Important Partnerships between Police Officers and the Community Research Paper

Important Partnerships between Police Officers and the Community - Research Paper Example This research paper explores the importance of partnership between police officers and community in reducing criminal activities in the society. Today, law enforcing agencies look at the best approach to handle domestic violence and crime. The need to stump out crime in the society needs a collective effort, which would involve the police and the community. Criminologists argue that partnership between the police officers and the community can help to reduce crimes committed in the community. Largely, the society has a role to play in controlling the security, crime and any other vice that is likely to occur in the community. The manner in which prosecutors handle cases of domestic violence indicates the partnership between the police officers and the community could help to avert criminal activities in the society. Notably, prosecutors use the following approaches to handle cases of domestic violence evidence based prosecution, no drop policies, and special regional or district atto rneys. In conclusion, the importance of partnership between community and police officers include improved safety in the society, effective police activities in the community, leverages of resources used by the police, and leads to a reduction of criminal activities or improvement of behavior in the society. Largely, coordination of information between the society and the police leads to address and possible prosecution of the criminals. Arresting and prosecution of criminals would be difficult without the cooperation of the community.

Measuring student attitudes ....ect Essay Example | Topics and Well Written Essays - 500 words

Measuring student attitudes ....ect - Essay Example However, it is more efficient for instructors to have a clear idea about students’ backgrounds, conceptions, misconceptions and attitudes toward Statistics. Another issue is that some students come from different colleges and they do not have enough knowledge about statistics. Measuring student attitudes towards introductory statistics course for non- specialist gives us a good idea about how we can develop their statistical conception and achievement. A lot of studies exploring and investigating the relationship between attitudes toward statistics and achievements have been carried out and some of them involve Wise (1985), Katz &Tomazic (1988), Toto (1992). However, there has not been enough research to address the issue of conception and misconceptions in statistics (Garfield &Alhgren, 1988; Mevarech, 1988; Lasser, 1994; Barkley, 1995). For instance, Barkley (1995) points that understanding and correcting students’ misconceptions in statistics, would help statistics’ instructors to decide the best corrective activity to eliminate misconceptions. Apart from the studies that have been carried related to the research area, there has not been enough research to address the issue of conception and misconceptions in statistics (Garfield &Alhgren, 1988; Mevarech, 1988; Lasser, 1994; Barkley, 1995). Also, there is lack of research about measuring student attitudes, conceptions and achievements towards statistic course for non statistician students in Saudi Arabia. The researcher will use the questionnaire as the first method to collect data from non-specialist students who have studied the introductory undergraduate statistics course in different colleges of the universities. The second method interview, will be used to gather data from the teachers who teach introductory undergraduate statistics course in these colleges. This study will be carried in the northern

Happiness Essay Example for Free

Happiness Essay Can I ask you one question? When was the last time you feel you are happy? When was the last time you feel sad? As you answer my question, is it the happiest moment of your life? Do you experience something different? I am Brian, a (2007) student taking up speech communication course. I do feel right now getting nervous and getting the attention of yours to impart my own experience of happiness. I define happiness in various ways. I see it in different perspective. I seek true happiness and it is my ultimate goal. What is happiness to me? And why is it important to me? Happiness is emotionally feeling good, content, and excited. I remember when I was in third grade, which was the first time my crush noticed me. I felt something different and my heart kept pounding. Happiness meant feeling delightful and satisfaction of oneself. Happiness is the state of being happy, at peace, free, content, and satisfied. Every individual wanted to feel happy more willingly than feel poignant. The importance of being happy reflects when I feel sad. I choose to live my life happy and it gives me a positive outlook of life. If I’m happy, I tend to share this happiness with someone. In return, I affect the society in part. I tend to tell stories every time I’m feeling good and better. I tell everything, every topic that comes into my mind, may it be my love life, academics, and / or social relationships. Sometimes, I keep on telling my friends about politics, and science advancement in our country. What is true happiness to me? True happiness is different from pleasure. You can be happy but not pleased, vis-a-vis. Pleasure always goes together with satisfaction. Happiness involves a feeling, more deep than satisfaction. Happiness is the feeling of being content and fulfilled on the things I desire. Pleasure is different from happiness, I may take pleasure on the thing I am doing but I am unhappy. Happiness is an experience not an emotion. I look this idea on different perspective. Happiness is one’s feeling in a situation where I feel happy. Being happy does include both emotion and the cause of that emotion in a particular situation. In example, I’m always happy when I come together with my friends. Happiness is the state of being happy from the inside reflecting to others. It is an experience of peace and freedom. Happiness is my ultimate goal. I live and plan to be happy. Although I feel depressed in my studies, love life, and family (sometimes), I wanted to smile every day at least once in a day just to comfort my self and ignore those bad things happening to me. I wanted to spend the rest of the day fulfilled and content. I am studying for my future for the reason to be happy. In the near future, my goal to be a successful person is my motivation to happiness. Unhappiness drives me to be happy. I define happiness through my sad experiences. This is ironic? But, I will only define and differentiate happiness from unhappiness when I experience both. I am often driven by the emotion and I wanted to find solution in my unhappiness. Most of the time, I eat a lot to counter my unhappiness (Gronbeck, et al. , 1985). I often ask myself if I’m happy or not? Every day, I smile for the purpose of removing stress and pressure from my problems. Whether I am happy through love life, family, and / or friends, what is important is to feel content. I define happiness in different points / perspective. I define my happiness out of my emotions and experience. I define happiness different from pleasure. I delimit the importance of happiness in an individual. Everything is driven out by my goal to be happy. Moreover, my aspiration to be happy motivates me to be successful in the near future. As I defined earlier what meant happiness, I’m happy that I reached the end of speech. I wish you will all be happy at the end of the day.

Traditional Monoclonal Antibodies and Recombinant Antibodies

Traditional Monoclonal Antibodies and Recombinant Antibodies Introduction: Antibody is a special molecule that present in our bodies to fight against infections and stimulate immune response. Typical antibody is a Y shaped molecule consists of two H (heavy) and two (light) chains. Two antigen-binding fragments (Fabs) are linked with a constant region (Fc)(Brekke and Sandlie 2003). After the discovery of murine monoclonal antibodies produced by hybridoma cells developed by Kohlor and Milstein(Kohler and Milstein 1975), the role of monoclonal antibodies in therapeutics and clinical diagnostics are increasingly important in the last three decades (Laffly and Sodoyer 2005). The term monoclonal antibody is defined as an antibody molecule which is monospecific and derived from a single B cell clone. Results in using fully murine monoclonal antibodies in therapeutics are not ideal and problems aroused in triggering unwanted human immune responses. These problems force the generation of recombinant antibodies in the replacement of traditional monoclonal antibodies. Tailor-made recombinant antibodies fragments increase flexibility both in immunotherapy and immunodiagnostics. The application of minimal form of functional antibodies single-chain antibodies (scFvs) are the most popular form of recombinant antibodies fragments as diagnostic agents (Hagemeyer et al. 2009). In this assignment, the comparison between traditional monoclonal antibodies and recombinant antibodies as therapeutics agents and diagnostics tools will be discussed. From the example of tragedy TGN 1412, the potential risk of using recombinant antibodies in therapeutic agents should not be ignored. Finally, future perspective of recombinant antibodies in gene therapy and using polyclonal antibodies as novel immunotherapeutic strategy will be discussed. Theoretically, probably any kind of monoclonal antibodies can be produced with the aid of hybridoma technique. The continuous culture of hybridoma cells creates an inexhaustible supply of monoclonal antibodies in the laboratories by cell culture or rodent(Nelson, Reynolds et al. 2000). Its highly specificity, stability and homogeneity are ideal for diagnostics and in therapeutic purposes. After the introduction of the first FDA approved drugs OKT3 launched into the market in 1986, the results of using fully murine monoclonal antibodies in human was not promising (Chatenoud, Baudrihaye et al. 1986; Chatenoud, Jonker et al. 1986). This is because murine originated monoclonal antibodies triggered several immunogenic responses in human body. One of the problems arise is human anti-mouse antibodies (HAMA) or anti-globulin antibodies (HAGA) response (DeNardo, Bradt et al. 2003; Presta 2006) generated against the administrated murine antibodies. Studies showed that around 30-75% of patients with solid tumors and relapsed B-cell malignancies developed HAMA response after exposure to murine antibodies (Smith, Nelson et al. 2004; Majidi, Barar et al. 2009). The activation of HAMA response is mainly due to the host antibodies generated against the idiotopes of the administered murine antibodies. Moreover, rapid clearance of murine Abs shortens its serum half-life and relatively ineffective to trigger cytotoxic effect (e.g. ADCC and CDC) compared to human antibodies hindered murine Abs as therapeutics agents (Presta 2006). Based on the above unresolved problems, with the aid of genetic engineering, murine monoclonal antibodies are modified to become less immunogenic and enhance potency in therapeutics and diagnostics. Three different types of recombinant antibodies are generated: chimeric, humanized and human antibody. In chimerization, the murine variable region is fused with the human constant region forming chimeric antibodies(Presta 2006). This modification imitates the human immune system. Although chimeric antibodies is less immunogenic but may trigger human anti-chimeric antibody responses (HACA)(Baert, Noman et al. 2003). Further maturation technique is humanization (hyperchimeric). In this technique, only the complementarity determining regions (CDRs) from the murine antibody was grafted into a human constant and variable regions (Smith, Nelson et al. 2004). By resurfacing, reshaping and hyperchimerisation of hyperchimeric antibody, the antibody binding affinity improved. Although the above me thods minimize immunogenicity, but immune response result of xenografting may occur. Finally, human antibodies can be generated by transgenic mice and in vitro combinatorial libraries (Brekke and Loset 2003; Brekke and Sandlie 2003; Presta 2006). Antibodies which generated under this method are expected to be identical to human antibodies with clinical significant without any side effects. One of the examples in combinatorial library approach for the selection of antibodies is by phage display technology in which antibody variables domain are expressed as fusion protein as coated on the surface of the bacteriophages. Under combinatorial library approaches and transgenic mice, the chance of getting fully human antibodies are higher when compared to hybridoma and chimeric antibody technologies. In addition, single-chain variable fragment (scFv) and Fab fragment can be isolated (Brekke and Loset 2003; Brekke and Sandlie 2003). Therapeutics application Fc portion in an intact antibody trigger effector function which is undesirable for therapeutic applications. Therefore, for a desirable antibodies design for cytokine inactivation or receptor blockage, the main considerations of antibody design are: size, tissue penetration, distribution, half-life, effector function, affinity, stability and immunogenicity. scFv and Fab fragments are preferred as choice of preference when compared to traditional antibodies because of smallest in size, high binding affinity, specificity, good tissue penetration and reducing immunogenicity due to HAMA response. scFv and Fab antibodies have a shorter half-life than whole antibodies and this drawback can be overcome by PEGylation. In addition, the attachment of PEGylation of murine monoclonal antibody reduces HAMA response of the host after administration(Laffly and Sodoyer 2005). Applications of monoclonal antibodies are vastly employed in therapeutic agents (e.g. treatment of cancer) and in clinical diagnostic (e.g. histopathological diagnosis). Humanized mAbs (transgenic mice) (resurfacing, reshaping and hyperchimerisation, etc) Phage display technology (Fabs and Fvs) In recent years MAbs have become very important commercial reagents, and currently contribute to over 30% of biopharmaceuticals in development and production. To date, 10 different MAbs have achieved FDA approval, with others in phase III trials.4 Applications Antibody conjugates (Majidi, Barar et al. 2009) Unconjugated mAbs (Majidi, Barar et al. 2009) rAbs for cancer therapy immunohistology genetic immunotherapy(Pelegrin, Gros et al. 2004) scFv for diagnostics tools (size, immunosensor, inhibition of imnflammation and complement system) (Hagemeyer, von Zur Muhlen et al. 2009) Problems polyclonal vs monoclonal therapeutics (Haurum 2006) TGN1412 incident (Self and Thompson 2006) References: Baert, F., M. Noman, et al. (2003). Influence of immunogenicity on the long-term efficacy of infliximab in Crohns disease. N Engl J Med 348(7): 601-608. Brekke, O. H. and G. A. Loset (2003). New technologies in therapeutic antibody development. Curr Opin Pharmacol 3(5): 544-550. Brekke, O. H. and I. Sandlie (2003). Therapeutic antibodies for human diseases at the dawn of the twenty-first century. Nat Rev Drug Discov 2(1): 52-62. Chatenoud, L., M. F. Baudrihaye, et al. (1986). Restriction of the human in vivo immune response against the mouse monoclonal antibody OKT3. J Immunol 137(3): 830-838. Chatenoud, L., M. Jonker, et al. (1986). The human immune response to the OKT3 monoclonal antibody is oligoclonal. Science 232(4756): 1406-1408. DeNardo, G. L., B. M. Bradt, et al. (2003). Human antiglobulin response to foreign antibodies: therapeutic benefit? Cancer Immunol Immunother 52(5): 309-316. Hagemeyer, C. E., C. von Zur Muhlen, et al. (2009). Single-chain antibodies as diagnostic tools and therapeutic agents. Thromb Haemost 101(6): 1012-1019. Haurum, J. S. (2006). Recombinant polyclonal antibodies: the next generation of antibody therapeutics? Drug Discov Today 11(13-14): 655-660. Kohler, G. and C. Milstein (1975). Continuous cultures of fused cells secreting antibody of predefined specificity. Nature 256(5517): 495-497. Laffly, E. and R. Sodoyer (2005). Monoclonal and recombinant antibodies, 30 years after. Hum Antibodies 14(1-2): 33-55. Majidi, J., J. Barar, et al. (2009). Target therapy of cancer: implementation of monoclonal antibodies and nanobodies. Hum Antibodies 18(3): 81-100. Nelson, P. N., G. M. Reynolds, et al. (2000). Monoclonal antibodies. Mol Pathol 53(3): 111-117. Pelegrin, M., L. Gros, et al. (2004). Monoclonal antibody-based genetic immunotherapy. Curr Gene Ther 4(3): 347-356. Presta, L. G. (2006). Engineering of therapeutic antibodies to minimize immunogenicity and optimize function. Adv Drug Deliv Rev 58(5-6): 640-656. Self, C. H. and S. Thompson (2006). How specific are therapeutic monoclonal antibodies? Lancet 367(9516): 1038-1039. Smith, K. A., P. N. Nelson, et al. (2004). Demystifiedrecombinant antibodies. J Clin Pathol 57(9): 912-917.

Comparing Medieval and Rennaisance Paintings Essay -- essays research

Comparing Medieval and Rennaisance Paintings In the following essay I shall compare and contrast paintings from the medieval and renaissance period. Medieval paintings were very realistic and precise. The king in the painting is in the middle, and anything painted in the middle is the center of attraction or the important object in the painting. To prove this theory, I looked at the painting and the first thing that caught my eye is the king. The human body is not too detailed but the actions they are doing or intend to do are very clear. The painter created visual space in this painting in a very witty way; he painted pillars and ceiling ornaments, which is an indication of height and space. I think it is a very successful method because the person who is looking at the painting has sp...

Education In Turkey :: essays research papers fc

EDUCATION IN TURKEY   Ã‚  Ã‚  Ã‚  Ã‚  Education is the act or process of providing knowledge skills or competence by a formal course of instruction or training. Through out history societies have sought to educate their people to produce goods and services, to respond effectively and creatively to their world, and to satisfy their curiosity and aesthetic impulses. To achieve reliable knowledge and to think systematically. Over the course of human history education has appeared in many forms, both formalised and informal. Major thinkers have always recognised the educational value of intellectual exploration and of concrete experimentation. Most societies have attempted to standardise the behaviour of their members. These societies have apprenticeship systems by which the young have learned to imitate the beliefs and behaviours of a given group. Teachers have worked within schools of thought cults, monasteries and other types of organisations to shape desired convictions, knowledge and behaviour. Such philosophical and religious leaders as the Budha, Confucius, Pythagoras, Jesus, Moses, Muhammad and Karl Marx instructed their disciplines through informal education. Turkish State and Turkish Society give great importance to the education since the Turkish Republic was established in 1923. The fall of Ottoman Empire at the end of the first world war and the foundation of the republic after the successful conclusion of the war of independence are two important factors which have made the existence of the new Turkish Society possible. The great desire of this society which is adopted in the social and economic fields to the general life conditions of western civilisations is to work for the benefit of mankind while enjoying all the privileges of civilised life within the family of Nations. In order to reach this goal, it has above all been necessary to establish an educational system in all its stages in such a way as to diffuse its light to all classes of the population.   Ã‚  Ã‚  Ã‚  Ã‚  Bases of the Turkish Education leans to the last years of the Ottoman Empire. The road towards modern education was charted by Selim III and Mahmud II and was followed with accelerated speed by their successors. In the 1876 constitution, educational reforms had been mentioned for the first time ‘For education continued to be regarded as the necessary foundation for the reorganization of the empire and the creation of a cadre of new leaders to maintain it’ As one contemproary writer put it ‘The solution of the ‘sick man’ was not through extemination but through education’. Education In Turkey :: essays research papers fc EDUCATION IN TURKEY   Ã‚  Ã‚  Ã‚  Ã‚  Education is the act or process of providing knowledge skills or competence by a formal course of instruction or training. Through out history societies have sought to educate their people to produce goods and services, to respond effectively and creatively to their world, and to satisfy their curiosity and aesthetic impulses. To achieve reliable knowledge and to think systematically. Over the course of human history education has appeared in many forms, both formalised and informal. Major thinkers have always recognised the educational value of intellectual exploration and of concrete experimentation. Most societies have attempted to standardise the behaviour of their members. These societies have apprenticeship systems by which the young have learned to imitate the beliefs and behaviours of a given group. Teachers have worked within schools of thought cults, monasteries and other types of organisations to shape desired convictions, knowledge and behaviour. Such philosophical and religious leaders as the Budha, Confucius, Pythagoras, Jesus, Moses, Muhammad and Karl Marx instructed their disciplines through informal education. Turkish State and Turkish Society give great importance to the education since the Turkish Republic was established in 1923. The fall of Ottoman Empire at the end of the first world war and the foundation of the republic after the successful conclusion of the war of independence are two important factors which have made the existence of the new Turkish Society possible. The great desire of this society which is adopted in the social and economic fields to the general life conditions of western civilisations is to work for the benefit of mankind while enjoying all the privileges of civilised life within the family of Nations. In order to reach this goal, it has above all been necessary to establish an educational system in all its stages in such a way as to diffuse its light to all classes of the population.   Ã‚  Ã‚  Ã‚  Ã‚  Bases of the Turkish Education leans to the last years of the Ottoman Empire. The road towards modern education was charted by Selim III and Mahmud II and was followed with accelerated speed by their successors. In the 1876 constitution, educational reforms had been mentioned for the first time ‘For education continued to be regarded as the necessary foundation for the reorganization of the empire and the creation of a cadre of new leaders to maintain it’ As one contemproary writer put it ‘The solution of the ‘sick man’ was not through extemination but through education’.

Summary of the Omnivore’s Dilemma

Human  Ethology  Bulletin,  October  2007] The Omnivore’s Dilemma: A Natural History of Four Meals By  Michael  Pollan Penguin  Press,  New  York,  NY. 2006,  450pp. ISBN  1? 59420? 082? 3  [Hdbk. ,  $26. 95] Reviewed by William F. McKibbin and Todd K. Shackelford Florida Atlantic University, Dept. of Psychology, Davie, FL 33314 USA [E-mail: [email  protected] edu, [email  protected] edu] The  Omnivore’s  Dilemma  is  the  latest  book  by  Michael  Pollan,  best  known  for  his  previous  best? selling  work,  The  Botany  of  Desire. Here,  Pollan  has  crafted  a  well? written  and  enjoyable   exploration  of  humans’  relationship  with  food.The  book  is  written  for  a  lay  audience,  but  is   appreciable  by  all. Pollan  begins  by  focusing  on  a  seemingly  simple  question,  Ã¢â‚¬Å"What  should  we  h ave  for  dinner? †Ã‚   The  answer,  it  seems,  is  not  so  simple  for  omnivores  like  us. Pollan  guides  the  reader  by   examining  the  three  major  types  of  food  production  and  divides  the  book  into  these  three areas:   Industrial  (focusing  on  the  modern  food  industry’s  reliance  on  corn),  Pastoral  (focusing  on   organic  food  production,  both  Ã¢â‚¬Å"big†Ã‚  and  Ã¢â‚¬Å"small†Ã‚  scale),  and  Personal  (focusing  on  personally   hunting  and  gathering  one’s  food).The  first,  Industrial  section  of  the  book  demonstrates  that  nearly  everything  we  consume  in   Western  society,  particularly  in  America,  is  in  some  way  derived  from  corn. The  processed   foods  that  seem  a  staple  of  modern  living  ar e  derived  largely  (if  not  wholly)  from  corn. Even   foods  such  as  eggs,  chicken,  fish,  and  beef  are  essentially  derived  from  corn:  cows,  chickens,   and  fish  are  coerced  to  consume  a  food  that  to  them  is  highly  unnatural. If  w