Child Pschology Essay Example | Topics and Well Written Essays - 2500 words

Child Pschology - Essay Example However, for the ethics to be considered there are several dimensions that need to be considered. Each of these are based on the types of interactions which occur, ethical considerations associated with this and the unique situations that are associated with children in a given environment. Ethical Issues of Researchers The problems that arise with researchers are based on ethical considerations which occur as individuals are collecting data within a given field. As the data is collected, it becomes easy to change the perspectives of those that are studying while allowing the impact to alter with the study that is done. This raises ethical concerns for several reasons. The first is based on the impact that occurs when a researcher is on the scene. This can change the scenario of what is occurring. If the data is being collected by observation or interaction, then it may not be consistent with the expected results of those that are in the scene regularly. The ethical question then is concerned with how much a researcher can affect the outcomes of a given study and what the participation leads to. Personal changes, building relationships with others and interacting with the expectation to change things for the better while changing the data and the outcome of the research which is involved (Dennis, 2009, pg. 131). The concept of intervention as an ethical issue is one which can alter the data being collected on a variety of levels. This is dependent on the type of study conducted as well as the level of influence which occurs. The first is with interpersonal interventions, which is inclusive of creating relationships with other individuals involved in the study, specifically which is done with any interactions for the study and which is easily done with the study over a longer period of time. Administrative interventions are also considered, specifically which relates to individuals who have a sense of power over a given institution and which can begin to change or change the data within a given study. Enactment and modeling are also considered, both which are dependent on action based participation in the environment, all which specifically can lead to changed results within the environment. This may change the general way in which individuals would interact, may change the results of the study and questions the intention of finding relevant data without trying to alter the data for the research study (Dennis, 2009, pg. 132). The interventions which occur in research are not only important to note from the general changes which occur, but also the extent to which these can alter. When working with a general population, there may be the same responses which occur while changing only a few responses. However, when working with vulnerable populations or when seeking out answers or change with interpersonal relationships, it changes the data which is collected. There is a difference which occurs among the intervention types, specifically which can alter the data. If the population remains more vulnerable, then the integration of data can easily be manipulated with the researcher going in to make changes within a given society, as opposed to collecting the necessary data (Fisher, 1993, pg. 17). Ethical Issues with Children and Youth When a

Assessment and grading criteria Essay Example for Free

Assessment and grading criteria Essay Unit 1 – Fundamentals of Science Assessment and grading criteria To achieve a pass grade the evidence must show that the learner is able to: To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to: To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to: P1 outline the key features of the periodic table, atomic structure and chemical bonding M1brelate the key features of the periodic table to the conclusions drawn from the practical activities D1vexplain how standard solutions and titrations are prepared in industry P2vdemonstrate practically the ability to prepare chemical solutions and test their accuracy see more:analyse factors that contribute to the wellbeing of individuals Scenario: You are working as a scientist for ‘Edvisprog’ – a company producing visual aids for education. The team is currently working on a web-based program to help students understand the key features of the periodic table and information to guide students to help the teaching and understanding of the use of titrations. You have to produce word documents or powerpoint presentations that will provide the information for the web-based software. Remember: During this (and other assignments) credit cannot be given for a diagram  copied from the internet unless, (1) It is referenced and (2) You have interpreted the diagram in some way, for example, added your own labels or further described the concept conveyed in the diagram. Task 1 – Chemical Bonding and the Periodic Table In this task you have to describe atomic structure, outline the key features of the periodic table and describe chemical bonding Draw a diagram of a Calcium atom, label the key components of the atom. P1i The periodic table contains over 100 different elements in a specific order. Describe how the atoms in the periodic table are arranged. You will need to make reference to (a) groups, (b) periods, (c) metals and non-metals, (d) solids/liquids/gases. Choose three different elements and explain why each is in a particular group / period P1ii Ionic, covalent and hydrogen are the three main types of chemical bonding. Draw a series of diagrams, with explanations to outline the process involved in each type. P1iii Task 2 – Volumetric Analysis This task will require you to make a ‘Standard Solution’, this is a solution of known strength. You will make a solution of sodium carbonate. The strength of sodium carbonate (Na2CO3) is usually measured in moles. A one molar (1M) solution means one mole of substance (solute) per litre of solution. A mole is the molecular mass of a substance in grams. To calculate the molecular mass, the atomic masses of all the atoms in the molecule need to be added together. For example, the sodium carbonate molecule consists of one atom each of sodium (Na), carbon (C), and oxygen (O). Their respective atomic weights are: Na 23,C 12 and O 16, so the molecular weight, is 23 + 23+ 12 + 16 + 16 + 16 = 106. Thus 106 grams of Na2CO3 equals one mole of Na2CO3, and a 1 molar solution of Na2CO3will contain 106 grams of Na2CO3chemical, per litre of water. Using all the safety measures required, make a ‘Standard Solution’ of sodium carbonate. It can be any strength you like (within reason!) but you must know the strength exactly. This part of the task will be assessed by the teacher. P2i You will now use your standard solution to calculate the strength of a sample of HCl (Hydrochloric Acid). Procedure†¦ 1. Rinse all equipment with distilled water 2. Using a pipette add 25 cm3 of Na2CO3 to a conical flask 3. Add 3 or 4 drops of phenolphthalein. The solution will turn pink. 4. Fill the burette with Hydrochloric acid. 5. Add acid to the alkali, note how much acid is needed to neutralise the sodium carbonate, the solution will turn clear (to the nearest 1cm3) 6. Repeat the experiment a further three times, this time being accurate to 0.1 cm3 7. Take the average of the acid needed (from the three experiments in the previous step). P2ii Calculate the strength of the acid using the following information†¦ Na2CO3 + HCl ïÆ'   NaHCO3 + NaCl At equilibrium: Moles of Na2CO3 = Moles of HCl (as they react in a 1:1 ratio) Molarity of HCl (moles per litre) x Volume of HCl (litres) = Molarity of Na2CO3 (moles per litre) x Volume of Na2CO3 (litres) Molarity of HCl (moles per litre) = Molarity of Na2CO3 (moles per litre) x Volume of Na2CO3 (litres or ml) Volume of HCl (litres or ml) P2iii M1i Task 3 – Further Calculations This task requires you to further understand and describe the molecular changes from the previous experiment. The experiment reacted Na2CO3 with HCl to make NaCl and H2O. 1. Explain what makes HCl an acid/ 2. Explain what makes Na2CO3 an alkali, when dissolved in water? The diagram of Sodium carbonate may help you to explain this 3. Why does the hydrogen (H) form a positive ion in a hydrochloric acid solution? 4. When acids and alkalis react they form a salt, explain why a salt (in this case NaCl) is a very stable compound? 5. Explain why Sodium is in group 1, period 3 and Chlorine is in group 7, period 3. M1ii Explain in detail how you prepared your base solution, including the calculations. D1i Task 4 – Titrations in Industry Standard solutions are used in the chemical industry to measure and check the strength of chemicals. One particular example is the conversion of WVO (waste vegetable oil) into biofuel for diesel engines. The pH of WVO needs to be altered so it is approximately 8.5, which is the same as normal diesel. Explain how the pH of WVO is measured in an industrial setting and why the pH must be accurately determined. The following websites may be useful: http://en.wikipedia.org/wiki/Titration http://alternativefuels.about.com/od/biodiesel/a/bdtitration.htm D1ii Edexcel Level 3 BTEC Nationals in Applied Science (Forensic Science)Name†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Unit 01 – Fundamentals of Science Assignment 01-01, Volumetric Analysis Unit 1 – Fundamentals of Science Assessment and grading criteria  To achieve a pass grade the evidence must show that the learner is able to: To achieve a merit grade the evidence must show that, in addition to the  pass criteria, the learner is able to: To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to: P1 outline the key features of the periodic table, atomic structure and chemical bonding M1  relate the key features of the periodic table to the conclusions drawn from the practical activities D1  explain how standard solutions and titrations are prepared in industry P2  demonstrate practically the ability to prepare chemical solutions and test their accuracy Marking Grid: Task 1 – Chemical Bonding and the Periodic Table P1i Labelled diagram of atom Yes / No P1ii Key features of periodic table Yes / No P1iii Key features of chemical bonding Yes / No Feedback: Task 2 – Volumetric Analysis P2i Experiment conducted safely Yes / No P2ii Basic results from experiment obtained Yes / No P2iii/M1i Molarity of HCl calculated Yes / No Feedback: Task 3 – Further Calculations M1ii Questions answered about acids, bases and the periodic table Yes / No D1i Explained how standard solution was made, including calculations Yes / No Feedback: Task 4 – Titrations in Industry D1ii Describe the titration of WVO and the subsequent implications Yes / No Feedback: Criteria Awarded: P1 P2 M1 D1 Date: Student Response to Feedback:Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 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The History and Composition of Great Musical Pieces :: Music Musicians Composers Essays

The History and Composition of Great Musical Pieces Music is the most intangible art form. You cannot grasp or hold it, as you can other art forms. It is there for a minute, and it vanishes as soon as the last chord fades away. The great works of music are timeless. They remain with us after all the instruments have been packed away and the players have all gone home, in our heads, playing over and over. We hear them everywhere from shopping malls to commercials, even after their composers have been dead for hundreds of years. However, as technology grows and our lives get seemingly busier in this new millennium, the appreciation for this amazing art form has waned considerably. With digital synthesizers and greedy producers, the music that makes people feel their true existence has vanished. And I, being a devote musician, have grown up with the desire to recreate such music, to give people the chance to get swept off the dance floor and evoke great emotion. In order to do so, I am exploring the history of great musical pieces, so th at the facts behind the composers’ melodies, and their process in creating masterpieces will be as timeless as the music they made. I began exploring the musical world in second grade, when I begrudgingly started piano lessons following in my older sister’s footsteps. What began as a struggle turned out to be an ongoing experience I find in both my exploration of piano and viola (started in 5th grade). I am not a prodigal player, and whether I am a talented composer remains to be seen, but I find unexpected yet comforting roots among the musical world. With each day I learn more about various composers and get to know them and their styles. From Mozart’s pure melodies, Beethoven’s harmonies, to Chopin’s ability to seamlessly modulate from key to key I find finesse, detail and ease. I am fascinated by their abilities to pull a melody out of thin air and embellish it. I feel that I am not the only one gripped by the music composers create; the whole human race enjoys listening to music, whether it is classical, jazz, rap or one of the many other forms of music the world has to offer toda y. Music has always been an integral part of human life. Not only has it followed us throughout our history, but it has its own history.

Kite Runner Essay Essay

Khaled Hosseini’s kite runner has many themes that are significant. This book also has themes that are hidden to the reader, to find these themes the reader needs to think about the events that occur in the book. In this book redemption, discrimination, and violence play a big role in the events in this book. Redemption is one of the most important themes in the kite runner. Throughout the story, Amir is trying to redeem himself because of many events that he was a part of. In the begging of the story Rahim Khan calls Amir and tells him â€Å"There is a way to be good again.† (Page 2) Putting this in the first chapter of the story tells the reader many things about Amir, it could tell us that Amir has done many things that he regrets, or he has done things that caused pain to someone else. Amir’s mother dies when she is giving birth to him, throughout the story Amir tries many different things to redeem himself to his father. When Amir wins the kite competition he thinks that he would finally redeem himself for his mothers death. Amir thinks that he redeems himself because â€Å"A smile played down on my father’s lips. He opened his arms† (Page 79) When someone does this someone will automatically think that you redeemed yourself to that person. Another event that Amir does that he redeems himself for later is when he blackmails Hassan. Amir’s father gives him a watch and Amir decides to put it under Hassan’s pillow. Later when Amir’s father finds out that he took his watch he forgives him, but Ali (Hassan’s father) says that they make the decision to leave. To the near end of the book, when Amir goes back to Afghanistan, he receives a letter from Hassan. The letter tells him that he (Hassan) died, and that he has a son that it taken by the Taliban. Amir tells Farid (The person who takes Amir around in Afghanistan) about Sohrab, and he tells him â€Å"You have a visa to go to America, to life with me and my wife. It’s true. I promise† (Page 355) When Amir found out that he lost his best friend he went through a lot of trouble to get Sohrab. Amir could have avoided this if he did not frame Hassan. If Amir did not frame Hassan, Hassan and Ali could have fled the country with Amir and his father. This event has a big impact on the events in the story. Without these examples of redemption, it is hard to picture the book ending in the way that it did. Along with many other themes, discrimination is one of the less discussed themes in this book. In my opinion I think that discrimination should be a theme that should be as important as any other theme. Discrimination plays a big role in the kite runner because of the structure of the social classes. In the begging of the story we know that Hassan is Amir’s Hazara but later we know that he is Amir’s brother. When Amir won the kite competition Hassan went to get the winning the kite. Hours had passed and Hassan did not show up. Amir goes looking for him and he asks Omar (only involved in one paragraph) if he saw Hassan, Omar answers him by saying â€Å"Your Hazara?† (Page 68) without saying more than two sentences, we can see that people in the class with Hassan are treated with no respect and they are called Hazaras. Another event that happens when Hassan finally finds the kite that allowed Amir to win the competition he is surrounded by Assef and his gang. Assef is one of the biggest discriminators towards Hazaras as he is intimidating Hassan, he says, â€Å"A loyal Hazara, Loyal as a dog† (Page 72) When Hassan said this he could of compared Hassan to something else, but he picked a dog to show the most disrespect towards Hassan. In my own opinion I think that discrimination towards Hazaras in Kabul is horrible because they are treated as if they are a different race of people. Hazaras have the exact physical features as any average human being but they are treated like they are slaves. This is how discrimination, which is one of the themes that is not talked about a lot, is significant in this book. Violence is also one of the themes that are not discussed as much, violence should be because it is important and it is hidden. There are many examples that show violence in the book. One of the examples that show violence is when Hassan gets raped when Assef and his gang surround him. The author does not tell the reader that Hassan got raped but instead he makes Wali, one of the members of Assef’s gang, tell Assef â€Å"My father says it’s sinful† (Page 75) This is a indirect message to inform the reader that Hassan gets raped. This is one great example that violence plays a big role in the process of this book. Assef could of threated Hassan instead of raping him. In my opinion I think that he could not have done something that wasn’t related to violence. Assef wanted to have his revenge on Hassan but it was hard to do something that has nothing to do with violence. Later on in the book, when Amir and Hassan do not talk to each other after Hassan got raped for him over a kite. Hassan asked if he could go under the pomegranate tree and let Amir read a story for him. When Amir and Hassan were under the pomegranate tree, Hassan asked Amir what he was doing wrong so he could stop, Amir told him that Hassan should stand up for himself. Hassan did not answer and Amir started to throw pomegranates on Hassan, Amir then told him â€Å"Hit me back! Hit me back goddamn you† (Page 92) this is another great example that shows the violence that is included in the book. Hassan is the most loyal person in the book and Amir does not appreciate it; instead Amir wants Hassan to hit him with a pomegranate. When Hassan stands up, he then smears a pomegranate on his face and walks away. This is how violence plays a theme in the book. It is not as visible as the other themes in the book but it is as significant as the other themes. Redemption, discrimination, and violence are themes in Khaled Hosseini’s kite runner that play a big role in the book. Without these three themes it is hard to picture if the book would end up the way that it actually ended up being. Quotes and Information taken from â€Å"Kite Runner† by Khaled Hosseini

Related text to whose life is it anyway?

Related text to whose life Is it anyway? – Power and the Individual What Ideas of power are represented In â€Å"whose life Is It anyway† and the related tested material you have chosen and how does the related text link to the prescribe text? There are many Ideas and reasons why My Sisters keeper and whose life is It anyway have similar relations to the power and the individual.For one the battle of individual rights, Both Anna and Ken fight for their individual rights to their Body and life. Ken doesn't want to live anymore because he thinks there is no point as he can't do anything for himself and need nurse to help. Anna wants individual rights to her body because she doesn't want to be cut open and have needles stuck in her time after time if its not going to help her sister and her sister wants Anna to win her rights so she can die because she is in a lot of pain and can't take it anymore.Another reason is Power of Law Ken wishes to die and due to his medical stat us he is unable to make this happen, the power of law Influences his situation as he asks he doctors multiple times to kill but due to the law they are unable to do this. Anna's situation Is Influenced by the power of law as she Is a child & her parents are her legal guardians therefore giving them the power to make her decisions for her.She Is mature enough to make her own decisions but she is too young, she seeks to be medically released so she is able to have the choice. The power of physical strength is also another reason; Ken has no power of physical strength because he is a quadriplegic. Anna, as a child has less physical strength than her parents, therefore their power is stronger.

Neurofibromatosis & Its Genetic Implications Essays - Genodermatoses

Neurofibromatosis & Its Genetic Implications Essays - Genodermatoses Neurofibromatosis & Its Genetic Implications The National Institute of Health defines Neurofibromatoses as group genetic disorders that affects the development and growth of neural cell tissues. These disorders cause tumor growth in nerve tissues, skin changes, and in some cases bone deformities. Of the eight possible subtypes of Neurofibromatosis (NF) at least 85% are represented by NF Type 1, also known as von Recklinghausen or classic peripheral neurofibromatosis. It has a prevalence of about 1:4000 live births. An additional ten percent have NF Type 2, also known as acoustic or central neurofibromatosis and occurs in about 1:50,000 live births (Baskin 1). This paper will deal only with the more prevalent NF Type 1 and focus on the symptoms of the disease and biochemical aspects of the NF1 and the ethical implication of inherited genetic disorders. NF1 is an autosomal dominant inherited disease characterized by multiple caf-au-lait spots, numerous fibromas, and Lisch nodules. Most manifestations appear during childhood and early adult life. Clinical criteria for diagnosing the disease must include two or more of the following symptoms: (1) six or more caf-au-lait spots larger that 5 mm in pre-pubescent individuals and greater than 15 mm is post-pubescent individuals, (2) two or more neurofibromas of any type or one plexiform neurofibroma, (3) axillary or inguinal freckling, (4) sphenoid bone dysplasia, (5) optic glioma, (6) Lisch nodules, and (7) a family history of NF1. Other manifestations include learning disabilities, epilepsy, mental retardation, scoliosis, gastrointestinal neurofibromas, pheochromacytomas, and renal artery stenosis (Goldman 2074). Caf-au-lait spots are pigmented macules of giant melanin granules seen in the basal layer of the epidermis and are distinguished by the presence of more DOPA-positive melanocytes than surrounding skin and a smooth border and light brown color of the macules. Neurofibromas are hamartomatous, a mass of disorganized tissue indigenous to a particular site (Robbins 134), that are composed mostly of Schwann cells, but also contain fibroblasts, mast cells and macrophages. Plexiform neurofibromatoas, large, multilobe pendulous masses, are more deeply situated in large nerves, usually involve the limbs, and are associated with hypertrophy of underlying soft tissues and bones. Lisch nodules, or iris harmartomas, are the most common manifestation of NF1. They are dome shaped, elevated, avascular, melanocytic nodules of the iris with a smooth shape and some translucency (Baskin 1-3). Neurofibromatosis Type I is an autosomal dominant disorder without predilection for sex, race, or color. It shows with complete penetrance with highly variable expression. The gene is located on chromosome 17q and the gene encompasses around 350 kilobases (Goldman 2074). The gene codes for the protein neurofibromine which resembles certain proteins that inactivate oncogenes (Hulsebos 620); thus lacking neurofibromine can lead to an increased disposition to cancer. Although the disorder is inherited, the spontaneous mutation rate is between 2.4 and 4.3 x 10-5 (ncbl.nlm.nih.gov). A predominant paternal derivation suggests that the original mutation occurs in the mitotic divisions that take place during male gametogenesis but not during female gametogenesis. The NF1 gene can show a twelve kilobase deletion involving exons thirty-two through thirty-nine in some cases or a more severe deletion involving a 100 kilobase deletion from exon four near the five prime end of the gene to intron thirty-nine near the three prime end of the gene (nclb.nlm.nih.gov). There does not appear to be any correlation between particular genotypes and phenotypes (Goldman 2074). The sequence of the NF1 gene predicts 2,485 amino acids in the NF1 peptide. The peptide shows some similarity to human GTPase activating protein (GAP). This finding suggests that NF1 codes for a cytoplasmic GAP-like protein that interacts with proteins like the RAS gene product in the control of cell growth in. shows that the tumor suppressing activity of the NF1 protein negatively regulates p21 (RAS) and shows a positive growth role for RAS activity in NF1 tumors. The NF1 gene product neurofibromine contains a GTPase activating protein known as NF1 GRD that downregulates RAS by stimulating intrinsic GTPase. Since RAS and GTP are major regulator molecules in cell growth and differentiation, mutant neurofibromines resulting from somatic mutations in the NF1 gene might interfere with the RAS signaling pathway and thus contribute to the development of tumors (ncbl.nlm.nih.gov). The probability of transmission of NF1 is 50% with each pregnancy,

Quick Review of Radioactivity and Radiation

Quick Review of Radioactivity and Radiation Unstable atomic nuclei will spontaneously decompose to form nuclei with higher stability. The decomposition process is called radioactivity. The energy and particles which are released during the decomposition process are called radiation. When unstable nuclei decompose in nature, the process is referred to as natural radioactivity. When the unstable nuclei are prepared in the laboratory, the decomposition is called induced radioactivity. There are three major types of natural radioactivity: Alpha Radiation Alpha radiation consists of a stream of positively charged particles, called alpha particles, which have an atomic mass of 4 and a charge of 2 (a helium nucleus). When an alpha particle is ejected from a nucleus, the mass number of the nucleus decreases by four units and the atomic number decreases by two units. For example: 23892U → 42He 23490Th The helium nucleus is the alpha particle. Beta Radiation Beta radiation is a stream of electrons, called beta particles. When a beta particle is ejected, a neutron in the nucleus is converted to a proton, so the mass number of the nucleus is unchanged, but the atomic number increases by one unit. For example: 23490 → 0-1e 23491Pa The electron is the beta particle. Gamma Radiation Gamma rays are high-energy photons with a very short wavelength (0.0005 to 0.1 nm). The emission of gamma radiation results from an energy change within the atomic nucleus. Gamma emission changes neither the atomic number nor the atomic mass. Alpha and beta emission are often accompanied by gamma emission, as an excited nucleus drops to a lower and more stable energy state. Alpha, beta, and gamma radiation also accompany induced radioactivity. Radioactive isotopes are prepared in the lab using bombardment reactions to convert a stable nucleus into one which is radioactive. Positron (a particle with the same mass as an electron, but a charge of 1 instead of -1) emission isnt observed in natural radioactivity, but it is a common mode of decay in induced radioactivity. Bombardment reactions can be used to produce very heavy elements, including many which dont occur in nature.