it appears that entrepreneurs require a high need for achievement to function successfully.


One of the most interesting applications in the study of achievement motivation has involved gender differences. Women and men may experience achievement motivation in considerably different ways. Most of the research conducted by McClelland and Atkinson during the 1950s and 1960s was with men only, in part on the basis of the belief that men need success and women need approval. With women’s changing roles in society, however, the study of achievement motivation in women has flourished since the late 1960s.


Early research indicated that women evince less need for achievement than do men. One explanation was derived from Atkinson’s expectancy value model, which suggested that women fear success out of concern for the negative social consequences they may experience if they achieve too much. An example would be a girl who lets her boyfriend win when they play tennis. In part, she may be concerned about his feelings, but she may also believe that she will be better accepted (by him and others) if she loses.


While it is clear that some people, especially some women, may not find as much delight in winning as do others, subsequent research has suggested that some of the original conclusions may have been overstated. In fact, in terms of Janet Spence and Robert Helmreich’s three-factor model of achievement motivation, it appears that the structure of men’s and women’s achievement motives are more similar than they are different. When sex differences do emerge, women tend to be slightly higher than men in work orientation, while men seem to be slightly higher in mastery and considerably higher in competitiveness.


Another interesting application has centered on ethnic differences in achievement. It has commonly been noted that children from ethnic minority groups perform much lower than average in a variety of achievement-oriented measures. These findings are frequently presented in terms of “deficits.” The central comparison group is middle-class white students. Much of this work is confounded by a failure to consider
socioeconomic status. When ethnicity and socioeconomic status are investigated in the same study, social class is a far better predictor of achievement than is ethnicity. Further research suggests that encouraging ethnic minority children of low socioeconomic status to pursue mastery goals leads to improvements in academic success.


McClelland also attempted to demonstrate the potential benefits of increasing achievement motivation in certain populations. Through various educational programs, increasing achievement motivation has helped raise the standard of living for the poor, has helped in the control of alcoholism, and has helped make business management more effective. McCelland also developed, with apparent success, an elaborate program designed to increase achievement motivation among businesspeople, especially in developing nations.




Historic Achievement

The study of achievement motivation grew out of two separate perspectives in the study of personality. The first perspective is the psychoanalytic tradition of Sigmund Freud
. Murray was a committed Freudian in his theory of personality, stressing an unconscious dynamic interaction of three personality components: the id, the ego, and the superego. Psychoanalytic thought stresses the similarity of motives among all people by focusing on these driving forces from the unconscious domain of the personality. Murray’s contribution to the psychoanalytic tradition is the concept of need, which is understood as an entity that unconsciously organizes one’s perception of and one’s action orientation toward the world. One of these needs is the need for achievement.


The second major perspective is the trait, or dispositional, tradition in personality theory. This perspective assumes that there are measurable individual differences between people in terms of their needs and motives; that these individual differences are relatively stable over time and manifest themselves in a wide variety of behaviors; and that motives (including the achievement motive), as dispositions within people, provide the basis of behavior. Thus, the emphasis within the trait tradition is on individuals’ differences of motives. The psychoanalytic and trait approaches intersect in Murray’s theory, which is one reason that theory is so important in psychology.


In addition, developments in industrial and postindustrial twentieth century societies made the time ripe for the study of achievement. McClelland suggested that achievement motivation may explain economic differences between societies. In his book The Achieving Society (1961), McClelland attempts to predict the economic growth of twenty-three countries from 1929 to 1950 on the basis of images of achievement found in children’s stories published in those countries between 1920 and 1929. He found that those societies that emphasized achievement through children’s stories generally experienced greater economic growth. Although direct cause-and-effect relationships could not be established in a study such as this, subsequent research using experimental studies provided some support for McClelland’s position.


Finally, developments in academic achievement testing and vocational performance testing since the early part of the twentieth century have provided a natural setting for measuring attainment in these domains. As more and more tests were developed, and as they became increasingly sophisticated in measuring achievement, it became readily apparent that a conceptual model of achievement was necessary.




Bibliography


Atkinson, John William, and D. Birch. An Introduction to Motivation. 2d ed. New York: Van Nostrand, 1978. Print.



Atkinson, John William, and Joel O. Raynor, eds. Motivation and Achievement. New York: Halsted, 1974. Print.



Cohen, Ronald Jay, Mark E. Swerdlik, and Edward Sturman. Psychological Testing and Assessment: An Introduction to Tests and Measurement. New York: McGraw, 2013. Print.



DeCharms, Richard. Enhancing Motivation in the Classroom. New York: Irvington, 1976. Print.



Dweck, Carol S. Self-Theories: Their Role in Motivation, Personality, and Development. Philadelphia: Psychology, 1999. Print.



Heckhausen, Jutta, and Heinz Heckhausen. Motivation and Action. New York: Cambridge UP, 2008. Print.



McClelland, David. Human Motivation. New York: Cambridge UP, 1987. Print.



Olsson, Filip M., ed. New Developments in the Psychology of Motivation. New York: Nova, 2008. Print.



Ormrod, Jeanne Ellis. Educational Psychology: Developing Learners. Boston: Pearson, 2014. Print.



Ryan, Richard M. The Oxford Handbook of Human Motivation. New York: Oxford UP, 2012. Print.



Spence, Janet T., ed. Achievement and Achievement Motives: Psychological and Sociological Approaches. San Francisco: Freeman, 1983. Print.



Sweeney, Camille, and Josh Gosfield. The Art of Doing: How Superachievers Do What They Do and How They Do It So Well. New York: Penguin, 2013. Print.

Saturday, January 23, 2016

Which of the following is NOT true about forecasting? It is good practice to include a measure of expected forecast error with any forecast. In...

Let's consider each statement in turn.

"It is good practice to include a measure of expected forecast error with any forecast."

That one is clearly true. You always want to include error measures in any kind of statistics or forecasting work; no estimate is ever perfectly precise, and knowing just how precise our estimates are can avoid costly mistakes later on.

"In exponential smoothing, a lower smoothing constant will better forecast demand for a product experiencing high growth."

This one is a bit trickier. In exponential smoothing, you adjust a time series x by replacing each term with a smoothed term s, which is determined by the original time series plus a smoothing constant a:
`s_{t} = a x_t + (1-a) s_{t-1}`


If the smoothing constant a is larger, that is, closer to 1, the smoothed series will be more similar to the original time-series. if it is smaller, that is, closer to 0, the smoothed series will be much more smoothed. Actually in the limit where a = 0, the "smoothed" series is just a constant that has nothing to do with the original time-series.

If a product is experiencing high growth, do we want more or less smoothing? Probably less smoothing, because with too much smoothing we will systematically underestimate future growth by averaging in too many past values that were small. Less smoothing means a larger smoothing constant (a bit counter-intuitive), so this statement is false.

So, we found one that is false. We could stop there, but let's make sure the other statements are true as well.

"It is good practice to use more than one forecasting model and then take a look at the results using common sense."

This is also definitely true. The reason we still have economists and statisticians rather than just throwing everything into big computer models is that computers have no common sense; they can't tell whether a result is reasonable or not. It's just garbage-in, garbage-out as they say; a bad model could result in wildly and obviously wrong predictions, which a human would detect but a computer would not.

By comparing a variety of different models and applying known theory and individual intuition, we can therefore arrive at better forecasts than we could have simply naively trusting in a single model.

"A benefit of qualitative forecasts is that they take advantage of expert opinion."

This is also true; qualitative forecasts are quite limited (which is why we use formal forecasting models in the first place), but they do have their place, because experts can make qualitative forecasts based on much richer sources of information---background knowledge, information from other fields, recent developments in policy---that formal models can't capture. If qualitative forecasts differ greatly from quantitative forecasts, we know we have a problem, and that gives us reason to investigate further. (We don't necessarily know which is correct, though my money is usually on the quantitative forecasts.)

If a mother is 50% Italian, will the child get 25% of her Italian DNA?

While it would be very convenient if such mathematical principles applied to genetics and cultural inheritance, that just isn't the case. First, ethnic and national identity (like being Italian) are not inherited through genetic processes. These are cultural structures which are learned after birth. Second, there's  not really such a thing as "Italian DNA." The borders of Italy are not drawn in reference to what sorts of genetic traits people do or do not have-- in other words, Italian people aren't so significantly different in their genotypes from other nations that this is the basis for their being Italian. 


Even when we consider inheritance of traits that might be thought of as classic to Italian aesthetics or stereotypical of Italian phenotypes, there's no certainty that exactly half of either parent's contributed genes will be expressed. For example, if someone's mother is Italian-- either as an Italian national or identifying with cultural heritage-- and has stereotypical Italian features like curly hair, brown eyes, and olive skin, that doesn't necessarily mean her children will have such features. Her children will inherit half of their genes from her, but this does not mean all of her inherited genes will be expressed. Even if her children were to all have similar, stereotypical Italian features, these features do not belong only to Italian people. 


With that, I'm sorry to say that genetics are far messier than we'd like them to be, and culture has much more to do with being "Italian" than does any gene. It maybe of interest to you to look into something called the Founder's Effect. Some populations can be very distinctly traced to one person or place based on reduced variability in genotypes and phenotypes. It is possible that there are some Founder's Effects which may be traced to Italian territory or migration, but I do not know of any such variations.

Friday, January 22, 2016

What emoji would you use to describe/represent Juliet from Shakespeare's Romeo and Juliet?

While selecting an emoji (a digital icon) is an arguably subjective decision, there are several good arguments for choosing certain images to represent Juliet Capulet over others. The same guidelines for interpreting literature and forming an argument for an essay can be applied to selecting an appropriate emoji to represent a literary figure; that is, a good choice draws evidence and support from the text itself. It does not make sense to choose an alien or an octopus to represent Shakespeare's Juliet, and so the best method is one which surveys the many options available and selects one based on what is known from Shakespeare's play. (Integrating technology into the learning experience is both worthwhile and innovative, but we should not stray far from the educational objective.) Let's look at some examples:

The heart-eyes emoji seems to be a particularly representative example of Juliet's character, as within the play she falls in love with Romeo Montague. (View here.) A quote which supports this decision can be found in Act I, Scene V:



JULIET: Go ask his name: if he be married.
My grave is like to be my wedding bed.
NURSE: His name is Romeo, and a Montague;
The only son of your great enemy.
JULIET: My only love sprung from my only hate!
Too early seen unknown, and known too late!
Prodigious birth of love it is to me,
That I must love a loathed enemy (Shakespeare, Act I, Scene V).



The crying emoji is also a pick which can be supported with textual references, as Juliet, believing Romeo dead, mourns for him and takes her own life. (View here.) Evidence supporting this decision can be found in Act V, Scene III:



JULIET: What’s here? a cup, closed in my true love’s hand?
Poison, I see, hath been his timeless end:
O churl! drunk all, and left no friendly drop
To help me after? I will kiss thy lips;
Haply some poison yet doth hang on them,
To make die with a restorative (Shakespeare, Act V, Scene III)



The female emoji serves as a visual representation of Juliet Capulet as it features a youthful feminine figure, and from the play we know that Juliet is just shy of fourteen. (View here.) A quote which supports this decision can be found in Act I, Scene III:



NURSE: Faith, I can tell her age unto an hour.
LADY CAPULET: She’s not fourteen.
NURSE: I’ll lay fourteen of my teeth,—
And yet, to my teeth be it spoken, I have but four—
She is not fourteen. How long is it now
To Lammas-tide? (Shakespeare, Act I, Scene III)



Similarly, the bride emoji reflects Juliet's character in the play, as she secretly weds Romeo. (View here.) Evidence supporting this decision can be found in Act II, Scene VI:



FRIAR LAURENCE: Come, come with me, and we will make short work;
For, by your leaves, you shall not stay alone
Till holy church incorporate two in one (Shakespeare, Act II, Scene VI).


What are natural treatments for mitral valve prolapse?


Introduction


Mitral valve
prolapse (MVP) affects about 2 percent of people in the
United States. (Past estimates were higher because of errors in diagnosis.) As the
name suggests, MVP involves prolapse (misalignment or the falling out of place) of
one of the valves of the heart, the mitral valve.



The mitral valve sits at the opening between the left atrium and left ventricle
and opens and closes so that blood flows only in one direction (atrium to
ventricle). In MVP, the mitral valve fails to make a proper snug fit and instead
billows (prolapses) back into the atrium, making a sound that can be heard through
a stethoscope.


MVP is generally benign. Sometimes, however, the mitral valve fits so poorly that
a large amount of blood leaks back from the ventricle to the atrium. This is
called mitral regurgitation, and it can be dangerous, eventually requiring
surgery.


In the past, a set of symptoms called dysautonomia was thought to frequently occur
in association with MVP. Dysautonomia involves malfunction of the autonomic
nervous system (the part of the nervous system that is not under conscious
control). MVP plus dysautonomia used to be called mitral valve prolapse syndrome.
Symptoms were said to include chest pain with no apparent medical cause, panic
attacks and anxiety, heart palpitations, sweating, dizziness, lightheadedness,
weakness, balance problems, hypersensitive startle reflex, shortness of breath,
numbness or tingling in the fingers or toes, hyperventilation, and sensitivity to
caffeine and other stimulants. However, more recent evidence indicates that
symptoms of dysautonomia occur with no greater frequency in people with MVP than
in people without MVP. In other words, there is probably no connection between the
two conditions. People who were previously diagnosed with MVP syndrome are now
said to have two separate conditions: MVP plus symptoms of dysautonomia. The cause
of these dysautonomic symptoms is not clear, but it probably involves a response
to stress.


Conventional treatment for MVP involves regular monitoring for mitral
regurgitation and maintenance of normal weight and blood pressure to avoid excess
strain on the valve. In addition, people with MVP are given antibiotics
before surgical or dental procedures. Those procedures may release bacteria into
the bloodstream, and in people with MVP, bacteria may stick to the valves and
cause infection (a condition called endocarditis). Antibiotic treatment can
prevent this. People with MVP who also have symptoms of dysautonomia may be
separately treated for those symptoms too.





Principal Proposed Natural Treatments

Low levels of magnesium can cause some symptoms similar to dysautonomia. One study
evaluated 141 people with MVP and dysautonomia and found that 60 percent of them
had low levels of magnesium in the blood. This subgroup of people with low
magnesium were then enrolled in a ten-week, double-blind, placebo-controlled
crossover trial. (They received placebo or magnesium
supplements for five weeks, and then were “crossed over” to
the other group.) People receiving magnesium experienced a significant reduction
in dysautonomic symptoms, such as chest pain, palpitations,
anxiety, and shortness of breath.


Note that it is unlikely that these people had magnesium deficiency. Magnesium deficiency is thought to be a rare condition. More likely, low magnesium levels are a consequence of some other factor that also causes dysautonomia symptoms. Regardless, magnesium supplementation could help treat such symptoms. However, more studies are necessary to validate this promising possibility.




Other Proposed Natural Treatments

Various herbs and supplements that are thought to help the heart in miscellaneous ways (such as treating congestive heart failure or preventing coronary artery disease) are often recommended for MVP too, on general principles. These herbs and supplements include arginine, CoQ10, creatine, hawthorn, L-carnitine, oligomeric proanthocyanidins, taurine, vitamin B1, and vitamin E. However, there is no scientific reason to believe that any of these natural treatments would help MVP.


A variety of other natural treatments are used to treat anxiety-related
dysautonomia symptoms. These treatments include 5-hydroxytryptophan, acupuncture,
hops, kava, lemon balm, melatonin, multivitamin-multimineral supplements,
passionflower, and valerian. Natural treatments used for stress also
may be helpful.


A serious form of autonomic nervous system dysfunction can occur in people with diabetes. The supplements lipoic acid, acetyl-L-carnitine, and gamma-linolenic acid have shown some promise for this condition, and for this reason they have been recommended for the treatment of dysautonomic symptoms.




Herbs and Supplements to Use with Caution

Numerous herbs and supplements may interact adversely with drugs used to treat mitral valve prolapse.




Bibliography


Bobkowski, W., A. Nowak, and J. Durlach. “The Importance of Magnesium Status in the Pathophysiology of Mitral Valve Prolapse.” Magnesium Research 18 (2005): 35-52.



Freed, L. A., et al. “Prevalence and Clinical Outcome of Mitral-Valve Prolapse.” New England Journal of Medicine 341 (1999): 1-7.



Lichodziejewska, B., et al. “Clinical Symptoms of Mitral Valve Prolapse Are Related to Hypomagnesemia and Attenuated by Magnesium Supplementation.” American Journal of Cardiology 79 (1997): 768-772.



Zipes, Douglas P., et al., eds. Braunwald’s Heart Disease: A Textbook of Cardiovascular Medicine. 8th ed. Philadelphia: Saunders/Elsevier, 2008.

Thursday, January 21, 2016

Should the mentally ill be treated the same as any other criminal?

Lennie is mentally challenged. He is a child in a man's body. He loves soft, cuddly things but with his brute strength, he tends to accidentally injure or crush things. He kills mice, puppies, and in the end, a human being. But in each instance, these tragedies are a result of his childish mentality and the fact that he truly doesn't know his own strength. 


Lennie never has the intent to harm anything or anyone. This is a key difference between he and someone who would intentionally hurt or kill. Given this difference (intent), it stands to reason that certain considerations should be made for a mentally ill person who commits a crime and that such considerations should not be given to someone who has no mental handicaps. 


Lennie's mental instability is fully realized when he panics. This occurs when he inadvertently kills Curley's wife. At such a point, he loses control of himself. He doesn't realize how much he can hurt someone. George has done what he can to monitor Lennie and keep him out of trouble. But George can not be there at every moment of every day. George is Lennie's only friend/family. Lennie has no other place to go. So, one could argue that it is society's fault for not helping Lennie and not providing a place for him (to live and work) which addresses his mental handicap and provides a safe way of life for him and those around him.


That being said, if and when someone like Lennie commits a crime, there must be consequences. But a jury and/or judge should take into consideration his mental problems and whether or not the crime was committed with intent, malice, and forethought, or if it was an accident. Such considerations are made regardless of mental ability. A crime which was premeditated is judged more harshly than one committed in the spontaneous heat of the moment. Lennie's mental problems and his panic attacks should also be taken into consideration. 

What are mold infections?


Definition

A mold infection, or mycosis, is the growth of mold or
fungi in the body. Molds are fungi that grow in a
filamentous form. Generally, an infection implies active growth and not merely
presence in a particular body site.








Causes

Mold infections are caused by fungi. Fungi (the plural of fungus) are eukaryotic and nonphotosynthetic, and they (usually) contain the
chemical compound chitin in their cell walls. All of these features distinguish
fungi from other classes of infectious agents such as bacteria, viruses, and
parasites.


Fungi are divided into yeasts and molds. Molds grow by branching and longitudinal extension (adding cells to the end of filament), while yeasts grow by budding or by binary cell division. Molds are composed of long, thin hyphae that aggregate to form a mycelium. The mycelium (plural mycelia) is the mass formed when hyphae grow extensively around and on top other hyphae.


Although there are thousands of species of molds, most do not cause disease in healthy people. However, almost all fungi have the potential to colonize humans, especially people with severely compromised immune systems. Molds are acquired from an environmental source and not through person-to-person contact.




Risk Factors

Healthy people generally have the ability to combat the fungi they encounter.
Accordingly, the most important risk factor for developing mycoses is the health
of the host. Deficiencies in the immune system, such as human immunodeficiency virus
(HIV) infection, acquired immunodeficiency syndrome
(AIDS), and neutropenia, and deficiencies caused by
immunosuppressive therapy and even old age, substantially increase the risk of
mycoses. Other risk factors include poor lung function from
other conditions such as chronic obstructive pulmonary disease,
bronchiectasis, tuberculosis, sarcoidosis,
and asthma.


Molds thrive in soil and moist environments, so people exposed long-term to
soil, dust, and dirt are at greater risk of developing mold infections. Also,
environments with poor ventilation can allow mold growth and spore formation,
resulting in a higher risk of mold infections.




Symptoms

The symptoms of mold infection depend on the nature of the fungus and the body site affected. Mold can cause disease in humans in three ways: by ingestion or inhalation of toxins, by infection (mycosis), or by triggering allergic responses. For example, Stachybotrys (also called black mold) in buildings causes an allergic response triggered by environmental exposure.


The most common sites of infection are the respiratory tract (especially the lungs) and the skin and nails. Fungi that are invasive, especially in immunocompromised persons, can infect the internal organs, including the kidneys. It also can infect the central nervous system, the urogenital tract, and the lymphatic system.


Infections of the skin and nails, while serious to the person affected, almost
never proceed to more serious invasive or systemic infections. These infections
are usually caused by fungi capable of degrading keratin. Skin infections are
often called ringworm, while nail infections are called ringworm of the
nail. Infection of the toenails or fingernails is more formally called
onychomycosis, a common affliction of persons with poor
circulation, especially the elderly. The most common fungi causing these
infections are dermatophytes, principally of the genera
Epidermophyton, Microsporum, and
Trichophyton.


The most serious fungal infections are often transmitted through the respiratory tract, that is, through inhalation of airborne spores. Symptoms of respiratory mold infections are often nonspecific and can include fever, cough, headache, rash, muscle aches, night sweats, and hemoptysis (coughing up blood).




Screening and Diagnosis

The diagnosis of fungal infections generally involves an examination, or
clinical observation, to check for particular symptoms. Also, diagnosis may
include a laboratory fungal culture from affected body sites, serological
tests for antibodies to a specific fungi, and
radiologic imaging. Definitive diagnosis usually requires laboratory culture of
the fungus and identification based on morphological characteristics. Histologic
examination of biopsy material is often used to suggest the existence of a mold
infection.


The more recent use of molecular identification tests (tests for specific genes
of a fungus) has led to more rapid identification and to avoiding the need for
identification based on sporulation. An example of a molecular test is the
polymerase
chain reaction (PCR), which can rapidly identify an organism
both from culture and from affected clinical material (tissue or fluids).




Treatment and Therapy

Historically, mold infections, especially invasive infections, have been
difficult to treat. Molds are not susceptible to antibiotics.
Antifungal drugs have not usually matched antibiotics for convenience, efficacy,
or safety. The most effective antifungal for serious or systemic fungal infections
for many years was amphotericin B. However, while effective, amphotericin B has
many deleterious side effects and must be administered intravenously. After being
injected, many people experience high fever, hypotension, vomiting, headache, and
nausea; these side effects subside within several hours.


Newer antifungals or new formulations of older antifungals have been approved for human use. Liposomal formulations of amphotericin B have significantly less toxicity, but they are still effective against many invasive fungi. Liposomal formulations of amphotericin B are not effective against dermatophyte fungi.


New drugs in the azole class of antifungals have been developed and may be of
use both in systemic and in other fungal infections. These triazoles include
itraconazole, voriconazole, ravuconazole, and posaconazole. An entirely new class
of antifungals, the echinocandins, has recently been developed. These compounds
act by inhibiting a specific step in the synthesis of fungal cell-wall components.
They are effective at preventing fungal growth but have minimal toxicity to
humans. Caspofungin was the first of the echinocandins to receive approval from
the U.S. Food and
Drug Administration. Other echinocandins available are
micafungin and anidulafungin.




Prevention and Outcomes

Most mold infections are very difficult, if not impossible, to prevent. Fungi are present in all environments. Generally, mold infections begin with airborne spores, which makes it impossible to avoid infection.


For persons who are immunocompromised, some measures that may be helpful include the avoidance of dusty environments and activities where dust exposure is likely (such as construction zones), the wearing of respirators when in or near dusty environments, and the avoidance of activities that disturb dirt or soil (such as gardening and yard work). In health care settings, air quality measures, such as high-efficiency particulate air (HEPA) filtration, should be followed.




Bibliography


Midgley G., Yvonne M. Clayton, and Roderick J. Hay. Diagnosis in Color: Medical Mycology. Chicago: Mosby-Wolfe, 1997. A medical mycology textbook with many color images. Includes detailed descriptions of common mycoses and the organisms that cause them.



Patterson, Thomas F. “Fungal Infections.” Infectious Disease Clinics of North America 20 (2006): 485-734. This special journal issue covers fungal infections and includes many useful articles on specific fungal diseases, emerging fungi, diagnosis, and therapy.



Richardson, Malcolm D., and Elizabeth M. Johnson. Pocket Guide to Fungal Infection. 2d ed. Malden, Mass.: Blackwell, 2006. A handy guide, with much visual information for both the nonexpert and thespecialist. Includes clinical presentation, diagnosis, and treatment for the major fungal diseases of humans.



Zumla, Alimudin, Wing-Wai Yew, and David S. C. Hui, eds. Emerging Respiratory Infections in the Twenty-first Century. Philadelphia: Saunders/Elsevier, 2010. A comprehensive work that includes discussion of the relationship between respiratory infection and molds and yeasts.

Wednesday, January 20, 2016

Aside from risking death to go to her balcony and drinking poison to be with her in death, what else does Romeo do to be with Juliet?

He marries her, for one. When Romeo spoke with Juliet, he in her garden and she on her balcony, she told him that if he wanted to marry her, she would send someone to him the next morning to get the details of the arrangement. He goes right away to Friar Lawrence to explain that he wants to be married to Juliet, and the friar marries the pair later that afternoon.


After their secret wedding, Tybalt challenges Romeo to fight him, but Romeo refuses now that he is related to Tybalt by marriage. He repeatedly tells Tybalt that he loves him, even though Tybalt cannot possibly understand the reason why.  Mercutio interprets this as a "dishonorable, vile submission" (III.1.74). Romeo didn't care about appearing dishonorable to his friends, however, because he was trying to honor his wife.


After Romeo and Juliet spend their wedding night together, Romeo is willing to be found there the next day by her family rather than leave her. He says, "Let me be ta'en; let me be put to death. / I am content, so thou wilt have it so" (III.5.17-18). He is willing to be killed by Juliet's family rather than to do something she doesn't want him to do: leave her.

When was the Declaration of Independence signed?

The Declaration of Independence declared that we were no longer being ruled by Great Britain. It stated that we were an independent country. The Declaration of Independence was adopted on July 4, 1776. This is the day that we celebrate our independence from Great Britain. However, the Declaration of Independence wasn’t signed on July 4.


Most people signed the Declaration of Independence on August 2, 1776. It took some time to write the Declaration of Independence in a clear hand. Some delegates weren’t authorized to vote for independence until after July 4. Some people signed the Declaration of Independence after August 2. Two people never signed the Declaration of Independence at all. If you want to see the signed parchment copy, you can view it at the National Achieves in Washington, D.C.


Thus, most people who signed the Declaration of Independence signed it on August 2, 1776.

Tuesday, January 19, 2016

What is Ophelia's interaction with Polonius in Act 1, Scene 3 of Hamlet?

Polonius advises Ophelia against a relationship with Hamlet.


Laertes, Ophelia’s brother, counsels her to avoid Hamlet’s advances. He tells her that royalty is fickle and she will just get hurt.  He is her brother, and he is looking out for her.  Then her father enters, and asks what Laertes advised.


Ophelia tells him they were talking about Hamlet, and Polonius adds his caution to Laertes’s.  He tells Ophelia that he is aware that she has been thinking about Hamlet, and that she should be careful.  Like Laertes, he does not believe that Hamlet’s intentions are pure.



OPHELIA


He hath, my lord, of late made many tenders
Of his affection to me.


LORD POLONIUS


Affection! pooh! you speak like a green girl,
Unsifted in such perilous circumstance.
Do you believe his tenders, as you call them? (Act 1, Scene 3)



Poor Ophelia is getting it from all sides!  She is a sensitive girl, and she does not want to question Hamlet’s integrity.  However, her brother and father see her as a vulnerable damsel and feel the need to intervene before Hamlet takes her honor. Ophelia assures him that Hamlet’s intentions are good, but he tells her it is all an act.



For Lord Hamlet,
Believe so much in him, that he is young
And with a larger tether may he walk
Than may be given you: in few, Ophelia,
Do not believe his vows; for they are brokers,
Not of that dye which their investments show,
But mere implorators of unholy suits,
Breathing like sanctified and pious bawds,
The better to beguile. (Act 1, Scene 3)



In a way, the two men are right.  Hamlet is not to be trusted.  He may have feelings for Ophelia, but he manipulates her and uses her very badly.  He must see how fragile she is, but he continues to mess with her head.  He has bigger problems than her.  He wants to make everyone believe he is crazy because he needs to avenge his father, and she is just the tool to do it.

Throughout the course of The Crucible, does Danforth change?

At the risk of giving him too much credit, I do think Danforth changes.  When the audience first meets him in Act Three, he seems to honestly believe that the girls are telling the truth when they accuse others of witchcraft.  That the Puritan religion admitted both the existence of witches as well as the possibility of the devil working constantly in their daily lives to tempt and corrupt them meant that Danforth could legitimately believe the seemingly wild stories the girls were telling him.  He says, "We burn a hot fire [in this court]; it melts down all concealment," and I think he believes that this is true because of the evidence (convincing to him and others) he's heard from both the girls and the people who confessed to witchcraft.


By Act 4, however, Danforth has changed.  I think he now recognizes that the girls were lying.  He calls Reverend Parris "a brainless man" now that Abigail and Mercy Lewis have robbed him and run off, and certainly Abigail's theft and flight make her look immoral and guilty.  Further, he seems more concerned about his and the court's authority now than he does about truth.  When Parris and Hale ask him to postpone the hangings, he refuses, saying, "Postponement now speaks a floundering on my part; reprieve or pardon must cast doubt upon the guilt of them that died till now."  Even if all those who've been hanged were innocent, he cannot now seem to admit the possibility because it would mean that he and the other judges have been tricked.  He swears that, if the town should rebel, he would rather hang them all than appear weak.  Therefore, during the course of the play, Danforth seems to have lost sight of what is important: truth.  By the end, retaining his own reputation, authority, and appearance of righteousness trumps his concern for truth.

How would I write a character sketch of Helen Keller?

Helen Keller was born with all of her senses, but contracted an illness as a child that left her blind and deaf.  Despite her disabilities, Helen Keller learned to read and write, went to college, and became an advocate for the blind. 


When writing a character sketch, you want to give details about the person that are included in the story. These can include physical and personality traits. You can support these with examples from the text and quotations.


Helen is determined, intelligent, and sensitive. These traits initially made it difficult for her teacher, Anne Sullivan, to teach her language. When she began to learn, though, there was no stopping Helen. She learned quickly and came to love knowledge.


In The Story of My Life, Helen describes how she felt at the end of the first day in which she learned words:



I learned a great many new words that day… It would have been difficult to find a happier child than I was as I lay in my crib at the close of the eventful day and lived over the joys it had brought me, and for the first time longed for a new day to come (Chapter 4).



Helen had existed in a state of darkness and ignorance, unable to communicate with anyone. Once she learned her first word, “water,” she was able to learn many more. Anne Sullivan spelled into her hand. Helen came to associate this with the words. 


Even after this, Helen did not have an easy life. The world was still sometimes foreign and difficult for her to navigate. For example, she loved nature, but was frightened when she climbed a tree and a storm hit. Without being able to see or hear, Helen sometimes found the world confusing and scary.


Helen was successful enough that she even went to Radcliff College. College was not easy for Helen Keller, since few of her schoolbooks were in braille and everything took her longer. Still, Helen persevered and became a writer and a successful advocate for the blind.

Monday, January 18, 2016

How did the peace treaty ending World War I both follow and violate the principle of self-determination ?

One of the goals that Woodrow Wilson wanted to accomplish as the Allies prepared to develop a peace treaty ending World War I was to allow people in many countries to be ruled by their own people. In some ways, this was accomplished. Polish people ran the government of Poland. The southern and eastern Slavic groups controlled and ran the governments of Yugoslavia and Czechoslovakia. In these countries, the principle of self-determination was very evident.


However, self-determination didn’t exist everywhere. The splitting of the Ottoman Empire didn’t lead to people being ruled by their own people. After World War I ended, much of the Middle East was given to Great Britain and France. These countries ruled the Middle East for many years before some of these countries became independent.


Self-determination was one of our goals in World War I, but it didn’t occur everywhere after the war ended.

According to David, how did it happen that he and Rosalind fell in love in The Chrysalids?

David says that he has loved Rosalind as long as he can remember.


All of the telepaths are very close.  Being able to read another person’s mind is an intimate thing.  David and Rosalind grow to love each other while they are young, and as they get older they realize that they will marry one another someday. It just seems natural.



Quite when it was that we had known we were going to marry one another, neither of us has been able to remember. It was one of those things that seem ordained, in such proper accord with the law of nature and our own desires, that we felt we had always known it. (Ch. 10) 



When Anne falls in love with a man who is not a telepath, Allen, she tries to explain to the others that they will not understand because none of them have been in love except David and Rosalind.  The others tell her that she can’t marry a normal person, but as Uncle Axel tells David, you can’t question a woman in love.


David and Rosalind’s relationship is forbidden because of a feud between their parents.  It does not stop them.  Their love and their unusual abilities make them above such considerations.  Still, they have to meet in secret.



We used to meet, discreetly and not dangerously often. No one but the others, I think, ever suspected anything between us. We had to make love in a snatched, unhappy way when we did meet, wondering miserably whether there would ever be a time when we should not have to hide ourselves. (Ch. 10) 



Because of their secret, David wonders what would happen if Rosalind got pregnant.  His parents would not approve of the marriage, and his father is powerful.  Eventually, the telepaths will have to go on the run. 


Everything from Anne blows up, and their cover is blown.  Alan is killed and Anne thinks one of the telepaths did it and commits suicide.  Soon after, Petra panics when her horse is being attacked by a mutant and calls the others.  They have a hard time explaining how they knew to go there since she made no sound, and their secret is out.

What are death and dying?


Causes and Symptoms

Medicine determines that death has occurred by assessing bodily functions in either of two areas. Persons with irreversible cessation of respiration and circulation are dead; persons with irreversible cessation of ascertainable brain functions are also dead. There are standard procedures used to diagnose death, including simple observation, brain-stem reflex studies, and the use of confirmatory testing such as electrocardiography (ECG or EKG), electroencephalography (EEG), and arterial blood gas analysis (ABG). The particular circumstances—anticipated or unanticipated, observed or unobserved, the patient’s age, drug or metabolic intoxication, or suspicion of hypothermia—will favor some procedures over others, but in all cases both cessation of functions and their irreversibility are required before death can be declared.



About 65 percent of all Americans died from chronic conditions in 2013, according to the US Centers for Disease Control and Prevention. The Council for Foreign Relations also reported in 2014 that chronic conditions were responsible for the premature deaths (at age fifty-nine or younger) of 8 million people living in developing countries in the preceding year. Therefore, except in sudden death (as in a fatal accident) or when there is no evidence of consciousness (as in a head injury that destroys cerebral functions while leaving brain-stem reflexive functions intact), dying is both a physical and a psychological process. In most cases, dying takes time, and the time allows patients to react to the reality of their own passing. Often, they react by becoming vigilant about bodily symptoms and any changes in them. They also anticipate changes that have yet to occur. For example, long before the terminal stages of illness become manifest, dying patients commonly fear physical pain, shortness of breath, invasive procedures, loneliness, becoming a burden to loved ones, losing decision-making authority, and facing the unknown of death itself.


As physical deterioration proceeds, all people cope by resorting to what has worked for them before: the unique means and mechanisms that have helped maintain a sense of self and personal stability. People seem to go through the process of dying much as they have gone through the process of living—with the more salient features of their personalities, whether good or bad, becoming sharper and more prominent. People seem to face death much as they have faced life.


Medicine has come to acknowledge that physicians should understand what it means to die. Indeed, while all persons should understand what their own deaths will mean, physicians must additionally understand how their dying patients find this meaning.


In 1969, psychiatrist Elisabeth Kübler-Ross published the landmark On Death and Dying, based on her work with two hundred terminally ill patients. Though the work of Kübler-Ross has been criticized for the nature of the stages described and whether or not every person experiences every stage, her model has retained enormous utility to those who work in the area of death and dying. Technologically driven Western medicine had come to define its role as primarily dealing with extending life and thwarting death by defeating specific diseases. Too few physicians saw a role for themselves once the prognosis turned grave. In the decades that followed the publication of On Death and Dying, the profession has reaccepted that death and dying are part of life and that, while treating the dying may not mean extending the length of life, it can and should mean improving its quality.


Kübler-Ross provided a framework to explain how people cope with and adapt to the profound and terrible news that their illness is terminal. Although other physicians, psychologists, and thanatologists have shortened, expanded, and adapted her five stages of the dying process, neither the actual number of stages nor what they are specifically called is as important as the information and insight that any stage theory of dying yields. As with any human process, dying is complex, multifaceted, multidimensional, and polymorphic.


Well-intentioned, but misguided, professionals and family members may try to help move dying patients through each of the stages only to encounter active resentment or passive withdrawal. Patients, even dying patients, cannot be psychologically moved to where they are not ready to be. Rather than making the terminally ill die the “right” way, it is more respectful and helpful to understand any stage as a description of normal reactions to serious loss, and that these reactions normally vary among different individuals and also within the same individual over time. The reactions appear, disappear, and reappear in any order and in any combination. What the living must do is respect the unfolding of an adaptational schema that is the dying person’s own. No one should presume to know how someone else should prepare for death.




Complications and Disorders

Kübler-Ross defined five stages of grief. Denial is the first stage defined by Kübler-Ross, but it is also linked to shock and isolation. Whether the news is told outright or gradual self-realization occurs, most people react to the knowledge of their impending death with existential shock: Their whole selves recoil at the idea, and they say, in some fashion, “This cannot be happening to me.” Broadly considered, denial is a complex cognitive-emotional capacity that enables temporary postponement of active, acute, but in some way detrimental, recognition of reality. In the dying process, this putting off of the truth prevents a person from being overwhelmed while promoting psychological survival. Denial plays an important stabilizing role, holding back more than could be otherwise managed while allowing the individual to marshal psychological resources and reserves. It enables patients to consider the possibility, even the inevitability, of death and then to put the consideration away so that they can pursue life in the ways that are still available. In this way, denial is truly a mechanism of defense.


Many other researchers, along with Kübler-Ross, report anger as the second stage of dying. The stage is also linked to rage, fury, envy, resentment, and loathing. When “This cannot be happening to me” becomes, “This is happening to me. There was no mistake,” patients are beginning to replace denial with attempts to understand what is happening to and inside them. When they do, they often ask, “Why me?” Though it is an unanswerable question, the logic of the question is clear. People, to remain human, must try to make intelligible their experiences and reality. The asking of this question is an important feature of the way in which all dying persons adapt to and cope with the reality of death.


People react with anger when they lose something of value; they react with greater anger when something of value is taken away from them by someone or something. Rage and fury, in fact, are often more accurate descriptions of people’s reactions to the loss of their own life than is anger. Anger is a difficult stage for professionals and loved ones, more so when the anger and rage are displaced and projected randomly into any corner of the patient’s world. An unfortunate result is that caregivers often experience the anger as personal, and the caregivers’ own feelings of grief and guilt, shame, and rejection can contribute to lessening contact with the dying person, which increases his or her sense of isolation.


Bargaining is Kübler-Ross’s third stage, but it is also the one about which she wrote the least and the one that other thanatologists are most likely to leave unrepresented in their own models and stages of how people cope with dying. Nevertheless, it is a common phenomenon wherein dying people fall back on their faith, belief systems, or sense of the transcendent and the spiritual and try to make a deal—with god, life, fate, a higher power, or the universe. They ask for more time to help family members reconcile or to achieve something of importance. They may ask if they can simply attend their child’s wedding or graduation or if they can see their first grandchild born. Then they will be ready to die; they will go willingly. Often, they mean that they will die without fighting death, if death can only be delayed or will delay itself.


At some point, when terminally ill individuals are faced with decisions about more procedures, tests, surgeries, or medications or when their thinness, weakness, or deterioration becomes impossible to ignore, the anger, rage, numbness, stoicism, and even humor will likely give way to depression, Kübler-Ross’s fourth stage and the one reaction that all thanatologists include in their models of how people cope with dying.


The depression can take many forms, for indeed there are always many losses, and each loss individually or several losses collectively might need to be experienced and worked through. For example, dying parents might ask themselves who will take care of the children, get them through school, walk them down the aisle, or guide them through life. Children, even adult children who are parents themselves, may ask whether they can cope without their own parents. They wonder who will support and anchor them in times of distress, who will (or could) love, nurture, and nourish them the way that their parents did. Depression accompanies the realization that each role, each function, will never be performed again. Both the dying and those who love them mourn.


Much of the depression takes the form of anticipatory grieving, which often occurs both in the dying and in those who will be affected by their death. It is a part of the dying process experienced by the living, both terminal and nonterminal. Patients, family, and friends can psychologically anticipate what it will be like when the death does occur and what life will, and will not, be like afterward. The grieving begins while there is still life left to live.


Bereavement specialists generally agree that anticipatory grieving, when it occurs, seems to help people cope with what is a terrible and frightening loss. It is an adaptive psychological mechanism wherein emotional, mental, and existential stability are painfully maintained. When depression develops, not only in reaction to death but also in preparation for it, it seems to be a necessary part of how those who are left behind cope to survive the loss themselves. Those who advocate or advise cheering up or looking on the bright side are either unrealistic or unable to tolerate the sadness in themselves or others. The dying are in the process of losing everything and everyone they love. Cheering up does not help them; the advice to “be strong” only helps the “helpers” deny the truth of the dying experience.


Both preparatory and reactive depression are frequently accompanied by unrealistic self-recrimination, shame, and guilt in the dying person. Those who are dying may judge themselves harshly and criticize themselves for the wrongs that they committed and for the good that they did not accomplish. They may judge themselves to be unattractive, unappealing, and repulsive because of how the illness and its treatment have affected them. These feelings and states of minds, which have nothing to do with the reality of the situation, are often amenable to the interventions of understanding and caring people. Financial and other obligations can be restructured and reassigned. Being forgiven and forgiving can help finish what was left undone.


Kübler-Ross’s fifth stage, acceptance, is an intellectual and emotional coming to terms with death’s reality, permanence, and inevitability. Ironically, it is manifested by diminished emotionality and interests and increased fatigue and inner (many would say spiritual) self-focus. It is a time without depression or anger. Envy of the healthy, the fear of losing all, and bargaining for another day or week are also absent. This final stage is often misunderstood. Some see it either as resignation and giving up or as achieving a happy serenity. Some think that acceptance is the goal of dying well and that all people are supposed to go through this stage. None of these viewpoints is accurate. Acceptance, when it does occur, comes from within the dying person. It is marked more by an emotional void and psychological detachment from people and things once held important and necessary and by an interest in some transcendental value (for the atheist) or god (for the theist). It has little to do with what others believe is important or “should” be done. It is when dying people become more intimate with themselves and appreciate their separateness from others more than at any other time.




Perspective and Prospects

Every person will eventually die, and the fact of death in each life is one that varies by culture in terms of its meaning. For some cultures, dying is seen as the ultimate difficulty for dying people and their loved ones. For other cultures, it is seen as not difficult at all, but more so like passing on to another realm of existence. In Western cultures, however, dying has very much become a medical process, and it is often a process filled with challenging questions. Patients ask questions that cannot be answered; families in despair and anger seek to find cause and sometimes to lay blame. It takes courage to be with individuals as they face their deaths, struggling to find meaning in the time that they have left. Given this, in Western medicine, a profession that prides itself on how well it intervenes to avoid outcomes like death, it takes courage to witness the process and struggle involved in death. Working with death also reminds professionals of their own inevitable death. Facing that fact inwardly, spiritually, and existentially also requires courage.


Cure and treatment become care and management in the dying. They should live relatively pain-free, be supported in accomplishing their goals, be respected, be involved in decision making as appropriate, be encouraged to function as fully as their illness allows, and be provided with others to whom control can comfortably and confidently be passed. The lack of a cure and the certainty of the end can intimidate health care providers, family members, and close friends. They may dread genuine encounters with those whose days are knowingly numbered. Yet the dying have the same rights to be helped as any of the living, and how a society assists them bears directly on the meaning that its members are willing to attach to their own lives.


In the twenty-first century, largely in response to what dying patients have told researchers, medicine recognizes its role to assist these patients in working toward an appropriate death. Caretakers must determine the optimum treatments, interventions, and conditions that will enable such a death to occur. With the view of respecting individuals' dying wishes and of easing the burden of decision making for caretakers, much public attention has turned toward advance care planning for end of life, in which individuals communicate ahead of time which treatments and interventions they wish and do not wish to receive when experiencing a life-threatening event or illness. For each person, these plans should be unique and specific. Caretakers should respond to the patient’s needs and priorities, at the patient’s own pace and as much as possible following the patient’s lead. For some dying patients, the goal is to remain as pain-free as is feasible and to feel as well as possible. For others, finishing whatever unfinished business remains becomes the priority. Making amends, forgiving and being forgiven, resolving old conflicts, and reconciling with one's self and others may be the most therapeutic and healing of interventions. Those who are to be bereaved fear the death of those they love. The dying fear separation from all they know and love, but they fear as well the loss of autonomy, letting family and friends down, the pain and invasion of further treatment, disfigurement, dementia, loneliness, the unknown, becoming a burden, and loss of dignity. Many of those fears of have lent support for "death with dignity" laws, which allow terminally ill persons of sound mind to end their lives voluntarily with a prescription medication before their illnesses incapacitate them.


The English writer C. S. Lewis said that bereavement is the universal and integral part of the experience of loss. It requires effort, authenticity, mental and emotional work, a willingness to be afraid, and an openness to what is happening and what is going to happen. It requires an attitude that accepts, tolerates suffering, takes respite from the reality, reinvests in whatever life remains, and moves on. The only way to cope with dying or witnessing the dying of loved ones is by grieving through the pain, fear, loneliness, and loss of meaning. This process, which researcher Stephen Levine has likened to opening the heart in hell, is a viscous morass for most, and all people need to learn their own way through it and to have that learning respected. Healing begins with the first halting, unsteady, and frightening steps of genuine grief, which sometimes occur years before the “time of death” can be recorded.




Bibliography


"Advanced Illness: Holding On and Letting Go." Family Caregiver Alliance, 2013.



Becker, Ernest. The Denial of Death. New York: Free Press, 1997.



Callahan, Maggie, and Patricia Kelley. Final Gifts: Understanding the Special Awareness, Needs, and Communications of the Dying. New York: Simon & Schuster, 1992.



Clancy, Carolyn M. "Talking about End-of-Life Treatment Decisions." Agency for Healthcare Research and Quality, July 7, 2009.



Cook, Alicia Skinner, and Daniel S. Dworkin. Helping the Bereaved: Therapeutic Interventions for Children, Adolescents, and Adults. New York: Basic Books, 1992.



Corr, Charles A., and Donna M. Corr. Death and Dying, Life and Living. 7th ed. Belmont, Calif.: Wadsworth, 2012.



"End of Life: Helping with Comfort and Care." National Institute on Aging, June 26, 2013.



Forman, Walter B., et al., eds. Hospice and Palliative Care: Concepts and Practice. 2d ed. Sudbury, Mass.: Jones and Bartlett, 2003.



"How to Deal with Grief." US Department of Health and Human Services, 2012.



Kübler-Ross, Elisabeth, ed. Death: The Final Stage of Growth. Reprint. New York: Simon & Schuster, 1997.



Kushner, Harold. When Bad Things Happen to Good People. Rev. ed. New York: Schocken Books, 2001.



McBride, Deborah. "Washington's Death with Dignity Program Is a Rarely Used Success, According to New Study." ONS Connect 28, no. 2 (June, 2013): 45.



McFarlane, Rodger, and Philip Bashe. The Complete Bedside Companion: No-Nonsense Advice on Caring for the Seriously Ill. New York: Simon & Schuster, 1998.

What are drug resistance and multidrug resistance (MDR)?




Development of resistance: Drug resistance and MDR are major causes of treatment failure in cancer patients. When exposed to chemotherapeutic drugs, the cancer cell activates processes or synthesizes molecules that can inactivate or eliminate the drugs. Cancer cells have many alternative pathways at their disposal to overcome the toxic effects of chemotherapeutic drugs. Most of these mechanisms have origins in the normal cell. The oncologist recognizes the phenomenon of MDR and has developed treatment programs to delay its onset. Chemotherapy can consist of treatment with single drugs or multiple drugs. Chemotherapy is commonly combined with radiation or surgery. Research is ongoing to develop drugs that specifically target MDR when it develops.




Anticancer drugs have to overcome many challenges before they can accomplish their mission. Tumors are rapidly growing and have a poorly developed vascular system. The cancer cells have difficulty in receiving adequate oxygen and nutrients and therefore adapt to a hypoxic (low-oxygen) environment. This hypoxic environment can cause cancer cells to become resistant to drugs. Drugs have difficulty navigating the poor tumor vascular system to reach the cells. The drugs must be able to pass the cell membrane, navigate the cytoplasm, and reach the nucleus, where most drugs exert their effects. They must accumulate in high concentrations in their active form and must sustain these concentrations long enough to kill the cancer cell.



Drugs against MDR proteins: A major research focus is to develop drugs that counteract MDR proteins. The MDR proteins, known as drug efflux pumps, transport drugs out of cancer cells. These proteins belong to a family of proteins called the adenosine triphosphate (ATP) binding cassette proteins (ABCs). The ABC proteins are overexpressed (increase greatly) when exposed to chemotherapeutic drugs. These proteins reside in the cell membrane and consist of an embedded portion that forms a pore for transport of drugs and an internal portion that binds to the ATP molecule. When the ATP molecule is broken down, energy is released to drive the process.


P-glycoprotein is the main MDR protein that has been studied, and it remains of primary interest. Intensive research has developed first-, second-, and third-generation inhibitors to this protein, with each generation improving on the previous generation. Researchers have begun development of inhibitors that act by binding to the ABC protein and inhibiting its activity. The drugs have diverse chemical structures and origins.


Multidrug resistance-associated protein (MRP1) is also a major target of drug research. Several additional MRP proteins with structural similarities to MRP1 have been identified. Several other MDR proteins have been identified as well, including breast cancer resistant protein, mitoxantrone resistant protein, and others less well characterized.



Cellular changes associated with MDR: MDR is commonly associated with changes in the intracellular distribution of the chemotherapeutic drug. Most cancer therapies target deoxyribonucleic acid (DNA) or nuclear enzymes. When MDR develops, there is a redistribution of drug from the nucleus into cellular vesicles such as the Golgi apparatus, endosomes, and lysosomes. The drugs are then transported toward the plasma membrane and excreted from the cell by the process of exocytosis. This process of elimination is considered passive and is different from the MDR efflux pumps, which require energy input to proceed. The expression of MDR pumps is also associated with altered drug distribution within cancer cells.


Most chemotherapeutic drugs are mildly alkaline and have no charge. MDR cells have a more acidic pH inside subcellular vesicles than that of drug-sensitive cells. When drugs diffuse into the vesicles of MDR cells, they become protonated and take on a charge. The drugs are then trapped in the vesicles and cannot reach the nucleus to exert their effect. They can then be excreted from the cell by the process of exocytosis.


Glutathione and its associated enzyme, glutathionone-S-transferase (GST), are commonly found in the body and serve as a natural detoxification mechanism. GST can increase in the presence of a chemotherapeutic drug in the cancer cell. GST then catalyzes the binding of glutathione to the drug. The drug then becomes more water soluble, less toxic to the cell, and more readily excreted. Research is under way to develop drugs that inhibit GST and thus restore the cancer cell’s sensitivity to the drug.



Drugs that inhibit topoisomerase enzymes: The topoisomerase enzymes control the process of unwinding the DNA double helix during transcription or replication of the DNA molecule. This process is essential during cell division. Because cancer cells are rapidly dividing, topoisomerase inhibitor drugs are attractive treatments against a variety of cancers. To function, the drug must form a three-way complex with DNA and the enzyme. Conditions in the cell that interfere with this formation will lead to resistance. Mutations in the topoisomerase enzymes also cause resistance. Most topoisomerase inhibitors that have been the subject of clinical trials are derivatives of the plant extract camptothecin, although a semisynthetic derivative has also been developed.



Drugs that inhibit DNA synthesis: Rapidly dividing cancer cells have a great need for DNA synthesis, so anticancer drugs such as methotrexate and 5-fluorouracil have been used to block pathways to its synthesis. Methotrexate inhibits the enzyme dihydrofolate reductase, while 5-fluorouracil blocks the enzyme thymidylate synthase. Both of these enzymes are required for the synthesis of nucleotides, the building blocks of DNA. Methotrexate was introduced in the mid-twentieth century for the treatment of acute lymphoblastic anemia, but resistance occurs rapidly. Resistance to the drugs can be due to increased production of the target enzymes, defective transport of the drugs, or increased excretion by efflux pumps.


A number of chloroethyl- and methyl-nitrosourea therapeutic drugs attack the guanine unit of DNA in cancer cells to exert their toxic effect. The cancer cell acquires resistance to the drug by activating the enzyme O6-alkylguanine DNA alkyltransferase (AGT) to repair the damage. O6-benzylguanine inhibits the action of AGT and is used in the clinic in combination with nitrosourea drugs to reverse the resistance. Toxicity problems can occur when these drugs are used at levels needed to attain maximum effectiveness.


Protein kinase C is an enzyme that occupies a key role in the transfer of growth factor signals that result in DNA synthesis and cell division. This enzyme directly affects the expression of several proteins involved in drug resistance. These activities make protein kinase C an attractive target for therapeutic drugs.



Drugs that stimulate apoptosis: Most cancer drugs act by stimulating the process of apoptosis (programmed cell death). The susceptibility of a cancer cell to apoptosis depends on the balance between pro- and antiapoptotic proteins in the cell. When the TP53 protein (the primary proapoptotic protein) discovers genetic damage to the DNA molecule, it summons other proteins to halt cell division, and if necessary, to initiate apoptosis. Most cancers show mutations in the TP53 gene, so that instead of helping to destroy cancer cells, they can even promote cancer. Antiapoptotic proteins, particularly the Bcl-2 family, become more active during chemotherapy, leading to resistance to apoptosis.



Drugs that stimulate ceramide synthesis: Ceramide is the basic unit of sphingomyelin, a lipid structural element of cell membranes. Various stress stimuli, including radiation and chemotherapy, result in the formation of ceramide through the breakdown of sphingomyelin, or through synthesis from other molecules. Ceramide then acts as a second messenger relaying a signal to initiate apoptosis or other biological processes. MDR can result in a reduction in ceramide concentration through conversion to an inactive molecule. This reduces the effectiveness of chemotherapy, since many chemotherapeutic drugs exert their effect through apoptosis. Drugs are under development that increase ceramide levels in tumor cells by promoting ceramide synthesis or by blocking the conversion of ceramide to inactive compounds.



Side effects: Depending on the chemotherapeutic drug administered, a variety of side effects can occur. These can include nausea and vomiting, diarrhea and vomiting, anemia, malnutrition, cognitive effects such as memory loss, depression of the immune system, and toxicity to certain body organs.



Bredel, Markus. “Anticancer Drug Resistance in Primary Human Brain Tumors.” Brain Research Reviews 35 (2001): 161-204.


Ferrarelli, Leslie K. "Overcoming Drug Resistance in Cancer."  Science  347.6217 (2015): 38–39. Print.


Henderson, Brian, and A. Graham Pockley. Cellular Trafficking of Cell Stress Proteins in Health and Disease. Dordrecht: Springer, 2012. Print.


Liscovitch, Mordechai, and Yaakov Lavie. “Cancer Multidrug Resistance: A Review of Recent Drug Discovery Research.” I Drugs 5, no. 4 (April, 2002): 349-355.


Morais, Christudas. Advances in Drug Resistance Research. New York: Nova Science, 2014. Print.


Simon, Sanford M., and Melvin Schindler. “Cell Biological Mechanisms of Multidrug Resistance in Tumors.” Proceedings of the National Academy of Sciences 91 (1994): 3497-3504.


Villanueva, M. Teresa. "Therapeutics: Winning Combination."  Nature Reviews Cancer  15.1 (2015): 2-2. Print.

What are hearing tests?

Indications and Procedures Hearing tests are done to establish the presence, type, and sever...