Tumor Immunology - The Role of Tumor-Associated Macrophages Research Paper

Tumor Immunology - The Role of Tumor-Associated Macrophages - Research Paper Example Macrophages are multipurpose cells act in response to the stimulus in diverse tumors they release various macromolecules encompassing growth factors, cytokines, chemokines, and enzymes that potentially control tumor augmentation, tumor angiogenesis, tumor invasion, and tumor metastasis. Tumor-Associated Macrophages (TAM) act upon the invasive area where TAMs sway cancer cell motility, they also act on stroma and perivascular areas where they encourage metastasis and play an imperative role in avascular and perinecrotic regions so that hypoxic TAMs accelerate angiogenesis. The present article deals with the role of TAMs in promoting tumor induction and its role as anti-tumor agent and also the role of TAMs in malignancies. It is now established that tumor cells potentially block or elude the actions of TAMs at the site of the tumor. Molecules derived from tumor cells also activate TAM elevate survival as well as the proliferation of tumor cells. On the other hand, TAMs induce tumor angiogenesis through the production of mitogens, growth factors, and enzymes. Monocyte-macrophage lineage cells get polarized activated into M1 and M2 cells. An M1 form of macrophage activation encompasses IFN-ÃŽ ³ based cytokines, GM-CSF (granulocyte-macrophage colony stimulating factor), LPS and TNF. They are distinguished by IL-12, IL-23(both high), IL-10 (low) and profuse quantity of reactive oxygen and nitrogen intermediary and inflammatory cytokines. Whereas M2 is a macrophage activation as a result of IL-4, IL13, IC (Immune complexes), IL-10 as well as glucocorticoid hormones. M2 are involved in Th2 response and perform immunoregulatory functions and plays role in tumor progression.

Theoretical Mass of Ethyl-p Aminohenzoic Acid | Experiment

Theoretical Mass of Ethyl-p Aminohenzoic Acid | Experiment The yield obtained through this experiment is 63 of the theoretical mass of ethyl-p aminohenzoic acid. There are few events that could be improved in order to issue the amount of yield obtained. First of all, the quality of reagent used is relatively small to acquire a good percentage of the product. In order for a greater percentage yield to be attainted this experiment, a great amount of reagent should be used. Beside s, that the product is transferred into too many containers repeatedly. This causes a lost in product between the transfers. Therefore, fewer transfer of product should be done in this experiment to obtain higher percentage of yield. Moreover,. Even though it was only a small portion, it is still decrease the amount of purified yield obtained.. Furthermore, more precautions should be taken while performing recrystallization such as adding as little methanol as possible. The yield can be improved by maximizing the formation of crystals. More crystals can be formed by s cratching the bottom of the Erlenmeyer flask with a glass rod and adding a crystals seed into the solution. To add on, it should be given enough time for crystals to be found while the flask is placed in the ice water bath. Through this, more yields can be acquired. What is the advantage of using absolute ethanol rather than using 95% ethanol in this experiment? If the 95% ethanol was used the little amount of water present in the diluted ethanol can prevent ester formation. This is because easter the presence of water could drive the reaction to the left. i.e. instead of acids becoming esters from the Alkyl group, the esters can become acids because of the hydrogen from the water. Therefore, the use of absolute ethanol is preferred which will drive the reaction to right, rather than using any forms of diluted ethanol that could only negatively influence reaction for ester formation. Why it is important to add the sulfuric acid drop wise to the ethanolic solution of p-aminobenzoic acid? Sulfuric acid has been proven to be the most efficient catalyst for esterification. Water is a product of the esterification reaction, where increase in water quantity would the reverse reaction and decrease the yield of the reaction. But when the reaction is performed in the presence of a concentrated sulfuric acid (hydrophyllic), it will perform as a dehydration agent that will absorb the water molecules by produced from the reaction. So in the presence of a sulfuric acid catalyst, the reaction will be driven towards the right side, which is preferable to yield more ester. The reason for adding this concentric acid in drop wise is mainly to avoid the extreme reaction of the acid with the water. Because, if excessive water was produced from the ethanolic solution of p-aminobenzoic acid, the sudden addition of large quantity of concentrated sulfuric acid could lead to extreme reaction with this excessive water, and result to a large amount of heat(exothermic). This is not safe and harmful in particular due to the use of concentrated sulphuric acid. In contrast, if acid was added as drops, the reaction will be still happening in the solution though will be limited only to a smaller extent. Therefore such procedure is preferable to maintain better control. Another advantage of using drop wise adding of the acid would permit us to control the acidity of the final resultant. Because, if the acid content is increased in the final solution the subsequent neutralization process happens in the presence of an alkaline would lead to an extreme reaction. Therefore adding drop wise acid is essential to control the acidity of the solution, so the stability of the reaction can be maintained throughout. The structure of the solid formed when the concentrated sulphuric acid is added to the solution of p-aminobenzoic acid Fischer esterification mechanism Why it is important that all of the solids dissolve during the reflux period for a good yield of product? The solid precipitate after cooling down could be unreached benzoic acid. i.e, not all the solvents are participated in the reaction to produce Benzocaine. This could happen if the amount of the ethanol is too low. But most of occasions this will be mainly due to the lack reaction between the available methanol. This can be however avoided by stirring the mixture to swift the reaction. Thus, in order to get good yield of ester, all the precipitants of the mixture have to be dissolved in the first place. However, this is not possible in most of the occasions. Why is it important to neutralize the reaction mixture during the work-up When acid is added to the reaction mixture after refluxing, the amino group is protonated, making it soluble in water. When the Na2CO3 is added, the proton is removed and makes the benzocaine is no longer soluble. Thus it begins to precipitate out of solution when the reaction mixture is neutralized. Thus it is important neutralize the moisture in order to filter out the ester from the mixture, which otherwise will be in a dissolved state hence would not be recoverable. Assuming it was necessary to add an additional portion of concentrated sulfuric acid, calculate about how much 10% aqueous sodium carbonate would be required to neutralize the reaction mixture. While the experiment 28.6 ml of sodium carbonate need to neutralized the 18M sulfuric acid. So the add of the other potion 0.5 ml of sulfuric acid What is the gas evolved during the neutralization? In presence of sulfuric acid p-amino benzoic acid reacts with ethanol to form ethyl p-aminobenzoate. The reaction medium contains the sulfuric acid and this was neutralized with sodium bicarbonate. Thus the gas evolved during the reaction between the acid and base is carbon dioxide (CO2).

THE ELEMENT OF SATIRE WITH RESPECT TO CHAUCER?S ?CANTERBURY TALES? :: essays research papers fc

THESIS: THE ELEMENT OF SATIRE WITH RESPECT TO CHAUCER’S â€Å"CANTERBURY TALES† It is human nature to laugh when an event goes wrong or to make a mockery of an all too serious person. But what if authors had the power to use this instinct within humans to drive a point across? In fact they do and they call this literary tool†¦satire. Many authors have used this tool as a backbone in their writings; others have only managed to throw in elements of satire here and there. However, there was one author who had mastered this literary tool, and who could use it to the extremes. He had the ability to use it as playfully and lightheartedly as if to just tease. But, in an instant, he could use it to denigrate a person and ruin all that was left of their self-dignity. His name was Geoffrey Chaucer and his weapon of choice, satire. Satire is one of the most effective ways of writing. It allows the writer to use his imagination to the fullest and be as malicious as he deems necessary, yet not cause the reader to leave in disgust (Highet 242). Satire is a form of literature that readers expect to find some form of profound ideas. However, with satire comes a variation of the truth. While satire is grounded in truth, it is a tainted form. Distorted by the writer as a way of expressing an idea (Highet 234). It is not quite certain where the origins of satire started, but most believe that it was the Romans to first coin the term satire (Highet 24). Satura, meaning dish of mixed ingredients (HTTP://WWW.GALENET.COM/SERVLET/DC). Two men that could be credited with the title of â€Å"The Grandfathers of Satire† are the Roman poets Horace and Lucilius who wrote volumes of poetry, which included their own views on world politics, social fads, and the characters of their friends (Highet 24). Now, one must ask oneself why would an author choose to write in satire? Possibly it was personal grudges (Highet 238). Or another reason may be to state an ideal. In this case, the satire is not just to belittle a particular idea, but also to send a warning as an example (Highet 243). Other reasons for a satirist include, their personal feeling of inferiority or the desire to better society (Highet 240-241). Chaucer was as straightforward as a man can get (Wagenknecht 72). He saw the world as a down to earth fellow who was regarded as â€Å"sweet† (Wagenknecht 141).

Contemporary Societys Crisis of Masculinity Essay -- Papers Men Mascu

Contemporary Society's Crisis of Masculinity Works Cited Not Included Masculinity is the word used to describe the broad stereotyped traits traditionally ascribed to all males in British society and the notion of how men should appear and behave. It is more accurate to refer to 'masculinities', to reflect the complexity and diversity of masculinity today. There are important differences made between 'hegemonic' and 'subordinate' masculinities; hegemonic masculinity is the dominant western image - white, heterosexual and middle class, subordinate the diverse masculinities - homosexual men, black men and the working class. David Beckham is a modern icon who has expressed and challenged some of the dominant assumptions of masculinity and identity. He is a talented and committed footballer yet his experiments with fashion and his posing for shoots are taken by some as an affront to the conventionalities of traditional masculine behaviour. Rutherford stated that 'the reality of men's heterosexual identities is that their endurance is contingent upon an array of structures and institutions'. He believes that if these structures are threatened or weakened then masculine identities can be threatened or weakened. Rutherford thinks that five changes have undermined the male dominance of certain structures and institutions. These changes are 1) working-class masculinities threatened by the decline of heavy manual industry. Male unemployment has risen while female employment has increased. 2) Violent and sexual abuse of women and children has become more widely publicised and less tolerated. 3) Men's roles within the family have been questioned.... ... genuine rise in male dissatisfaction for which there are numerous causes. The growing assertiveness of women and the lack of women prepared to be the property of patriarchal men. Male power is being overthrown. There may be a crisis of masculinity, but 'Men still outnumber women in positions of power across the globe, still glower downwards through the glass ceiling, still strut the cabinet and boardrooms in every developed country in the world, the seeming masters of their fate and everybody else's. In the developing world the situation is even more unequal. The gender disparity in sharing the burden of unpaid work is stark, and for all the talk of equality women throughout the world continue to work longer hours than men and are paid very much less for it. The colonists are still in command.' (Clare, 2000)

Should Developing Countries Concentrate on Improving?

Should developing countries concentrate on improving industrial skills or should they promote education first? As everyone knows that a government represents the people to operate the whole nation and to structure a well-organized system for development, on the other hand, a powerful nation needs a strong administrative government which could constitute beneficial policies for the people, because government is closely connected with people, and its relationship is unbreakable. So, any policies government made are important directly influencing people’s life.Useful policies provide a nation right direction to help its development in any fields such as economy, education, industry and military; in contrast, bad ones pull the whole nation down. Simply it can be said, constitution of policies makes the decision of national development, and especially it’s much more important in developing countries than advanced countries. Then, in developing procedure which one should be d eveloped first, improving industrial skills or promoting education? In my opinion, promoting education is basically more important than industrial skills improvement.One of reasons is it can not be doubted that industrial development or improvement is based on technology development which requires specialists, especially advanced technologies, which developing countries could not independently develop, need to be imported though high-educated people, therefore, even if a nation has abundant mines or materials, without well-structured and widespread education development, the resources surely can not be well used to develop technologies. And, oppositely, low-educated people slow down development.Another reason is well-structured education system means frequencies of transmission and communication of diversified and different information. It not only helps education to be popularized, but also enhances the possibility of acquirement from advanced countries. Moreover, a nation has a we ll-developed financial system must be set up by education. When people are learned from knowledge, then they know how to trade with others, or countries, in many ways. Hence, education pushes exchange of trade and also strengthens the entity of nation. An example can be supportive for my view.In the past more than 50 years, two political systems, democracy and communism, were developed and makes two most powerful and superior countries, America and Old Russia. It is known that Old Russia was an industrial country, and the isolation made it develop its own technologies. For maintaining advantageous position which in competition with America, it continually kept developing, but why Old Russia collapsed in a flash but Communist China did not? The opening of it economic market to international may be the answer, but another important policy was also valued by Chinese government is the enhancement of literacy rate increasing.Chinese government knew the technology development or technolog y import both require education, for this reason the nationwide popularization of education was strongly pushed to educate and train up people to help both restructuring and development in every field. To sum up, I believe the establishment of education is much more important than technology development or improvement. Even though a nation can develop its technologies first, without the reinforcement of education its development of every field, will be soon stopped or slowed down by its low-educated system.

A History of the American People

This plan that has been created to increase the level of history education in the United States sounds good. Both books that have been picked out for discussion are excellent choices that describe the history of the United States. In a reading group type of environment, there can many factors that interest the readers. It can all come down to the font of the text or something as simple as the front cover. Based on what the books have to offer though, my recommendation takes into account both parties, the readers and the teachers (being the NCHE). The teacher’s side of the party would want to offer text the accurately describes the history of the United States without leaving important facts that have changed the way the United States has formed. The readers would prefer a book with text that draws their attention and keeps it throughout the whole book’s length. I will go into detail about each book that has been chosen and describe what the main point of the context is. I will first begin with Paul Johnson’s A History of the American People. Johnson begins talking about history in the Preface. Johnson explains how he grew up learning Greek, Roman, and English history. Johnson was never taught about American history while receiving an education, whether it was his family teaching him or Oxford, American history never came up. He began to learn the History of the United States after Oxford. He first began to learn of the history of the United States though his research for his books. He wrote: A History of Christianity, A History of the Jews, Modern Times: the World from the Twenties to the Nineties, and The Birth of the Modern: World Society, 1815-1830. Johnson covers over 400 years of history in his book. He writes in a manner where he aims to make his writing readable, and wants to present the facts fully. Johnson states in the preface that â€Å"Such a fact-filled and lengthy volume as this is bound to contain errors. If readers spot any, I would be grateful if they would write to me at my private address: 29 Newton Road, London W25JR: so that they may be corrected; and if they find any expressions of mine or opinions insupportable, they are welcome to give me their comments so that I may weigh them. † This shows how Johnson is involved in what he writes and is open to change which is what makes a writer. Johnson begins his book stating that â€Å"The creation of the United States is the greatest of all human adventures. No other national story holds such tremendous lessons, for the American people themselves and for the rest of mankind. † This statement is coming from a man who first learned the history of the Greeks, Romans, and the English and then the United States history. This is a bold statement to make as the beginning of the book. It can either continue to attract the audience of the book or push them way because it makes it sound as if the entire book will contain pride in the United States and seem bias. The book is based on three questions that he asks in the first page â€Å"First, can a nation rise above the injustices of its origins and, by its moral purpose and performance, atone alone for them†¦ The second question provides the key to the first. In the process of nation-building, can ideals and altruism-the desire to build the perfect community- be mixed successfully with acquisitiveness and ambition, without which no dynamic society can be built at all?†¦ Thirdly, the Americans originally aimed to build an other-worldly ‘City on a Hill,† but themselves designing a republic of the people, to be a model for the entire planet. Have they made good their audacious claims? Have they indeed proved exemplars for humanity? And will they continue to be so in the new millennium? † Johnson relates the book to those three questions throughout the book and relates his facts with them. Johnsons ends the book having answered the three questions that he presented in the beginning. â€Å"It is appropriate to end this history of the American people on a note of success, because the story of America is essentially one of difficulties being overcome by intelligence and skill, by faith and strength of purpose, by courage and persistence. Johnson finds the Americans are â€Å"problem-solving people† which he argues is shown throughout the history of the United States. Johnson ends the book highly supporting Americans and shows his support. There are many supporters of Paul Johnson’s book. â€Å"Paul Johnson’s A History of the American People is as majestic in its scope as the country it celebrates . His theme is the men and women, prominent and unknown, whose energy, vision, courage and confidence shaped a great nation. It is a compelling antidote to those who regard the future with pessimism. – Henry A. Kissinger. The New York Times Book Review positively reviewed the book, â€Å"Arresting contentions and pieces of fascination oddball information†¦. The book also offers a rare opportunity to witness someone trying to make sense of all 400 years of American history and to discover what ‘tremendous lessons’ it holds for all Americans and ‘the rest of mankind. ’† I understand why Paul Johnson’s A History of the American People made it as a finalist to be taught to the group of Americans in order to increase of knowledge of United States history. The book was even â€Å"dedicated to the people of America— strong, outspoken, intense in their convictions, sometimes wrong-headed but always generous and brave, with a passion for justice no nation has ever matched. Now to explain Howard Zinn’s A People’s History of the United States. This book begins with attracting the audience with the cover. The color chosen for the letters on the cover include blue and red and white which in the present time represent the United States. The title of Howard Zinn’s book includes three keywords, People, History and United States. The three keywords are the central topic of what Howard Zinn talks about in A People’s History of the United States. Unlike Johnson, Howard Zinn jumps straight into facts about the beginning of the history of the United States. Johnson started with his main point in the first page but Howard Zinn begins with the history of Columbus, the Indians, and Human Progress. Howards Zinn’s main point is found on the title which allows him to begin with the history of the United States versus beginning with a opening statement like Paul Johnson did. What Howard Zinn does differently than Paul Johnson is his method of summary. Paul Johnson seems to become more involved in his summaries gives more detail and a certain subject matter and overlooking other events. Howard Zinn writes a short summary on his events and talks a little about everything. Howard Zinn gives the history of the United States without sympathizing for those who were negatively affected and does not set out the real loser and winner. † My point is not to grieve for the victims and denounce the executioners. Those tears, not anger, cast into the past, deplete our moral energy for the present. And the lines are not always clear. In the long run, the oppressor is also a victim. In the short run (and so far, human history has consisted only of short runs), the victims, themselves desperate and tainted with the culture that oppresses them, turn on other victims. † Howard Zinn will does not want make it sound as if a certain group won in the past and will not explain the failures which is what historians now call history. Howard Zinn explains this to his readers before continuing on with the book. He warns the readers of his style of writing and explains that he will not manipulate facts to seem other then they should be. Howard Zinn writes towards the ending of the book on the title. â€Å"As for the subtitle of this book, it is not quite accurate; a â€Å"people’s history† promises more than any one person can fulfill, and it is the most difficult kind of history to recapture. I call it that anyway because, with all limitations, it is a history disrespectful of governments and respectful of people’s movements of resistance.

Public School Versus Home School Essay

Over the years people have debated which one is a better education system for children, whether it is public school, or home school. There are many arguments for which one benefits the student more, such as social development in children, the education level to which he receives and also the maturity level upon completion. With the number of homeschoolers growing at about 11% a year so you can see that the public opinion of homeschooling is slowly changing. Pros and Cons of public and home school education When considering the difference between public school and home school education there are many pros and cons for both sides it depends on the learning ability of the student. Here are some of those differences: Pros of Public School: * Learning within a social setting * Extracurricular activity availability * More curriculum opportunities * Diverse social education Pros of Home School * Free to choose curriculum * Free to choose schedule * Small teacher to student ratio. * Teaches students to be independent in their learning choices Cons of Public School: * High student-teacher ratio * Less independence (scheduled learning) * School chooses curriculum * Peers based on area instead of choice Cons of Home School * Usually more expensive than public school * Teachers are not always qualified to teach all subjects * It is harder to provide social interaction * Colleges sometimes have stricter admission policies concerning homeschooled students. Differences in social development. One main arguments between public school and home school is the social development of the student, according to a California study by researcher Dr. Brian Ray 92% of superintendents believe that home learners are emotionally unstable, deprived of proper social development and too judgmental of the world around them. And some home school parents argue that children are immersed daily in a hostile setting that constantly works to influence them in the ways of the world which their parents have not had time to prepare them properly. For example some people think that homeschoolers spend their days isolated from society at kitchen tables with workbooks in hand, even though there are many programs out there where they can get social interaction, NHERI reports that home schooled students participate in approximately five different social activities outside the home on a regular basis. On the other hand, parents of public school students now and days are not as surprised to see reports of or hear about school shootings; find drugs or condoms in backpacks; or receive phone calls from the police and principals. So the argument that home school parents make, is that they have more control on the social contact their children receive. According to a leading developmental psychologist, Dr. Gordon Neufeld, peer interaction instead of facilitating the process of socialization, it is now more likely to lead to the premature replacement of adults by peers in the life of a child. Such children become peer-oriented rather than adult-oriented and are more difficult to parent and teach. A parent who is truly interested in his child’s education and not just kicking against the system can easily find ways to give his child the socialization skills that will make him a better member of society. Public school advocates argue that the biggest problem with homeschooling children is that they miss out on socialization. They claim that by not being involved in the classical classroom environment, they miss out on social skills which are second nature to children from the public schools. Homeschooling parents who wish to give their children good social skills must go out of their way to  expose their children to social situations which they can learn these skills. Differences in educational advance Although many public school administrators say that parents lack the necessary skills to teach their own children and the department of education has no way of knowing if the homeschooled students are being taught the necessary curriculum they have passed legislation that requires parents to pass some level of certification with the state or local school district before teaching their children at home. Most of this can be discredited because of the study of Dr.Thomas Smedley, who conducted a study utilizing the Vineyard Adaptive Behavior Scales test, which identifies mature and well-adapted behaviors in children, where home schooled students ranked in the 84th percentile whereas public schooled students were only in the 23rd percentile. On average, government schools spent $6,500 per student every year and private schools spent $3,500. Parents undertaking home schooling spent of $550 per student each year, although this figure does not take into account the time spent by parents on home schooling for which a public schoolteacher would be paid. home schooling provides you not only with the opportunity to teach your children what you think they need to know to succeed in the real world, but it also allows them to opportunity to develop their own skills and interests to a degree that is rarely possible in the public schools. In conclusion, homeschooling can be the best option for a child if the following conditions exist: the home provides a suitable learning atmosphere, the parent is capable, the child is receptive and the option to home school exists. These factors include the enabling of parents, the emotional health of the child, interest and curiosity, the socialization of the child and the teachability of the child. Regardless of your choice, the important thing is to understand what is available and the consequences of both systems; although many teachers believe that successful home instruction by uncredentialed parents undermines their expertise and jeopardizes their jobs. Yet from the research the home learning environment seems more profitable for the students’ academic growth. References U. S. Census Bureau, The Barna Group, NHERI, Dr. Michael Slavinski, Dr. Brian Ray, Dr. Thomas C. Smedley, Dr. Larry E. Shyers, Dr. Michael Mitchell, Dr. Linda Montgomery, Dr. Rhonda A. Galloway, Dr. Amy Binder, Belick, Stacey; Kathryn Chandler; and Stephen Broughman, â€Å"Homeschooling in the United States: 1999. † NCES Technical Report, 2001-033. Washington, D. C. : U. S. Department of Education, National Center for Education Statistics, 2001 Smith, Christian, and David Sikkink. â€Å"Is Private Schooling Privatizing? † First Things 92 (April 1999): 16-20, Rudner, L. M. (1999). â€Å"Scholastic achievement and demographic characteristics of home school students in 1998†, Cloud, John and Jodie Morse. â€Å"Home Sweet School†, Neufeld, Gordon, â€Å"Homeschooling, Time. com, nheri. org, familyfun. go. com.