α-glucosidase Inhibitory Effect of Coffee

ÃŽ ±-glucosidase Inhibitory Effect of Coffee Abstract The activity-based fractionation of coffee solutions by a series of chromatography techniques led to the isolation of an active compound I which exhibited a strong inhibitory activity against ÃŽ ±-glucosidase. The structure of compound I was established as norharman (9H-pyrido[3.4-b]indole) on the basis of HR-FAB-MS, 1H NMR, 13C NMR and 1H-1H COSY spectra. Compound I potently inhibited ÃŽ ±-glucosidase in a concentration dependent manner but it did not exhibit any significant activity against other glycosidases. A Lineweaver-Burk plot revealed that its inhibition mode of enzyme was uncompetitive with a Ki value of 0.13 mM. Keywords: ÃŽ ±-glucosidase inhibitor, ÃŽ ²-carboline, norharman, coffee, uncompetitive inhibitor Introduction Coffee is the most commonly consumed beverages in the world and the health benefits of coffee consumption have been extensively studied [10]: coffee has strong antioxidant properties in vivo [16, 18] and also reduces the risk of Parkinson’s [11] and Alzheimer’s diseases [4]. Recent studies have demonstrated that habitual coffee consumption is related to a significantly lower risk of type 2 diabetes [17, 19], but it remains unclear what mechanisms and what coffee constituents are responsible for the observed association. Animal and in vitro studies have suggested several plausible mechanisms for a beneficial effect of coffee on glucose metabolism: increase in insulin sensitivity [14], inhibition of glucose 6-phosphatase [2], an increase of glucagon-like peptide I concentration [15], and decreases the rate of intestinal absorption of glucose [12]. The ÃŽ ±-glucosidase is essential for carbohydrate digestion because carbohydrates must be degraded enzymatically in the intestine before they can be absorbed. The inhibition of ÃŽ ±-glucosidase slows down the process of dietary carbohydrates digestion and avoids postprandial hyperglycemia that plays a central role in the development of chronic diabetes associated complication [8]. Thus, ÃŽ ±-glucosidase inhibitors have exhibited high promise as therapeutic agents for the treatment of metabolic disorders, such as type II non insulin dependent diabetes, obesity, and hyperglycemia [3]. This work was intended to evaluate ÃŽ ±-glucosidase inhibitory effect of coffee previously reported as hypoglycemic and characterize the active principle isolated from coffee. Materials and Methods General p-Nitrophenyl (PNP)-ÃŽ ±-D-glucopyranoside, PNP-ÃŽ ±-D-mannopyranoside, PNP-ÃŽ ²-D-glucopyranoside and PNP-ÃŽ ²-D-galactopyranoside were purchased from Sigma-Aldrich (St. Louis, MO, USA). Yeast ÃŽ ±-glucosidase, almond ÃŽ ²-glucosidase, E. coli ÃŽ ²-galactosidase, jack beans ÃŽ ±-mannosidase, rat intestinal acetone powders, and norharman were also obtained from Sigma-Aldrich. Unless stated otherwise, all further chemicals were purchased from Sigma-Aldrich. All the reagents were of analytical grade. The UV spectrum was recorded on a Shimadzu model UV-160 spectrophotometer. High- resolution FAB mass spectra were obtained with a JEOL model JMS-AX505 HA spectrometer. 1H-NMR and 13C-NMR spectra were obtained on a Brucker AV 500 spectrometer operating at 500 and 125 MHz, respectively. (CD3)2CO was used as the solvent. Enzyme inhibition assay The intestinal ÃŽ ±-glucosidase inhibitory activity was determined as described previously with a slight modification [5]. The rat intestinal acetone powder was suspended in 100 mM sodium phosphate buffer (pH 7.0) and centrifuged at 12,000 rpm for 15 min. The resultant supernatant was used as the source of the small intestinal ÃŽ ±-glucosidases. For the assay of inhibitory activities of maltase and sucrase, the reaction mixture consisted of crude enzyme solution, 20 mM maltose or 200 mM sucrose, 100 mM sodium phosphate buffer (pH 7.0) and a given amount of inhibitor (50% dimethyl sulfoxide solution) in a total volume of 0.5 ml. After the reaction mixture was incubated for 15 min at 37 à ¢Ã¢â‚¬Å¾Ã†â€™, reaction was stopped by heating the mixture at 100 à ¢Ã¢â‚¬Å¾Ã†â€™ for 5 min. The ÃŽ ±-glucosidase activity was estimated by measuring the liberated glucose amount using the glucose oxidase method. Prior to measuring the glucose amount, the interfering agent, phenolic compounds were r emoved from reaction mixture by passing through a basic alumina column (1 x 3 cm). Acarbose was used as the positive control. The enzymatic activities of the various glycosidases were determined spectrophotometrically by monitoring the release of p-nitrophenol from the appropriate p-nitrophenol glycoside substrate [13]. The assay solutions and the potential inhibitors were added to a 96-well plate as follows: 20 L of 0.1 M phosphate buffer (pH 7.0), 20 L inhibitor, 10 L enzyme (1 U/mL), 10 L of 25 mM substrate and 40 L of methanol. Following incubation at 37  °C for 15 min, the assay solution was stopped by adding 300 L of 1 N NH4OH solution. The glycosidase activity was determined by measuring the amount of 4-nitrophenol released from p-nitrophenol glycoside substrate was determined with a microplate reader model 550 (Bio-Rad, CA, USA) at 405 nm. All of the analyses were performed in triplicate. The concentration of the inhibitor required for inhibiting 50 % of ÃŽ ±-glucosidase activity (IC50) was calculated by adjusting the experimental data (% inhibition versus the concentration of the inhibitor) to non-linear regression curves. The mechanism of enzyme inhibition was assessed by analyzing the double- reciprocal Lineweaver-Burk plot. Isolation of inhibitory compound from coffee Filtered brewed coffee was prepared in a household coffee maker: 75 g of ground roast coffee of Columbian Supremo (Arabica variety) and 500 ml water to give a brewed coffee. Commercial instant coffee (Tasters’ choice, Nestle) was made by dissolving 75 g instant coffee in 300 ml of hot water. Filtered brewed coffee and instant coffee solutions were separately centrifuged at 12,000 rpm and room temperature for 15 min, and used for isolation of ÃŽ ±-glucosidase inhibitor. The supernatant was adjusted to pH 9 with 1 N NaOH and extracted with ethyl acetate. The ethyl acetate layer was then extracted with 0.1 N HCl solution. This acidic solution was again adjusted to pH 10 with aqueous ammonia and extracted with ethyl acetate. The organic layer containing basic components was subsequently evaporated in vacuo. Forty batches of the above ethyl acetate extracts (total 3 kg each of ground coffee and instant coffee) were concentrated and subjected to silica gel column chromatography with an isocratic solvent system of chloroform-acetone (70:30). Fractions containing the active compound (F3-F6) were combined, evaporated, and subjected to a Sephadex LH-20 column (3 x 35cm) with MeOH as an eluent. Fraction number 10-12, which showed a high inhibition and a similar TLC profile (silica gel 60 F254, Merck, chloroform:acetone = 1:1, rf 0.2) were combined and further purified. The final purification of the active compound was achieved through semi-preparative HPLC separation on a reversed phase C18 column (ÃŽ ¼Bondapak, Waters, Milford, MA, USA) eluting with 75 % MeOH and detected through absorption at 254 nm. The retention time was 14.5 min. After removing the HPLC solvent in rotary evaporator, the active compound was obtained as a white powder by crystallization from cold acetone. Results and Discussion Both instant coffee and ground brewed coffee solutions inhibit ÃŽ ±-glucosidase enzyme activity. Instant coffee showed a slightly higher degree of inhibition than brewed coffee (Data not shown). The activity-based fractionation of coffee solutions by a series of chromatography techniques led to the isolation of an active compound I (2.24 ÃŽ ¼g/ g of roasted ground coffee; 3.85 ÃŽ ¼g/ g of instant coffee) which exhibited a strong inhibitory activity against ÃŽ ±-glucosidase. The isolated compound I was shown to be chromatographically pure by TLC and HPLC with various solvent systems and deduced to be a nitrogen-containing compound based on a positive reaction to Dragendorff’s reagent. The UV spectrum of the compound in methanol exhibited absorption maxima at 230, 285 and 348 nm. The molecular formula of compound I was determined to be C11H8N2 (M+ m/z 168.0736; calcd. 168.0688) by high resolution mass analysis. 1H NMR spectrum of compound I showed 7 aromatic proton signals (ÃŽ ´7.2-8.9 ppm) and one free proton signal (ÃŽ ´10.63 ppm). 13C NMR spectrum showed 11 carbon signals around 110-145 ppm (Table 1). Taken together, the structure of compound I was deduced as ÃŽ ²-carboline, norharman (9H-pyrido[3.4-b]indole, Fig. 1) with 1H NMR, 13C NMR, and 1H-1H COSY spectra and confirmed by comparison of physical data with those of the authentic specimen. Compound I potently inhibited ÃŽ ±-glucosidase in a concentration dependent manner, but it did not display any significant inhibitory effects against ÃŽ ²-glucosidase, ÃŽ ±-mannosidase, and ÃŽ ²-galactosidase when tested at a concentration of 10 mM (Table 2). The inhibitory profile demonstrated that the activity of compound I was greater against maltase compared with sucrase (IC50 values: 0.27 mM for maltase and 0.41 mM for sucrase). Although the inhibitory potency was weaker than that of therapeutic drug acarbose (IC50 value: 0.18 mM for maltase and 0.02 mM for sucrase), observed data clearly indicated the potential of compound I as an ÃŽ ±- glucosidase inhibitor. The pre-incubation of compound I with the enzyme increased the inhibition of ÃŽ ±-glucosidase activity, implying that this compound reacted with the enzyme slowly. The ÃŽ ±-glucosidase activity was fully restored when the enzyme was incubated with an amount of compound I which could inhibit enzyme activity up to 90 % follo wed by eliminating the compound I with a PD 10 desalting column (Pharmacia, Piscataway, NJ, U.S.A). This result demonstrated that compound I was a reversible inhibitor. A double-reciprocal Lineweaver-Burk plotting under various amounts of compound I showed linear lines intercepting on 1/V axis in parallel. The kinetic data suggested that the compound I was an uncompetitive inhibitor, with a Ki value of 0.013 mM (Fig. 2). As a result, compound I, a reversible uncompetitive inhibitor of ÃŽ ±-glucosidase, was isolated from coffee and identified as an active principle. When compound I was given in combination with a carbohydrate-rich diet orally, the postprandial plasma glucose levels were significantly dropped in non-diabetic rats (unpublished data). Compound I, a tricyclic indole ÃŽ ²-carboline alkaloid norharman is distributed widely in biological systems and exhibits a wide spectrum of pharmacological and neurological effects: antidepressant and antianxiety effects in rats [7], inhibitory activities of monoamine oxidase and nitric oxide synthase [9], as well as an increase of insulin secretion two- to threefold from isolated human islets of Langerhans [6]. However, ÃŽ ±- glucosidase inhibitory activity of norharman has not previously reported. Coffee has been noted as the primary exogenous source of norharman. A high variability in ÃŽ ²-carboline content of coffee samples was observed between coffee species (arabica, robusta) and also depended on roast degree and instant coffee production process. An average of 3 cups of coffee per person per day could account for an ingestion of up to 72 ÃŽ ¼g of norharman [1], although this will depend on the coffee strength. Coffee contains numerous substances. However, little is known regarding the effects of individual constituents on glucose metabolism. The cohort study has supported that the most prominent coffee compound caffeine is irrelevant to risk of type 2 diabetes [20]. Chlorogenic acid, the most abundant polyphenol in coffee, has been shown to reduce glucose concentrations in rats, caused by increasing insulin sensitivity as well as reducing hepatic glucose output through inhibition of glucose 6-phosphatase [12]. Without excluding any other possible mechanism, this report observes ÃŽ ±-glucosidase inhibitory activity as a possible mechanism of hypoglycemic effect of coffee and assigns ÃŽ ²-carboline alkaloid norharman as one of active principles in coffee. Coffee appears to contain active principles other than norharman as evidenced by several active peaks in chromatography systems. It may be possible that various active constituents in coffee act synergistically against ÃŽ ±-glucosidase acti vity. Characterization of other active principles is under progress. Figure legends Fig. 1. Structure of compound I (ÃŽ ²-carboline alkaloid norharman). Fig. 2. A Lineweaver-Burk plot analysis of rat intestine ÃŽ ±-glucosidase inhibition by compound I. 4-Nitrophenol-ÃŽ ±-D-glucopyranoside was used as a substrate. The concentration of compound I was 0 mM () or 0.25mM (). The values are expressed as means of triplicate reactions. Table 1. 1H and 13C NMR data for compound I in (CD3)2CO (ÃŽ ´ in ppm and J in Hz) position ÃŽ ´C ÃŽ ´H multiplicity, J 1 3 4 5 6 7 8 9 NH 10 11 12 13 134.8 139.5 115.1 122.3 120.1 128.9 112.4 122.1 112.6 137.2 141.6 8.90 8.33 8.0 8.28 7.21 7.53 7.60 10.63 (1H, br, s) ( 1H, d) J=5.5 (1H, d) J=5.5 (1H, d) J=8.0 (1H, ddd) J=8.0, 7.0, 1.0 (1H, ddd) J=7.5, 7.5, 1.0 (1H, dd) J=8.2, 1.0 (1H, br. s) Table 2. Inhibitory effects of compound I against various glycosidases Enzyme IC 50 ( ÃŽ ¼M) ÃŽ ±-glucosidase (yeast) 180  ± 3.2 Maltase (rat intestine) 270  ± 4.5 Sucrose (rat intestine) 410  ± 11.3 ÃŽ ²-glucosidase (almond) >1.0 x 104 ÃŽ ±-mannosidase (jack bean) >1.0 x 104 ÃŽ ²-galactosidase (E. coli) >1.0 x 104 Values are expressed as the means of triplicate reactions  ± standard deviation.

Male/Female Contrasts Essay Essay

There are many contrasts to male and female friendships. Both sexes share their feelings, thoughts, or even a casual conversation, differently from each other. Some say it’s because of a man’s ego, or a woman’s intuition that their friendships seem to work. Here are some contrasts of both genders friendships. Woman friendships usually seem to be more conversed, as for men it’s the opposite. Woman can talk about anything they want and share the same feelings or thoughts on the topic, but for men it’s a little less conversational. For men they think it’s feminine to talk about their feelings. Men usually refrain from talking to their friends about relationship problems so they typically talk about work related topics, sports, or anything that has to do with a man’s masculinity to show his friend he is dominate. But if men were to find themselves in a conversation they only talk about the things they have in common, which makes the men bond more and most likely to be better friends. Men don’t criticize each other’s opinion. As for women, if a girl sees her friend crying she is more likely to ask her to talk about why is she crying. Woman share common issues so their more likely to help one another. So you can say women are more sympathetic then men. Woman also criticize each other and because they know more information about each other, their more open to sharing personal information. Unlike woman, men participate in a total different activity when their together as oppose to woman. Men rather do more hands on activities such as painting a house, play sports (whether it be on a game console or in a big field), even going to the gym together, and also help another man with a mechanical problem. Like I stated before men try to avoid doing anything that has to do with emotions. Woman on the other hand does activities that don’t get them tired. Things like shopping, or share secrets; they don’t really do anything else but talk. They rather do things that involve finding things out about another person. Women can go out to a cafà © and sit down for hours talking about books or men. Men go into a cafà © order their stuff to go while talking about the hot girl in their work place. So in conclusion there are many contrasts to male and female friendships. Men and women friendships differ because of the way both sexes share their feelings, thoughts, or a casual conversation. Men rather do things that don’t involve talking about emotion but focus on the masculinity and do productive activities. As for woman there more conversed and sympathetic towards their friends and try not to do anything that would tire them out.

Human Observation

Mobile phones are conveniences but can impinge on the privacy of other people. Generally every place of public interaction regulates that people should switch of their mobile phones. However it is observed that this code of conduct is constantly violated. (Ralph, 2002). Repeated violations of this prime principle of mobile phone etiquette have led to its inclusion time and again in all dictums on the subject. (Briody, 2005). People generally tend to avoid switching off mobile phones in, â€Å"no cell phone calls† zone due to anxiety or fear of losing contact with the support group. II. Theory.Despite accepting the necessity of switching off mobile phones in public places, people do not comply with the same resulting in avoidable irritation. This violation of modern etiquette is an increasing trend. (Morgan, 2001). Constant connectivity provided by a utilitarian communication device creates unprecedented dependency on mobile phone in users, the absence of which leads to anxiety . Thus people tend to avoid switching off mobile phones in public places. III. Hypothesis. Students entering the library on the college campus will not switch of their mobile phones on entry as required by the library code of conduct.The scope of the study is restricted to students entering the Library and not to college professors or other staff. Library Code of Conduct. Library code of conduct requires mobile phones to be switched off to prevent disturbing fellow students. Adopting the silent, meeting or vibrator mode on the phone does not construe as switching off the mobile phone as the user can receive an indication of a call and would be tempted to converse on the phone leading to disturbance to other library users. IV.Procedure or Methodology. The investigator placed himself in the main hall of the library during the week end on Saturday and Sunday during the library working hours from 1000 hours to 1400 hours on both days. An assistant was placed in the second reading room o n the first floor during the same time to record findings. They could visually see a student on entrance and thus note whether he had put off his mobile phone or not. They could also hear ring tone of mobile phone in their respective areas.The investigator also arranged to obtain mobile phone numbers of all students based on their library records for this investigation against an integrity certificate that this information would not be used for any other purpose. The investigators noted the name of the student who was not seen switching off his mobile phone on entry in the library and having tallied his phone number from library records awaited for a ring tone on the subject’s mobile phone.After passage of one hour, the investigator(s) rang up the mobile phone number of the student carrying the phone without switching off and who had not received a call to confirm that he was indeed carrying his phone and had not switched it off. A tally sheet was used to record details of st udents who visited the library during the period, students who had switched off the mobile phone on entry, those who had not switched off the phone and received a call, those who were called by the investigators and responded, those called by the investigators and who did not respond.The gender and term record of students was also maintained. V. Results. 52 Students used the library on Saturday and 48 students used the library on Sunday from 1000 hours to 1400 hours on each day. The results of students observed on Saturday indicated that 13 students switched off their mobile phones on entering the library, 34 students attended the calls including 28 student’s calls not initiated by the investigators and 6 student’s calls initiated by the investigators. 5 students did not attend any calls in the library and presumably did not carry mobile phones.(Baseline Information Observation, 2006). The result of students observed on Sunday indicated that 11 students switched off th eir mobile phones on entering the library, 33 students attended the calls including 24 student’s calls not initiated by the investigators and 9 student’s calls initiated by the investigators. Only 4 students did not attend any calls in the library. The gender pattern of 13 students who had switched off their mobile phones on Saturday indicated that 9 were female and 4 were male. While of the 11 students on Sunday, 8 were female and 3 were male.The gender pattern of 34 students who attended calls on Saturday indicated that 22 were female and 12 were male. While of the 33 students who attended calls on Sunday 19 were female and 14 were male. The term pattern of the 13 students who had switched off their mobile phones on Saturday indicated that 9 were IInd term or higher and 4 were first term students. The term pattern of students who had switched off their mobile phones on Sunday indicated that 8 were IInd Term or higher and 3 were first term students.The Term pattern of the 34 students who attended calls on Saturday indicated that 21 were first term students and the remainder were IInd Term or higher. The Term pattern of students who attended calls on Sunday indicated that 15 were first term students while remainder were IInd Term or higher. VI. Discussion The results of students who had switched off telephones analyzed from gender pattern indicate that on Saturday 69 percent and on Sunday 72 percent were female. While the gender pattern of those attending calls on Saturday indicated that 65 % were female and 35 % male and on Sunday 58 % were female and 42 % male.The term pattern of students who had switched off mobile phones indicated that only 30 percent were first term students and the balance were IInd Term or higher on both days. While those who attended calls indicated that 61 % were first term student and the remainder were IInd Term or higher. A review of the results has proved the hypothesis that students entering the library on the colle ge campus will not switch of their mobile phones on entry as required by the library code of conduct. The results clearly indicate that a majority of students did not switch off their mobile phones on entering the library.This percentage was 75 % on Saturday and 77 % on Sunday. Of those who had not switched off their mobile phones in the library, 87 % attended to a call in the library violating norms on Saturday and 89 % on Sunday. The review of the gender pattern and the term pattern of students indicates that the tendency amongst females to switch off mobile phones was higher than males while first term students were prone not to switch off their sets on entering library. On the other hand amongst those who attended to calls in the library, a majority were female and first term students.This supports the premise that there is a possible link between the level of anxiety and tendency not to switch mobile phones on entering a no calls zone for fear of losing contact with the support group even for a limited period of time thereby missing important information or happening in their lives. The first term and female students are considered more vulnerable amongst the student community. The results attained could not be discussed directly with the participants to further seek their underlying assumptions and reasons for not switching off mobile phones and attending to calls in the library.This would have added greater credibility to the research but due to constraints could not be done so. Behavior Change VII. State the Problem. Observation results support the theory that due to high levels of anxiety people generally do not switch of their mobile phones on entering no call zones. The dependency syndrome created by the mobile phone thus needs to be altered. (Harrison, 2000). VIII. Theory. Mobile phones reduce anxiety and hence people tend to avoid switching them off even while inside a no call zone. Communicating with ones peer group is an essential feature of anx iety.Mobile phones enable us to remain connected with our support group at all times which indicates that in case people remain close to their in group, there would be reason to believe that they will comply with instructions on cell phone etiquette. IX. Hypothesis. Students entering the college library will switch of their mobile phones in case they come to the library with their, â€Å"in† group. The, â€Å"in† group comprises of those students who provide primary support in college. X. Procedure or Methodology The focus group was the first term students of the college.Library attendance was planned in groups for the first term. This was done with the assistance of the college administration on two days a Saturday and Sunday from 1000 to 1400 hours. The cooperation of the college administration was forthcoming given the pay offs of better mobile phone discipline in the college library. The first term students were selected keeping in view their greater likelihood to use mobile phones when staying away from their support group. The investigator along with the assistant retained a record as indicated in IV above.XI. Results. Six small first term groups attended the library on Saturday and five groups on Sunday. Each group comprised of three to four students, thereby total sample in a day varied from 15 to 20 students. The groups were comprised evenly of both the genders and gender comparison has not been undertaken. Of the six groups on whom data was gathered on Saturday, all students in four groups had switched off their mobile phones on entering the library. Two students one each from the other two groups did not switch off their mobile phones.Both the students attended to calls which were external and not from the investigators. Of the five groups on whom data was collected on Sunday, all students in four groups switched off their mobile phones on entering the library. One student from the fifth group did not switch off his mobile phone. The s tudent attended to the call from an external source. XII. Discussion The overwhelmingly positive response of the student groups indicates that when these students did not feel anxiety to communicate with their peers on telephone, their adherence to the rules was much better.There were only three students who violated the code. Each of these had received an external call. This indicates likelihood of their expecting calls other than from their, â€Å"in† group and thus leading them to carry their mobile phones. Thus an effective link of reduction of anxiety through availability of mobile phones has been clearly established, while at the same time there is a clear correlation of a high degree of dependence on mobile phones in people which needs to be overcome with more structured corrective interventions.The evolution of such interventions could form a further subject of research as the problem of mobile phone call interruptions is a perpetual one. While technology has attempte d to resolve the same through measures such as silent mode, behavioral interventions also need consideration which can be a subject of structured research. Reference 1. Morgan, John. (2001). Debrett's New Guide to Etiquette and Modern Manners. New York: Thomas Dunne. 2. Harrison, Linda (2000). The dos and don'ts of mobile phone etiquette. Retrieved on 02 January 2007 from http://www.theregister. co. uk/2000/06/01/the_dos_and_donts/. 3. Ralph, Louise. (2002). Look who’s talking: mobile phone etiquette. Retrieved on 02 January 2007 from http://www. econnect. com. au/pdf/quicktips/mobile. pdf. 4. Briody, Dan. (2005). The Ten Commandments of cell phone etiquette. Retrieved on 02 January 2007 from http://www. infoworld. com/articles/op/xml/00/05/26/000526opwireless. html. 5. Baseline Information Observation. (2006). Observations recorded during experiment. 6. Behavior Change. (2006). Observations recorded during experiment.

Sex Trafficking What The Law Should Be - 1771 Words

The act of sex trafficking has been around for many years and has always been a problem. This industry has harmed millions of people lives each year and yet there is still little action being done to stop it. Trafficking is defined as the act of forcing a person to do something, and in this case it is forcing people to sell their bodies for sex (Morrison 9). The industry of sex trafficking was originally started in 1994 and makes a preposterous amount of money, which ranges from five to seven billion dollars per year to the owners of the slaves (7). This industry is seen in many countries, including Spain, Russia, India, Germany, Brazil, United States, Mexico, and most of eastern Europe. These are just some of the big countries that†¦show more content†¦When these women are caught they try to plead their way out, but their owners bail them out of jail before they can do any harm to the industry (29). As a result these women are still seen as an accomplice to the prosti tution industry because they did not get their story across to the police force. In reality these women are victims because they are being held against their own will and are being force to partake in actions that harm their own health. They are victims of abuse, but because sex trafficking is similar to prostitution these women are rarely saved from this monstrous industry (Goodey 34). These women are victims and are being treated as criminals because of loopholes present in the European economy. The men who own these women treat them with no human dignity and consider them to be slaves. When searching for perspective prospects, these men look for women or girls that are in a vulnerable state and are looking for a new beginning to life (Pickup 45). 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Words Edge Doc Analysis of the Activists Documentary

From the opening lines of the movie, the activists in the documentary made clear, this movie would abandon the traditional tactic of â€Å"making a sufficiently depressing film.† The activists now believe there are individuals at different stages in their environmental advocacy. Knowing people are along different stages in their environmental advocacy, a one size fits all framing tactics will be insufficient to promote further environmental change. One of the first diagnostic frames the film addressed was energy consumption. More specifically, they address society’s reliance on coal, oil, and natural gas. These big three enables tremendous explosions of economic growth, propelling society forward into the modern era where we still rely on these big three for sustained economic growth. As Nichole Foss said, â€Å"our lives are completely predicated on the availability of cheap energy.† Another frame the documentary uses is the indirect critique of capitalism throu gh economic growth. Instead of using exploitative capitalism, individuals should adopt a more self-sufficient lifestyle. These themes of self-sufficiency and exploitation by capitalism appear in multiple places in the documentary. This documentary contains multiple components which spill over into other movements. One of which is the labor movement. The labor movement connects to the environmental movement because the labor movement sees particular aspects capitalism, particularly the relationship between the working classShow MoreRelatedContemporary Issues in Management Accounting211377 Words   |  846 Pagesproviding a voice of reason amidst all the consultancy excitement of seemingly new ways of costing the business world. He has played a similar role in the area of accounting standard setting, both taking forward the British tradition of the economic analysis of financial accounting and, of possibly greater significance, providing some very original analyses of the possibilities for meaningful accounting standardization. With an agenda as rich as this, it is all the more praiseworthy that Michael maintained

Tommy Hilfiger Essay - 1214 Words

Tommy Hilfiger Tommy Hilfiger, its a household name now. The patriotic red, white, and blue flag is as well known as the McDonalds arches. Chances are you probably own at least one of his products, jeans, sunglasses, shirts, suits, wallets, underwear, and the list goes on. People of all races, sex, and ethnic background wear his clothing and seem to have no problem paying substantially more money just to have the Tommy logo plastered on it. Those who wear Hilfiger are proud of the image it creates for them, they tend to be instilled with a sense of all the things Hilfiger stands for regardless of any controversy that may surround him.. Hilfiger took his first step into the fashion world in 1969. Driving his 1959†¦show more content†¦Clearly, he wanted his emblem to be purely American and to be known as something that originated in the United States. 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Segregation Among And Children Disabilities â€Myassignmenthelp.Com

Question: Discus About The Segregation Versus Among Children Disabilities? Answer: Introduction Children with disabilities and special needs have been reported of presenting certain issues. They are likely to encounter various challenges in terms of mixing with the general population and express themselves in a complete manner that is conducive to their holistic development. The behavioral outcomes in relation to their social communication as well as other cultural representations all are threatened as a consequence to discriminating attitudes. Disability in children has often been attributed to the impact due to isolation, segregation and discriminating behavior that delineates them from being considered as a part of the general or mainstream population (Fawcett 2016). Benefits of mainstreaming disabled children Children with disabilities are in constant need for achieving their developmental milestones by catering to their specific special educational needs that might include range of problems such as physical disabilities, behavioral issues or learning difficulties. However, instead of labeling for special education, arranging mainstream education for them might harbor positive outcomes where children shall have the opportunity of gaining both academically as well as in the social contexts through provision of appropriate accommodation (Boyle 2014). Need of funding An urgent call must be raised in terms of making proper allocations and arranging resources through which the rights of very children in all their fairness and justice may be achieved. In order to attain these objectives of an inclusive and socially just educational system, the schools must be well equipped and ready to impart holistic education through recruitment of adequate staff and resources. Teachers behavioral assessment must be streamlined for improving educational provision for the intended audience (Ballard 2016). Databases used The Google Scholar database was accessed for retrieving pertinent information related to the chosen topic. The database houses a huge and exhaustive collection of peer-reviewed articles on various topics and is updated as well (Falagas et al. 2008). In addition to this, the EBSCO host database was also utilized for procuring most relevant information. In any research strategy, keywords play a crucial role in narrowing down the search process to the desirable ones. Time is saved and accuracy may be maintained by virtue of using most suitable keywords that are in line with the chosen topic. Keywords are often clubbed with Boolean operators to shorten the search procedure (Lewis 2015). In this particular study, the keywords such as segregation, mainstreaming, benefits, children with disabilities were incorporated to retrieve suitable information related to chosen topic. The articles published within the timeframe ranging from 2007 until 2017 and in English language were only considered. Exclusion criteria The articles unrelated to the topic, published before 2007 and in any languages other than English were not considered for inclusion in the study. As per the given article, Gickling and Theobald (1975) in their work have already paid attention to the issue of mainstreaming children with disability. They have emphasized on pursuing a needs assessment in order to understand better the teacher attitude, perceptions and programs apart from the significance of adequate service delivery and teacher education. Holistic growth and development of child has been argued to be fostered through this avenue with commitment from the educators and active involvement of the stakeholders. Literature review conducted with respect to this issue will highlight on similar and relevant works that might have vital implications. Lindsay (2007) in his work has argued in favor of inclusive education or mainstreaming as a prime policy objective meant for educating the children and young people with special educational needs and disabilities. The effectiveness of inclusive education has been grossly investigated based on the child outcomes. Sample for the study has been selected as children with special needs ranging from preschool until their end of compulsory education. Relevant articles published between the years 2001 and 2005 in the journals of special education have been chosen for inclusion. A varied range of studies comprising of qualitative study, non-comparative case study and others were taken into consideration. Measurements were done in accordance with the social as well as educational outcomes. Respondents judgments were also emphasized alongside exploration of process factors such as that of teacher attitudes in addition to use of teaching assistants. The study concluded that promotion of inclusiv e education or mainstreaming education meant for disabled children is based on the rights of children to be incorporated into the realm of mainstream education and the proposed effectiveness of inclusive education in harboring positive results. The work by Wang (2009) has carried out a critical analysis in questioning whether every student having special educational needs should be incorporated in mainstream education provision. As per the traditional practices, separate learning environments are reserved for children requiring special educational needs thereby segregating them from the normal children who do not have any such requirements or disabilities. However, criticisms of these traditional approach has been rampant whereby many educators have proposed in favor of including such students in the mainstream schools so that maximization of their learning experiences may be achieved. A revamp of the educational curriculum through change in attitude of the educators have been suggested in this regard to attain holistic outcomes favoring the positive growth of such child. However, the study inferred that proper conceptualization of the childrens disabilities as well as the needs of children must be attended to for framing a suitable educational system. Active involvement of all the stakeholders consisting of educators, parents and school administrators is desirable in this context for driving goal-oriented results towards an inclusive education system through proper planning and sufficient coordination. ardiman, Guerin and Fitzsimons (2009) in their study has compared the social competence of children with moderate intellectual disability as observed in case of inclusive as opposed to segregated school settings in the Republic of Ireland. In course of the study, a convenience sampling was employed by virtue of two large intellectual disability services. 45 children in totality were recruited across two groups in which Group 1 comprised of 20 children attending inclusive school and Group 2 comprised of 25 children attending segregated school. On the other hand , the parents and teachers who attended the study were asked to complete the Strengths and Difficulties Questionnaire and the Adaptive Behaviour Scale. For the statistical analysis, 22 ANOVAs were computed based on social competence scores utilizing the educational placement types that accented for inclusive Vs segregated school in addition to proxy rater consisting of parent Vs teacher as independent variables. Evidences in su pport of majority of proxy ratings of social competence suggest that children in inclusive schools did not reveal significant differences with children in segregated schools thereby indicating the value of different educational setting. Hettiarachchi and Das (2014) in their work has highlighted on the preparedness of both the regular as well as special education teachers working in the domicile of Sri Lanka on matter related to teaching of students with disabilities in an inclusive educational setting. A mixed method approach was employed to carry out the study whereby 75 teachers were surveyed through using a two-part questionnaire. On the other hand, eight teachers participated in semi-structured interviews. Data analysis was completed by virtue of using the Framework Analysis for the interview dataset while descriptive statistics was employed for analyzing the survey derived quantitative dataset. Findings of the study revealed that special educators expressed greater perceived competence in terms of working with students having special needs in contrast to the general education teachers. Thus, teacher training in both pre-service as well as during in-service sessions has been indicated so that the concept of incl usive education may be well introduced and the purpose sufficiently achieved. Mainstreaming of children with disabilities may be attained through adoption of pragmatic approaches facilitating contextually-relevant and culturally-sensitive inclusion education for bringing forth positive outcomes. The study conducted by Olsson et al. (2015) has highlighted on the social service utilization patterns among children with mild intellectual disability alongside representing the differences that exist between children integrated into mainstream classes in comparison to children in self-contained classes. As part of the stud methodology, available social services records were utilized for the sake of using the social services among 84 children possessing mild intellectual disability in conjunction with their families, who are residents of two municipalities in Sweden. The results generated from the study has focused that one-third of the families pertaining to the childs disability received services while one-fourth of them had access to services on the pretext of social services. Thus, it was found that children who have been integrated into mainstream classes are less likely to be eligible for receiving social services due to their disability as opposed to children in self-containe d classes. Therefore, recommendations have been made in terms of expansion of outreach activities by the social services particularly in schools in order to ensure that families having child with mild intellectual disability receive appropriate, comprehensive services. Critical appraisal Reliability of the information presented in articles is generally adjudged by means of conducting critical appraisal. Critical appraisal of articles is necessary in this context to evaluate the validity and acceptability of information presented in these literature (Elwood 2017). In the following assignment, the Critical Appraisal Skills Program (CASP) tool will be utilized to achieve the desired purpose of evaluating the feasibility and reliability of the data used in study. The first study is a systematic review in which a clearly focused question regarding the effectiveness of inclusive education or mainstreaming has been addressed. Most relevant papers comprising of both qualitative as well as comparative outcome studies were incorporated in the study. The quality of the included studies have been properly scrutinized by catering to research methods and analysis with detailed insight into the procedures involved in selecting the most suitable study (Best and Kahn 2016). Studies of outcomes and studies of process have been categorized under two separate sections and the results as occurred through various studies have been combined for correct interpretation. Overall results have highlighted on the importance of inclusive education from two different aspects. Thus, precision in terms of the results is missing no definite conclusion has been arrived at. Application of the results to local population is questionable as all the important outcomes were not succinctly considered in the study thereby somewhat diminishing the acceptability of the information retrieved. In the second study, a critical analysis on matter relevant to the inclusion of students with special education needs into mainstream education has been speculated. Literature of diverse nature has been incorporated for providing an insight into the topic with analysis of the issue under separate headings. No information about the procedure of retrieval of papers has been mentioned in the article. The discussion of various articles has been placed based on relevancy with the topic heading. Quality of the articles has not been assessed and most of the articles referred in the article are old and belonged to the 1990s era. Proceedings of the various articles have been combined into one for indicating a prospective conclusion in which emphasis has been laid to reconsider the needs and concept of inclusive education meant for children with disability. Precision in terms of study results is missing due to lack of prudent analysis of study findings and consideration of all related variable s (Xu and Croft 2017). The third study has offered an insight into the issue of social competence of children having moderate intellectual disability by comparing the outcomes with respect to inclusive versus segregated school settings. The clearly focused issue has been addressed through attention being given to appropriate research methodology. Convenience sampling has been undertake in addition to measures being taken with respect to various questionnaire and scale. Moreover, ethical consideration was also taken care of in the study to conduct study in liaison with proper ethical and legal liabilities. Data analysis was also done diligently thereby adding to rigor and reliability of the data obtained. Efforts were also taken to minimize the occurrence of bias (Silverman 2016). Limitations of the study that confounded it have also been mentioned in due course of the article. Results obtained is very precise as it clearly stated that children in inclusive schools did not show significant difference compar ed to children in segregated schools on majority of proxy ratings in social competence. The fourth study resorted to a mixed method study design in which investigation was carried out with respect to preparedness of special and regular education teachers in Sri Lanka for teaching students with disabilities in an inclusive educational setting. In this qualitative study, appropriate methodology comprising of semi-structured interview and survey questionnaire has been utilized to derive proper conclusion. The aims of the research has also been clearly mentioned in the article thereby adding to the clarity of research undertaken. Hence, the methodology adopted is suitable and perfectly in line with the aims of the study. The relationship between the researcher and the participants has also been clearly defined whereby the specific tasks performed by the researcher has also been mentioned. The ethical issues associated with the research has also been mentioned in the article thereby enhancing the confidence in the data received from the analysis (Flick 2014). Descriptive sta tistics in conjunction with framework analysis was utilized for the sake of conducting data analysis along with indication about the implications of the research. Perceived competence about teaching students with special needs was higher among special educators in contrast to the general teaching educators. In the fifth study, a quantitative total population study was conducted by means of using the existing social service records. The study aimed to highlight the types and number of services that are being utilized by the families from the social services either due to childs disability or due to social problems. For attending the aim, the methodology adopted is quite acceptable. However, the number of sample recruited for the study might have been a little large so that the results obtained may be validated largely and might appear as a true representation of the population (Marshall et al. 2013). Recruitment of the participants was done appropriately with possible measures being taken to mitigate the generation of bias in the study apart from other confounding factors. Data analysis has also been rational with future directives for proper engagement of social services in catering to the needs of children with disabilities. Recommendation The discussions made in the above articles have indicated on a common aspect that inclusion of the disabled children in the mainstream education might harbor beneficial effects for them. Participation of these children with special needs into the general educational curriculum is likely to exert positive impact on their social and intellectual development. The holistic growth of the child is heavily dependent on the initiatives and approaches taken by the educational fraternity. The services and attitudes of the educators play pivotal roles in influencing the growth of the children with disability whereby core emphasis is laid on inclusive education. Rights of these children need to be safeguarded and justice should be upheld for them so that they might get the opportunities to lead their lives in sync with others. All the schools must be proactive in their endeavors to invest in optimal resources conducive to the development of the child. Funding is extremely important in order to a ttain the desired objectives. The school authorities might approach the education department to procure requisite funds for improving the educational environment status in which inclusive education for children with disabilities will be streamlined. Adequate finding will ensure mainstreaming of these children into society. References Ballard, K., 2016. Children and disability: Special or included.Waikato Journal of Education,10(1). Best, J.W. and Kahn, J.V., 2016.Research in education. Pearson Education India. Boyle, C., 2014. Labelling in Special Education: Where do the benefits lie?. Routledge. Elwood, M., 2017.Critical appraisal of epidemiological studies and clinical trials. Oxford University Press. Falagas, M.E., Pitsouni, E.I., Malietzis, G.A. and Pappas, G., 2008. Comparison of PubMed, Scopus, web of science, and Google scholar: strengths and weaknesses.The FASEB journal,22(2), pp.338-342. Fawcett, B., 2016. Children and disability: Constructions, implications and change.International Social Work,59(2), pp.224-234. Flick, U., 2014.An introduction to qualitative research. Sage. Gickling, E.E. and Theobald, J.T., 1975. Mainstreaming: Affect or effect.The Journal of Special Education,9(3), pp.317-328. Hardiman, S., Guerin, S. and Fitzsimons, E., 2009. A comparison of the social competence of children with moderate intellectual disability in inclusive versus segregated school settings.Research in Developmental Disabilities,30(2), pp.397-407. Hettiarachchi, S. and Das, A., 2014. Perceptions of inclusionand perceived preparedness among school teachers in Sri Lanka.Teaching and Teacher Education,43, pp.143-153. Lewis, S., 2015. Qualitative inquiry and research design: Choosing among five approaches.Health promotion practice,16(4), pp.473-475. Lindsay, G., 2007. Educational psychology and the effectiveness of inclusive education/mainstreaming.British Journal of Educational Psychology,77(1), pp.1-24. Marshall, B., Cardon, P., Poddar, A. and Fontenot, R., 2013. Does sample size matter in qualitative research?: A review of qualitative interviews in IS research.Journal of Computer Information Systems,54(1), pp.11-22. Olsson, L.M., Elgmark Andersson, E., Granlund, M. and Huus, K., 2015. Social service utilisation patterns among children with mild intellectual disabilitydifferences between children integrated into mainstream classes and children in self-contained classes.European Journal of Special Needs Education,30(2), pp.220-236. Silverman, D. ed., 2016.Qualitative research. Sage. Wang, H.L., 2009. Should All Students with Special Educational Needs (SEN) Be Included in Mainstream Education Provision?--A Critical Analysis.International Education Studies,2(4), pp.154-161. Xu, J. and Croft, W.B., 2017, August. Quary Expansion Using Local and Global Document Analysis. InACM SIGIR Forum(Vol. 51, No. 2, pp. 168-175). ACM.