How to Write an Outline for an Expository Essay

How to Write an Outline for an Expository Essay How to Write an Outline for an Expository Essay It may be quite easy to consider an essay a very simple task to complete. Most of the students think that it is not worth their attention and they can complete their essay in the last minute. However, it is not that simple, in most of the cases students fail, and are forced to rewrite their paper anew. Such a task requires not only possession of written skills and knowledge of the subject but also accurate following of the structure and rules, required for each type of an essay. The same is applied to an outline, which is a necessary part of every assignment. This article will tell you how to write an essay for your expository essay with ease and how to enjoy the process without any worries! Definition of an expository essay There are tens of essay types and it is quite easy to get lost in their definitions. If you don’t know what type of an essay you are required to complete, you will most likely make dozen mistakes and will waste days or even weeks in vain. An expository essay is a classical model of an assignment, where a student should describe a matter in a clear manner, backing every argument with reliable sources. The main aim of such an essay is to give the reader data on the topic in an objective and informative way. This means that you need to put all your feelings aside (even if you disagree with the subject) and provide all the facts in a clear manner.   It is quite simple to detect such an essay, as it usually starts with the words ‘explain’ or ‘give a definition’. Structure of an outline Being able to create an outline is a vital skill, when competing any sort of a written assignment. Moreover, it is very useful for an expository essay, which should consist of many elements that interlink with each other. Below is a list of the key elements of the main sections of your work. Introduction The majority of students think it is not important how smart your introduction is, as the only thing that matters is the body paragraphs. However, the audience simply won’t read them if your introduction is boring and contains no intrigue. Remember the saying that the book is judged by its cover? The same applies to the introductory section and you won’t simply start reading a book, a magazine or any other paper if its beginning is not catching your attention! You should always start your introduction with a so-called hook. It is an element, which will catch interest of the reader and will make him want to go on. However, the hook sentence should have a direct relationship to the topic, so you need to select it properly. Analyze your topic thoroughly, go through all the hook types and choose the one, which fits you better. It can be an interesting fact, an anecdote, a rhetoric question and so on. After the hook sentence, you need to write the key features and a brief background of your subject. Use simple vocabulary and understandable phrases, considering that not every reader knows the matter you are going to discuss. Finish your introduction with a thesis statement. It is probably the most important section of your work, as it gives the reader a direction, which you have chosen. Your thesis should be not more than two sentences long and describe the main goal of the whole work in a clear and informative way. Main paragraphs Once you have completed a catchy and powerful introduction, you can start writing the main part of your work – body paragraphs. They should contain a deep and full analysis of the data you have collected on the topic. Evidence is the key element of an expository essay, so you need to act like a real journalist, gathering necessary data step by step. The number of your body paragraphs depends on the number of arguments you need to include to your essay. It can be a particular requirement of your professor or your own decision. If there are no strict rules and the size of your essay is regular, try not to add more than three arguments, as it will be difficult for the reader to process more. The key elements of a body paragraph should include: A topic sentence, which contains the key idea of your paragraph and argument; The main feature of an expository essay is that every statement you provide should be backed with supporting facts. You can’t simply provide your own thoughts without an evidence. Your topic sentence should always interlink with the thesis statement and your evidence should have a direct relation to the topic sentence; Analysis of data. Once you have mentioned all the facts, statistics and other supporting details, you need to analyze them. Always provide the facts as if the reader doesn’t know the topic and make a thorough analyze of the obtained facts, deciphering their meaning to the audience; Smooth transition. When you have finished working on the paragraph, you need to write a sentence, which will provide a transition to the next chapter. Such sentences will make the text readable and smooth. Make sure your text is not watery and contains only related facts and materials. It is very important to structure every fact and evidence, revealing the topic step by step. You can put everything in a chronological order or depending on the importance. Remember, providing a clear order of evidence is crucial, as the reader may simply get lost in the facts and information you provide, closing your essay with a bad ‘aftertaste’. Conclusions When you have completed your body paragraphs, you can start working on the final section of your paper. It should be the size of your introduction and a sort of a summary of the obtained results. If you want to leave a nice impression, you need to follow a few simple rules: Make a short summary of everything you have discussed in your work. However, be brief and highlight only the key elements; Write about the importance of the topic and explain why the reader should pay attention to it; If there are still questions to be discussed, mention them. You can think of the topic in a broader perspective and remember the things that you have not discussed in your work. This will make the reader think of the topic; If the topic allows, call the audience to action. This can be a brief advice on how they can change the situation or contribute to the topic. Remember, your conclusions should only repeat the information you have provided in your expository essay and not contain new facts. That is why this section should be very brief and informative, without watery sentences and wordiness. Questions to be asked Completing an introduction, body paragraphs and conclusions isn’t enough and you need to proofread and edit your essay properly before submitting it. There are a few common questions, which will be of a great use on the last stage. They include: Is my topic relevant and interesting? Have I excluded all the details, which are not related to the topic? Did I manage to create a smooth transition between the paragraphs? Is my essay clear, informative and unbiased? Did my conclusion contain a summary of all the body paragraphs? Did I eliminate all the lexical and grammar mistakes? Once you answer these questions, you will manage to see what the strong and weak sides of your essay are. You can even make a list of the imperfections and improve them one by one. When all the mistakes are fixed, proceed with proofreading and editing. This includes fixing typos, grammar and spelling mistakes. If you doubt, ask someone else to check the paper once again and make all the necessary corrections. As you see, an expository essay is not as difficult as it may seem at first. Knowing its outline and the key elements each section should contain, it is very simple to provide a strong and catchy argumentation of the topic.

Visiting the BASILICA DI SANT(church+cript+musuem) Essay

Visiting the BASILICA DI SANT(church+cript+musuem) - Essay Example In 12th century the basilica was rebuilt and received its modern look ( «SantAmbrogio, Milan »). The style of the basilica is Romanesque. The basilica is built of bricks and ashlar stones decorated with carving. There are also parts of stone and plastering used in the construction. The composition of the building is symmetrical; all parts of basilica mirror each other. There is an atrium typical for Romanesque buildings; it is surrounded by aisles with pillars. Capitals are decorated with animals, fantastic motifs, human figures and natural ornaments. There are also two bell towers called Monks Tower and Canons Tower; they symbolize two different orders which lived in the basilica. Monks lived in two southern buildings while canons lived in the north. The exterior of basilica is very orderly; rectangular forms dominate the space and support the idea of symmetrical beauty of ancient Roman architecture. The building looks monumental because of its abundant architectural solutions. The interior of the basilica is predetermined by its main purpose. Religious motifs are observed everywhere; mosaics and frescos on the walls and ceiling present religious motifs and portray the lives of Christian Saints. Stylish groined vaults of the ceiling, semi-circular apse and small chapels of the same shape create specific atmosphere in the place. Pillars, clestory windows and semi-columns serve to support the building and add decorum to the place (Schneider). The interior of the basilica is very impressive and unique. Even though it has all typical features of Romanesque art, it is a bit eclectic due to the fact that different parts of the basilica were added, reconstructed or created in different periods of time. The materials used for mosaics and internal decorations are natural; for instance, there are 4 columns made of porphyry and decorated with bar-reliefs depicting religious scenes (Schneider). Golden altar, beautiful sarcophagus, reliefs and other

Depression and what you learned about it Essay Example | Topics and Well Written Essays - 500 words

Depression and what you learned about it - Essay Example However, it stops being a normal state of mind whenever there is a constant feeling of sadness the cause of which is not in any way directly related to the loss of something or someone valuable. If it is indeterminate in a sense the feeling of sadness cannot be pinpointed with accuracy, then there is depression. A depressed mood is not necessarily a mental or psychological medical condition when it is associated with adverse life events such as a recent death of a loved one (as mentioned above earlier), experiencing a traumatic natural disaster, a job loss, financial difficulties, a divorce, bad relationships, or major life stages such as reaching middle age or having a menopause already. It has a number of symptoms which can serve as warning signs to seek treatment right away. Some of these common symptoms are loss of appetite, memory loss, lack of mental concentration, loss of interest in normally pleasurable activities, lack of energy, insomnia, or excessive sleeping. The depressed person usually has negative thoughts about life, low feelings of self-worth, guilt, helplessness, anxiety, and irritability which can lead to suicide (Beck & Alford, 2009, p. 30). Whenever the feelings of sadness (depression) persist over a long period of time without any direct cause for it, then it becomes a serious mental condition which is clinically termed as a major depressive disorder (MDD) based from the differential diagnosis approach recommended by the American Psychological Association (APA) using their Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV). The severity, frequency, duration, and kinds of symptoms exhibited by a depressed person may vary from one individual to another because of so many factors. However, depression is a common but serious ailment that is often not treated because either the depressed did not recognize it as such, or is

Economy Essay Example | Topics and Well Written Essays - 750 words - 4

Economy - Essay Example The second qualification for a commodity into the category of common resource is non-excludability, whereby it should not be possible to exclude a person from the consumption of such goods (Hochenberry 152). In the case of the American bison, the consumption of each unit of the bison serves to preclude other individuals from consumption. This is because, when the hunters kill the bison for commercial purposes, for example selling their meat, it precludes other people from using the same resource, since the bison are no longer available. The continuous hunting and killing of the bison will mean that at time will come when the bison get extinct and thus unavailable for consumption by the rest of the society. Therefore, the action of the hunters serves to preclude the rest of the society from consuming that resource, which the society is not restricted from using (Kang and Zhou 138). Additionally, the American bison fits in the category of common resources, since they do not pass the ex cludability criteria. The excludability criteria require that it is possible to exclude a person from the consumption of a good or a resource (Hochenberry 154). However, considering that the American bison were natural resources which were roaming on the North American grassland in the 1800s, no one could exclude any person from using such resources. Therefore, the American bison fits into the category of the common resource. ... However, after the 1800s, the number of v declined sharply, to a point that they almost became extinct (Lott 72). Whenever the forces of demand and supply are not equal, there tend to develop some pressure in the market place, where either the goods in the market will go to waste because their supply is high than the quantities demanded, or there will occur a shortage of such commodities, on the event that the demand is higher than the supply (Hochenberry 151). This situation can be rescued by adjusting the supply of goods, if the resource used in the production of such commodities is renewable, or it will lead to extinction of the commodity in the market, if the resources applied to produce the commodity are not renewable. In the case of the American bison, several factors played a role in causing their near extinction. First, the American bison were hunted by the American Indians who were living in the plains of North America prior to the 1800s (Lott 77). Considering that the India n hunters were targeting the American bison purely for food purposes, the rate of hunting was lower, than the rate of reproduction and growth of the American bison. However, in the periods after 1800s, professional hunters entered the field of hunting the American bison for a combination of commercial hunting and slaughter purposes. This meant that rate of killing the American bison was high, compared to the rate at which they were multiplying. The applicable economic concept in this case is that, the forces of demand were higher than the forces of supply (Kang and Zhou 141). Considering that the demand for the American bison for commercial and slaughter purposes was higher than the supply; which is accounted for by the rate of their

Secondary Malignancies in Pediatric Population

Secondary Malignancies in Pediatric Population Secondary malignancies in pediatric population: a case series and literature review Introduction Advances in medical care therapies and early diagnosis has fulfilled the hope for normal life expectancy in many cancerous patients with a 5 year survival rate for at least 75% in childhood (1). Although expecting 70% long-term survive in children with diagnosed cancer, 60-70% of them will develop a consequential disability by the primary cancer treatment as a cost(2). Development of second cancer (a new cancer following the first after a complete treatment , whether the onset is in childhood or as an adult, however histologically different from the origin) is a grieving expected side- effect embracing 6% of all diagnosed cancers in Unites states (3), as a result of the carcinogenic effects of chemotherapy drugs and radiation on both normal and cancerous cells (4). When major risk factors for developing the secondary malignancies in childhood survivors such as the primary origin, early diagnosis , onset age, duration of therapy , dose received and familial history of the cancer are c onsidered , radiation associated solid tumors as well as hematologic malignancies account for the most probable types in secondary cancers (5-8). Despite the excellent prognosis for long-term survival in childhood acute lymphoblastic leukemia, retinoblastoma and Hodgkin lymphoma , radiation associated secondary solid tumors almost covers two-thirds of all cases in long term (4, 9, 10). The increased risk of the incidence persists for at least 30 years after the primary treatment of Hodgkin lymphoma (11). Chemotherapy agents, such as alkylating agents have been proposed to play role in secondary cancers incidence. Although studies in field of secondary cancers and their relationship with administered treatment protocols have been a field of interest for researchers, data regarding this topic is rather inconclusive because of variety of factors involved (12, 13). In present case series study, a series of pediatric secondary malignancies with different primary cancers and subsequent treatment protocol are presented. Methods: In this case series study, 11 samples were selected retrospectively from patients attending at Mahak Pediatric Cancer Treatment and Research Center (Tehran, Iran) from 2007 to 2016, who were diagnosed with a secondary cancer. All a patients had been already diagnosed with a primary cancer and had received standard treatment protocol of primary cancer. Clinical information was obtained by the authors or provided by referring physicians. Using patients records, past medical history, type of primary and secondary cancer including method of diagnosis, cumulative doses of cytotoxic drugs and treatment outcome was extracted. In case of any missing records, patients were contacted to acquire required data. All patients had already undergone required diagnostic modalities to diagnose malignancies properly. A literature search in Ovid, Medline and PubMed was carried out using the terms secondary cancer, chemotherapy and radiotherapy to provide enough material to discuss findings. A medical in formation scientist performed the literature retrieval and the initial screening of relevant studies. Statistical analysis was performed using SPSS version 16. Quantitative data was expressed as mean  ± standard deviation and frequency (percentage). Case history Patients primary malignancies type and administered therapy are shown in Table 1. Patients Secondary cancer type and features of therapy administered is shown in Table 2. Patients No.1 was a 15 years old girl, who presented with pain in buttocks when she was 4 years old, then following bone marrow biopsy. She was first diagnosed with Ewing sarcoma. During 1 year of treatment, She underwent VAC/IE (vincristine (VCR) + doxorubicin (ADR) + cyclophosphamide (CPA) alternating with ifosfamide (IF) + etoposide) regimen. This treatment protocol led to complete remission. After 1 year, during a routine laboratory test, elevated levels of white blood cell was detected. Following flow-cytometry and cytogenetic studies, pre-B cell precursor ALL diagnosis was confirmed, which was associated with central nervous system involvement according to lumbar puncture examination. During 3 years, she was administered with X regimen. Also, complete CNS prophylaxis protocol was also administered. Complete remission was confirmed for her after treatment. During 6 years of follow-up, she has not had any signs of relapse. Patient No.2 was a 12 years old boy, who attended clinic presenting with balance disorder. Following 24-hour urine catecholamine test and MIBG scan neuroblastoma diagnosis was made. He underwent OPEC regimen (vincristine, cisplatin, etoposide and cyclophosphamide) and daunorubicin, which led to remission. When he was 6 years old, in a routine laboratory test, elevated white blood cells were detected. Flow-cytometry studies indicated ALL(L1), so the patient was administered with standard regimen and intrathecal chemotherapy. This treatment led to complete remission. During 2 years of follow-up patients has no sign of relapse. Patient No.3 was a 14 year old, who had first presented with headache. Following imaging, meduloblastoma diagnosis was made. After 10 months of chemotherapy and radiation, patient had complete remission. Patient had a history of heart failure. Two years later, an elevated white blood cells were detected in complete blood count. Flow-cytometry studies revealed non-M3 AML. Despite chemotherapy, patient was expired after 12 days of treatment initiation. Patients No.4 was 12 years old girl, who presented with intermittent coughs. So, bronchoscopy was performed, which revealed small cell lung tumor. She underwent 4 months of chemotherapy , radiotherapy and pulmonary lobectomy. During this period, when she had been receiving chemotherapy for 3 months, she presented altered level of consciousness. Following lumbar puncture and cerebrospinal fluid flowcytometry AML diagnosis was made. She underwent CNS prophylaxis. Despite 3 months of treatment, patient was expired. Patient No.5 is a 21 year old girl, who first presented with right sided pre-orbital swelling when she was 12 years old. Following biopsy, histiocytosis X diagnosis was made. After treatment she was in complete remission, but two years later a brain CT scan revealed signs of disease relapse. when 15 years old, due to the elevated white blood cells count and flow-cytometry AML(M1) diagnosis was made. Although patient underwent 2 years of chemotherapy, she did not continue the treatment process, so she was lost to follow-up. Patient No.6 is a 13 year old girl, who was first diagnosed with retinoblastoma when she was 4 months old. She underwent VEC (vincristine+etoposide+carboplatin) chemotherapy protocol and radiotherapy. Enucleation was performed for both eyes when she was 2 years old. At last, patient had complete remission. When she was 11 years old, she attended clinic with right-sided face pain. After biopsy, osteosarcoma diagnosis was made. She underwent MAP protocol (High-dose methotrexate, cisplatin, and doxorubicin), ifosfamide and etoposide for 40 weeks. After complete remission, she has had no sign of relapse so far. Patient No.7 is a 12 years old boy, who was first diagnosed with actrocytoma grade II-III shown as a supratentorial mass in brain imaging which was confirmed by biopsy. Then, patient underwent PCV (lomustine + procarbazine + vincristine) plus temozolomide protocol and radiotherapy. After 6 courses of chemotherapy, patients underwent gross total resection of tumor. One year after complete remission, patient presented with backache. Biopsy indicated gliosarcoma. So far patient has undergone radiotherapy and surgery, also he is still going through chemotherapy. Based on the literature review, Discussion Based on information from the U.S. Surveillance Epidemiology, about 16 percent of cancers are in persons with a prior history of cancer. It is thought that the main point behind this phenomenon is that patients after treatment of cancer, patients live long enough to have second cancer (14). But as matter of fact, the cancer experience does not finish as treatment does. Cancer and the administered treatment (including radiation, chemotherapy, surgery, hormonal therapy, and newer drug therapies) can affect almost every aspect of an individuals life. Besides, not considering the secondary cancers as a part of natural incidences of time course, secondary cancers might be due to the treatments received by the patients at time of primary cancer treatment (15). Most of the therapies used in cancer, aim at destroying cancerous cells by affecting their genetic structures, but in therapy process normal cell are also involved just as malignant cells. This involvement will consequently lead to a poptosis, mutation or recovery. Mutations are tried to be minimized by the corrective mechanisms defined in cells and immune system (16). When these mechanisms fail a newly established malignancy is unavoidable. Current study presents 7 patients with secondary cancers (5 hematological malignancies, 1 osteosarcoma and 1 gliosarcoma). All secondary malignancies in current study had mesanchymal components, also both localized secondary malignancies (gliosarcoma and osteosarcoma) were in previous radiotherapy field. Vincristine, etopside and alkylating agents (such as ifosfamide and cyclophosphamide) were the most used cytotoxic drugs. Both patients No.3 and 4 who were expired, had undergone chemotherapy and radiotherapy. Based on the literature review, alkylating agents such as ifosfamide and cyclophosphamide are know of mainstays of treatments for hematologic malignancies, solid tumors and preconditioning regiments for hematologic stem cell transplantation, but it has been shown that they are important risk factors for development of secondary malignancies as they increase in the relative risk for a secondary malignancy of 1.5-2.5 (17-21). Especially, exposure to alkylating agents has been associated with an increased risk hematologic malignancies development, often referred to as therapy-related acute myelogenous leukemia (22, 23). Therapy-related AML seems to have an onset within 5-7 years after therapy for primary cancer, and this risk appears to increase further with the concomitant use of epipodophyllotoxins such as etopside (24). In present case series, patients No. 1,2 and 4 had also received a combination of alkylating agents and etopside, which could have been a major risk factor for the se condary malignancy. In a study by Bhatia et al. investigating Therapy-related myelodysplasia and acute myeloid leukemia after Ewing sarcoma and primitive neuroectodermal tumor of bone, it was concluded that exposure to ifosfamide from 90 to 140 g/m2, cyclophosphamide from 9.6 to 17.6 g/m2, and doxorubicin from 375 to 450 mg/m2 increased the risk of tharapy related myelodysplasia and acute myeloid leukemia significantly (25). Patient No. 1 had also received doxorubicin, ifosfamide and cyclophosphamide , but the cumulative doses were not that much of what Bhatia et al.(25) mentioned. In a study by Granowetter et al. about comparing dose-Intensified with standard chemotherapy for non-metastatic Ewing sarcoma, it was concluded that dose escalation of alkylating agents do not improve the outcome for patients with Ewing sarcoma of bone or soft tissue (25). So, by taking this into account, more cautious approaches should be chosen when deciding about chemotherapy doses, especially alkylating agents. Topoisomerase II inhibitors as another well-known chemotherapeutic agents are widely used treatment of pediatric malignancies. This category includes anthracyclines (e.g. doxorubicin) , anthracenediones as well as epipodophyllotoxins (e.g. etoposide and tenoposide)(26). Therapy related AMLs due to topoisomerase II inhibitors are known as an entity of therapy and incidence varies in literature, but has been reported as high as 9% (27-29). In contrast to the latency period after exposure to alkylating agents which was about 5-7 years, therapy related AMLs after topoisomerase II exposures have a more early onset, usually within 2-3 years after primary malignancy chemotherapy (24). In present case series, the time interval between secondary AMLs and primary therapy were less than 2 years, which is less than what mentioned for alkylating agents and topoisomerase II inhibitors; this might be due to the combination of these categories in our therapy protocols. Based on studies, the most eff ective agents against secondary hematologic malignancies due to top topoisomerase II inhibitors are cytarabine, dactinomycin, daunorubicin, docetazel, mitoxantrone, gemcitabine, mitomycin C, etoposide, teniposide, topotecan, triethylnemelamine, and vinblastine (30-32). Also, in present case series, following agents were used for secondary malignancy chemotherapy. Ionizing radiation as a standard of care for many pediatric malignancies is used in many conditions such as CNS malignancies, Hodgkins lymphoma, solid tumors and as part of preconditioning regimens for hematologic stem cell transplantation (33). Carcinogen role of ionizing radiation is reported in detail in the literature. According to The Childhood Cancer Survivor Study, ionizing radiation exposure was accompanied with a relative risk of developing secondary malignancy of 2.7, and was also the strongest independent risk factor for secondary malignancy development (34). In a study based on German Childhood Cancer Registry, it was concluded that ionizing radiation after adjustment for various chemotherapy was associated with an odds ratio of developing a secondary malignancy at 2.05 (35). For the development of secondary malignancy after radiation the latency period is typically 10-15 years after primary treatment is typically 10-15 years after primary treatment (36). Common secondary malignancies seen in pediatric population with prior cancer history include bone tumors, breast and thyroid carcinoma, non-melanoma skin cancer and benign CNS tumors. These tumors are often associated with previously irradiated treatment region (4, 37-39); in present case series, patients No. 3, 4, 6 and 7 had received radiotherapy, and in patients No. 6 and 7 had the secondary malignancies where the prior field of radiotherapy was, although incidence of these malignancies are far less than the latency period mentioned. Radiotherapy is the most important therapeutic modality in the treatment of many primary CNS tumors, so this have brought secondary malignancies as an undeniable component of this modality (40). In a study by Packer et al. studying survival and secondary tumors in children with medulloblastoma receiving radiotherapy and adjuvant chemotherapy, reported on 359 children with medulloblastoma treated with 2,340 cGy of craniospinal radiation with 5,580 cGy of posterior fossa radiotherapy and chemotherapy, also it was reported that 5 percent of patients developed a secondary malignancy, with a majority of them being highly aggressive gliomas. The median time to a secondary malignancy was 5.8 years, with an estimated cumulative incidence rate at 5 and 10 years of 1.1 percent and 4.2% percent, respectively (41); similar to this study, in present case series, patient No. 7 who had undergone radiotherapy due to astrocytoma, developed gliosarcoma as the secondary tumor. Fortunately this patients is currently under treatment and his condition is improving. Conclusion Present case series study, presented a series of patients with secondary neoplasms with their administered cumulative doses of chemotherapy and radiotherapy. Considering this , these information might lead to a more cautious approach in selecting chemotherapy and radiotherapy protocols. Further studies should focus on comparing different treatment protocols with adequate follow-up period not also to evaluate treatment efficacy, but to assess long term consequences. Also, studies with more detailed treatment protocol of patients with secondary malignancies should be performed to make a more precise conclusion. References: 1.Bhatia S, Sklar C. Second cancers in survivors of childhood cancer. Nature Reviews Cancer. 2002;2(2):124-32. 2.Hall EJ. Intensity-modulated radiation therapy, protons, and the risk of second cancers. International Journal of Radiation Oncology* Biology* Physics. 2006;65(1):1-7. 3.Siegel RL, Miller KD, Jemal A. Cancer statistics, 2015. CA: a cancer journal for clinicians. 2015;65(1):5-29. 4.Schneider U, Lomax A, Lombriser N. Comparative risk assessment of secondary cancer incidence after treatment of Hodgkins disease with photon and proton radiation. Radiation research. 2000;154(4):382-8. 5.Henderson TO, Rajaraman P, Stovall M, Constine LS, Olive A, Smith SA, et al. Risk factors associated with secondary sarcomas in childhood cancer survivors: a report from the childhood cancer survivor study. International Journal of Radiation Oncology* Biology* Physics. 2012;84(1):224-30. 6.Ng AK, Bernardo MP, Weller E, Backstrand K, Silver B, Marcus KC, et al. Second malignancy after Hodgkin disease treated with radiation therapy with or without chemotherapy: long-term risks and risk factors. Blood. 2002;100(6):1989-96. 7.Tarella C, Passera R, Magni M, Benedetti F, Rossi A, Gueli A, et al. 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Mutations of AML1 are common in therapy-related myelodysplasia following therapy with alkylating agents and are significantly associated with deletion or loss of chromosome arm 7q and with subsequent leukemic transformation. Blood. 2004;104(5):1474-81. 20.Davies SM. Therapyà ¢Ã¢â€š ¬Ã‚ related leukemia associated with alkylating agents. Medical and pediatric oncology. 2001;36(5):536-40. 21.Pedersen-Bjergaard J. Insights into leukemogenesis from therapy-related leukemia. New England Journal of Medicine. 2005;352(15):1591-4. 22.Schoch C, Kern W, Schnittger S, Hiddemann W, Haferlach T. Karyotype is an independent prognostic parameter in therapy-related acute myeloid leukemia (t-AML): an analysis of 93 patients with t-AML in comparison to 1091 patients with de novo AML. Leukemia. 2004;18(1):120-5. 23.Linassier C, Barin C, Calais G, Letortorec S, Bremond J-L, Delain M, et al. Early secondary acute myelogenous leukemia in breast cancer patients after treatment with mitoxantrone, cyclophosphamide, fluorouracil and radiation therapy. Annals of oncology. 2000;11(10):1289-94. 24.Hijiya N, Ness KK, Ribeiro RC, Hudson MM. Acute leukemia as a secondary malignancy in children and adolescents: current findings and issues. Cancer. 2009;115(1):23-35. 25.Bhatia S, Krailo MD, Chen Z, Burden L, Askin FB, Dickman PS, et al. Therapy-related myelodysplasia and acute myeloid leukemia after Ewing sarcoma and primitive neuroectodermal tumor of bone: a report from the Childrens Oncology Group. Blood. 2007;109(1):46-51. 26.Hande KR. Topoisomerase II inhibitors. update on cancer therapeutics. 2008;3(1):13-26. 27.Hijiya N, Hudson MM, Lensing S, Zacher M, Onciu M, Behm FG, et al. Cumulative incidence of secondary neoplasms as a first event after childhood acute lymphoblastic leukemia. Jama. 2007;297(11):1207-15. 28.Pui CH, Relling MV. Topoisomerase II inhibitorà ¢Ã¢â€š ¬Ã‚ related acute myeloid leukaemia. British journal of haematology. 2000;109(1):13-23. 29.Ezoe S. Secondary leukemia associated with the anti-cancer agent, etoposide, a topoisomerase II inhibitor. International journal of environmental research and public health. 2012;9(7):2444-53. 30.Hoeksema KA, Jayanthan A, Cooper T, Gore L, Trippett T, Boklan J, et al. Systematic in-vitro evaluation of the NCI/NIH Developmental Therapeutics Program Approved Oncology Drug Set for the identification of a candidate drug repertoire for MLL-rearranged leukemia. Onco Targets Ther. 2011;4:149-68. 31.De Boer J, Walf-Vorderwà ¼lbecke V, Williams O. In focus: MLL-rearranged leukemia. Leukemia. 2013;27(6):1224-8. 32.Bernt KM, Armstrong SA. Targeting epigenetic programs in MLL-rearranged leukemias. ASH Education Program Book. 2011;2011(1):354-60. 33.Brenner DJ, Doll R, Goodhead DT, Hall EJ, Land CE, Little JB, et al. Cancer risks attributable to low doses of ionizing radiation: assessing what we really know. Proceedings of the National Academy of Sciences. 2003;100(24):13761-6. 34.Friedman DL, Whitton J, Leisenring W, Mertens AC, Hammond S, Stovall M, et al. Subsequent neoplasms in 5-year survivors of childhood cancer: the Childhood Cancer Survivor Study. Journal of the National Cancer Institute. 2010;102(14):1083-95. 35.Kaatsch P, Reinisch I, Spix C, Berthold F, Janka-Schaub G, Mergenthaler A, et al. Case-control study on the therapy of childhood cancer and the occurrence of second malignant neoplasms in Germany. Cancer causes control. 2009;20(6):965-80. 36.Goldsby R, Burke C, Nagarajan R, Zhou T, Chen Z, Marina N, et al. Second solid malignancies among children, adolescents, and young adults diagnosed with malignant bone tumors after 1976. Cancer. 2008;113(9):2597-604. 37.Constine LS, Tarbell N, Hudson MM, Schwartz C, Fisher SG, Muhs AG, et al. 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VCR 9 mg CPA 3.5 gr VP16 400 mg ADR 60 mg Cisplatin 160 mg 3 Meduloblastoma 10 10 months VCR 24 mg CCNU 320 mg 360 Gy and 180 Gy (posterior fossa) 4 Small round cell tumor 12 4 months VCR 12 mg IF 60 gr VP16 3.9 gr 8 Gy 5 Histiocytosis X 12 1 year Vinblastine 135 mg 6 Retinoblastoma 4 mo. 14 months VCR 14 mg VP16 700 mg Carboplatin 3.5 gr 60 Gy 7 Astrocytoma 2 months 6 months months<

Marx’s Alienation of Labour Essay -- Karl Marx Labour Essays

Marx’s Alienation of Labour There is deep substance and many common themes that arose throughout Marx’s career as a philosopher and political thinker. A common expressed notion throughout his and Fredrick Engels work consists of contempt for the industrial capitalist society that was growing around him during the industrial revolution. Capitalism according to Marx is a â€Å"social system with inherent exploitation and injustice†. (Pappenheim, p. 81) It is a social system, which intrinsically hinders all of its participants and specifically debilitates the working class. Though some within the capitalist system may benefit with greater monetary gain and general acquisition of wealth, the structure of the system is bound to alienate all its participants. This paper intends to evaluate Karl Marx’s theory of alienated labour. In doing so it will demonstrate how capitalism both a century and a half ago, and to this very day, produces and also perpetuates alienation within the work environment. Though Marx’s theory of alienation is not without its flaws, the fundamental backbone to his theory is still relevant to this day. A critical element is to take Marx’s basic premises of alienation into context and realize that the capitalist world has evolved tremendously since Marx’s work during the early years of Industrial Revolution. Marx’s concept of alienation can be defined as â€Å"the distortion of human nature that is caused by the domination of the worker by the ‘alien will’ of the capitalist† estrangement (Ritzer, p. 55). A key element to his theory of alienation focuses on the individual’s experience of feeling powerlessness when they fail to realize their own human potential, which in turn causes false consciousness. His theory is based upon his dialectics and on the totality of reciprocal relationships to nature and to other individuals within society, which are motivated and perpetuated by the need for material things. Marx’ theoretical concept of alienation was forged during his transition from the Critique of Hegel to the Critique of Economic philosophy. It was during this time that the issues of labour and class became central to his theories. In Marx’s early writing’s, specifically ‘The Economic Philosophical Manuscript’ written in 1844, he presented the types of alienation which where interdependent and rooted in the productive labour of capitalism.... ...f Maryland. McGraw-Hill Higher Education, Baltimore, MD., 2000. Alienation and the Social System edited Finifter, W., John Wiley & Sons, Inc., Toronto, Ontario, 1972. Joachim, I., Alienation: From Marx to Modern Sociology; A Macrosociological Analysis, Allyn & Bacon, Boston, MA., 1971. Pappenheim, F., ‘The Alienation of Modern Man; An Interpretation Based On Marx and Tonnies’, New York, New York., Modern Reader, 1967. Marx, Karl, & Engels, Fredrich, The Communist Manifesto, Bantam Books, New York, New York, 1992. Marx, Karl, ‘Economic & Philosophical Manuscripts of 1844’, Marx - Engels Collected Works Volume 3: Karl Marx Internet Archive, Progress Publishers, 1932. Retrieved from [http://www.marxists.org/archive/marx/works/1844/manuscripts/preface.htm] & [http://csf.colorado.edu/psn/marx/archive/1844-epm/1st.html] Kuhn, Rick, ‘Introductions to Marxism’, retrieved from [http://www.anu.edu.au/polsci/marx/intros.html] KARL MARX – ALIENATION [http://acme.highpoint.edu/~rramke/Marx-A.html] The Alienation of Labor, retrieved from [http://www.wsu.edu:8080/~dee/MODERN/ALIEN.HTM] Microsoft Encarta 98 Encyclopedia, Copyright 1993-1997 Microsoft Corporation.

Black & Economic Structure

1) Malcolm X spent much of his life fighting for equal rights for African Americans. Like others, Malcolm suffered from discrimination, economic suppression, and violent acts at the hands of the whites. Throughout his life, he could not escape the atmosphere of racial prejudices, as it existed everywhere from his welfare agencies to school and his family relationships. Although some form of equality exists today, many African Americans males are still continuously trying to establish themselves in society. As a young boy Malcolm participated in activities where he experienced little freedom. Malcolm was ranked number one in his class and elected class president, which shows that the school system allowed him to succeed to an extent. Malcolm had a dream of becoming a lawyer, but his English teacher quickly rejected his dream and told him he should become a carpenter, which demonstrated that whites were willing to allow black success only to a certain degree. Malcolm eventually came to an understanding that white society allowed progression when doing so did not threaten the established order of white society. Throughout his life Malcolm was seen as a â€Å"pet, mascot, and pink poodle,† which excluded him from society. He was a black student in a predominantly white school who was like a poodle in a family. He was seen as a submissive creature that represented no real threat to anyone. He was portrayed as white society’s model for how blacks should act, but white society didn’t see him as a human being in his own right. Malcolm realized that no level of accomplishment or esteem would break down the essential barrier to his acceptance and success in society. White oppression stripped him of the power and independence a normal man would experience. Although Malcolm experienced great amounts of discrimination, he was still able to succeed and become Minister Malcolm X and lead many civil rights events. In society today, the prototypical black male experience in America is extremely comparable to the life of Malcolm X. Most black men are looked down on because of the various stereotypes that exist in our society today. Many believe that if black men aren’t athletes or rappers, or if they aren’t washing dishes or waiting tables, they have no purpose in society other than being seen as inferior. Each and every day a black man experiences discrimination, but the black men who have goals and aspirations will be the ones who will make a difference like Malcolm X did. Malcolm lived through a rough time, but he still managed to make it as can every other black man in the world. ) Like Malcolm X, Washington too envied the lives of white dues to the simple fact that there was absolutely no limit placed on his or her dreams and aspirations. During his years of adolescence, Washington was very aware of what it meant to be a black man in a white society. With this knowledge, Washington was very optimistic and assured himself that whatever dreams or goals he would accomplish would be the result of hard work and persistence. Washington wrote, â€Å"I have learned that success is to be measured not so much by the position that one has reached in life as by the obstacles which he has overcome while trying to succeed. Out of the hard and unusual struggle through which he is compelled to pass, he gets a strength, a confidence, that one misses whose pathway is comparatively smooth by reason of birth and race. † (Washington, 1901, p 39). Washington believed that if blacks strove to be impressive and distinctive they would be accepted in society. He believed that being black or any race other than the majority was an advantage because there was a better chance of achievement due to the fact that one would constantly try to overcome any obstacles. He believed that through proof, blacks would be connected with the white society. Alongside assisting African Americans in attaining economic success, Washington also had accomplishments in the field of education, in becoming the first black educator at the Tuskegee Institute. Washington was very concerned about forming connections within both the black and white communities, and achieved his goal. I believe his argument is still valid for those who actually want to make something of themselves in life and are willing to go above and beyond in doing so. Unfortunately black males are not always hardworking and persistent in trying to accomplish a goal. They tend to take the easy way out, and in doing so end up with the mediocre jobs unless they are playing professional sports or apart of an entertainment industry. Like Washington said success comes with overcoming obstacles, and I do not think blacks are willing to overcome the many obstacles they would have to face in order to become established. With the many stereotypes of black men, I do not think success would be as easy for the black man because they are already looked down upon from the beginning. ) In recent years, terms such as crisis, at-risk, insignificant, and endangered have been used with increasing regularity to describe the troubles and conditions of black males. The grounds for using such harsh descriptions of conditions that black males face is provided by a broad range of social and economic indicators, all of which point to the undeniable fact that large numbers o f individuals who fall within these two social categories, black and male, are in deep trouble. Many perceive black men as being violent and aggressive law breakers regardless of their true nature. It doesn't stop there. Some stereotypes of Blacks include being arrogant, athletic, devious, dirty, dishonest, drug addicts, incompetent, inferior, lazy, unintelligent, noisy, passive, poor, primitive, untrustworthy, and violent, and â€Å"having rhythm. † Some black men have some of the same goals and aspirations as the white man, but they too have a deep fear of rejection due to the discrimination they continue to experience in their daily lives. When the black man continuously gets rejected he is eventually going to subject himself to activities just to make ends meet, or he is going to start to believe the stereotypes set out for him. When you have a large group of black men in a society that rejects them, they are going to feel like they have no chance at success, and therefore they will feel like they have nothing to lose. With nothing to look forward to, they are going to unconsciously want to destroy their surroundings. Throughout Malcolm’s he was seen as inferior, and eventually began to feel more like a â€Å"mascot† or pet than a human being equal to those around him. Malcolm had dreams of becoming a lawyer, but his teacher instead told him he should be a carpenter. One of his Malcolm’s teachers laughs at him and tells the class that â€Å"though the slaves have been freed, black people are still lazy and dumb. † When an adult says something like that to a child, the child is more than likely going to believe the teacher and begin to think of him or herself as being lazy and dumb. If a child begins to believe this negative stereotype, their performance in school could be effected, and cause them to drop out. If they drop out they may begin to deal drugs or commit robberies and end up in jail. Dealing drugs or being incarcerated is the perception whites have for blacks today. Media also has a negative effect on portrayal when it comes to representing an entire race of people. No two people are exactly alike no matter what race they come from so there is no way one film can represent all peoples. Unfortunately, many people believe that a certain depiction of black people characterizes all black people, which is certainly not the case. This is very dangerous because this perpetuates stereotyping and discrimination. Any form of media, whether it be a film, TV show, etc. , black males tend to play the role of the poor black man who lives in poverty and usually belongs to a gang. He usually has no goals, and has a mediocre job if he has one at all. They usually dress in baggy jeans with long shirts or â€Å"hoodies† and wear timberlands or sneakers. In media, blacks aren’t usually portrayed positively, and even if they were, many wouldn’t believe that is how blacks really live their lives. For example, In The Fresh Prince of Bel-Air, the Banks family is very well off, but many wouldn’t believe that all blacks are well off because 95% of the time blacks are being potrayed as being a threat to society. 4) LaLee's Kin: The Legacy of Cotton shows the disadvantaged life of residents living in the Mississippi Delta. The documentary shows how living in poverty and the lack of education still effects the lives of many living in Mississippi even though slavery has been over now for hundreds of years. The main character, Laura Lee (LaLee) Wallace, was an illiterate 62-year-old woman who had been living all her life in Tallahatchie County, Mississippi. She had one surviving son, nine daughters, 38 grandchildren and 15 great-grandchildren. On a daily basis she encountered many difficulties from raising her grandchildren to receiving news about her son continuously being put in jail. LaLee received $494 from her disability benefits and sold home cooked meals to workers at the cotton factory to make more money to keep the children clothed and fed. In the movie LaLee said, â€Å"I cry sometime, I pray sometime, I sing sometime. † LaLee and her grandchildren struggled each day in trying to take care of each other. The images of barefoot children playing on abandoned cars outside dilapidated motor homes, and of families who get water for drinking and washing by filling plastic jugs from a hose were unbelievable because it took you back to the times of slavery when slaves really had to wash themselves with dirty water or walk around barefoot. One of LaLee’s grandchildren, nicknamed Granny was a very attentive and intelligent in school, but her grades began to fall due to the fact that she had household chores and had to care for her younger cousins or siblings which left little time for education. Paralleling LaLee's struggle was Reggie Barnes, the superintendent of the West Tallahatchie schools, who continuously struggled in trying to raise school standards, bring in qualified teachers and obtain school supplies. If Barnes failed to raise the school from its current Level 1 status to a Level 2, the state of Mississippi has threatened to take over. Barnes and his faculty opposed this because they knew the state would not address the special needs of the children. With the illiteracy of the parents of the families of the children the children most likely will never be able to get a great education which will leave them illiterate when they get older. In LaLee’s family the cycle of living in poverty and lacking education is evident, which makes it seem like slavery still exists to this day.