Exploring a Communication in Arabic Lingua Culture Essay Example for Free

Exploring a Communication in Arabic Lingua Culture Essay Conversation is the most basic form of communication and human beings rely on conversation to exchange information and maintain social relationships (Gardner 1994: 97). Human interactions rely on conversation for simple chatting as well as work related tasks, political discussions and educational decisions (Gardner 1994: 98). Conversation is at the heart of the human ability to interact with one another in everyday life. Communicative events typically involve definable boundaries and a joint effort at interaction (Orr 2008: 317). A communicative event that occurs within its social boundaries becomes an engagement between two people (Orr 2008: 317). In other words, a communicative event between two friends results in an engagement that has meaning to both parties involved. In contrast, a communicative event that is between two strangers, such as a shopper and salesperson, cannot be considered an engagement because when the encounter is over it holds no meaning to those involved (Orr 2008: 317). Further, a communicative event is only successful when both parties involved contribute to the process of understanding as the conversation takes place (Aune, Levine, Park, Asada, Banas 2005: 358). In a communicative event between friends, each friend is responsible for contributing something to the conversation that will make the interaction meaningful for both people. When both friends are not contributing to the communicative event equally, then the encounter fails to have meaning and makes the person who is contributing view his or her friend negatively (Aune, et al 2005: 358). An analysis of a communicative event that occurred between two friends in Saudi Arabia is offered. This analysis includes a discussion of the eleven components that Saville-Troike identifies. The Communicative Event Cultural analysis is an important part of discussing linguistics and communication. However, linguistics is not typically associated with a cultural analysis even though the conversation styles and traditions of different cultures are an essential component to communicative events (Wierzbicka 1997: 1). In fact, there is a very close link between culture and the lexicon of the language spoken as part of that culture. This is why many cultures rely on special words for important aspects of their culture such as food (Wierzbicka 1997: 1). Additionally, many cultures, such as the Arabic culture, rely on special greetings and phrases as part of their communicative events. These special greetings and phrases add depth to the communicative events and allow them to have meaning to the people involved. The conversation analyzed for this paper occurred between two friends and included a special greeting as well as common phrases used in Saudi Arabian culture. These components of the communicative event allowed the interaction to mean something to the two friends and resulted in positive feelings from both. The definition of a communicative event and a consideration to cultural differences is particularly useful for language teachers because it gives them insight into the importance of specific aspects of communicative events that differ across cultural boundaries. Language teachers are most successful when they are able to incorporate aspects of native language into new language acquisition. Changing the way that language teachers instruct is a constant part of the job of language teachers (Jacobs Farrell 2003: 5). At the same time, it is important that a language teacher give students the tools necessary for learner autonomy, understanding the social nature of learning, the ability for curricular integration, a focus on meaning, attention to diversity, thinking skills, assessment and utilizing the teacher as a co learner (Jacobs Farrell 2003: 5). These eight skills are essential for language teachers to implement in order to allow students to rely on their native language while also learning a new language. Further, sensitivity to cultural differences in language style will allow the language teacher to provide students with authentic opportunities to engage in meaningful communicative events. At the same time, language teachers cannot choose to only implement one or two of these components. They are all necessary components to successful language instruction. Classroom language instruction is an important part of the job of a language teacher. However, the type of language instruction has an impact on how well students acquire language skills (Spada 1987: 137). A study of three separate language classrooms over a period of sixty observation hours shows that students are sensitive to the communicative orientation of new language acquisition (Spada 1987: 137). The reason behind this observation is the different communicative styles utilized by different cultures. For example, the special greeting and phrases used the in conversation to be analyzed here differ from the style of communication in other cultures. Therefore, sensitivity to different communicative styles may result in better instruction and higher levels of learning. The ability to improve in the speaking, listening and discourse areas of language learning seem to be related to classroom instruction style (Spada 1987: 137). When a language teacher begins to work with a specific location, the first step is to study the community that will make up the instructional population. This is important so the language teacher is able to gather important information about the social organization and important aspects of the culture in order to relate that information to the culture (Saville-Troike 1989: 107). At the same time, it is important for language teachers to discover the way that native speakers structure their communicative events in order to gain insight into the importance of different communication components important to that specific culture (Saville-Troike 1989: 107). Ultimately, the goal of a language teacher would be to make many careful and thorough observations of native speakers engaging in a variety of different communicative events so a complete understanding of communication can be gathered. Once this job is completed the language teacher should be able to model communicative events after the communicative events of native speakers (Saville-Troike 1989: 107). To this end, Saville-Troike introduces eleven components that will each be commented on as they relate to the communicative example used in this paper: type of event, topic, purpose or function, setting, key, participants, message form, message content, act sequence, rules for interaction and norms for interaction (1989: 138). Type of Event, Topic, Purpose and Setting The type of event, topic, purpose and setting make up the scene of the communicative event (Saville-Troike 1989: 139). The type of event analyzed is an informal conversation between two university friends who have not seen or spoken to one another for a week. The topic of the conversation is the time that has gone by without speaking or seeing one another and includes a discussion about why so much time has passed as well as plans to spend time together in the near future. The purpose of the communicative event is time for the friends to catch up with one another and make plans to engage in further conversation. Finally, the setting for the communicative event is Abha City in the Southern Province of Saudi Arabia. These four components of this specific communicative event make up the whole scene. While only the setting can be directly observed, the type of event, the topic and the purpose of this communicative event are equally as important for gathering information about the cultural aspects of Arabic linguistics and conversation style (Saville-Troike 1989: 139). Further cultural information can be obtained by observing the traditions and customs of a specific culture with regards to communication. This communicative event occurred between two friends and included the special greeting, â€Å"Peace be upon you† and â€Å"peace be upon you too. † This greeting is an essential aspect of Arabic communicative events and means that there is goodwill among the two friends. If this greeting would have been omitted from the conversation it would indicate that the friends were angry with one another. When analyzing components of a communicative event that are not directly visible it is important to be watching for important information regarding the sacred nature of communication and what that looks like for different cultures (Saville-Troike 1989: 141). For example, in this communicative event between two friends, an observer cannot see what the type of event or what the purpose of the event is. However, listening to the conversation and watching for customs and traditions provides valuable insight into the nature of cultural differences and what is important (Saville-Troike 1989: 141). These observations will allow an observer to discover what is sacred to a culture with regards to communication as well as what types of beliefs are important to them. Further, an observer can learn what behaviors are unacceptable, what the purpose of particular behaviors are and see external signs of participation in ritual parts of a communicative event (Saville-Troike 1989: 141). Key The key of a communicative event is introduced in order to provide the tone, manner or spirit of the encounter (Saville-Troike 1989: 141). This can take the form of teasing versus seriously discussing something, being sincere versus sarcastic, being friendly versus hostile or being sympathetic versus threatening (Saville-Troike 1989: 141). The type of key that is present in a communicate event relies on the type of relationship the people involved in conversation have. In this case, the communicative event was informal, but respectful and was a sincere and friendly exchange between two friends. However, if the conversation took a sarcastic key, the sarcasm would have overridden the sincerity of the interaction thus making the conversation far less meaningful than it was (Saville-Troike 1989: 142). In this way, the strongest key takes center stage and is determined by who the participants of the communicate event are, what their relationship as well as the nature of the conversation. Further, the key of the communicative event may be determined through the use of nonverbal cues in addition to the dialogue. For example, if one person winks at the other this may suggest some teasing during the conversation while a stiff posture may indicate that a serious conversation is occurring (Saville-Troike 1989: 142). Observing the communicative event that is analyzed here, the nonverbal cues may have included changes in facial expression when the friends began to discuss why one friend had been to busy to spend time with friends. Watching these facial expressions would lend insight into how serious or friendly the communicative event really was. Participants The participants are the most important component of a communicative event. Without participants, conversation would never happen. The participants in this communicative event were two young male university friends. The absence of females indicates the nature of gender roles in the Saudi Arabian culture. In the Arabic culture, males are not permitted to meet with females and are only allowed to converse with other males. This information provides important information regarding the role relationship of conversation in Saudi Arabia as well as information about sex and social status (Saville-Troike 1989: 143). The absence of females provides a great deal of information about the Arabic culture. It shows what the rights of each member of society are as well as the attitudes, expectations and behaviors toward others. It also shows who has authority over whom (Saville-Troike 1989: 143). This communicative event shows that males are the dominant gender in Saudi Arabian culture and this prevents them from openly conversing with females. Further, it gives insight into the attitudes, expectations and behaviors expected from males versus females. Finally, the culture dictates the formality or informality of a communicative event (Saville-Troike 1989: 144). This exchange between two young male friends was informal as compared to a conversation that may take place between a young Arab male and an older Arab male. In other words, the participants engaging in conversation have a direct influence over the nature of the communicate event and dictate what type of interaction will take place. Message Form Message form, message content and act sequence are determined by various social, cultural and situational constraints on communicative behavior. Each of these components can be presented vocally or non vocally (Saville-Troike 1989: 144). Many cultures rely on non vocal sounds to represent meaning in conversation and these make up the message form. These vocal and non vocal sounds make up the verbal and non verbal components of conversation style. For example, the verbal vocal relationship includes spoken language while the non verbal vocal relationship includes such things as laughter. Similarly, the non vocal verbal relationship is comprised of such things as written language or sign language while the non vocal non verbal relationship includes such things as silence and eye behavior (Saville-Troike 1989: 145). Although these different aspects of language vary across cultures, they are important aspects of any communication style. This communicative event example used here relies on these different relationships in order to allow the participants to engage in a conversation that has meaning to both parties. The two friends engaged in the verbal vocal relationship simply by exchanging spoken dialogue. At the same time, they engaged in the non verbal vocal relationship by relying on laughter to become part of their conversation. They also relied on the non vocal verbal relationship through the use of hand gestures and facial expressions that lent support to the nature of the conversation and also injected meaning into the exchange. Finally, the two friends showed the non vocal non verbal relationship through their use of appropriate silences and eye contact while speaking to one another. Message Content The message content is closely related to message form and cannot be separated for appropriate analysis to occur (Saville-Troike 1989: 150). Message content refers to what communicative acts are about and what meaning they hold. The dialogue and silences of a communicate event make up the message form while the meaning and implications derived from the communicative event make up the message content (Saville-Troike 1989: 150). The overall meaning of a communicate event rely on the verbal and non verbal messages being exchanged. However, meaning is also derived from extra linguistic context as well as information and expectations participants bring to the conversation (Saville-Troike 1989: 150). The physical content of a communicative event is important because it lends additional information to the exchange that allows for enhanced meaning. In this way, people who do not even speak the same language are often able to find meaning in their exchange simply be relying on physical objects or other outside influences that inject meaning without words (Saville-Troike 1989: 151). Whatever type of physical objects, outside influences or even hand gestures that are used during a communicative event it is important that they convey meaning and allow for a successful conversation. The example of a conversation used here was successful because the two friends understood the location they were in as well as the gestures each person used during the course of the communicative event. Act Sequence The act sequence component of a communicative event includes information about the ordering of the conversation. This is evident through the appropriate initiation of conversation by one person and the following of that initiation by the other person (Saville-Troike 1989: 152 153). The example provided here is a good example of appropriate initiation. One of the young men starts the conversation by saying, â€Å"peace be upon you† and the other man responded with, â€Å"peace be upon you too. † In Saudi Arabian culture this is an important greeting and indicates friendship and goodwill at the start of a conversation. Eliminating this greeting would suggest anger and would upset the natural ordering of conversations in Arabic culture (Saville-Troike 1989: 153). Regular patterns and recurring events are important cultural component of communicative events. When participants follow these patterns and recurring events it suggests that the nature of conversations is important and sacred within a culture. Further, the types of patterns that emerge from these patterns and recurring events allow for comparison across cultures (Saville-Troike 1989: 153 154). The conversation between the two young Arabic students followed a natural progression and provided important insight into the nature of communicative events in Arabic culture. Rules for Interaction The rules of interaction dictate an explanation for the rules of speech which are applicable to communicative event in a specific culture (Saville-Troike 1989: 154). These rules refer to the way that the participants in the conversation are expected to behave based on the values of their culture (Saville-Troike 1989: 154). Again, the special greeting at the start of this conversation is one example of an expectation for behavior. In Arabic culture, this is the standard greeting that comes at the beginning of a communicative event and Arabic males are expected to make use of it. These rules may not necessarily be dictated by law but are used based on values that are important within a specific culture (Saville-Troike 1989: 154). Arabic law does not require this greeting at the start of a conversation, but the values and beliefs of the Arabic culture make the greeting an expectation. Further, the use of this greeting indicates the role of turn taking in conversation within the Arabic culture. The initial greeting is followed by a follow up greeting which allows the participants to take turns greeting one another and starting a conversation. At the same time, turn taking is important in this example of a communicative event because it allows each young man to have a turn speaking while the other young man listens. This injects meaning into the conversation because the interaction relies on listening skills as well as speaking skills to get the point across (Saville-Troike 1989: 155). Norms of Interpretation Norms of interpretation are important because they provide all of the other information about the culture. These are essential for the overall understanding of the communicative event (Saville-Troike 1989: 155). For example, the different types of speech must be analyzed in order to fully understand cultural differences within a conversation. This example of the communicative event used here includes the use of the phrase, â€Å"old man. † In some cultures this may a derogatory phrase but is included in this example to show respect. In Arabic culture using the term â€Å"old man† shows respect for one’s elders and the young men use it in reference to one of their fathers. The understanding that this phrase shows respect is well known within the Arabic culture so it becomes a norm of conversation that is acceptable (Saville-Troike 1989: 155). Conclusion The development of communicative competence cannot take place without a relationship among these eleven components (Lock 1983: 253). Contexts rely on cultural information in order to provide an interplay of conversation as well as the self concepts of the participants and social structure acceptable within a society (Lock 1983: 253). A relationship among these eleven components can lead to successful communicative competence based on the cultural implications of language and how this relates to self concept and social structure (Lock 1983: 253). This can be directly applied to the language teacher because communicative competence is a cornerstone of successful language acquisition (Lee 2006: 349). Further, successful communicative events are only possible if a language teacher is able to blend the cultural components of the native language with the cultural components of the new language (Holliday 1997: 212). Therefore, an understanding of communicative competence is an essential part of successful language instruction (Lee 2006: 349). Communicative competence is the part of language knowledge that dictates which communicative system to use (Stalker 1989: 182). When the communicative system chosen is spoken language or conversation it is important to connect the goals and context of the situation in order to have a meaningful communicative event (Stalker 1989: 182). A basic understanding of what communication abilities are necessary for successful conversation within a specific culture is necessary to function adequately in society (Wiemann Backlund 1980: 185). Therefore, the eleven components applied to a specific conversation example provide evidence and insight into the importance of language teachers enabling students to gain the knowledge the learning necessary in order to successfully participate in communicative encounters (Wiemann Backlund 1980: 185; Gardner 1994: 104). To this end, it is important to provide students with knowledge pertaining to the use of key words within a particular culture (Wierzbicka 1997: 6) as well as analyze the importance of the relationship between the eleven components of language (Saville-Troike 1989: 156). Finally, the overall outcome of communication is to discover the unique events and recurring patterns within a specific culture (Saville-Troike 1989: 177). This can only be done through careful observation and analysis of communicative events within a particular culture (Saville-Troike 1989: 177). Aune, R. K. ; Levine, T. R. ; Park, H. ; Asada, K. K. ; Banas, J. A. 2005. Tests of a theory of communicative responsibility. Journal of Language and Social Psychology, 24 (4): 358 – 381. Gardner, R. 1994. Conversation analysis: some thoughts on it applicability to applied linguistics. Australian Review of Applied Linguistics, Series S (11): 97 – 118. Holliday, A. 1997. Six lessons: cultural continuity in communicative language teaching. Language Teaching Research, 1 (3): 212 – 238. Jacobs, G. M. Farrell, T. S. C. 2003. Understanding and implementing the CLT paradigm. RELC Journal, 34 (1): 5 – 30. Lee, Y. 2006. Towards respectification of communicative competence: condition of L2 instruction or its objective? Applied Linguistics, 27 (3): 349 – 376. Lock, A. 1983. Communicative contexts and communicative competence. Journal of Language and Social Psychology, 2 (2-3-4): 253 – 266. Orr, W. W. R. 2008. ‘Prospecting an encounter’ as a communicative event. Discourse Studies, 10 (3): 317 – 339. Saville-Troike, M. 1989, The analysis of communicative events, in The Ethnography of Communication: An Introduction, 2nd edn, Basil Blackwell, Oxford, pp. 107-180. Spada, N. M.1987. Relationships between instructional differences and learning outcomes: a process-product study of communicative language teaching. Applied Linguistics, 8 (2): 137 – 161. Stalker, J. C. 1989. Communicative competence, pragmatic functions, and accommodation. Applied Linguistics, 10 (2): 182 – 193. Wiemann, J. M. Backlund, P. 1980. Current theory and research in communicative competence. Review of Educational Research, 50 (1): 185 – 199. Wierzbicka, A. 1997, Introduction, in Understanding Cultures Through Their Key Words, Oxford University Press, Oxford, pp. 1-31.

Effect of Oxidative Stress on HAGE Expression

Effect of Oxidative Stress on HAGE Expression Cancer is a group of diseases which involves uncontrolled cell growth, metastasis and invasion of cells to other tissues via lymph node or blood. Cancer is caused by many factors such as (i) Chemicals such as tobacco, alcohol, asbestos etc., (ii) Viral infections such as Human Papiloma Virus, Epstin Barr Virus, hepatitis B, C etc., (iii) Ionizing radiations such as X-Rays, UV-Rays, Gamma Rays etc., (iv) Hereditary factors such as mutations in BRCA 1 and BRCA 2, p53 mutations, APC gene mutations, Retinoblastoma gene mutation etc., (v) Hormones which promote growth proliferation such as growth hormones, estrogen, progesterone etc. Cancer is classified into malignant and benign tumours. Malignant tumours are mostly liquid tumours which metastasize to other tissues via lymph node and blood. Benign tumours are mostly solid tumours which stay at one particular tissue and seldom migrate. Malignant and Benign tumours are re classified on the type of cell and tissue from which they originate. They are classified as follows: i) Carcinomas: These are the malignancies of the epithelial cells, which line the internal organs of the body and also present on the surface the body such as skin. ii) Sarcomas: These are solid tumours present in connective tissues such as bones and lymph systems (Crowley 2006) Furthermore the tumours are classified according to (i) site of origin as in lung cancer, breast cancer etc., (ii) type of cell such as rhabdomyosarcoma and acute lymphocytic leukaemia. (Ruddon 2007) The progression from a normal cell to malignant one involves the dysregulation of genes implicated in the control of normal proliferation / death over many years. These are normal functions regulated by proto-oncogenes and tumour suppressor genes. Proto-Oncogene And Tumour Suppressor Gene Protooncogene is found to be normally expressed in all vertebrates including humans. It is also found to be expressed in some insects and yeasts. Protooncogenes play an important role regulating normal cell growth and differentiation. They also perform functions such as signal transduction and mitogenic signal execution RAS, MYC, TRK, ERK are some examples of protooncogenes (Novakofski 1991). Oncogenes are derived from protooncogenes during the process of carcinogenesis. The formation of active oncogene leads to abnormal cell proliferation and thus contributes to the formation of tumour (Alitalo and Schwab 1986). A protooncogene can be converted into an oncogene in a variety of ways such as (i)Transduction induced by retroviruses which cause the integration viral DNA with the host. This DNA on translation give rise to viral proteins which cause the activation of protooncogene, thereby leading to cancer. (ii) Mutation within the protooncogene leading to an increased activity of the pr otein. (iii) chromosomal translocation where the gene for proto oncogene is translocated to other loci, which cause its abnormal expression. For eg in the translocation of abl in chromosome 9 to bcr region chromosome 22 as found in Philadelphia chromosome (Rowley 1973) (iv) Amplification induced by gene duplication, mis-regulation of gene which leads to overexpression of protooncogenes. (Todd and Munger 1999) Unlike oncogenes, the tumour suppressor genes normally inhibit cell growth in variety of ways such as (i) repressing the genes important for cell cycle progression. For eg., pRb (retinoblastoma ) controls the G1 stage by being hypophosphoryated and not allowing the release of transcription factor E2F which promotes G1-S transition. (ii) Stopping cell cycle on detecting DNA damage. DNA damage induces p53 which now leaves from its interacting partner Mdm2 and increases the activity of p21. This p21 protein then inactivates cyclin dependent kinases which are essential for cell cycle progression, (iii) Apoptosis may also be promoted by p53 when damage is irreversible. (iv) inducing DNA repair proteins to repair DNA damage and prevent abnormal cell proliferation. (Yoshida, et al. 2000) There are a number of mechanisms by which a cancer cell survives in a body. This is illustrated in the diagram below.(Weinberg and Hanahan, 2000) Treatment The choice of therapy depends upon the location and stage / grade of the tumour, as well as the health of the patient. There are a number of therapies for treating cancer such as surgery, chemotherapy, radiaotherapy, hormonal therapy etc., The deregulation of many genes in cancer cells leads to the over-expression of altered proteins which can be used as biomarker which can provide help for the diagnosis and / prognosis of the treatment but can also be used as potential target for immunotherapy. Cancer antigens and their classification Tumour antigen is an antigenic substance produced in the tumour cells and triggers an immune reaction in the host. They are useful in identifying tumour cells and are used in cancer therapy. Tumour antigens are classified as Cancer testis antigen, Differentiation antigens, Tumour specific unique antigens, Overexpressed Self Antigens, Viral antigens, Post-translationally, Oncofoetal antigens, Idiotypic Antigens as shown in the table below Copied from (Li, et al. 2005) Amongst all these categories, cancer testis antigen represent the most promising group of antigen to be used in future immunotherapeutic interventions due to their restricted expression to mainly to tumour cells with the exception of placenta and testis which are immune-privileged sites and therefore would not pose any real issue for the risk of autoimmunity.(Simpson, et al. 2005) HAGE HAGE also known as DDX43 and CT13 antigen belongs to this category of antigens and was first identified by Martelange et al using cDNA subtraction approach of a human sarcoma cell line.(Martelange, et al. 2000)Using rational hybrid analysis, it was found that HAGE gene is located on chromosome 6. HAGE was found to be overexpressed in several tumours. There is a low expression of HAGE in normal tissues since the expression is regulated by hypermethylation HAGE is also over expressed in tissues such as testis, placenta, and ovaries. HAGE is usually expressed at the m-RNA level though recent studies in melanoma cells suggest that HAGE could also be expressed at the protein level.(Mathieu, et al. 2010) The name DDX43 comes from the fact that HAGE also belongs to another group of protein known as Dead box proteins and referred to as DDX43. (Abdelhaleem 2004) Dead box proteins These proteins were discovered in the late 1980s. (Gorbalenya, et al. 1989)Dead box proteins belong to the family of RNA helicases and play an important role in the transcription, post transcriptional modifications such as splicing, transport, translation, decay and biogenesis of ribosomes. NTP hydrolysis provides energy to these enzymes and they unwind dsRNA or disrupt RNA-Protein interaction. DDX and DHX are widely studied Dead Box Proteins. There are many classes of DDX and HAGE belongs to DDX43. They are so named because they contain the amino acids D-E-A-D (Asp-Glu-Ala-Asp) in one of their motifs namely Motif II. Besides they also contain motifs such as motif I, Q-motif, motif VI, motif Ia, Ib, III, IV and V as shown in the diagram below. These motifs bestow properties such as ATP binding and hydrolysis, RNA interaction, remodelling activity etc to these proteins. The consensus sequence of DEAD box family is shown below Copied from (Linder 2006) Regulation and Function of HAGE Both function and regulation of HAGE have not been studied in great detail (Scanlan, Simpson and Old 2004). In normal tissues HAGE expression is regulated by DNA hypermethylation, Histone modifications such as histone aceylation, histone deacylation and histone methylation. However in cancer, there could be many mechanisms of upregulation of HAGE. The most commonly thought mechanism is the demethylation of DNA which leads to HAGE over-expression. (Roman-Gomez, et al. 2007) HAGE could also be induced due to transformation of normal cells during cancer or due to the action of oncogenes. HAGE might also be induced randomly. HAGE may play a role in pre-mRNA splicing, ribosome biogenesis, transcription and initiation of translation. (Rocak and Linder 2004) This project will focus on Head and Neck Cancer. Head and Neck Cancer Head and Neck cancer are the cancers that arise from the upper aerodigestive tract such as nasal cavity, oral cavity, pharynx, larynx and paranasal sinuses. Most of them are of squamous cell carcinoma type of the head and neck and have been given the acronym -SCCHN or HNSCC. (Argiris, et al. 2008). The diagram of the anatomy of the head and neck is illustrated below Copied from (Wu, et al. 2009) More than half a million patients are diagnosed with head and neck cancer every year. Head and Neck cancer in fact accounts for more than 3-10% of the cancers(Gourin and McMains 2005). Smoking, alcohol, chewing of betel leaf with tobacco and areca are the major risk factors for this cancer. Recently, HPV type 16 has been identified as one of the causes for head and neck cancer and account for 40% (Goodger and McGurk 2000) The progression of this tumour is complicated. It progresses from the normal features to hyperplasia, mild dysplasia, moderate dysplasia, severe dysplasia, carcinoma, invasive carcinoma and metastasis. The progression may be caused by due to genetic instabilities such as loss of heterozygosity of chromosome 9p21, inactivation of of p16 and loss of 3p, loss of 18q, inactivation of PTEN, some translocations, 17Beta heterozygosity or TP53 mutation. (Argiris, et al. 2008) Copied from (Argiris, et al. 2008) Interestingly HAGE was found the John van Geest group to be overexpressed in 40% of HNSCC cancers (unpublished data) and although much of its function is now emerging no information exist at the moment regarding the regulation of its expression. However it has been observed that cells left for longer period of time in the incubator had a significantly higher expression of HAGE at the mRNA and protein level. Aim of this project The observation that HAGE was over-expressed in 40% of HNSCC led to hypothesis that cells under stress i.e lack of nutrients, decrease oxygen level, as well as other factors influence HAGE expression. Moreover it has been found that HAGE is also expressed in 20% of Acute Myeloid Leukemia and 50% Chronic Myeloid Leukemia as well as many solid tumours such as HNSCC (Adams, et al. 2002). This suggests that there must be something in common between these 2 very different forms of cancer. CML and solid tumours are known to have a high expression of reactive oxygen species (ROS), therefore it might be possible that ROS induces HAGE expression. Thus this project will focus on the effect of oxidative stress has on HAGE expression. The effect of other stress such as temperature may also be investigated. METHODS Cell Culture The PCI 13 and PCI 30 cell lines would be supplied by Prof E Tatour. These cell lines are specific for Head and Neck cancer. The cells would be grown in RPMI 1640 +10%(v/v) FCS+2mM L-glutamine and incubated at 37oC and 5%C02 atmosphere. Extraction of m-RNA The culture media would be removed and washed with DPBS(Dulbeccos phosphate buffer saline). Then DPBS will be removed followed by the addition of RNA-STAT 60. RNA pellets would be then retrieved and re-suspended in ddH2O. RNA extracted is then quantified using NANODROP 8000 UV spectrophotometer. RNA would be then added in measurement wells of the spectrophotometer. The spectrophotometer would be read at 260 and 280nm and the amount of RNA will be calculated. The RNA concentration is calculated in  µg/ µl before being adjusted to 1 µg/ µl by ddH2O. RNA samples would be then stored at -80oC and used for conducting RT-PCR and RTq-PCR in the future. RT-PCR (Reverse Transcriptase PCR) From the extracted RNA cDNA will be synthesized. 2  µg of RNA sample will be mixed with 1  µl of oligo-dT primers and diluted to 15  µl of ddH20 in an Eppendorf tube. All RNA samples would follow the same process. UNO Thermoblock will be used to heat the tubes to 70 °C for 5 min which allows the primer-RNA annealing. 10  µl of reverse transcriptase mix, which will be prepared by mixing Muloney Murine Leukemia Virus 5-X buffer, dNTPs, RNasin RNAse inhibitor, M-MLV-reverse transcriptase and ddH20. The tubes will be then pre-heated in a water bath at 39.2 °C for 80 min which allows cDNA synthesis. Tubes will be removed and kept again in the UNO-Thermoblock and heated to 95 °C for five minutes which stops the reaction. These tubes would be stored at -20 °C for future use. Real Time qPCR cDNA generated from RT PCR will be used as a template and the reagents used will be (i) 6.25 µl iQ Sybr Green, (ii) 0.5 µl gene specific sense primer (iii) 0.5 µl gene specific anti-sense primer, (iv) 4.75  µl ddH20 and 0.5 µl cDNA template. These reagent mixtures will be added to all tubes for a specific gene. Samples will be usually carried out in duplicate with a negative control that contains the reaction mixture without cDNA. Rotogene 6000 real-time qPCR analyser will be used to carry out RT qPCR. Relative gene expression using 2ΔCT method will be calculated with the help of the expression of housekeeping genes HPRT-1, HSP-27 and HSP-90. The primers which will be used in real time qPCR experiment is given below. These primers are supplied by mwg-Eurofins. The primers have a stock concentration of 100pmol/ µl and will be diluted to a working concentration of 10pmol/ µl. From this working 0.5 µl (5pM) of primers will be used. Total Protein extraction Cells will be grown to 75% confluence in T75 flasks. Cells will be trypsinised, washed and re-suspended in DPBS and these cells will be then counted using trypan blue. Cells will be diluted to 1X106/ml using DPBS and 5 X106 cells would be taken in a 1.5ml eppendorf. Centrifugation will be done to pellet the cells. The supernatant will be discarded and lysis buffer containing a cocktail of RIPA buffer and 10% protease inhibitor will be added to the pellet. The eppendorf tube will be then placed on a tube rotator at 4 °C for 30 min. It will be then kept on ice for 30 min. Cells will be again centrifuged at 14000 RPM for 30 min at 4 °C. Aliquot of the supernatant will be prepared to be stored at -20 °C for future use. Total Protein Assay Total protein assay will be carried out using BioRad Dc protein assay reagents. Series of dilutions (0.2,0.4,0.5,0.8,1.0,1.5,2.0mg/ml) will be created using stock BSA solution with the concentration of 10 mg/ml. Protein extracts and standards would be tested in triplicates and duplicates respectively. Assays will be performed in 96-well round bottom plates. 25 µl and 200  µl of reagent A and B will be added to all the samples and the samples will be incubated at room temperature for an hour. Proteins will be then read at 750nm and their concentrations would be calculated based on the standard values. Western Blotting 30  µl of sample will be loaded into the wells of SDS PAGE gels. 1X tris-glycine-SDS will be used as the running buffer. A known molecular weight ladder will also be run alongside the samples. Initially 70V current will be applied to aid the migration of proteins through the 5% stacking gel. Once the proteins reach the 10% separating gel, 90V current will be applied. After the proteins run through the gel, they will be transferred to the PVDF membrane with the help of liquid transfer. This membrane will be prepared by washing with 10% methanol for 5 seconds, ddH2O for 5 min and transfer buffer for 10 min. Liquid transfer will be carried out using the following steps. 1. Cold transfer buffer will be used to immerse a gel frame. To this gel frame a sponge pre soaked in transfer buffer will be placed Then a filter card, gel, PVDF membrane, another filter card and a second pre soaked buffer sponge will be placed in order starting from the first filter card. Proteins will be transferred with the help of electric current of 100V applied for one hour. After completion, membranes will be cut and treated with different antibodies.10% (w/v) Marvel milk solution will be used to wash the membrane for one hour at room temperature. This washing blocks the non-specific binding sites. The blocking solution will be then discarded and the antibody diluted to 10% (w/v) in Marvel milk solution will be added. This antibody coated membrane will be agitated overnight on a plate rocker at 4 °C. The next day there would be 3, 10 min washes with TSBT(Tris-Buffered Saline-Tween-20). During these washes the membrane vessel will be agitated in plate orbital shaker at room temperature. After completing the washing process, a secondary antibody specific to the primary antibody will be added. The steps for adding the secondary antibody are same as the primary antibody addition except for the fact that no overnight incubation is required and the secondary antibody will be incubated only for one hour while being agitated on the shaker at room temperature. The marker will also be stained using streptavidin-HRP secondary antibody. After performing the above step the membranes will be developed. Membrane development will be performed by placing the membrane in a tray and washing it with ECL reagent. The membrane would be then exposed for a certain period of time using CCD camera. Assay for ROS-DCFDA Stress Test Stock Solution Preparation The stock solution of Hanks Buffered Salt Solution (HBSS)will be prepared according to the manufacturers protocol. DCFDA(2,7-dchlorofluoroscein -diacetate) Assay To test ROS levels DCFDA test will be performed. Before conducting the DCFDA assay, the standardization of optimum concentrations of H2O2 and DCFDA for detecting cell stress should be performed. It is important to note that H2O2 should be added only sub-lethally and should not be added in proportion which may cause cell death. The PCI 13 and 30 cells will be plated out in two 24 well plates. 1ml of each type of cells plus RPM1640 10% FCS media will be added to 8 wells per plate and will be incubated overnight at 37 °C. The media will be removed the next day and increasing concentration of DCFDA will be added to both plates and the cells will be incubated with Tinfoil wrapping to prevent light exposure and incubated at 37oC for 30 min. The cells will be then washed and then cold HBSS will be added. After this step the cells will be stressed with increasing concentration of H2O2 (see diagram below). The cells will then be again wrapped in tin foil and placed on a rocking platform for 15 min. The same method will be followed for treating other wells with different concentrations of DCFDA. Experiments will be performed at least twice for each cell line. H2O2 will be removed after 15 min and cells will be trypsinised with 100microL trypsin and Versene. 800 microL of DPBS will be added to one of the 2 wells an d will be pipetted thoroughly so as to remove the cells from the well surface. This will be then transferred to the other well and then 1ml of solution would be transferred to Flow associated cell cytometry (FACS) tube for analysis. The same procedure will be carried for other sets of wells. DCFDA fluorescence would be measured using Gallios flow cytometer and results would be analysed in Kaluza program. Time Line For The Project During the month of May, all techniques such as Western Blotting, mRNA/protein extraction, Real Time PCR will be learnt. This time is indicated in red colour in the graph below. This will overlap with the time duration, from May to the end of June, during which hydrogen peroxide experiment will be performed as per written in the method section and the expression of HAGE will be monitored at both the mRNA and protein level. Also from the start of June to the end of July repeat experiments will be performed and if time permits, the effect of thermal stress on HAGE expression will also be investigated. This is indicated in the graph below. SUMMARY Cancer Testis Antigens (CTA) are antigens that are expressed in a variety of tumours. They are usually absent in normal tissues with the exception of testis and placenta where they are expressed as self tolerant antigens. Since these antigens have strong immunogenicity and their expression is mostly restricted to tumours, they are ideal targets for cancer immunotherapy. Therefore much research is ongoing for the identification of CTA. Recently helicase antigen HAGE was identified as a CTA and was found to be over-expressed in HSNSCC, AML and CML. Thus there might be a common link between these different types of cancers. Moreover ROS is known to be induced in all these tumours and it may be possible that ROS causes increased expression of HAGE. Thus the aim of this project would be to investigate the effect of oxidative stress on HAGE expression. HAGE expression would be analysed both at the m-RNA and protein level in two cell lines namely PCI 13 and PCI 30 using techniques such as m-RNA extraction, RT PCR, Western Blotting and Protein assay. The ROS level would be evaluated using the DCFDA assay. Since the mechanism of HAGE regulation is unknown, positive result in the project would help in elucidating a mechanism by which HAGE could be regulated.

The Use of Recombinant DNA :: Papers

The Use of Recombinant DNA I agree that recombinant DNA benefits humans only to a certain extent though. During the late 1960s and early 1970s a series of independent discoveries made in rapid succession yielded a new technology whereby humans have the capability to manipulate and direct the very evolution of life itself. This is accomplished through the process of gene splicing (Recombinant DNA). There are four essential elements of the process: a method of breaking and joining DNA molecules from different sources, a gene carrier that can replicate both itself and the foreign DNA, a means of introducing the foreign DNA into a functional bacteria cell, and a method of selecting from a large population the cells which carry the foreign DNA. Using procedures like recombinant DNA, many human genes have been cloned in E. coli or in yeast. This was made possible for the first time to produce unlimited amounts of human proteins. Cultured cells (E. coli, yeast, mammalian cells) transformed with the human gene are being used to manufacture: insulin for diabetics, human growth hormone (GH) GH from domestic mammals like cows and pigs does not work in humans. So for many years, the only source of GH for therapy was that taken out from the glands of human cadavers. But this supply was shut off when several patients died from a rare neurological disease attributed to contaminated glands. Now, thanks to recombinant DNA technology, recombinant human GH is available. While a great benefit to patients suffering form GH deficiency, there has also been pressure to use it to stimulate growth in youngsters who have no deficiency but whose parents want them to grow up tall, erythropoietin (EPO) People with failing kidneys can be kept alive by dialysis. But dialysis only cleanses the blood of wastes. Without a source of EPO, these patients suffer from anaemia. Now, thanks to recombinant DNA technology, recombinant human EPO is available to treat these patients, for treating anaemia, tissue plasminogen activator (TPA) for dissolving blood clots, angiostatin and endostatin for trials as anti-cancer

The poems Valentine and In Mrs. Tilchers Class both experience :: English Literature

The poems' Valentine and In Mrs. Tilchers' Class both experience dramatic change throughout the course of their poems. They are both very similar in their structure because they both start off in a very positive way. For example the poem "Valentine" uses the words 'Red rose' and 'satin heart' in the first line, which also is the first stanza. Like this, in the poem "In Mrs. Tilchers' Class" the word 'laugh' is used in the first stanza. From this we can see that both poems are conforming to normal standard, by starting off very positively. In "Valentine" Carol Ann Duffy starts off the poem by describing the state of the relationship and uses the words 'like the careful undressing of love' to create a simile of sexual nature. As the poem progresses, we find out that Carol Ann Duffy is, in fact, ending the relationship with the person concerned. She uses phrases like 'possessive' and 'lethal', which certainly does not conform to most Valentine poems of today. Unlike the beginning of the poem where she uses a lot of very "loving" words like 'truthful' and 'lover', towards the end she talks about how the scent of the onion will 'cling to your knife'. The word 'knife' is the keyword in this line, and Carol Ann Duffy has purposely chosen it because it is not usually linked with Valentine poems. The word is a strong contrast towards the beginning of the poem. We can link the word 'knife' as the last word in the poem, to the last word in the first line which is 'heart'. We can now more clearly see the contrast Duffy is trying to make. The whole poem "Valentine" is an extended metaphor concerning the onion. Duffy uses the onion to describe the relationship. From words like 'undressing', 'fierce kiss' to 'tears' and 'grief' she chooses her language so that you can identify and relate to what she is writing. The poem is not only easy to relate to because of its language but also because it is written based on real life. Duffy wrote the poem for a lover, so this also makes it easier to understand. Carol Ann Duffy makes the change in "Valentine" between the fifth and the sixth stanza. The first three stanzas of the poem focus on the content of the relationship and we see the contentment of it. However there is a change. The sixth and seventh stanzas describe an event and its consequences. The reader can see that when Carol Ann Duffy says ' I give you an onion. Its fierce kiss will stay on your The poems' Valentine and In Mrs. Tilchers' Class both experience :: English Literature The poems' Valentine and In Mrs. Tilchers' Class both experience dramatic change throughout the course of their poems. They are both very similar in their structure because they both start off in a very positive way. For example the poem "Valentine" uses the words 'Red rose' and 'satin heart' in the first line, which also is the first stanza. Like this, in the poem "In Mrs. Tilchers' Class" the word 'laugh' is used in the first stanza. From this we can see that both poems are conforming to normal standard, by starting off very positively. In "Valentine" Carol Ann Duffy starts off the poem by describing the state of the relationship and uses the words 'like the careful undressing of love' to create a simile of sexual nature. As the poem progresses, we find out that Carol Ann Duffy is, in fact, ending the relationship with the person concerned. She uses phrases like 'possessive' and 'lethal', which certainly does not conform to most Valentine poems of today. Unlike the beginning of the poem where she uses a lot of very "loving" words like 'truthful' and 'lover', towards the end she talks about how the scent of the onion will 'cling to your knife'. The word 'knife' is the keyword in this line, and Carol Ann Duffy has purposely chosen it because it is not usually linked with Valentine poems. The word is a strong contrast towards the beginning of the poem. We can link the word 'knife' as the last word in the poem, to the last word in the first line which is 'heart'. We can now more clearly see the contrast Duffy is trying to make. The whole poem "Valentine" is an extended metaphor concerning the onion. Duffy uses the onion to describe the relationship. From words like 'undressing', 'fierce kiss' to 'tears' and 'grief' she chooses her language so that you can identify and relate to what she is writing. The poem is not only easy to relate to because of its language but also because it is written based on real life. Duffy wrote the poem for a lover, so this also makes it easier to understand. Carol Ann Duffy makes the change in "Valentine" between the fifth and the sixth stanza. The first three stanzas of the poem focus on the content of the relationship and we see the contentment of it. However there is a change. The sixth and seventh stanzas describe an event and its consequences. The reader can see that when Carol Ann Duffy says ' I give you an onion. Its fierce kiss will stay on your

Acid Rain :: Free Essay Writer

Acid Rain   Ã‚  Ã‚  Ã‚  Ã‚  Acid rain forms when sulfur and nitrogen dioxides combine with moisture in the atmosphere to produce rain, snow, or another kind of precipitation. This kind of pollution may also be suspended in fog or deposited in a dry form. Acid rain is most common in North America and Europe. Acid rain has also been detected in other areas of the world such as tropical rain forests of Africa. Canada has placed limitations on the sulfur emissions. The United States has not, so the emissions may still drift into Canada.   Ã‚  Ã‚  Ã‚  Ã‚  The acid rain cycle begins with hundreds of power plants burning millions of tons of coal. Burning coal produces electricity for us. Coal is made of carbon, but the coal that we mine is not pure carbon. It is mixed with other minerals. Two of these are sulfur and nitrogen. Then the coal is burned some of the sulfur changes into sulfur dioxide and nitrogen changes into nitrogen oxide. These escape in to the air as poisonous gases. Some smokestacks release chemicals like mercury, arsenic, and aluminum. Some of these minerals are changed in to gases and others become tiny specks of ash. As these chemicals drift, they may change again. They may react with other chemicals in the air. When sulfur dioxide combines with water, the result is sulfuric acid. When nitrogen oxide gas combines with water, the result is also another acid. When the clouds releases rain or other precipitation, the acid goes with it. This is called acid rain.   Ã‚  Ã‚  Ã‚  Ã‚  The level of acid is measured in pH levels. The pH scale begins at 0 and ends with 14. A reading lower than 7 is called acidic, and a reading higher than 7 is called basic. Seven is neutral. Normal rain is slightly acidic with a pH level of about 6.5. Rain with a pH of 5.5 is then times more acidic than normal rain and rain with pH of 4.5 is a hundred times more acidic than normal rain. In parts of the country, rain with pH levels of 4.5 to 5.0 is common.   Ã‚  Ã‚  Ã‚  Ã‚  An English scientist named Robert Angus Smith discovered acid rain in 1872, but no other scientist continued this study. Then in 1961 the Sweden wanted to know why the fish in their lakes were dying. Svante Odà ©n discovered that the reason was acid rain. After Odà ©n's discovery, other scientist began to study acid rain too.   Ã‚  Ã‚  Ã‚  Ã‚  Acid rain has destroyed plant and animal life in lakes, damaged forests

Blood Sports (Debate) Essay

Blood sports should not be banned; whatever problems there are with the sport can be fixed with reforms. The World Health Organization has called for tighter regulation, including â€Å"Simple rules, such as requiring medical clearance, national passports to prevent players from fighting under more than one name, restricting fights for fixed periods after knockouts, requiring that ringside physicians be paid by the state and not the promoter, and making sure that the players are aware of the potential long-term consequence of blood sports, may help protect them to some degree. †The Australian Medical Association additionally â€Å"recommends that media coverage should be subject to control codes similar to those which apply to television screening of violence. †Finally, the World Medical Association suggests that all matches should have a ring physician authorized to stop the fight at any time. It has been reported that no safety regulations would be effective if head blows remain – however such authors incorrectly apportion blame on boxing for a group of diseases known as Parkinson’s syndrome. Blood sports can result in chronic traumatic neurological conditions if fighters are not well matched, and fight without regulations in regard to their exposure. Boxing cannot cause Parkinson’s disease or other conditions such as Alzheimer’s disease as those are genetic conditions – so to include them together as one set of conditions is incorrect and misleading. About 80% of deaths are caused by head, brain, and neck injuries, so the removal of the head as a scoring region may make a huge difference to the injury outcomes for this sport. However it would also change the very nature of the sport; and may mean people won’t participate in it. Ultimately, governments should do what they can to make blood sports as safe as possible, without losing the essence of the sport or banning it entirely. ————————————————- (Banning blood sports would force people to channel their aggression into more harmful, violent activities) There is no conclusive scientific evidence linking increased contact sport participation with being more violent in social settings. Such statements make it sound as thought we would have not violence in society if all contact sport was removed – and we all know that is untrue. Blood sports isn’t about violent aggression, it is about controlled aggression – this is very different to violent behaviors. In a report on â€Å"violent† sports in schools, conducted by the Lance Armstrong Foundation, a martial-arts instructor explained, â€Å"Contact and combat sports allow students to deal with their aggression in a safe environment, rather than in the context of the classroom or school hallway. †This type of outlet is not only important for youth, but for adults as well. Jason Brick said, â€Å"Positive Views on Violence In Sports,† Live strong, January 7, 2011, accessed July 13, 2011, With /proposition (The Effect of blood sports on the viewers) Blood Sports have been around for decades. Viewing violence generally triggers or serves in the increase of aggression of an individual. Sports such as wrestling (smack down) and Ultimate Fighter Competition (UFC) are bloody sports and have mostly negative effects on those who watch them. The objective of these two sports is to beat an individual into unconsciousness, make them tap out by inflicting pain, if none of these is accomplished within a time frame, the match is to be stopped and the judges decide who wins. Many children, teenagers, and even adults tend to try and imitate a knock out or combos that were seen performed at one of these fights onto an individual in an uncontrolled environment whether it is their sibling, friend, coworker, or a stranger for different reasons that includes but is not limited to a misunderstanding or horse playing. Watching this sport leaves the viewer psychologically aggressive. For example, if someone watches a match and gets into a fight with another person later on, that person is more likely to use a technique he saw during the fight, and since there is no referee to stop the fight in case of suffocation or tap-out, the victim is more likely to bleed, pass out or even dies. During the 1980’s, two men were in a bar discussing the Marvin Haggler and Sugar Ray Leonard fight that had occurred several days before, and in the process on trying to show exactly how one of the punch landed, both men went outside, drawing a crowd with them. The demonstration turned tragic when one of the men landed a punch to the jaw of the other, and such was the power of the blow, that the victim fell, hit his head on the pavement and started to bleed, and had to be buried a few weeks later. Seeing and permitting violence to be seen makes it seem normal and legal when in fact it is not normal and it is horrible, but here is where lies another problem which is called desensitization. Many years ago when a horrible scene was about to be portrayed on your television set, there would first appear a window saying ‘the images that you are about to see might injure the sensibility of certain people’ or words to that effect. Well, have you noticed that now they no longer even bother showing that little window? It’s as if the media know that human kind are used to everything by now. That nothing is going to affect them that much. So what does this show? It shows that us human beings are getting desensitized to everything and when that happens it also means that we don’t get so emotional about anything anymore and so consequently don’t fight any more either in order to strive for a change. We have all come to a point where nothing moves us that much anymore. (Pain and Injury as the Price of blood sports) Many people think about sports in a paradoxical way: They accept violence in sports, but the injuries caused by that violence make them uneasy. They seem to want violence without consequences— like the ?ctionalized violence they see in the media and video games in which characters engage in brutality without being seriously or permanently injured. However, blood sports are real, and it causes real pain, injury, disability, and even death (Dater, 2005; Farber, 2004; Leahy, 2008; Rice, 2005; Smith, 2005b; Young, 2004a). Ron Rice, an NFL player whose career ended when he tackled an opponent, discusses the real consequences of blood sports. The brutal body contact of the tackle left him temporarily paralyzed and permanently disabled. He remembers that â€Å"before I hit the ground, I knew my career was over. . . . My body froze. I was like a tree that had been cut down, teetering, then crashing, unable to break my fall. † Research on pain and injury among athletes helps us understand that blood sports have real consequences. Studies indicate that professional sports involving brutal body contact and borderline violence are among the most dangerous workplaces in the occupational world. The same could be said about high-pro? le power and performance intercollegiate sports in which 80 percent of male and female athletes sustain at least one serious injury while playing their sports and nearly 70 percent are disabled for two or more weeks. Research shows a close connection between dominant ideas about masculinity and the high rate of injuries in many sports. Ironically, some power and performance sports are organized so that players feel that their manhood is up for grabs. Men who de? ne masculinity in terms of physically dominating others often use violence in sports as an expression of this code of manhood. Until they critically examine issues related to gender and the organization of their sports, they will mistakenly de? ne violence as a source of rewards rather than a source of chronic pain and disabilities that constrain and threaten their lives.

I am Dina Maqdadi and I am not your traditional student

I am Dina Maqdadi, an eager student with hopes of being accepted in a law school, a mother to a fifteen month old boy and currently undergoing a high risk pregnancy due on the first of January. As of now, I am in one of the most uncomfortable situations a student could be in: The dilemma of being a young mother.I am also in one of the most challenging scenarios a mother could be in: The challenge of being a single parent.Being a single mother is truly a brave task set for me especially because I have many goals in life. I must learn to set aside personal interests. I must learn to be responsible for my welfare and be even more responsible for the welfare of others, my children.I have learned these things. I have learned to look at things positively and I have learned to do everything to make my goals attainable.I am a real estate agent with backgrounds in engineering and real estate. I have been exposed to different people with different stories. I have learned that though I am alrea dy a mother, I should not let my hopes die. Thus, I have made a decision to study law particularly intellectual property law.I am a mother and I should be good at making the right decisions for the good of my children. They serve as my inspiration to fulfill these dreams because by doing such, I am not only securing a bright future for myself but also of my children.As new opportunities decrease due to the high qualifications, it is hard for me, a single parent, to provide the necessities of my children. It is in this light that I request that you consider my admission to your law school to be competent in today’s world. By letting me study in your law school, you open to me a future that I can shape.I am not saying these for you to take pity on me I sat these because it is the truth. By accepting me, you have not only made a difference in my life but also to my children as well. By considering me as a student you will help me and my children make our dreams into realities.Th ank you and Godbless