Comparing Ancient and Classical Art Essay

Ancient and classical art comes in all different shapes and sizes of visual experience. In this paper we explore into the making and design of two unique architectural buildings, Stonehenge and The Great Stupa at Sanchi. These two fascinating buildings were built in different eras from BCE to CE and yet have many similarities, and as well carry distinct differences between the cultural values and the purpose they were intended. This paper will also focus on the area’s region and the functions these two artifacts carry in our culture in the present day. The Stonehenge is located in Wiltshire, England. The Stonehenge is made up of many different size stones. The heal stone alone is 16ft tall, weighing 35 tons. When the sun sets, this stone casts a shadow towards the main circle of stones. There are two smaller stones known as the â€Å"Avenue†, which are lined up and these also cast a shadow in the direction of the circle. There are 2 stones that follow the â€Å"Avenue†, that stand next to each other, almost like an entrance to the outer circle of stones. The two stones are known as the â€Å"slaughter stone†. The slaughter stones were believed to be a place of human sacrifice. The main circle of stones are known as â€Å"The Sarsen Circle†. These stones are set in a circle and supported by tenon joints. The circles of stones are also circled by the outer bank, which is a 330ft in diameter and is the oldest construction in the area. In the middle of the circle consists of five trilithons. These stand 22ft above ground and are 8ft below ground level. The weight of these stones is 50 tons. In the inner circle is also the â€Å"Altar Stone†, this is made of smooth, green sand stone, which is known as one of the most recognizable stones at Stonehenge. The main circle of stones, have smaller stones inside, which also form an inner circle and these are known as â€Å"Bluestone Circle†. The Stonehenge was believe to be built in 2750-1500 BCE. The stupa sits on a hilltop in central India. The stupa consists of four gateways and each gateway has decorations that tell a story in regards to the life of Buddha. The shape of the stupa is dome shaped and is surrounded by a fence to limit distractions during the meditation period. The dome has an upper and lower pathway. The lower path represents the path of life and the upper representing enlightenment. The top of the dome has an umbrella, which is a tower of three discs, smaller at the top and bigger at the bottom. All three discs represent something different, from top to bottom, Buddha, his teachings and the community of Buddhist. The Stupa was built over 400 years, but most of its completion was in 15CE. The Stonehenge World Heritage spans ten miles around the famous site of Stonehenge. The region is also known as the Salisbury Plains as the location is grassy and flat. This Neolithic artwork in the United Kingdom is a famous destination for many individuals around the world. Unlike the region in which Stonehenge is located, the Great Stupa at Sanchi rests upon a hilltop in central India. Sanchi, which stands for small village is located in the Raisen district of the Madhya Pradesh (â€Å"Sanchi City Travel Guide†, n.d.). The surroundings of the Stupa is calm and restful and it is surrounded by hills, trees, and other types of vegetation. Many individuals still visit this religious site along with other temples and stupas located in this region. Scientists believe that it took over 600 individuals to create the famous Stonehenge monuments. This was because some of the rocks weighted some 50 tons. Great teamwork by the Neolithic people of Britain is attributed to the creation of Stonehenge. The great emperor Ashoka of Maurya is the creator of the Great Stupa at Sanchi although this site was rediscovered in 1818 by a British officer. It was then that the site was reconstructed to the condition that is in today. It is believed that that Ashoka created this and many other stupa in the area to divide relics of Buddha after his passing (â€Å"Stupa†, 2013). Their designs are circular, which is the first thing that viewers notice. With the huge stones used to build the Stonehenge and the complexity of The Great  Stupa at Sanchi, it definitely would have taken teamwork to get the jobs done. As the Closer Look states, â€Å"The stupa was built over a period of 400 years† (Closer look n.d.) and the Stonehenge took hundreds of people’s cooperation to build. These many groups of people probably valued socialism and teamwork in their cultures. With their hard work they completed something bigger than themselves which probably made the activity that more valua ble and special. The Closer look suggests that the Stonehenge was a burial ground due to the discoveries of human remains. According to Mike Parker-Pearson, â€Å"Villagers would have transported their dead down an avenue leading to the River Avon, then journeyed downstream, in a ritual symbolizing the passage to the afterlife, finally arriving at an avenue leading up to Stonehenge from the river.† (Closer Look n.d.) As for The Great Stupa at Sanchi, it represented Buddha’s life and was also a place for meditation. The Stonehenge and The Great Stupa at Sanchi have one obvious similarity; they both are made of stone and they took many of years to complete. These two works of art are very different from one another. The Stonehenge purpose is unknown still to this day. There are guesses and assumptions but there is no known fact about what it was used for. The Great Stupa at Sanchi was used for meditation purposes and where pilgrims would try to achieve harmony with Buddha and his life pat h. The Stonehenge was seen a great place to socialize but on the other hand, The Great Stupa at Sanchi was used by people to be peaceful, quiet, and calm. This great place is a relic of Buddha, and is used to worship him, as well as other Buddhist Gods. These two historical places, architecture could not be any more different. The Stonehenge is made of many separate stone setups that make up a circle and The Great Stupa at Sanchi is a dome shape to represent the earth. These two works of art, Great Stupa at Sanchi and the Stonehenge, both still have a function in today’s culture. They both are not physically used by everyone like they once were, but people are still able to see them in person. They are now tourist attractions which help others understand what they are, how they were, utilized, and more about each culture in that era. In conclusion, when we compare the architectural values and the visual description of each artwork, we find that they both hold a special meaning to the time and era of its  making. It can range from religious interpretation to the never ending mysteries that these attractions hold. It is all in the eye of the beholder. Whatever their original designs were meant for, whether it is human sacrifice or to leave a piece of art that would last through the ages, it is undoubtedly part of the power that ancient and classical art hold. So knowing the designer, the builders, and geographic locations of these pieces all play a part in their signature, it still leaves the world debating on whether it is even human design or that of a much more advanced race. References Closer look. (n.d.). Retrieved from http://closerlook.pearsoncmg.com/view.php?type=closerlook&id=653# Sanchi City Travel Guide. (n.d.). Retrieved from http://www.hoparoundindia.com/madhya- pradesh/city-guides/sanchi.aspx Stupa. (2013). Retrieved from http://www.ancient.eu/stupa/ University of Phoenix.(2010). A World of Art, Ch.17. Retrieved from University of Phoenix, ARTS230 website.

Donnie Darko †Detailed Summary Essay

Donnie Darko is an intelligent, yet delirious and emotionally-ill teenager, who’s idealistic fantasy of correcting the wrongs in society, finally appears possible in a ‘tangent universe’ (an imaginative reality), where he is guided by an imaginary friend Frank, who appears as a malevolent giant bunny in Donnie’s day-time hallucinations. In the early stages of the film, Frank literally lures Donnie from reality and introduces him to a tangent universe where Donnie observes what would’ve been, (yet ultimately is) his own death in reality, where he is crushed by a plummeting airliner engine that crashes through the roof of his house directly above his bedroom where he sleeps. In the tangent reality though, he is merely a bystander, bemused and frightened by the calamity of the aftermath, as he returns home the morning subsequent to the disaster. He realizes that his long sleep-walk adventure the previous night, (Summoned by Frank) had ensured the avoidance of his death. The viewer is initially under the impression that Frank is a product of Donnie’s disturbed and inventive sub-conscious, as he is but a vehicle to allow Donnie’s inhibitions to express themselves through acts of desecration. In many ways, Frank seems to take advantage of Donnie’s mental state by coercing him to perpetrate crime. Yet Donnie appears to advocate his own actions, indicating his intentions for societal change, reformation, and also for companionship – he fears the prospect of â€Å"dying alone,† in which case, Frank is an ally who can assist Donnie in coping with his emotional struggles and hardships. The fact that Donnie’s mental condition is later classified as ‘paranoid schizophrenia’ by Dr Thurman (Donnie’s psychiatrist), would appear as another viable theory or impression, for the viewer to follow. However, it proves not as strong. The reason being, is that the initial or aforementioned theory supports the film’s noteworthy theme that ‘destruction is a form of creation’ (an idea propagated by Donnie’s secondary literacy teacher, Mrs. Pomeroy), whereas the latter is a shallow, yet logical conclusion that isn’t glaringly in keeping with any underlying messages of the film itself. Later in the film, the tangent universe allows for the discovery of Frank, as an authentic person, who is murdered by Donnie as he is directly responsible for a fatal car accident involving Donnie’s much- adored ‘tangent’ girlfriend, Gretchen. This enlightens us as to the reason for Frank’s contact with Donnie. – Frank has traveled back through time, to in-turn; open a port-hole to Donnie’s future and enable Donnie to view aspects of his life ahead as a series of visual manifestations, (ie post airliner engine catastrophe). In doing this, he informs Donnie that Armageddon will arrive in twenty-eight days, which conveniently serves as a manipulative motive to aid his primary objective: – To discourage Donnie in continuing his life in reality; in the hope that Frank’s life will be spared. At this point in the film, the recurring theme of time travel claims its stronghold, regardless of previous acknowledgements and inferences. For instance, in one particular scene Frank implies he is from the future, and in numerous others, Donnie is seen eagerly researching and discussing theoretical revelations, pertaining to the philosophy of time travel. Evidently though, these scenes and others, such as the ‘Frank-influenced’ despoilment of Donnie’s school and the arson of a corrupt perverts house, illustrate critical stages of Donnie’s inner journey – that is, from a disillusioned teenager, troubled by the folly of mainstream attitudinal beliefs, to an individual who transcends reality in order to subsist in an idealistically superior society, of his own invention. After twenty-seven days of endeavor through outrageous public displays and clandestine defilement, the foretold event of Armageddon looms near. Donnie ambles through the final moments of his tangent existence (inner journey), as his character-defining tenacious dynamism begins to fade. As expected, he assumes his fatalistic mentality of â€Å"all living things have a set path,† and that humans are merely vessels traveling along â€Å"God’s channel,† gradually nearing a pre-determined destination. At this stage, Donnie’s mindset suggests a search for spiritual solace and religious meaning. Whilst denying an utterly defeatist outlook, Donnie exerts a courageous exterior by modestly welcoming his fate, in the hope that there will be â€Å"so much to look forward to.† He is of course referring to a reformed humanity that is devoid of inadequacy, corruption and suppression. It is here, that the film takes an unexpected turn, whereby Donnie’s inner journey in the tangent universe is virtually thwarted due to the sub-conscious acknowledgement of an audible phrase, originally voiced by his late girlfriend, Gretchen. It is part of her conjecture of emotional solace: â€Å"What if you could go back through time, and replace all those hours of pain and darkness with something better?† At this point, Frank uses his god-like essence to summon Donnie in reality, assuming that he’d been subjected to enough to be dissuaded, and, much to the viewer’s astonishment, Donnie awakes in bed, hysterically laughing in awe and disbelief of his ‘dream.’ Whilst conscious, he remembers the tangent visions of pain and anguish, including Gretchen’s death, and the murder of Frank, and decides that his future should be exempt from more emotional suffering. Donnie opts to conclude his inner journey heroically, by means of self-sacrifice – that is, to allow the plummeting airliner engine to destroy him, thus ensuring an extended life for his beloved female tangent counterpart, Gretchen. The film Donnie Darko is significant to the theme of ‘imaginary journey’ as it details a person’s sinister epigrammatic voyage into the future, and consequent development of emotional alteration. Director Richard Kelly uses the character Donnie as a representation of idealistic thought inherent in society. It is no undisclosed fact that society itself, is pervaded by thoughts and ideals that are in contrast with expected societal opinion. Kelly hints at the notion that we are engaged in the journey of life, yet our propulsion is suppressed somewhat, by the  undeniable need to conform to society’s bounds and restrictions – thus society would seem to preclude humans from achieving their primary goal(s) or concluding their journeys. Also intertwined with this perception, is the suggestion of the faà §ade of human nature. Kelly suggests it is unnatural for veritable human inclination to be constrained, hence the rationale of life-long journeys that are embarked upon to discover a sense of self. Donnie’s self discovery is shown through his sacrifice for Gretchen. Whilst on his imaginary journey, Donnie identifies with her troubled emotions and sinister background of family trauma. He discovers a person remarkably similar to himself, so his sacrifice in essence could be perceived as an effort of self-preservation as he was intent on ensuring continuity of his ‘spirit’ within a physical entity other than himself. This is a viable interpretation, relevant to a reflective ‘inner’ journey, as it is a primary motive for initial commitment to the journey itself. Kelly realizes that Donnie’s journey is exceedingly implausible and unrealistic. Without detracting from the intended solemnity, it seems a feat such as Donnie’s could only be surmounted by a ‘philosophical super-hero’ with ethereal powers. Kelly deliberately captures the fervent yet slightly naà ¯ve central vision of Donnie’s ideological expectations in the films title, and in Donnie’s heroic bravado. Nonetheless, he encourages provocation of thought and motivational urge on our set path in life, or inner journey. The reason being is that humans are inclined to stray from reality, if indeed; there is an absence of true accomplishment in their existence. By this, Kelly infers that an inner journey is necessary to undergo, as it induces self-gratification and contributes to the conservation and perpetuation of ones psyche. Director Richard Kelly uses the medium of time travel to symbolize the eternal human endeavor/journey in Donnie Darko. I use eternal, because we yearn for such an easy method as time travel to reveal future outcomes and destinations, yet we are simultaneously disenchanted by its obvious  impracticalities. Kelly expresses his interpretation of fatalism via ‘liquid spears,’ which consist of water and metal, and appear as a cylindrical protrusion from a human’s chest. In the scene known as the ‘liquid spear waltz,’ (tangent universe), Donnie in his hallucinatory state, sees these spears connected to the chests of his friends and family. He observes that the individual always follows the path of the spear, to their immediate destination. For example, Donnie’s spear leads him to the fridge on one occasion, whilst he was thirsting for a drink. He would’ve made that same trip even if the spear wasn’t there. Furthermore, the inclusion of mystical activity in the film, such as the liquid spear, adds to the surrealism of the tangent universe, reinforcing the ‘imaginary’ focus of Donnie’s journey. Kelly has portrayed the same dream-like atmosphere via other medium also. For example, many of the tangent universe scenes are in slow-motion, and filmed from an aerial perspective. This informs the viewer of the simulation of the tangent universe, whilst creating a mystic atmosphere and mood. Finally, Kelly’s concept of fatalism may well be perceived as a mere scapegoat for human failure, yet such a perception would be grossly incorrect. He emphasizes that; we shouldn’t knowingly inhibit ourselves because we travel on a set path in life. If anything, a pre-determined future should provide motivation, and encourage one take advantage of daily opportunities and prospects. After all, we are oblivious as to when exactly, our journey of life shall ultimately cease.

Axeman of New Orleans

What brought the city to their attention was the first crime made on May 23, 1918 when an Italian grocer, Joseph Maggio and his wife were butchered in their apartment during the night above the Maggio grocery store (Taylor). In the crime scene was the weapon, an axe, which seemed to have had been covered in blood. As police dug into the case, several suspects were questioned, but investigators seemed to be lacking evidence and the only clear clue seemed to be a message written in chalk near the home reading; â€Å"Mrs. Joseph Maggio will sit up tonight. Just write Mrs. Toney† (Taylor). Looking back into files, what seemed to appear was a case similar to the Maggio’s. Standing out was the use of an axe to chisel out an access way into the victim’s homes. More importantly in 1911 there were three other murders targeted towards Italian grocers (â€Å"Axeman†). There had to have been some kind of pattern forming. One month after the Maggio crimes came another scene of Louis Bossumer and Annie Harriet Lowe. Annie, discovered by neighbors lying in her own blood, claimed that her common law husband Mr. Bossumer attacked her. He lived behind his grocery store, but notice he was not Italian and survived, with a fractured skull (Smith). Popping out in the scene was again the access of the killer. In the house of Mr. Bossumer nothing was stolen, but the kitchen door was chiseled and lying on steps. After hospital treatment they were both released and with no charges pressed against them. Knowing that the â€Å"boogeyman† was still out there, New Orleans was preparing for another unplanned attack, and sure enough it took place a couple months later in August. Attacked, but not killed, was Mrs. Edward Schneider: she was found unconscious, with many gashes, and a few teeth missing from a fall of the axe. Seeing a small phantom-like form standing over her bed, she had awakened. No evidence was gathered, as with the murder of Joseph Romano who was an Italian grocer and was attacked just like others (â€Å"Axeman†). Police were never able to pick up any evidence of the identity of the Axeman. Now chaos was pouring through the city as families went into search groups and protected their families with shotguns. The month of August continued with exciting events, as the killer was spotted on August 11 attacking people in the streets, as rumors said (Taylor). Manhunts were created but nothing helped and even on August 21 a suspicious man was found leaping a fence but once again nothing was concluded. On August 11, a man named Al Durand found an axe and an attempt to chisel through his rear door, but apparently the door seemed to be too thick to cut through. Three more pieces of evidence appeared in three different ways. The rear door of Paul Lobella’s grocery and house was chiseled through while no one was home and with in the same day grocer Joseph Le Bouef reported an attempt to chisel through his rear door in the night. The last of the three pieces of evidence followed the next day when A. Recknagle, a grocer, found chisel marks on his back door also. Leaving the month of August and moving towards September 15 and past the disappearance of the Axemen for a while, were noticed more attempts of cutting through the door of Paul Durel’s house (Smith). Notice how these attempts all happened to grocers. Leaving the police questioning, the Axeman left the city for a while and no further crimes were reported until the year 1919. The day came in 1919 when the killer’s worst crime occurred. On March 10, across the river from New Orleans, Mrs. Charles Cortimiglia, a grocer’s wife, repeatedly denied the gruesome attack of her husband by a large man in dark clothing with an axe. The husband died and fell to the floor, and the wife was next on the list with her baby. While she asked and begged for mercy, the Axeman came down with the deadly weapon and killing the infant and leaving the mother with a fractured skull (Taylor). Notice the man who died was a grocer, maybe not Italian but the fact still connects with the other murders. Giving up, the police began thinking the impossible and saying that the Axeman really was not a man, but possibly a midget, with a better chance of falling through the cuttings of the doors. The police had to keep in mind what the victims saw, a â€Å"large man in a black suit. † Grasping for hope, the New Orleans Times-Picayune newspaper received an unexpected letter from the unknown Axeman, which was a huge piece of evidence. Summing up what the letter read, the Axeman declared he was invisible and no one would ever catch him. He alone knew who the victims were and he would leave no evidence except his bloody axe that would send people below to keep him company. He declared the police were stupid, but then again stated they were wise and knew how to keep him away from all harm. He said he is the worst murderer ever, but he could be much worse. Then what surprises them all is he blatantly says at 12:15 on next Tuesday night, he is going to pass over New Orleans and in his infinite mercy he is going to make a little proposition to the people, and here it is: â€Å"I am very fond of jazz music and I swear by all devils in the nether regions that every person shall be spared in whose home a jazz band is in full swing at the time I have just mentioned. If everyone has a jazz band going, well, then, so much the better for you people. People who do not jazz it up on Tuesday night will get the axe. † He leaves the letter signed as The Axeman (Wright). The people of New Orleans tried their best to follow what was asked but could not manage to arrive at peace with the Axeman. The people jammed with revelers, friends and family gathered to sing, and they did their best to â€Å"jazz it up,† which was suggested. The axe attack of Sarah Laumann made the people return home into safe hiding. What was different about this crime scene and what separated it out from others, was the fact of how the killer got in. He did not do his normal routine; instead he attempted to go through the window (Taylor). Riot in the city was now beginning to occur because Sarah was not a grocer or an Italian, leaving the gates open for everyone to be attacked, throwing the police off kilter. However, the next crime put them back on track. Another survivor, Steve Boca, trembled to walk with axe wounds. He managed to make it to his friend’s house who called for help, and did his best to help treat the wounds. Police found the normal signs of the Axeman, the chiseled door and bloody axe on the floor. Nearly a year later on September 2, a local man fired his gun at an attacker who broke into his house, but of course he escaped. Making his last impression on everybody, The Axeman had one more victim on his list to keep him company. Mike Pepitone was butchered as a grocer, in his bed at night. The room next to his, holding his six children and wife, was not touched. Noticing the relationship between the first and last murder, both were butchered and grocers. His coming and going was done and New Orleans, still frightened, in their shoes slowly started to calm down. Even though the police still have this case labeled as unsolved, the reason may as well be because that generation has all passed and they are now dealing with today’s issues and keeping everyone else safe. Just because the police have not come to a conclusion does not mean other people do not have one. A possible conclusion came to mind, that the guilty party is Joseph Mumfre. Though he is not referenced in the evidence, Esther Albano, who was the widow of the Axeman’s latest victim, later killed him. As the investigation was being made, certain things about Mumfre stood out, to making him the possible murder Mumfre was once the leader in a jazz band, which was one of the Axeman’s suggestions to keep him away. Another aspect of the band was they seemed to have preyed on the Italians, and half of the Axeman’s murders were Italian (Taylor). This unsolved case soon became old news and people moved on and unpleasantly found peace with the Axeman, who disappeared to the coast.

Contextualization of Development Essay Example | Topics and Well Written Essays - 2250 words

Contextualization of Development - Essay Example This report stresses that globalization and its impacts have been very evident in Canada. Some of the large companies in Canada have become global. This means that such companies have been able to access new markets as well as new challenges. The ratification of the Free Trade Agreement with Canada and the United States in 1988 has seen dramatic change in the business environment in Canada. In addition, Canada has been able export and import human resources. As a matter of fact, Canada is known to be one of the encouraging expatriation through programs like green cards and visas. Canada has been able to enjoy a number of benefits as a result of globalization. Globalization has also had negative effect too. One of the negative effects of globalization is inequality between the industrialized and the less industrialized nations. This disparity has been caused by exploitation of the less industrialized nations by the industrialized ones. This has led to overdependence of the industriali zed nations by the less industrialized ones. This paper makes a conclusion that globalization is inevitable and its impacts cannot be overlooked. All sectors of human beings and nations are affected by globalization. Just as seen in the above discussion, globalization affects the social, economic and political spheres. There is a thin line of difference between globalization and modernization, therefore any human being, society and nation must embrace globalization.

Literature Review on Management of Cancer Pain Essay

Literature Review on Management of Cancer Pain - Essay Example The Global Association engaged in the research of pain, states that it is a woeful sensual and emotive feeling in connotation with real or possible tissue injury, or defined in relations to such harm. However, pain is a feeling that hurts and it has bodily and emotive features to consider. Pain can be of two types, acute or chronic: Acute pain normally experienced unexpectedly, can be severe, and frequently causes noticeable physical responses, for example, sweating, high blood pressure, and so on. Usually acute pain is an indication of sudden onset of an injury to the body, and it gets cured once the pain relief medicine is administered or the injury is treated. Pain is well-thought-out to be chronic once it continues further than the usual time anticipated for an injury to heal. Chronic cancer pain can be very tense for the body and the soul, and needs cautious, constant care to be properly treated. Together with enduring cancer pain, occasionally people have severe bursts of pain. Normally, these pains are termed as breakthrough pain, can as well be restricted by medications (Cancer-pain.org, 2002). The intensity of pain people experience due to cancer subject to the type of cancer they have, the phase the ailment is at, and the treatment they get. Around 25% to 50% of people with cancer grumble about pain at the time of diagnosis, and usually up to 75% of people with cancer whine of pain as the stages of cancer gradually progresses. Cancer pain can be further explained as an intricate feeling that reproduces harm to the physique and the physique's reaction to the injury. Even though physicians come to an understanding that controlling cancer pain is urgency, pain isn't each time understood or treated

Rework--writer can decide for me Essay Example | Topics and Well Written Essays - 3000 words

Rework--writer can decide for me - Essay Example Later, a critical analysis of the literature related to behavioral and cognitive changes along with the impact of music on cognitive abilities and the use of music as therapy will be carried out. The paper will end with a personal view regarding the importance of music education and therapy in the field of education. Due to the important role of music in my life, I chose to study music therapy at Roehampton University following my arrival in the UK. Music not only makes me a happy person but it gives me more confidence and helps me interact with people in an improved manner. My interest in this effect of music on the mood and personality of individuals has motivated me to research this area further. Even though, I have studied this paradigm at the Master Levels, it is still unclear as to why music has such an impact; therefore, I would like to study this area in more detail. Studying this area further will not only help me on a personal level, it will also facilitate my professional development in the workplace context. I also intend to use music in the educational environment which will help me understand the effect music has on learners. In order to understand the impact of music on the cognitive and behavioral changes among individuals, I will review and critically analyze the existing literature in three areas; music education, music therapy and educational psychology. The analysis will help me find links between the three topics and narrow down the research questions to specific topics I am interested in and intend to work on in the future. The literature will be collected from books, journal, newspaper articles, websites, etc. Research plays an important role in education and teaching. As other professionals in the health and social care sector, there is a need to understand the importance of evidence-based practice in the field of education and teaching. Rather than working in a particular way because that is the standard, traditional or

Groups that want to ban viloent moive, cd's,and games and how they Essay - 1

Groups that want to ban viloent moive, cd's,and games and how they create antisocial behavior - Essay Example The correlation between televised violence and aggressive behaviors among the youth has been backed up by a new Iowa State University study whose findings are that TV ads with violent content have negative impacts on growing kids as they cause them to develop violent thoughts and mannerisms (â€Å"Study on Effects of TV Ad Violence†). Many other experts and professionals have also arrived at the same conclusion that violent TV content encourages violent behaviors in growing children, as they become emotionally unresponsive to depiction of violence and injury (Tompkins). In view of this negative implication on kids, it is imperative that measures are taken to protect children from violent TV content- effective monitoring of the content that kids watch on TV is the solution to this problem. The danger that exposure to violence and violent TV content is way greater than imaginable, with far reaching implications on growing children, and sadly, many parents are unaware of the content watched by their kids on TV (Tompkins). Many of the kids exposed to such content become overly aggressive as to develop delinquent mannerisms, which are harmful to the order of society. Imagine the pains that can be inflicted by young kids who develop murderous tendencies from violent movies, such kids have a high likelihood of committing murder by practicing the violent acts seen in movies on their colleagues while at play. For instance, youth violence in the US has been on the rise, and according to the Department of Justice, over 2,500 juveniles were arrested for murder in the year 1997, and another 121,000 for other violent crimes (Majority Staff). This has been attributed to the  violence studded American media (Beresin), that stands at the rate of approximately 5 aggressive acts for every hour within prime-time shows. Parents should be concerned with what content their kids are exposed to in the media (Science Daily), to avoid the negative

Book Explores Ways Faith Is Kept, or Lost, Over Generations Essay

Book Explores Ways Faith Is Kept, or Lost, Over Generations - Essay Example The advice provided to parents is to give religious freedom to their children once they offer their teachings and explain the importance of religion through actions and not hypocrisy. This freedom will make the youth still maintain going to church and holding on to their faith even if they change churches from what their parents go to. Children are in a better position to follow their parents’ teachings on religion more than youth and also teachings about religion coming from the paternal side are more cemented and followed compared to that from maternal side although this view sometimes changes depending on religion. I agree with the author on the issue of children following their parents’ religion and faith more than the youth. This is majorly influence by the growth and development liberation coming with adolescence and wanting to explore for themselves the truth behind religion and hence the need to move to other churches. After the process of rediscovery and â€Å"growing up,† those with staunch religious background and good example eventually return to religion and faith. Oppenheimer, M. (January 31st, 2014). â€Å"Book Explores Ways Faith Is Kept, or Lost, Over Generations.† The New York Times. Retrieved from:

Nozicks argument Essay Example | Topics and Well Written Essays - 250 words

Nozicks argument - Essay Example The rights of others are usurped to a certain extent if governments implement projects for the benefit of the underprivileged compelling participation that could lucidly be illustrated through taxation. This proposition is not without its merit but there is more to human nature and the purpose of government that this absolutist disposition. If governments would not execute any effort and would only be constrained predominantly on enforcement then there would be no room for balancing out the virtue of equality among the people. Each would only look out for his own benefit that it will only be a conservatively utilitarian society. This is perceptibly nowhere near ideal for there will not only be a lack of justice but it also entails diminished moral ground. The gap in each social stratum will widen that it may result in social distress where chaos and anarchy may ensue because of the atmosphere of dissatisfaction. The primary function of any good government is the maintenance of order which can only be attained if people are satisfied with their lives. This is not often the case for every individual and this is where government sets in to intervene. Perhaps to an extent it appropriates more to some which came from others. But though there may not be a direct relationship to a man’s toil contributed for another’s benefit each person who contributes for the overall betterment of society gains an altruistic sense that helps society. This, above any other personal interest, is enough to refute Novick’s

Simulating Dialysis Essay Example for Free

Simulating Dialysis Essay Why do you think the urea was not able to diffuse through the 20 MWCO membrane? How well did the results compare with your prediction? __ The molecules were to large to go through. My results matched._ 3.Describe the results of the attempts to diffuse glucose and albumin through the 200 MWCO membrane. How well did the results compare with your prediction? __The albumin was not able to go through and the glucose did. I predicted that neither of them will diffuse, however the glucose was able to go through._ ___ 4.Put the following in order from smallest to largest molecular weight: glucose, sodium chloride, albumin, and urea. _sodium chloride, urea, glucose and albumin__ ___ ACTIVITY 2 Simulated Facilitated Diffusion 1.Explain one way in which facilitated diffusion is the same as simple diffusion and one way in which it differs.__ Both are passive diffusion that are from high concentration gradient to a low concentration gradient. Facilitated differs from simple because it requires a carrier protein to diffuse. _ ___ 2.The larger value obtained when more glucose carriers were present corresponds to an increase in the rate of glucose transport. Explain why the rate increased. How well did the results compare with your prediction? The rate increased because there is more room and surface area increases relative to glucose. ___ 3.Explain your prediction for the effect Na+Cl− might have on glucose transport. In other words, explain why you picked the choice that you did. How well did the results compare with your prediction? _I picked the answer based on the activity. My results matched. ACTIVITY 3 Simulating Osmotic Pressure 1.Explain the effect that increasing the Na+Cl− concentration had on osmotic pressure and why it has this effect. How well did the results compare with your prediction? ___ __ Increasing the NaCl will increase the osmotic pressure because water needs to diffuse to the higher concentration gradient until equilibrium is reached_. My results were the same. 2.Describe one way in which osmosis is similar to simple diffusion and one way in which it is different. ___ _ Both are passive transports of high concentration gradient to low concentration gradient. Osmosis differs because it is the diffusion of water from a high to a low concentration gradient through a selective permeable membrane.__ 3.Solutes are sometimes measured in milliosmoles. Explain the statement, â€Å"Water chases milliosmoles.† ___ __ Osmosis is the diffusion of the solvent, e.g. water. The water in this simulation diffuses to the side of the membrane that has the highest concentration of the solutes. _ 4.The conditions were 9 mM albumin in the left beaker and 10 mM glucose in the right b eaker with the 200 MWCO membrane in place. Explain the results. How well did the results compare with your prediction? the glucose diffuses from the right beaker to the left beaker until equilibrium is reached. The albumin cannot diffuse through the membrane. My results were off. ACTIVITY 4 Simulating Filtration 1.Explain in your own words why increasing the pore size increased the filtration rate. Use an analogy to support your statement. How well did the results compare with your prediction? ___ _ This increase in pore size will increase the filtration rate because if it have more space, they will be able to pass through. If you connect a water hose to spray your grass, the water will come out faster than a device that attaches to water your grass. My results matched.__ 2.Which solute did not appear in the filtrate using any of the membranes? Explain why. ___ _ Powdered Charcoal- It was too large to pass through.__ 3.Why did increasing the pressure increase the filtration rate but not the concentration of solutes? How well did the results compare with your prediction? _ The pressure allows for more movement through the membrane but equilibrium was not reached.__My results were 50/50 ___ ACTIVITY 5 Simulating Active Transport 1.Describe the significance of using 9 mM sodium chloride inside the cell and 6 mM potassium chloride outside the cell, instead of other concentration ratios. _ the Na/K pump allows for 3:2 ratio__ ___ 2.Explain why there was no sodium transport even though ATP was present. How well did the results compare with your prediction? __ In order for the Na+/K+ pump to function, both these ions and ATP must be in place. My results were off._ 3.Explain why the addition of glucose carriers had no effect on sodium or potassium transport. How well did the results compare with your prediction? __ Glucose concentration does not affect the Na/K concentration. My results are off. 4.Do you think glucose is being actively transported or transported by facilitated diffusion in this experiment? Explain your answer. __ It is being transported by facilitated diffusion. Since glucose is a lipid insoluble and too large to pass through the membrane it requires a carrier but not ATP (no energy needed.)_ ___

Fibroblast Growth Factors (FGFs) in Neural Induction

Fibroblast Growth Factors (FGFs) in Neural Induction Abstract Neural induction represents the first stage in the formation of the vertebrate nervous system from embryonic ectoderm. Fibroblast Growth Factors (FGFs), initially identified for their mitogenic and angiogenic roles in bovine brain extracts, are now known to have many developmental roles in particular that of neural induction, comprising of a family of 22 FGFs. Spemann and Mangold (1924) pioneered the study of neural induction through the identification of the organizer. Early work in amphibians suggested that neural fate was instructed by signals from Spemanns organiser or dorsal mesoderm. Over a decade ago, the default model proposed that neural induction was the direct consequence from inhibition of bone morphogenetic proteins (BMPs) found in Xenopus laevis, not taking into consideration neural induction in avian embryos. Consequently many experimental studies, in the chick, subsequent to this finding conflicted the idea that BMP inhibition was the only necessary step required suggesting that FGFs were required at an earlier stage prior to BMP inhibition. Much controversy has surrounded the role of FGFs in neural induction but now it is widely accepted to have a role in both amphibians and amniotes. Fibroblast Growth Factors in neural induction Structure and Function: FGFs broken down Fibroblast Growth Factors (FGFs) regulate a vast array of developmental processes, including, limb development, neural induction and neural development (Bà ¶ttcher and Niehrs, 2005). FGFs play an important role in development of an organism by regulating cellular differentiation, proliferation and migration and are involved in tissue-injury repair (Itoh and Ornitz, 2004). The early FGFs, FGF1 and FGF2 (also known as acidic and basic FGF, respectively) were first discovered from bovine brain and pituitary extracts and identified for their mitogenic and angiogenic activities (Gospodarowicz et al., 1974). Additionally, a number of family members were found revealing a total of 22 FGFs in humans ranging from 17 to 34 kDa in molecular mass in vertebrates. The nomenclature extends to FGF23 but in humans FGF19 is the equivalent to mouse Fgf15 (Ornitz and Itoh, 2001). Also the FGFs have been organised into seven subfamilies based on sequence comparisons. FGFs show conservation through species, especially across the vertebrate species in gene structure and amino-acid sequence. FGF sequences are yet to be found in unicellular organisms such as yeast (Saccharomyces cerevisiae) and bacteria (Escherichia Coli) (Itoh and Ornitz, 2004). Interestingly, an Fgf-like gene has been encoded in the nuclear polyhedrosis virus genome (Ayres et al., 1994). In protostomes, there are far fewer FGFs in contrast to vertebrates, as two (let-756 and egl-17) have been found in Caenorhabditis elegans and three (branchless, pyramus and thisbe) in Drosophila (Mason, 2007). Most FGFs have amino-terminal signal peptides (Fig. 1 (a)) and are secreted from cells. FGFs 9, 16 and 20 lack this signal peptide but nevertheless are still secreted (Ornitz and Itoh, 2001). FGF1 and FGF2 lack these signal sequences and are secreted by non-canonical pathways, however they can be found on the cell surface and within the extracellular matrix. Golfarb (2005) suggests that FGFs 11-14 do not interact with FGF receptors (FGFRs) and are not secreted but instead localise to the cell nucleus. Fig. 1 (above) illustrates the structural features of the FGF polypeptide (a). A signal sequence (shaded grey) can be seen here within the amino terminus and is present in most FGFs. All FGFs contain a core region (Fig. 1 (a)) containing around 120 amino acids of which 6 are identical amino acids residues and 28 are highly conserved (Goldfarb, 1996). The black boxes (numbered 1 to 12) represent the location of ÃŽ ² strands within the core. The three dimensional structure of FGF2 (b) can also be seen where the heparin binding region (yellow) includes residues between ÃŽ ²1 and ÃŽ ²2 strands and in ÃŽ ²10 and ÃŽ ²11 strands. FGFs have a high affinity for heparan sulfate proteoglycans (HSPG) and require heparan sulphate to activate one of four transmembrane receptor tyrosine kinases (FGFR1-4) in all vertebrates. FGFR5 has been identified recently, however most action is mediated via FGFR1-4 (Powers et al., 2000). FGFRs are membrane associated class IV receptor tyrosine kinases (RTKs). The FGFR tyrosine kinase receptors (Fig. 2 B) include 3 immunoglobulin (Ig) domains and a heparin binding sequence which requires heparan sulphate to be activated (McKeehan et al., 1998). HSPG are low affinity receptors that are unable to transmit a biological signal but act as co-factors for activation and regulation of an interaction between FGFs and FGFRs. Fig. 2 (above) illustrates a two dimensional generic FGF (A) and a FGFR (B) protein. The structure of a FGF (A) coincides with that of Fig. 1, containing a signal sequence in the amino-terminus and the conserved core region containing HSPG and receptor-binding sites. The main features of FGFRs (B) include 3-Immunoglobulin domains, an acidic box (AB) which lies between IgI and IgII, heparin-binding domain, Cell Adhesion Molecule (CAM)-homology domain, transmembrane domain and a split tyrosine kinase enzyme domain for catalytic activity and binding of adaptor proteins. The Ig domains in the extracellular region of a FGFR are required for FGF binding and regulate binding affinity and ligand specificity. Multiple alternative splicing that generates a range of FGFR1-4 receptor isoforms with transformed ligand binding properties provides diversity (Olsen et al., 2006). For example, FGF2 interacts with all four receptors FGFR1-4 whereas FGF7 only interacts with the FGFR2 IIIb isoform (a splice variant of FGF2; expressed in epithelial cells). Ligand-receptor binding specificity is affected by alternative splicing particularly in the C-terminal region of the third immunoglobulin loop in FGFR1-3 which produces IIIb or IIIc isoforms (Mason, 2007). Table 1 (below) illustrates the specificity of the FGF ligands for particular FGFR isoforms. This table is useful yet evidence from in vitro may appear misleading as in vivo involves influence from co-factors such as HSPG (Mohammadi et al., 2005). Table 1 (above) shows there are seven FGFR isoforms (FGFR1b; FGFR1c; FGFR2b; FGFR2c; FGFR3b; FGFR3c and FGFR4) that FGF1 through to FGF23 variously bind. Alternative mRNA splicing of FGFR1-3, particularly in the carboxy-terminal half of the third extracellular immunoglobulin loop (Ig-domain III), derives the b and c isoforms. HSPGs are necessary co-factors in activation of FGFRs by FGFs and evidence has found the ternary complex to comprise of FGF-FGFR-HSPG in a 2:2:1 ratio (Mohammadi et al., 2005). The co-binding of HSPG prevents proteolysis and thermal denaturation (Itoh and Ornitz, 2004). HSPG binding of FGF induces dimerization of FGFR, followed by transphosphorylation of receptor subunits, initiating an intracellular signalling cascade. FGF signalling: Its a cellular game Following formation of the FGF-HSPG-FGFR complex several downstream signalling pathways are activated (Fig. 3 below). This includes three pathways, the Ras/Mitogen-activated protein kinase (MAPK) pathway, Phosphoinositide 3-kinase (PI3K)/ Akt pathway and phospholipase C- (PLC )/ Ca2+/ protein kinase C (PKC) pathway. These pathways are mediated via docking proteins (such as FGF receptor substrate (FRS) and Grb2 in the Ras/MAPK pathway) that recruit downstream enzymes. The Ras/MAPK pathway (Fig. 3) is initiated via Grb2 (a docking protein) where its SH2 domain binds to the tyrosine phosphorylated FRS2 in response to activation of the FGFR receptor (Kouhara et al., 1997). Grb2 binds to SOS (son of sevenless; a guanine nucleotide exchange factor) via a SH3 domain on the Grb2 molecule. This Grb2-SOS complex activates SOS which promotes the dissociation of GDP from Ras so it is able to bind GTP for its activation. Activated Ras activates RAF (MAPKKK) which is normally held in a closed conf ormation by the 14-3-3 protein. Once activated, RAF phosphorylates and activates mitogen-activated and extracellular signal-regulated kinase (MEK (MAPKK)) which in turn phosphorylates ERK1/2 (MAPK). MAPK then translocates into the nucleus to phosphorylate specific transcription factors of the Ets family which in turn activate expression of FGF target genes. In addition, it is also evident from Fig. 3 that active ERK itself can antagonise FRS activity. Activation of the PI3K/Akt pathway (Fig. 3) is by binding of Gab1 (Grb2-associated-binding protein 1) to FRS2 indirectly via Grb2. In the presence of Gab1, activation of PI3K stimulates the Akt pathway which suggests FGFs have anti-apoptotic effects in the developing nervous system (Mason, 2007). In addition, PI3K can bind to a phosphorylated tyrosine residue of FGFR directly. The third way in which the PI3K/Akt pathway is activated is by activated Ras inducing membrane localisation of the PI3K catalytic subunit. PLC- /Ca2+/PKC pathway is also activated when a tyrosine residue is autophosphorylated in the carboxy terminal of the FGFR. PLC- hydrolyses phosphatidylinositol to produce inositol trisphosphate (IP3) and diacylglycerol (DAG) which stimulates calcium release and activates PKC, respectively. PKC has also been found to activate the Ras/MAPK pathway independent of Ras but dependent on c-Raf (Ueda et al., 1996). Fig. 3 also indicated that the final activated components, of the three signalling pathways mentioned, translocate into the nucleus to activate specific transcription factors of the Ets family (particularly Ets1, Pea3, and Erm) which activate expression of FGF target genes and in turn these feedback (Fig, 4) to regulate intracellular signalling (Dailey et al., 2005). Most of the proteins produced function as feedback inhibitors (as seen in Fig. 4), including Sprouty (Spry), Sef and MAP Kinase phosphatase 3 (MKP3) which modulate particularly the Ras/Erk pathway at different levels (Mason, 2007). In contrast, stimulation of the fibronectin leucine-rich transmembrane type III (XFLRT3) protein causes FGF signalling to be positively regulated (Bà ¶ttcher et al., 2003). Sprouty (Spry) was one of the first identified feedback regulators of the FGF pathway. Thisse and Thisse (2005) found Spry to antagonise FGF Signalling by gain and/or loss of function experiments in mouse. Spry acts at the level of Raf and/or Grb2 (Fig. 4). Gain and/or loss of function experiments in zebrafish demonstrated that Sef antagonises FGF signalling (Fig. 4) acting at level of MEK and ERK (Tsang et al., 2002). Mouse studies have suggested that FGFR signalling is required for Dusp6 transcription which codes for MKP3 (Ekerot et al., 2008). From this study it was also found that MKP3 acts as a negative regulator of ERK activity (as seen in Fig. 4). Sef and XFLRT3 are located at the membrane (Fig. 4) and carry out antagonising actions with FGFR directly. FGF signalling can be regulated at different levels, from the membrane all the way down to the level of phosphorylation of MAPK and it is important also to know that FGFs have been detected in the nucleus (Mason, 2007). Most of the downstream target genes as described earlier are feedback inhibitors (Spry, Sef and MKP3) but FGF signals are also known to interact with many other important pathways such as transforming growth factor-ÃŽ ² (TGF-ÃŽ ²), Hedgehog (HH), Notch and Wnt (Gerhart, 1999). Therefore, in conjunction with these, FGFs are responsible for development of most organs of the vertebrate body. In the nervous system, FGFs have been implicated to play a role in early developmental processes, such as neural induction, patterning and proliferation (Umemori, 2009). Neural induction: The Default Model Spemann and Mangold (1924) pioneered the study of neural induction, which is defined as the process by which naive ectodermal cells aquire a neural fate. Their work involved demonstrating that tissue from the dorsal lip of the frog Xenopus laevis blastopore could induce a second ectopic nervous system (Fig. 5 above left) when implanted onto the ventral side of a host gastrula embryo. The second ectopic nervous system was host derived indicating that the graft was important in determining cell fate. This region, located on the dorsal side of an amphibian embryo, was named the Spemann organizer as it could direct the neighbouring ectodermal cells to form nervous system instead of epidermis. Although the organizer (group of dorsal mesodermal cells) was found to be present in many species (Hamburger, 1988) it was the Xenopus laevis which gave an insight into the molecular events involved in neural induction in vertebrates (Hemmati-Brivanlou et al., 1994). This was particularly because amphibians were found to be ideal experimental models for the study of neural induction as neurulation initiated within twelve hours after fertilisation (Weinstein and Hemmati-Brivanlou, 1997). It was implied that signals from the organizer provide instructions to the ectoderm to form neural tissue therefore for many decades the view was that the default state of the ectoderm was to produce epidermis. The first challenges to this model came from studies making use of dissociated cell cultures (Sato and Sargent, 1989). It was found that when animal caps were cultured intact that epidermis formed but neural tissue arose from animal caps that had been dissociated for prolonged periods (as seen in Fig. 6 below). This led to the idea that intact tissue may block the formation of neural tissue by presence of neural inhibitors which are diluted out when the tissue is dissociated. Recent research has found that the default nature of the ectoderm is to produce neural tissue that requires inhibition of a neural inhibitor from the ectoderm. Before considering the process of neural induction I would like to take a step back and describe the three germ layers of the embryo. Following fertilisation, the zygote undergoes stages of cleavage to eventually form a gastrula with three germ layers (in triploblastic animals) usually only visible in vertebrate animals. The Germ layers will eventually give rise to all of the animals organs through a process known as organogenesis. The three layers include, the ectoderm (outermost), endoderm (innermost) and mesoderm (which is between the ectoderm and endoderm) layers. The Endoderm gives rise to the lung, thyroid and pancreas. The mesoderm forms the skeleton, skeletal muscle, the urogenital system, heart and blood. The outermost layer, the ectoderm which is of concern here, gives rise to the epidermis and nervous system. It is at gastrulation that the vertebrate ectoderm is competent to differentiate into neural tissue or epidermis. Unless told otherwise, the default nature of the ect oderm is to produce neural tissue and this was outlined as the default model. The Default model of vertebrate neural induction, discovered over a decade ago in Xenopus, proposed that in the presence of bone morphogenetic protein (BMP), a signalling molecule of the TGF-ÃŽ ² superfamily, causes the ectoderm to give rise to an epidermal cell fate (Stern, 2006; Muà ±oz-Sanjuan and Brivanlou, 2002). In support of this model, consistent with the idea that BMP activity inhibits neural fates, animal caps which had been injected with RNA encoding effectors of BMP4 (Smad 1/5 or Msx1) neuralization did not occur. Conversely, it was found that inhibition of BMP activity in the ectoderm is essential for a neural fate which forms the basis of the default model of neural induction. Inhibition of BMP is achieved through direct binding of BMP antagonists emitted from the organizer (Wilson and Hemmati-Brivanlou, 1997). These BMP antagonists include chordin (Sasai et al., 1995), noggin (Lamb et al., 1993) and follistatin (Hemmati-Brivanlou et al., 1994) which bind to BMPs extra cellularly to prevent its interaction with its own receptor (Hemmati-Brivanlou and Melton, 1997). These molecules have direct neural activity which means they induce formation of neural tissue in the ectoderm without forming mesoderm. It was initially believed that these molecules acted as ligands to bring about neural tissue formation. Experiments found that there was conservation through species, identifying that chordin was homologous to the short gastrulation (sog) gene found in Drosophila which has been shown to antagonize the BMP homologue decapentaplegic (dpp) (Wharton et al., 1993), suggesting that these molecules might act as inhibitors rather than inducers and that these inhibitory mechanisms have been conserved from arthropods through to vertebrates. It was experiments (Fig. 6) showing that dissociated ectodermal explants would become neural tissue in absence of inducing signals from the organizer (Sato and Sargent, 1989). Evidence found that neural induction resulted from inhibition of the TGF-ÃŽ ² pathway as expression of dominant-negative activin receptor gave rise to neural fates in amphibian ectoderms (Hemmati-Brivanlou and Melton, 1994). It was found that chordin, noggin, follistatin and molecules such as Cerberus and Xnr3 (Xenopus nodal related 3) bound to BMP in the extracellular space inhibiting its action (Hemmati-Brivanlou and Melton, 1997) leading to the much debated default model of neural induction. Neural Induction: FGFs get it started Support for the default model still remains, mainly in Xenopus, but other work (especially in chick and mouse) suggests a more complex mechanism (Streit et al., 1998). It has been established that the BMP pathway is involved in determining ectodermal cell fate (Wilson and Hemmati-Brivanlou, 1997) but it still remains to be proved conclusive if BMP inhibition is required for neural induction alone or if other pathways act separately or with BMP inhibition. In the chick embryo it has been found that naive epiblast cells do not respond to BMP antagonists until previous exposure to organizer signals for five hours (Streit et al., 1998). Striet et al. (2000) grafted an organizer to observe the genes induced in the epiblast within this time period. A gene ERNI (early response to neural induction) was identified as a coiled coil domain with a tyrosine phosphorylation site and found to be expressed throughout the region that later contributes to the nervous system at pre-primitive streak stages (Hatada and Stern, 1994). Striet et al. (2000) findings made ERNI the earliest known marker after a response to organizer signals, prior to even Sox3 (induced by the node in 3 hours (Streit and Stern, 1999)). FGFs are becoming more evident that they have a major role in neural induction as it has been shown to begin before gastrulation, before BMP antagonists even appear (Wilson et al., 2000). In the chick, it has been found that FGFs have the role of blocking BMP signalling and promoting neural differentiation (Wilson et al., 2000). In ascidians, FGF signalling is the main mechanism of neural induction with BMP antagonism playing a role in later development (Lemaire et al., 2002). In frogs and fish, in contrast, FGFs do not have a certain role in neural induction and is believed their primary role is BMP inhibition (Pera et al., 2003). Exposure of the chick epiblast to an implanted organiser for around 5 hours induces Sox3 (an early neural plate marker) (Stern, 2005). After removal of the implanted organiser, chordin can be used to stabilise it (Striet et al., 1998) which implies that before the ectoderm can respond to BMP antagonists it must be exposed to 5 hours of signals from the organizer. During these 5 hours, several genes become activated such as, ERNI (early response to neural induction) which becomes active after 1 hour (Streit et al., 2000) and Churchill (Chch) after about 4 hours (Sheng et al., 2003). These are both induced by FGF and not BMP inhibition, indicating the importance of FGFs in early neural induction. Churchill which is expressed in the neural plate inhibits brachyury, a transcription factor, which as a result suppresses mesoderm formation by preventing cell ingression. In the chick, FGF8 is expressed in the hypoblast, prior to gastrulation before Hensens node appears (the chick equivalent to the organizer) indicating that neural induction is in fact able to begin before gastrulation. This is important because ERNI and Sox3 mark neural induction and require FGF signalling (Stern, 2005). Streit et al. (2000) found that FGF8 coated beads induce ERNI as efficiently as the node within 1-2 h without inducing brachury and also the expression of Sox3. These results indicate FGFs to be possible early signals in neural induction. It is FGF8 which has been identified as the best candidate because it is expressed in the anterior part of the str

Spiritual Insights in Daniel Defoes Robinson Crusoe :: Robinson Crusoe Essays

Crusoe’s Spiritual Insights Robinson Crusoe by Daniel Defoe is considered to be the first novel of incident. Before I read the novel I knew something about poor Robinson Crusoe--shipwrecked on a desert island, lived on the island for a lot of years, and acquired a friend by the name of Friday. As I began to read, I had the preconceived notion that Robinson Crusoe was just an adventure book. However, I read no more than a few pages before my mind was greatly enlightened. Robinson Crusoe does not suffer just one shipwreck, but two of them. He is captured by Moorish pirates, escapes, and goes to Brazil to become a planter. After his second shipwreck, Crusoe gives details about his techniques for survival. Also, the ending of the novel is quite surprising with a setting that is quite a contrast to the desert island. Arguably, one of the funniest scenes in all of literature is recorded in the final chapters. If the book is not holding the reader's attention because of the suspense, then it is held by the profound spiritual insight that Defoe includes within the pages of his work. This was the biggest surprise to me of all. For example, in chapter 12, Robinson Crusoe states: "From this moment I began to conclude in my mind that it is possible for me to be more happy in this forsaken solitary condition, that it was probable I should ever have been in any other particular state in the world, and with this thought I was going to give thanks to God for bringing me to this place." Crusoe was convinced that the reason for all of his calamities was the result of his disobeying the counsel of his father. The theological discussions with Friday are wonderful. Indeed, every Christian can relate to Crusoe's wrestling with faith and fear. I finished the book with the conclusion that this book should be standard reading for every Christian, particularly preachers. Preachers will find a wealth of sermon illustrations in Robinson Crusoe. So, why is Robinson Crusoe so sadly neglected among Christians when it is obvious that the book is a Christian classic? No doubt, abridged versions of the novel removes the incentive for readers to read the actual work. Many people have read a children's version of the novel or worst yet, they "have seen the movie.

Is the Impeachment in the Nations Best Interest? :: History Clinton Scandal Essays

Is the Impeachment in the Nations Best Interest? The President of the united States obstructed justice by encouraging Monica Lewinsky to file a false affidavit in the case of Jones v. Clinton. Then he committed grand jury perjury when he stated that he told Ms. Lewinsky she might be able to avoid testifying in the case by filing an affidavit. He also obstructed justice by allowing his attorney to use this false affidavit in an attempt to cut off a legitimate line of questioning during his deposition. He then lied about this obstruction before the grand jury. The President still denies he broke the law. He knows, however, that as soon as he does admit this then it’s all over for him. Personally I think the President did break the law. But is it worth sacrificing the wellbeing of the nation over this? Do we really want to look our kids in the eye and tell them that the nation’s economy was ruined over the Presidents penis? How could this impeachment be good for the country? Is it somehow going to make the country stronger for people to see that even the President is not above the law. Every day people see cops fixing tickets, judges fixing tickets, politicians getting the children of their â€Å"friends† off the hook when they screwed up and there are hundreds of other ways people in this country avoid the consequences of the law. Americans are used to washing each others backs and looking the other way. Yet now the President can’t get away with exposing himself without being charged with obstruction of justice. It’s down right scary to think the President of the wealthiest country in the world doesn’t have enough pull to get out of this. I submit that O.J. Simpson got away with killing two people and with a mountain of evidence against him. So if you can’t trust this Democratic President who can you trust? Certainly not the Republicans, they said â€Å"Hey Bill just admit wrong doing and all will be forgiven† but that obviously was a lie. Now the war against the two parties has taken on a new ferocity. The next thing you know neither side can trust the other. Take this as a hypothetical senario. Tensions build between the two groups, a Democrat bombs the Republican headquarters, the Republicans retaliate, and hard lines are drawn in our country.

Balances Of Values And Academiic Freedom Of Inquiry Essay -- essays re

Balances of Values and Academiic Freedom of Inquiry Dear Mr. R. Kirby Godsey,   Ã‚  Ã‚  Ã‚  Ã‚  In the process of life we face many challenges and many crossroads. We have many choices and many decisions to make. In making these decisions we must keep in mind the moral values our parents have taught us since we were born. Those Christian values should guide our lives and the choices we make. These same values should also guide at school as well. In our pursuit of knowledge, we should keep these values in mind.   Ã‚  Ã‚  Ã‚  Ã‚  In our never-ending road of learning, we are granted with many academic freedoms. We have the freedom to question and try to learn new ideas. We also have the freedom to disagree with the material presented to us. We can disagree and voice our opinions, but in an orderly fashion.   Ã‚  Ã‚  Ã‚  Ã‚  In exercising those freedoms, we should do so with maturity and responsibility. As students, we are responsible for learning all the content of any course we study. We are free to take exception to the views or information presented to us, and we are free to reserve judgment about matters of opinions.   Ã‚  Ã‚  Ã‚  Ã‚  Sometimes, in our quest for knowledge, there becomes a conflict between our beliefs we are accustomed to and the material presented to us. When there is a difference, we should not ignore the idea or block it out. We should feel free to learn and question new ideas. Just because we learn somet...

Abortion: Legal or Illegal Essay

While abortions are viewed as immoral and should be deemed illegal, women should have the right to choose what happens to their own body because abortions can be chosen as a way of getting rid of an undesired pregnancy for a rape or incest victim, abortions can be spontaneous or not planned at times, abortions have been around for centuries and abortions can also be medically induced due to medical issues with the mother or unborn child. First, women should have the right to choose what happens to their own body because abortion can be a way for a rape or incest victim to get rid of an undesired pregnancy that resulted from the attack. According to Rape, Abuse & Incest National Network or RAINN (2009), in 2004 and 2005 there were a total of 64,080 women that were raped. According to medical reports, the incidence of pregnancy for one-time unprotected sexual intercourse is 5%. By applying the pregnancy rate to the total number of women who were sexually assaulted or raped that would m ean there were 3,204 pregnancies as a result of rape during that period. See more:  Perseverance essay Not all of these women are going to want to carry the pregnancy full term. Victims of rape and incest can suffer from low self-esteem, depression, guilt, feelings of being unclean or dirty and even a dislike for sex and the opposite gender. This is an alarming statistic. It can also be broke down into smaller figures. One out of every six women has been the victim of rape before in her lifetime (RAINN, 2009). If these women want to have an abortion they should have the right to be able to get it and not have to worry about what everyone else believe. Additionally, abortions can be spontaneous at times and as a result completely unplanned. Spontaneous abortion is better known by people as miscarriages. There are some who think that there are several different causes for this. These different causes range from chromosome problems, physical abnormalities and immune disorders. In cases of spontaneous abortions there is usually no warning it is going to happen, as a result the woman does not have a say in the matter. However, the outside world still looks at a these women differently when it occurs. Some look with pity and others look with disgust in their eyes for these women. Some women who seek an abortion and can not get one for some reason have at times tried doing things that would cause a spontaneous abortion. There are times when a spontaneous abortion happens and not all the tissue from the fetus is passed in which case there are then two choices for the woman. The first choice is surgery. The second option is to take medication to be able to complete the abortion. If the spontaneous abortion is left untreated it can cause harm to the woman that is carrying the unborn fetus. However, if a woman has had three or more consecutive spontaneous abortions then the medical field will label her a habitual aborter (Abortion, 2009). Third, abortions have been around in history for centuries for women. Back when the settlers first arrived in the United States abortion was legal. Once then Constitution was adopted abortions before quickening were legal and very widely advertised (NAF, 2010). The Japanese have records that date back to the 12th century of inducing an abortion on women who choose to have one. Back in the 11th century authors would put such knowledge into poetry. However, the herbs were not always without side effects. Some of the herbs used during that time frame have been found to be poisonous. In 1898, it was recommended to use a mixture of yeast and pennyroyal tea to naturally cause a spontaneous abortion and bring menses back (Abortion, 1984, 1992, 1998). By 1880, most abortions had become illegal in the United States, except for those that are necessary to save the life of the woman. But due to the knowledge and acceptance of women’s right to an early abortion was rooted deeply in the U.S. society by that time; abortionists continued to practice openly with the support of the public, and since it was illegal by that time the abortio nist would be taken to court and the juries would refused to convict them of any wrong doing. Women who do not want to be pregnant have though out history seeked abortions or have taken the matter into their own hands. This changed in the 20th century with the Supreme Court ruling in Roe v Wade. The Supreme Court ruled in favor of permitting abortion during the first six months of a woman’s pregnancy. The base for the Supreme Court ruling is that the unborn fetus is not protected under the 14th amendment like the pregnant woman is because the fetus is not a person. The most important reason that women should have the right to choose what happens to their bodies is because abortions can be medically induced due to health issues with the mother or the unborn child. There are times when it is dangerous for the woman to carry the pregnancy at all. It is during times like these that women need the right to be able to choose what is best for them. If abortions were illegal these women would be subjected to the choice of carrying the pregnancy with all the medical problems that will come along with it or seeking an illegal abortion. Illegal abortions can be very risky and can cause death from blood loss or even partial births were the woman ends up giving birth to a dead fetus later in the pregnancy. However, women should have the right to choose what is best for them and the unborn fetus. If the fetus would develop damaged in some way that it would not be able to sustain life outside of the womb then women should have the right to seek out an abortion if they want it. However, on the contrary the religious beliefs of some see abortion as immoral and would like to see it become illegal. These people view abortion as murdering a helpless little person who can not defend themselves. They believe that life starts at the moment of conception. The Roman Catholic Church stated that â€Å"the deliberate ending of a pregnancy† is never acceptable, even if it is to save the life of the woman (Abortion and Religion, 2011). Gwendolyn Brooks, famous poet, wrote in her poem â€Å"A Street in Bronzeville† back in 1945 that â€Å"Abortions will not let you forget, you remember the children you got that you did not get.†(Abortion, 2003) These are sound arguments against abortion. However, women have the right to say what happens to their own bodies. The unborn fetus is within a woman’s body. Therefore, the woman has the right to say if it should stay or go. To make women do something against their will, like being pregnant, is to take away their freedom to act in a way that is best for them. According to the Supreme Court, the unborn fetus is not a person. Therefore, since the unborn fetus is not a person it can not be considered murder. It is not murder until life begins and the fetus can survive outside the woman. Indeed, while abortions are viewed as immoral and should be illegal, women should have the right to choose what happens to their body. References Abortion. (1984, 1992, 1998). Our Bodies, Ourselves for the New Century. Retrieved from http://www.feminist.com/resources/ourbodies/abortion.html Abortion. (2003). In Propaganda and Mass Persuasion: A Historical Encyclopedia, 1500 to the Present. Retrieved from http://www.credoreference.com/entry/abcprop/abortion Abortion. (2004). In Encyclopedia of Women’s Health. Retrieved from http://www.credoreference.com/entry/sprwh/abortion Abortion. (2008). In The Columbia Encyclopedia. Retrieved from http://www.credoreference.com/entry/columency/abortion Abortion. (2009). In Taber’s Cyclopedic Medical Dictionary. Retrieved from http://www.credoreference.com/entry/tcmd/abortion Abortion and Religion. (2011, June). Retrieved from http://www.efc.org.uk/PDFs/Abortion%20and%20 religion%20leaflet%202011.pdf BBC. (2012, May 22). Abortion: Historical attitudes to abortion Retrieved from http://www.bbc.co.uk/ethics/abortion/legal/history_1.shtml NAF. (2010). National Abortion Federation. Retrieved from http://www.prochoice.org/about_abortion/history_abortion.html RAINN. (2009). Retrieved from http://www.rainn.org/get-information/statistics/sexual-assault-victims Trupin, S. R. (2007, June 20) Abo rtion – Types Preparation and Procedure Information. Retrieved from http://www.emedicinehealth.com/script/main/art.asp?articlekey=59088&pf=3&page=1

Help for Various as Level History Essays

version 1. 1 abc General Certificate of Education AS History 1041 Unit 1: HIS1C The Reformation in Europe, c1500–1564 Mark Scheme 2009 examination – June series This mark scheme uses the new numbering system which is being introduced for examinations from June 2010 The specimen assessment materials are provided to give centres a reasonable idea of the general shape and character of the planned question papers and mark schemes in advance of the operational exams. Further copies of this Mark Scheme are available to download from the AQA Website: www. qa. org. uk Copyright  © 2009 AQA and its licensors. All rights reserved. COPYRIGHT AQA retains the copyright on all its publications. However, registered centres for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to centres to photocopy any material that is acknowledged to a third party even for internal use within the cent re. Set and published by the Assessment and Qualifications Alliance.The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX Dr Michael Cresswell Director General History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) Generic Introduction for AS The AS History specification is based on the assessment objectives laid down in QCA’s GCE History subject criteria and published in the AQA specification booklet.These cover the skills, knowledge and understanding which are expected of A Level candidates. Most questions address more than one objective since historical skills, which include knowledge and understanding, are usually deployed together. Consequently, the marking scheme which follows is a ‘levels of response’ scheme and assesses candidates’ his torical skills in the context of their knowledge and understanding of History. The levels of response are a graduated recognition of how candidates have demonstrated their abilities in the Assessment Objectives.Candidates who predominantly address AO1(a) by writing narrative or description will perform at Level 1 or Level 2 depending on its relevance. Candidates who provide more explanation – (AO1(b), supported by the relevant selection of material, AO1(a)) – will perform at high Level 2 or low-mid Level 3 depending on how explicit they are in their response to the question. Candidates who provide explanation with evaluation, judgement and an awareness of historical interpretations will be addressing all 3 AOs (AO1(a); AO1(b): AO2(a) and (b) and will have access to the higher mark ranges.AO2(a) which requires the evaluation of source material is assessed in Unit 2. Differentiation between Levels 3, 4 and 5 is judged according to the extent to which candidates meet this range of assessment objectives. At Level 3 the answers will show more characteristics of the AO1 objectives, although there should be elements of AO2. At Level 4, AO2 criteria, particularly an understanding of how the past has been interpreted, will be more in evidence and this will be even more dominant at Level 5.The demands on written communication, particularly the organisation of ideas and the use of specialist vocabulary also increase through the various levels so that a candidate performing at the highest AS level is already well prepared for the demands of A2. 3 History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) CRITERIA FOR MARKING GCE HISTORY: AS EXAMINATION PAPERS General Guidance for Examiners (to accompany Level Descriptors) Deciding on a level and the award of marks within a levelIt is of vital importance that examiners familiarise themselves with the generic mark scheme and apply it consistently, as directed by the Principal Examiner, in order to facil itate comparability across options. The indicative mark scheme for each paper is designed to illustrate some of the material that candidates might refer to (knowledge) and some of the approaches and ideas they might develop (skills). It is not, however, prescriptive and should only be used to exemplify the generic mark scheme. When applying the generic mark scheme, examiners will constantly need to exercise judgement to decide which level fits an answer best.Few essays will display all the characteristics of a level, so deciding the most appropriate will always be the first task. Each level has a range of marks and for an essay which has a strong correlation with the level descriptors the middle mark should be given. However, when an answer has some of the characteristics of the level above or below, or seems stronger or weaker on comparison with many other candidates’ responses to the same question, the mark will need to be adjusted up or down. When deciding on the mark with in a level, the following criteria should be considered in relation to the level descriptors.Candidates should never be doubly penalised. If a candidate with poor communication skills has been placed in Level 2, he or she should not be moved to the bottom of the level on the basis of the poor quality of written communication. On the other hand, a candidate with similarly poor skills, whose work otherwise matched the criteria for Level 4 should be adjusted downwards within the level. Criteria for deciding marks within a level: †¢ †¢ †¢ †¢ †¢ †¢ †¢ The accuracy of factual information The level of detail The depth and precision displayed The quality of links and argumentsThe quality of written communication (grammar, spelling, punctuation and legibility; an appropriate form and style of writing; clear and coherent organisation of ideas, including the use of specialist vocabulary) Appropriate references to historical interpretation and debate The concl usion 4 History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) Specimen Mark Scheme for examinations in June 2010 onwards GCE AS History Unit 1: Change and Consolidation HIS1C: The Reformation in Europe, c1500–1564 Question 1 01 Explain why Luther attacked the sale of indulgences in 1517. (12 marks) Target: AO1(a), AO1(b) Generic Mark SchemeNothing written worthy of credit. 0 L1: Answers will contain either some descriptive material which is only loosely linked to the focus of the question or some explicit comment with little, if any, appropriate support. Answers are likely to be generalised and assertive. The response will be limited in development and skills of written communication will be weak. 1-2 L2: Answers will demonstrate some knowledge and understanding of the demands of the question. They will either be almost entirely descriptive with few explicit links to the question or they will provide some explanations backed by evidence that is limited in range an d/or depth.Answers will be coherent but weakly expressed and/or poorly structured. 3-6 L3: Answers will demonstrate good understanding of the demands of the question providing relevant explanations backed by appropriately selected information, although this may not be full or comprehensive. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 7-9 L4: Answers will be well-focused, identifying a range of specific explanations, backed by precise evidence and demonstrating good understanding of the connections and links between events/issues.Answers will, for the most part, be well-written and organised. 10-12 Indicative content Candidates will need to be able to link Luther’s own intellectual development with the wider political and religious context. Luther’s hostility towards indulgences had hardened from about 1513 as he developed his solifidian ideas. In particular, their issue had no scriptural basis. Howev er, the formulation of the 95 Theses was sparked off by the aggressive peddling of indulgences by the Dominican Johannes Tetzel at Juterbog, not far from Wittenberg but outside the jurisdiction of Electoral Saxony.Concern, therefore, for the mortal souls of innocent dupes was thus a catalyst for Luther’s protest. On the other hand, Luther’s initial objections were as much the product of the scale of sale and the style of salesmanship as it was a product of a considered theological analysis. The scale of the operation was a consequence of the indebtedness of both Pope Leo X, on account not only of his extravagant lifestyle but also the spiralling cost of rebuilding St. Peters, and the 5 History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards)Archbishop of Mainz, in huge debt to the Fuggers because of the amount he had borrowed to secure the simoniacal acquisition of the archbishopric. Tetzel’s sales pitch had included the claim of plenary remission of si ns as heinous as raping the Virgin Mary. Question 1 02 How far was the success of the Lutheran movement in Germany due to the reformers’ use of the printing press in the years 1517 to 1555? (24 marks) Target: AO1(a), AO1(b), AO2(b) Generic Mark Scheme Nothing written worthy of credit. 0 L1:Answers may either contain some descriptive material which is only loosely linked to the focus of the question or they may address only a part of the question. Alternatively, there may be some explicit comment with little, if any, appropriate support. Answers are likely to be generalised and assertive. There will be little, if any, awareness of differing historical interpretations. The response will be limited in development and skills of written communication will be weak. 1-6 L2: Answers will show some understanding of the focus of the question.They will either be almost entirely descriptive with few explicit links to the question or they may contain some explicit comment with relevant bu t limited support. They will display limited understanding of differing historical interpretations. Answers will be coherent but weakly expressed and/or poorly structured. 7-11 L3: Answers will show a developed understanding of the demands of the question. They will provide some assessment, backed by relevant and appropriately selected evidence, but they will lack depth and/or balance.There will be some understanding of varying historical interpretations. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 12-16 L4: Answers will show explicit understanding of the demands of the question. They will develop a balanced argument backed by a good range of appropriately selected evidence and a good understanding of historical interpretations. Answers will, for the most part, show organisation and good skills of written communication. 17-21 L5: Answers will be well-focused and closely argued.The arguments will be supported by pr ecisely selected evidence leading to a relevant conclusion/judgement, incorporating well-developed understanding of historical interpretations and debate. Answers will, for the most part, be carefully organised and fluently written, using appropriate vocabulary. 22-24 Indicative content Printing had a fundamental role in the success of the Lutheran movement: †¢ this can be traced back to November 1517 when Luther’s 95 Theses were translated and printed in numerous editions, suggesting the existence of an avid and informed readership History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) †¢ †¢ †¢ the 1520 pamphlets sold in large numbers and were pivotal in disseminating Luther’s theological ideas and their relationship to the contemporary political context Luther and his colleagues continued to publish widely, his translation of the Bible proved very influential and the Lutheran message was spread visually in huge numbers of woodcuts, whic h meant that the message could be assimilated by the illiterate as well as the literate n contrast, the Catholic Church responded rather slowly at first to the Lutheran challenge; in the short-term, at any rate, its exploitation of the potential offered by the new technology left much to be desired. Other factors: The importance of printing should be placed in the context of a range of other factors, including: †¢ †¢ †¢ †¢ †¢ †¢ the political impetus created by the support for Luther of many German princes the problems faced by Charles V which prevented his prioritising the destruction of the Lutheran threat before 1546 and also prevented him from achieving a triumph even though he had been militarily successful he appeal of Luther’s ideas the social impact of Luther’s teaching (at least until 1525) the impact of preaching the contribution of other reformers, such as Melanchthon. 7 History – AQA GCE Mark Scheme SPECIMEN (June 2010 o nwards) Question 2 03 Explain why the Anabaptists were suppressed in Munster in 1535. (12 marks) Target: AO1(a), AO1(b) Generic Mark Scheme Nothing written worthy of credit. 0 L1: Answers will contain either some descriptive material which is only loosely linked to the focus of the question or some explicit comment with little, if any, appropriate support.Answers are likely to be generalised and assertive. The response will be limited in development and skills of written communication will be weak. 1-2 L2: Answers will demonstrate some knowledge and understanding of the demands of the question. They will either be almost entirely descriptive with few explicit links to the question or they will provide some explanations backed by evidence that is limited in range and/or depth. Answers will be coherent but weakly expressed and/or poorly structured. 3-6 L3:Answers will demonstrate good understanding of the demands of the question providing relevant explanations backed by appropriately selected information, although this may not be full or comprehensive. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 7-9 L4: Answers will be well-focused, identifying a range of specific explanations, backed by precise evidence and demonstrating good understanding of the connections and links between events/issues. Answers will, for the most part, be well-written and organised. 10-12 Indicative contentCandidates might include some of the following factors: †¢ †¢ †¢ †¢ all authority, both secular and religious, appeared to be challenged by the rule of the ‘Saints’ in Munster; and this encouraged the traditional authorities to take violent action traditional morality was challenged with the introduction of polygamy and was regarded with particular repugnance by socially conservative rulers, both Lutheran and Catholic property rights were challenged with the introduction of a form of com munism which was a direct challenge to the basis on which traditional rulership was conducted all existing political authority was rejected.This was a threat which could not be ignored by both the Catholic Bishop and the Lutheran Philip of Hesse. The Anabaptists rejected Bibliocentrism and stressed instead direct divine inspiration, which tended conveniently to reinforce the above points. The result was a dramatic and apocalyptic movement which frightened Catholics and Lutherans alike. This even led the Landgrave of Hesse, the political leader of the Lutheran movement, and the Bishop of Munster to set aside their differences in order to join forces to suppress the ‘Saints’. 8 History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards)Question 2 04 How far was the success of the Genevan Reformation to 1564 a result of Calvin’s actions against his opponents? (24 marks) Target: AO1(a), AO1(b), AO2(b) Generic Mark Scheme Nothing written worthy of credit. 0 L1: Answers may either contain some descriptive material which is only loosely linked to the focus of the question or they may address only a part of the question. Alternatively, there may be some explicit comment with little, if any, appropriate support. Answers are likely to be generalised and assertive. There will be little, if any, awareness of differing historical interpretations.The response will be limited in development and skills of written communication will be weak. 1-6 L2: Answers will show some understanding of the focus of the question. They will either be almost entirely descriptive with few explicit links to the question or they may contain some explicit comment with relevant but limited support. They will display limited understanding of differing historical interpretations. Answers will be coherent but weakly expressed and/or poorly structured. 7-11 L3: Answers will show a developed understanding of the demands of the question.They will provide some assessment, backed by relevant and appropriately selected evidence, but they will lack depth and/or balance. There will be some understanding of varying historical interpretations. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 12-16 L4: Answers will show explicit understanding of the demands of the question. They will develop a balanced argument backed by a good range of appropriately selected evidence and a good understanding of historical interpretations. Answers will, for the most part, show organisation and good skills of written communication. 7-21 L5: Answers will be well-focused and closely argued. The arguments will be supported by precisely selected evidence leading to a relevant conclusion/judgement, incorporating well-developed understanding of historical interpretations and debate. Answers will, for the most part, be carefully organised and fluently written, using appropriate vocabulary. 22-24 Indicative content Calvin, on ce he had recovered from early setbacks, made short work of religious opponents, such as Castellio, Bolsec and Servetus. His triumph over Perrin and the Libertines demonstrated the extent of his political as well as his theological control over Geneva.The discipline thus engendered made Geneva an even more successful centre of reform, becoming in effect the hub of a huge missionary movement. Other factors help to explain the success of reform in Geneva, including: †¢ †¢ the importance of Calvin’s writing and preaching should not be underestimated church organisation was important in holstering reform in Geneva 9 History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) †¢ †¢ †¢ Calvin’s authority was bolstered by such institutions as the Consistory and the Grabeau the assistance of the Genevan Council, once it had been purged of Calvin’s opponents, was critical he Genevan Academy became an important institution for the training o f Calvinist clergy, though, as it was only founded in 1559, its impact by 1564 was necessarily limited. Question 3 05 Explain why many new orders developed within the Catholic Church in the early sixteenth century (before 1540). (12 marks) Target: AO1(a), AO1(b) Generic Mark Scheme Nothing written worthy of credit. 0 L1: Answers will contain either some descriptive material which is only loosely linked to the focus of the question or some explicit comment with little, if any, appropriate support.Answers are likely to be generalised and assertive. The response will be limited in development and skills of written communication will be weak. 1-2 L2: Answers will demonstrate some knowledge and understanding of the demands of the question. They will either be almost entirely descriptive with few explicit links to the question or they will provide some explanations backed by evidence that is limited in range and/or depth. Answers will be coherent but weakly expressed and/or poorly structu red. 3-6 L3:Answers will demonstrate good understanding of the demands of the question providing relevant explanations backed by appropriately selected information, although this may not be full or comprehensive. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 7-9 L4: Answers will be well-focused, identifying a range of specific explanations, backed by precise evidence and demonstrating good understanding of the connections and links between events/issues. Answers will, for the most part, be well-written and organised. 10-12 Indicative contentThe process of Catholic renewal was exemplified by the creation and activity of new orders within the Church, mostly in central and northern Italy. A number of factors help to explain their emergence: †¢ †¢ †¢ there was clearly a ‘rising spirituality’ particularly amongst a number of committed churchmen such as Gaetano di Thiene there was an increasing perception that traditional monasticism was no longer able to provide the spiritual impetus and evangelising which the Church needed there was a willingness on the part of wealthy patrons to support the orders’ spiritual aims 10 History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) there is clear evidence that the foundation of some orders was a response to the social misery which characterised parts of Italy in the 1520s. Question 3 06 How important was the Papacy in reforming the Catholic Church in the years 1534 to 1564? (24 marks) Target: AO1(a), AO1(b), AO2(b) Generic Mark Scheme Nothing written worthy of credit. 0 L1: Answers may either contain some descriptive material which is only loosely linked to the focus of the question or they may address only a part of the question. Alternatively, there may be some explicit comment with little, if any, appropriate support.Answers are likely to be generalised and assertive. There will be little, if any, awareness of differing historical interpretations. The response will be limited in development and skills of written communication will be weak. 1-6 L2: Answers will show some understanding of the focus of the question. They will either be almost entirely descriptive with few explicit links to the question or they may contain some explicit comment with relevant but limited support. They will display limited understanding of differing historical interpretations. Answers will be coherent but weakly expressed and/or poorly structured. 7-11 L3:Answers will show a developed understanding of the demands of the question. They will provide some assessment, backed by relevant and appropriately selected evidence, but they will lack depth and/or balance. There will be some understanding of varying historical interpretations. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 12-16 L4: Answers will show explicit understanding of the demands of the question. They will develop a balanced argument backed by a good range of appropriately selected evidence and a good understanding of historical interpretations.Answers will, for the most part, show organisation and good skills of written communication. 17-21 Answers will be well-focused and closely argued. The arguments will be supported by precisely selected evidence leading to a relevant conclusion/judgement, incorporating well-developed understanding of historical interpretations and debate. Answers will, for the most part, be carefully organised and fluently written, using appropriate vocabulary. 22-24 L5: Indicative content The impact of the papacy during this period was, at best, variable.Paul III, despite his evident corruption and shortcomings, set up in 1536 the commission which produced the reform proposals contained in the Consilium†¦de Emendanda Ecclesia. Despite papal sponsorship, the Consilium achieved only a small proportion of its objectives, which might re inforce a critical stance concerning Paul III as a proponent of reform. On the other hand, he did set up the Council of Trent, though it achieved little during his pontificate. His successor, Julius III, had little interest in reform, though he did keep the Council in session. Paul IV, though genuinely 11History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) interested in reform, almost destroyed the reforming impetus on account of his divisiveness, antagonising both ecclesiastical colleagues such as Cardinal Morone and key Catholic monarchs such as Charles V, Philip II and Ferdinand. Pius IV managed to assuage Paul IV’s bitter legacy and, most importantly, set the Council of Trent back in motion and drove it to a successful conclusion. Other factors assisted the process of reform: †¢ †¢ †¢ †¢ the effects of the New Orders the early work of the Jesuits the eventual assertiveness of the Council of Trent reforming bishops. 12