Non-invasive Strategy for Isolating Cancer Cells

Non-invasive Strategy for Isolating Cancer Cells Here, we report non-invasive strategy for isolating cancer cells by autonomously propelled carbon nanotube (CNT) microrockets. H2O2-driven oxygen (O2) bubble-propelled microrockets were synthesized using CNT and Fe3O4 nanoparticles in the inner surface and covalently conjugating transferrin on the outer surface. Results show that self-propellant microrockets can specifically capture cancer cells. Self-propelled micro-motors have paved the way to exciting applications in biomedical field such as delivering drugs,[1] nanoscale transport and assembly,[2] motion-based biosensing disease markers and microrobotics.[3] The usage of such micromachines to transport diverse payloads is one of the next prospects for nanomotor development.[4-6] Particularly chemically powered micro-/nanomotors based on different chemical compositions and structures, that are capable of moving autonomously in the presence of hydrogen peroxide fuel are being given emphasis.[2,3,7,8] Among these, self-propelled microshuttle is lucrative for practical biomedical applications.[2-7]. Especially, fabrication of nano and micropropellant systems featuring specific cell recognitions in shortest time frame is highly anticipated and yet challenging. We report for the first time a chemically-powered CNT based magnetic micromachine for isolating and transporting cancer cells. Described microrocket technology could find a potential application as a bio-analytical micromachine for selective and rapid isolation of circulating cancer cells (CTCs). Detecting CTCs is a challenge due to the extremely low occurrence (10-100 per milliliter of blood) of CTCs among a large number of hematologic cells in the blood (109 mL-1).[10,11] Several strategies, involving immunomagnetic beads or microfluidic devices, have been designed for isolating and accounting CTCs from blood.[12-14] However, most of these approaches are limited by their slow rate and low CTC-capture yield.[13,14] Currently, only one technology is available commercially (CellSearch ®) to identify CTCs from the blood of cancer patients.[9] We recently reported rapid and specific isolation of CTC based on magneto-dendritic nanosystem [12] Here we show the preparation of bio-functionalized microrockets and their application for rapid isolation of cancer cells. Microrocket system consists of three functional components: (i) CNT, (ii) iron oxide (Fe3O4) nanoparticles for magnetic isolation, and (iii) Tf ligand (Tf) for specific targeting. Fe3O4 nanoparticles were loaded in the inner surface of CNTs as described previously with some modifications.[15] The unique advantages of the microrocket platform are: i) low density of microparticles ii) instantaneous propellant motion of microparticles (downward and upward) with an ability to ‘strike’ cancer cells in its path, iii) rapid capture (~5 min) of TfR-overexpressing (TfR+)cancer cells at the clinically relevant concentrations (approximately 1 CTC per 105 blood cells), iv) specific targeting ability due to presence of Tf ligand, which is generally used to capture cancer cells overexpressing TfR on their membranes, v) magnetic isolation of the captured cells owing to the presence of Fe3O4 nanoparticles and (v) large surface area and internal volume allows multiple components to be loaded onto the nanotube. We followed a multi-step process (Figure 1A) to synthesize the Tf-CNT-Fe3O4 platform. Figure 1A displays the TEM image of Fe3O4-CNTs. We observed that Fe3O4 particles deposited inside CNT had a uniform size of ~ 6 nm (see supporting information; Figure S1). Moreover, the image indicates the successful assembly of the Fe3O4 nanoparticles in the nanotubes with 4~8 nm i.d.Coupling of Tf on CNT-Fe3O4 composite was confirmed by Fourier transformed infrared (FTIR) spectroscopy (see supporting information; Figure S2). Further, Tf attachment quantified by a modified Bradford procedure was found to be ~ 0.2 mg of Tf per g of CNT-Fe3O4. The magnetic property of Tf-CNT-Fe3O4 particles was also visually evaluated in aqueous medium by placing it next to a permanent magnet (see supporting information; Figure S3). Figure 1B illustrates the self-propulsion of suspended Tf-CNT-Fe3O4 microparticles mimicking microrocket in a solution containing H2O2. Microrockets initially propelled instantaneously towards the bottom of the tube and gradually reverted direction upwards. We noticed that the speed of the Tf-CNT-Fe3O4 microrocket was strongly dependent on the H2O2 concentration (Figure S4). As expected, the microrockets display highest speed at the maximum H2O2 (8%) concentration tested in aqueous solution. The upward directional speed of the microrockets decreases gradually from 0.90 mm†¢s-1 (at 8%) to 0.68 mm †¢ s-1 (at 4%), and subsequently to 0.56 mm †¢ s-1 (at 1%) per unit area of the particles. We hypothesize that microrocket motion is influenced by the surrounding H2O2 concentration as it affects the rate of the Fe3+ reduction to Fe2+. Notably such chemically powered micromotors are commonly incompatible with the high ionic strength environment of biological fluids and extending the scope of such microrockets to physiological conditions is a key challenge. So we studied the ability of our microrockets to propel in biological fluid such as Dulbaco’s modified eagle medium (DMEM) cell media. Interestingly, the microrockets were found to propel efficiently even in DMEM containing 4% of H2O2. Figure 1B shows images of the microrocket at different vertical positions during its motion for a complete cycle. Initially, it was observed that microrockets, of smaller dimension, floated at the meniscus due to the low density and attached O2 bubbles, formed by Fe3O4 nanoparticle catalyzed decomposition of H2O2. Once the smaller bubbles dispersed, a downward movement was observed (Figure 1B) due to the gravitational force. In the meantime, more O2 bubbles formed and adhered to the Tf-CNT-Fe3O4 particle and in few seconds, the adhered O2 bubble grew larger by coalescence of several smaller bubbles. Eventually the total volume of the bubble was sufficiently high, so that the buoyancy force balanced the gravitational and viscous forces and the microrocket moved upward (Figure 1B).[16,17] Figure 2A shows the tracking trajectory of a microrocket in cell media, indicating a vertical motion. It is noted that the microrocket moved with high average speed of 0.38 mm †¢ s-1 in the downward direction and 0.62 mm †¢ s-1 in the upward movement per unit area of the particle (about 12 and 16 times its body length per second). This corresponds to a large driving force of over 231 and 300 pN, based on the drag force F=6πΠ¼rv, where v is the speed, and ÃŽ ¼ is the viscosity of the medium and r is the radius of the microrocket. Further, when the concentration of H2O2 in cell media was varied there was notable effect on the speed as shown in Figure 2B. The speed of the microrocket at 8% H2O2 concentration was ~1.9 and~1.4 times higher in the downward and upward direction than at 1% of H2O2 concentration. Also, the number of times the microrocket moved up and down changed. At high H2O2 concentration (8%) the total distance moved by the microrocket was ~2 times more than that at lower concentration (1%) (Figure S5 and S6). Moreover, it was also revealed that the speed of the microrockets was only slightly affected in DMEM. The speed of the microrocket was 10% less in DMEM cell media compared to aqueous media containing 4% H2O2. Partial blocking of Fe3O4 surface by adsorbed proteins and increased solution viscosity may be respon sible for this moderated speed. We validated the application of microrockets for selective and rapid isolation of cancer cells from a heterogeneous population by separating HCT116 cells from an artificial CTC suspension. We placed cell suspension in DMEM at the concentration of (1 x 106 cells mL-1) containing 4% H2O2. Tf-CNT-Fe3O4 microrockets were incubated in cell suspension for 5 min to target and isolate the HCT116 cells. We envisioned that Tf-functionalized microrockets could strike and selectively bind suspended HCT116 cells through the TfRs and finally transport them at the top of the tube from where they can be retrieved. Figure 3A illustrates the pick-up and transport of a cancer cell by a microrocket. On the other hand, Figure 3B shows cancer-cell-loaded microrocket. The force necessary for moving a relatively large (~16 mm) cancer cell is considerably high. The minimum force necessary for transporting such large cells at one body length per second in DMEM estimated from Stokes’ law is 1.88 pN. The high speed of the microrocket is slightly affected by the cell loading (e.g., decreasing from 0.62 to 0.50 mm†¢s-1 in cell media), reflecting its high towing force. We observed that Tf-CNT-Fe3O4 microrockets can efficiently pick-up and transport HCT116 cancer cells. We observed rapid action and selective targetability of Tf-CNT-Fe3O4 microrocket in capturing cells from a suspension. It also confirmed that the isolated cells remained normal for ~30 min and could be used for further studies (see supporting information; Figure S7). In addition, the HCT116 cell viability was also evaluated in DMEM containing 4% H2O2 after 1 hour. The study showed majority of the cells (78%) remained viable (Figure S7). Furthermore, in order to confirm that the specific interaction of Tf-CNT-Fe3O4 microrocket with TfR+ cells (such as, HCT116) is because of Tf, we used CNT- Fe3O4 microrocketwithout Tf to capture TfR+ cells (as a negative control). We found that no cells were attached to the CNT-Fe3O4 microrocket even after 5 min incubation. Hence, experiments with HCT116 confirm that after 5 min incubation, there is very little non-specific interaction of cells with the Tf-CNT-Fe3O4microrocket. In addition, to evaluate the effect of self propulsion of Tf-CNT-Fe3O4 microrocket on HCT116 capture, Tf-CNT (without Fe3O4) was used. It was found that Tf-CNT could capture only ~ 22% HCT116 cells (see supporting information; Figure S8). The study shows that self-propulsion of Tf-CNT-Fe3O4 microrocket plays a significant role in cell capture and isolation. Our final goal was to quantify the capture efficiency of microrocket while targeting cancer cells from an artificial CTC suspension. We spiked human peripheral blood mononuclear (hPBMC) cells with TfR+ GFP-labeled HCT116 cells in various hPBMC: HCT116 ratios (e.g. 1 x 103:1, 1 x 104:1 and 1 x 105:1). Cell suspensions of different ratios were incubated with Tf-CNT-Fe3O4 microrocket for 5 min prior to magnetic isolation. Following isolation, both the captured and the residual cell suspensions were imaged to estimate the number of captured and uncaptured HCT116-GFP cells in each sample. Assuming the number of captured HCT116-GFP cells to be NC, the number of uncaptured HCT116-GFP cells to be NU and following the method of Zheng et al, the capture efficiency (C.E.) for each dilution was estimated as:[18 (1) Figure 4A shows image of captured cells (green) attached to the Tf-CNT-Fe3O4 particles (black). As expected, Tf-CNT-Fe3O4 particles are seen to aggregate following magnetic separation. Figure 4B shows an image of the residual cell suspension containing hPBMC cells and, in this particular case, a single uncaptured HCT116-GFP cell is seen (shown in red circle). Figure 4C shows a plot of recovered vs. spiked HCT116 cells. The % of recovered HCT116 cells for the clinically relevant range of HCT116:hPBMC ratios (1:1 x 104 to 1:1 x 105) are highlighted separately in the histogram of Figure 4D. Cell capture studies confirmed that Tf-CNT-Fe3O4 particles can successfully capture ~ 85% of the cancer cells within 5 min from a background of hPBMNCs even when the abundance of cancer cells is as low as ~0.001% of total number of cells. Experimental Section Preparation of CNT-Fe3O4 microparticle: Purification and oxidation of CNT were carried out using a previously described literature procedure.[18] Oxidized CNTs (AO-CNT) were then mixed with ethylene glycol and water. FeCl3â‹…6H2O and FeCl2â‹…4H2O were added to the mixture and sonicated for 2 h, followed by vigorous stirring for 4 h. The pH was adjusted to ~10 using NH4OH. The resulting CNT-Fe3O4 microparticles were isolated by magnetic separation, washed with distilled water and dried overnight under vacuum. Conjugation of Tf with CNT-Fe3O4: 2 mg of Tf was dissolved in 2 mL of D.I. water and 1.0 mg of the CNT-Fe3O4 was added to it. EDC.HCl was added to this reaction mixture (adding the same number of moles of EDC.HCl as Tf) and constantly stirred at room temperature for 4 h. The reaction time was limited to 4 h to avoid any possible intramolecular cross linking. Resulting Tf conjugated CNT-Fe3O4 microparticles were isolated by magnetic separation and dried at room temperature under vacuum. Tf-CNT-Fe3O4-cell imaging: HCT116-GFP cells were plated at a density of 2 x 105 mL-1 on glass coverslips in 35 mm culture dishes. After 24 h, HCT116 cells in 1 mL DMEM were treated with 500  µg mL-1 of Tf-CNT-Fe3O4 in a NMR tube for 5 min and then subjected to magnetic field separation. The cell pellet obtained after a minute in the strong magnetic field was removed from the remaining cell suspension (containing uncaptured cancer cells). The captured cell pellet and the residual cell suspension was imaged by a Zeiss microscope (Zeiss, Observer.Z1) fitted with a 20 Ãâ€" objective using both bright field and fluorescence channels and the number of cells were counted using ImageJ plugin.[19 Estimation of capture efficiency from artificial CTC suspension: Artificial CTC samples were prepared by spiking hPBMCs with GFP-labeled HCT116 cells at specific ratios (1:103-1:105 for HCT116:hPBMC respectively). 500  µg mL-1 Tf-CNT-Fe3O4 was added to the 1 mL of artificial CTC mixture incubated for 5 min and then subjected to magnetic field separation. The cell pellet obtained after a minute in the strong magnetic field was removed from the remaining cell suspension (containing hPBMCs and uncaptured cancer cells). The captured cell pellet and the residual cell suspension was imaged and the number of HCT116 cells were counted using ImageJ cell counter plugin.[19 Motion parameters, cell culture, isolation of human hPBMC and characterization are included in the supporting information. Conclusions We demonstrated a novel CNT based microrocket that propels efficiently by the thrust of O2 bubbles. The new self-propelled microrockets display ultrafast propulsion in aqueous solution as well as in DMEM. The microrocket displayed a driving force of over 231 and 300 pN in DMEM containing 4% H2O2. The speed and the distance travelled by the microrocket can be manipulated by changing the H2O2 concentration. The designed multifunctional microrocket has the ability to (i) rapidly target (~5 min) and efficiently capture (~85%) TfR+ cancer cells from an artificial CTC-like suspension, (ii) magnetic isolation of the captured cells from peripheral blood cells and (iii) subsequent high resolution imaging. We envision that such self-powered micromotors may provide a new and unique approach for rapid and efficient extraction of CTCs from biological fluids and hence for the early diagnosis of cancer and its recurrence.

Using Online Forum In Language Learning Education Essay

Using Online Forum In Language Learning Education Essay Online forums are also known as discussion boards or message boards. They enable users of a website to interact with each other by exchanging tips and discussing topics related to a certain theme. Learning through online forum is an important learning strategy for students to improve their language skills .This article looks at the benefits of online forum in language learning particularly in improving students writing and communication skills. Keywords: online forum, language learning, writing skills, communication skills INTRODUCTION Technology has the potential to enhance the learning of students if used appropriately. It can encourage more independent and active learning (McKimm, Jollie, Cantillon, 2003). A key reason for the use of technology within a learning situation is to enhance the quality of learning and teaching (Groves ODonoghue 2009). With the rapid development of computer-mediated communication , online forums have become more involved in classroom settings to promote student critical thinking, knowledge construction and language learning autonomy (Lim Chai 2004; Marra, Moore Klimczak 2004). Computer-based online discussions or online forums have been used in a wide range of higher education setting to provide major learning environments for distance education or to supplement face-to-face discussion (Jacobsen 2006). Discussion board or online forum is one of the primary tools of electronic learning according to Harman Koohang (2005). The use of computer based online discussion through online forum is evident in the curriculum of many courses throughout the physical world in universities such as in Australia, New Zealand, South Korea, the United Kingdom, and the United States of America (Scott Ryan 2009). Although online discussions are employed by most universities in Malaysia (Sam and Lee 2008), schools may not be aware of this new technology. In the Malaysian context, students in primary and secondary schools do not acquire enough practice and exposure in English language since it is taught for a limited period of time in the classroom. There is a need for teachers to encourage students to use new technologies such as online forum to gain more exposure in the language. As purported by So (2009), asynchronous online discussion forums, are some of the simplest computer-mediated communication tools that teachers can easily integrate into their teaching to extend discussions beyond classroom contexts. This article is organized by addressing the following questions: What are the benefits of online forum? What are the characteristics of a good online forum? Does online forum improve students writing skills? Does online forum improve students communication skills? DEFINITION OF ONLINE FORUM According to Sheri Cyprus (2010), an online forum is also known as a message board, online discussion group, bulletin board or web forum. It differs from a blog. An online forum is a discussion area on a website whereby members can post discussions, read and respond to posts by other forum members. A forum can revolve around any subject in an online community. Like other internet-based learning environments, online forums provide a way for maintaining communication for learners who are not able to meet face-to-face or who prefer logging-on at different times (Sanchez- Sweatman 2001). Online forum is a kind of computer mediated communication which allows individual to communicate with others by posting written messages to exchange ideas. It uses asynchronous type of communication (Santosa et. al 2005) Nelson (2010) postulated that an online forum can be defined as an accessible group communication space. Proper utilization of online forums can enhance the effectiveness of communication. THE BENEFITS OF ONLINE FORUM Online forums provide many benefits to students and teachers. In a research conducted by Teine (2000), students have been found to be in favor of the self-paced, self-regulated feature of asynchronous discussions compared to face-to-face discussions. On the other hand, Callan (2006), states that online forums create a discussion environment. Everything that gets posted gets read over and over again. Online forums rarely turn into heated arguments as people are given time to research and consider their comments before replying. This in turn, makes high-quality discussion. Smith (2001) points out that well structured and appropriately facilitated online discussion can provide a learning environment that allows the immediate application of new information to learners personal and professional lives. Besides, online forums are more flexible compared to face to face communication as they provide time to reflect and think and allow both introverted and extroverted students to be involved in online discussions. Chinedu (2008) expresses that by participating in online forums, access to knowledge is free. Forum members are ever willing to share their knowledge and experience with others, and every member of the forum can benefit from this infusion of free knowledge. Here are some potential benefits of regular online forum participation according to Pavlina (2005): Intellectual exchange Learning new ideas and refining old ones Enjoying community membership Influencing the forums evolution Contributing to others Making new friends and contacts New business leads Keeping up with current events Learning about new opportunities Evidence also shows that the messages composed by students in online forums include longer solutions for problem-solving, and consist of deeper reflections compared to face-to-face discussions (Hara et al. 2000). Researchers have found that students can take more time to read, craft, reflect on their responses, and find relevant information when composing messages in such an environment (ONeill et al. 2006; Wang and Woo 2007). Peterson and Caverly (2005) established in their research that online discussions build a motivating social practice of current generation students, who use technology to contact friends and family throughout the day. In online forums, students develop their autonomy in language learning. Each participant is given more authority to shape or lead the discussion in the direction they prefer, while teachers may have relatively less control over the learning interactions (Choi et al. 2005). THE CHARACTERISTICS OF A GOOD ONLINE FORUM There are numerous characteristics of a good online forum. Martyn (2005) discerned seven elements of a good online forum. They are: Require students to participate Grade student efforts Involve learning teams Structure discussion Require a hand in assignment Pose questions and scenarios that require learners to use their own experience Relate the discussion to course objectives Qing Li (2004) in her research recognized nine characteristics of a good online forum. They are: Establish a friendly, open environment Use authentic tasks and topics Emphasize learner-centered instruction Encourage students to give constructive feedback and suggestions Let students experience, reflect and share the benefit of using threaded discussion Be sure that instructors facilitate collaboration and knowledge building Encourage dialogue and referencing of other student postings Use humor for motivation Use emoticons to help convey ideas and feelings In addition, according to Peterson and Caverly (2005), good online forums provide a social presence, in which students and instructor are able to present themselves as real people and communicate with their personality. ONLINE FORUM IMPROVES WRITING SKILLS A well-structured online discussion forum can provide students with extensive practice in writing. The online forum allows opportunity for the facilitation of curricular objectives via modern technology. Online discussion forums provide an authenticity in writing and therefore serve as a meaningful supplement to the writing curriculum (Pauley 2001). Aileen Ng (2008) in her study discovered that the implementation of the online forum appears to provide reinforcement tasks to enable students to practice their writing. Besides that, the online forum also facilitates collaborative learning. Students could share their ideas and opinions in order to produce better quality writing as compared to if the tasks were to be completed independently. Schuetze (2010) conducted a research in the University of Victoria Canada and the University of Kiel in Germany. The study showed that most students of both universities felt comfortable writing online and they wrote more than ever before. They used the forum more actively than in a face-to-face classroom or chat. In turn, some students also mentioned that they liked to read what other students posted in online forums. In a study among twenty-five Chinese and Kiwi learners, Gerbric (2005) encountered that online forums provide opportunities specifically for particular groups of students. Chinese students found the virtual and text-based nature of the medium allowed them to enter discussions more easily and they felt more comfortable with their written responses compared to face-to-face discussions. ONLINE FORUM IMPROVES COMMUNICATION SKILLS A number of studies have found that online forums are beneficial in developing communication skills (Abrams 2003; Blake 2009). The greatest potential for effective use of online communication as a learning tool is when the students are at a distance from the school and their teachers (Crowell McCarragher 2007). Holmes (2004) identified a period of increased communication between online participants of his study after 10 days of interaction on online forum and asserted that input from teachers or instructors during this period led to maximized learning opportunities. Scott and Ryan (2009) in their study discovered that online members become more engaged in discussions and interacted effectively when they were set appropriate tasks. Complex tasks requiring research and discussion seemed appropriate tasks for small groups to work on collaboratively. When students are given problems related to their prior experience, the discussions show higher levels of interaction, and the participants show more passion for the topic (Puntambekar 2006). Peterson and Caverly (2006) in their study discovered that through online forums, teachers are able to document the growth of their students ability to support a point in their messages. Students improved their ability to respond to a classmate and to make a point supported with evidence. Online forum is a good way of communicating, especially when the teacher or lecturer is unavailable. It is also a good way to communicate with everyone as it creates a good communication between students and school (Greig Skehill 2008). In concurrence with the statement, Yu (2002) affirmed that students were more comfortable and less aggressive when participating in online forums. Online forums also offered more equal opportunities for group members to voice their opinions. Research conducted by Yang (2007) shows that students demonstrated very high levels of interaction among group members. Online forum is regarded as a social interaction that reduces students reliance on the face-to-face discussions. In a study carried out by Schellens and Valcke (2005, 2006), asynchronous discussion forums attained a higher proportion of higher phases of knowledge creation compared to face to face discussions. This occurred due to the vast majority of communication in the asynchronous environment was task oriented. CONCLUSION The online forum is an ideal place to put a learning community and its learning objects on the same page (Harman and Koohang 2005). In order to offer a successful discussion forum, teachers need to be fully skilled in practical use of the sites and committed to engaging with them, believing in their relevance and benefit for students and willing to spend dedicated time every week on the discussion forum with students. As Salmon (2004) advises, teachers need to take time to induct students to the online discussion tools and focus on familiarization and socialization into the online forum from the outset. Anderson et al. (2001) stated that active involvement of a teacher is critical in maintaining the interest and motivation of students in online discussions. Russo and Benson (2005) reported that student perceptions of teachers presence were significantly correlated with student learning satisfaction. In sum, online forum may provide a way for teachers to improve the quality of their students language learning skills. Thus, language teachers in Malaysia should consider integrating online forums into their language teaching to develop students writing and communication skills.

The Power of Kurtz in Joseph Conrads Heart of Darkness :: Heart Darkness essays

The Power of Kurtz in Heart of Darkness Power has been defined as the psychological relations over another to get them to do what you want them to do.   We are exposed to forms of power from the time of birth.   Our parents exercise power over us to behave in a way they deem appropriate. In school, teachers use their power to help us learn.   When we enter the work world the power of our boss motivates us to perform and desire to move up the corporate ladder so that we too can intimidate someone with power one day.   In Joseph Conrad’s Heart of Darkness Kurtz had a  power over the jungle and its people that was inexplicable. Kurtz is one of many men sent into the jungle to rape the land and its people of its natural resources.   Many men have journeyed into the jungle also refereed as the heart of darkness never to return.   Kurtz goes into the jungle and becomes obsessed with the people and the land.  Ã‚   Though Kurtz has an obsession with ivory this is not the sole reason for him to overstay his welcome in the jungle. Power this is what kept Kurtz in the jungle for such a long period of time.   Determined not to become another causality he becomes allies with the natives through fear.   Kurtz is a brilliant man who did not have to adapt to his environment but had it adapt to him.   On top of a hill his hut is surrounded by the heads of men who have betrayed in him some sort, this serves as a reminder to anyone who contemplates going against his wish.    When Marlow finally reaches Kurtz he is in declining health.   This same jungle which he loved, embraced and consumed with every ounce of his flesh had also taken its toll on him.   Marlow finally meets the man whose name has haunted him on his river journey.   Could this frail human be the ever so powerful Kurtz?   The man who has journeyed into uncharted territories and has come back with scores of ivory and the respect of the native tribe.   Yes, this was the very man and though he is weak and on his way to death his power still exudes from him. This is where the definition of power comes in to play the â€Å"psychological relation† see even though his body was decomposing his mind was still sharp.

USA vs Jeffrey Lee Parson :: essays research papers

United States of America Vs. Jeffrey Lee Parson United States of America, Plaintiff vs Jeffrey Lee Parsons, Defendant. With the help of the Cyber Squad in the Seattle Division of the FBI, United States Secret Service and victim, Microsoft Corporation, a complaint was filed on August 28, 2003. According to the plaintiff, this individual intentionally caused and attempted to cause damage to a protected computer. Using the Homeland Security Act and the Cyber Security Enhancement Act, the complaint was filed under the U.S.C. Title 18, Sections 1030(a)(5)(A)(i), 1030(a)(5)(B)(i), 1030(b), and 1030(c)(4)(A), and Section 2. On August 12, 2003, a computer worm was released called MSBlaster.B, which was distributed through two files â€Å"teekids.exe† ( which included code that directs compromised computers to attack the Microsoft domain name www.windowsupdate.com and a backdoor file â€Å"Lithium† ( which allows a way into a password protected system without use of a password and remote control a system). The worm itself targeted mostly Windows 2000 & Windows XP systems. If Windows NT or Windows 2003 servers do not have the appropriate patches, they too may be vulnerable. The function of the worm is to exploit the DCOM RPC vulnerability. All information obtained about an IP address from where authorities suspected the worm had came from led them to obtain a search warrant on a individual on August 19, 2003. On that day, FBI and USSS Special Agents seized seven computers throughout the household. The individual in question, Jeffrey Lee Parson, admitted to agents that he modified the Blaster worm and creating a variety of them including one named, W32/Lovesan.worm.b. Within the worm he placed code that would direct computers to his personal website, www.t33kid.com, so he could maintain a list of compromised computers. According to authorities, with the use of the worm and it’s code named â€Å"teekids.exe†, he was able to infect at least seven thousand computers upon releasing it to the internet. Using the â€Å"Lithium† file within the worm, he accessed the infected computers. He used those computers to launch and even larger attack called a DDos Attack (a target computer is inundated with requests from a overwhelming number of sources causing a computer to be overwhelmed and shut down). After he gained control, those seven thousand computers were used to launch the attack that contacted approximately 41,000 computers. Those were instructed to do an attack on the Microsoft web site. Federal investigators have estimated the cost of destruction to be around $1.

Government Health Care

Jerry Trevorrow English 0900-11 Essay #2 Government Healthcare The overwhelming majority of Americans agree that reform of our healthcare system is necessary; debate continues to rage over what specific type of reform we need. Imagine having uk/the-advantages-and-disadvantages-of-governments-providing-free-health-care/">free health care, and never to worry about getting the healthcare you need. This being available would give people a chance to live a little better. Having the government provide healthcare would be better for Americans. This type of health insurance would help the unemployed as well as the employed.The price of health insurance is increasingly costing the American people thousands of dollars on premiums. The quality of medical coverage in the United States is among the best in the Nation. With free health care American’s are able to see a doctor early so that they can help prevent major problems like cancer, HIV or other major illnesses. The positive side of g overnment healthcare is no exclusions for pre-existing conditions. You are insured from the day you are born. No bankruptcies due to medical bills.No deaths due to lack of health insurance or Cheaper , More affordable; everybody in nobody out. Save taxpayers billions a year in bloated corporate administrative and executive compensation costs. Government-funded healthcare would provide access to medical services for all uninsured. Lower costs of government healthcare will cause insurance coverage to be significantly more accessible to millions of individuals and businesses. Doctors and other medical professionals can focus on patient care, and no longer need to spend hundreds of wasted hours annually dealing with insurance companies.Patients too, under government healthcare would never need to fritter inordinate amounts of frustrating time haggling with insurance companies. Other important positives of government-funded healthcare include: 47 million Americans lacked healthcare insur ance coverage as of the 2008 presidential campaign season. Soaring unemployment since then have caused the ranks of the uninsured to swell past 50 million in mid-2009. Conservatives and Libertarians oppose U. S. overnment healthcare mainly because they don't believe that it's a proper role of government to provide social services to private citizens. Instead, conservatives believe that healthcare coverage should continue to be provided solely by private-sector for-profit insurance corporations or possibly by non-profit entities. In 2009, a handful of Congressional Republicans have suggested that perhaps the uninsured could obtain limited medical services via a voucher system and tax credits for low-income families. This is like what Minnesota care is about.Low income or no income you can get Minnesota care. You might have a monthly fee for the policy or have to pay three dollar co-pay for everything. You are only allowed to use up to ten thousand dollars of medical care for a year a t a time. From the patient's perspective, negatives of government-funded healthcare might include. Decrease in flexibility for patients to freely choose from among the vast types of drugs, treatment options, and surgical procedures offered today by higher-priced doctors and hospitals.On June 18, 2009, Speaker of the House Nancy Pelosi told the press, â€Å"I have every confidence that we will have a public option coming out of the House of Representatives — that will be one that is actuarially sound, administratively self-sufficient, one that contributes as to competition, does not eliminate competition. † Less potential doctors may opt to enter the medical profession due to decreased opportunities for highly compensated positions. Fewer doctors coupled with skyrocketing demand for doctors could lead to a shortage of medical professionals, and to longer waiting periods for appointments.The American Medical Association, which represents 29% of U. S. doctors, opposes any government insurance plan mainly because doctors' reimbursement rates will be less than those from most private sector plans. Not all doctors oppose government-funded healthcare, though. There are many other countries, which have government healthcare and are doing well with it. The percentages of longer life expectancy are better in those countries compare to the U. S. Canada’s life expectancy is 81. 3 percent; compare to the U. S is 78. 1 percent. Physicians per 1000 people as follows; Canada is 2. compare to the U. S is at 2. 4. There is not much difference from what we have now compared to government healthcare in services and quality of care per patience. We will benefit of living longer with government healthcare, as we know we are the lowest in life expectancy to many other countries. The government controlling anything should be healthcare. Instead of the other issues they are regulating now. Having the governments provide healthcare would be the best thing for all Am erican’s. I feel we would greatly benefit from this and become more of a healthier country.

Framework for Praxis Essay

Medical advancement and practices have changed healthcare over the years. As the healthcare system changes so does the role of a nurse. As the elderly population in the United States grows the demand for primary care also increases but the use of Nurse Practitioners is estimated to reduce the shortage of primary care services (Schiff, 2012).This paper will provide an overview of the benefit of a framework for praxis for an Adult Primary Care Nurse Practitioner (APCNP) and examine how the framework helps in the development of nursing knowledge. The writer will give an overview of the role of an APCNP and how this role can help enrich the overall healthcare system. The paper will explore ideological, theoretical, and ethical components that guides and contribute to the growth of an APCNP framework for praxis. The paper will finally examine a case study of the use of the framework for praxis in a clinical setting. Overview of Praxis Praxis is defined in numerous ways for different disciplines, for the nursing profession it is defined as the combination of practice and theory (Kilpatrick, 2008). Many healthcare practitioners see knowledge acquired through clinical practice (praxis) as subjective and not real knowledge because theory is always linked with scholarly achievement, as such it is difficult in present day nursing practice to recognize the importance of praxis (Penney & Warelow, 1999) According to Chinn and Kramer (2011) praxis may arise out of a single person or a group. Praxis arising at an individual level is based a person identifying and pondering on an issue that controls one’s capabilities and understandings, then taking the responsibility in changing the issue for themselves and others affected (Chinn & Kramer, 2011). A significant intent of praxis is the incorporating of theory and practice that helps in the acknowledgment and valuing different types of knowledge (Kilpatrick, 2008). Chinn and Kramer (2011) states â€Å"nursing praxis values and labels those clinical experiences by bringing together the worlds of nursing practice and theory through the use of reflection and action† (p. 83). It is believed nursing praxis helps in knowledge development. â€Å"With each turn of reflection and action at least four ideals are used as a  benchmark for determining the worth of emancipatory knowledge, these are sustainability, social justice empowerment and demystification† (Chinn & Kramer, 2011, p. 84). Nursing praxis is important to an APCNP’s practice; it creates opportunity for change by influencing personal nursing theory and the development of nursing knowledge through self-reflection. Self-reflection helps challenge the APCNPs personal and professional standards. Praxis may also help advance the role of the APCNP by reducing the disparities between clinical practice and concepts (Chinn & Kramer, 2011). Incorporating theoretical, ethical and philosophical beliefs of the APCNP will help provide a framework for praxis. Overview of the role of an Adult Primary Care Nurse Practitioner (APCNP) An Adult Primary Care Nurse Practitioner (APCNP) is a primary care provider and is at the forefront of providing healthcare to the public. Certain standards must be attained before one can become an APCNP; these include graduate education with a concentration in an APCNP program and certification through examination. Duties of an APCNP include patient education, performing physical assessments, diagnosing and prescribing medications (Hamric, Hanson, Tracy, & O’Grady, 2014). APCNP may practice in private clinics, acute care facilities, long-term care facilities or public health departments (Fitzpatrick & Emerson, 2011). As the elderly population in the United States grows the demand for primary care also increases, as such the use of an APCNP is estimated to reduce the shortage of primary care services (Schiff, 2012).The expanded use of APCNPs increases the ability to increase access to health care, especially in the commonly underserved areas (Schiff, 2012). Ideological Influences Liberation theory by Paulo Freire, a Brazilian educator establishes a technique of teaching literacy for underprivileged adults based on dialogue (Sanford, 2000). The Liberation theory is chosen as the philosophical basis for practice because it’s centered on patient education and building trust between the nurse and patient through dialogue .The use of liberation theory and the theory of self-efficacy by Bandura will help the APCNP in the promotion of health education. According to Cody (2011), health is described as an attitude that reflects accepting responsibility for self in developing purpose in life (p. 377). Health is currently viewed much more than the absence of disease. According to Bandura (1989), the theory of self- efficacy is based on self-confidence and is a good indicator for motivation to make behavioral changes. Self-efficacy theory is based on the mastery of skills, modeling of skills especially by others and social persuasion of others to help create the belief that the patient is capable of mastering skills. Health literacy in the overall healthcare system is vital; it improves patient satisfaction, decrease patient concerns, increase compliance to care, creates patient autonomy and increases overall quality of life. Utilizing theories provide the APCNP with the opportunity to effectively educate; to enable the patient to understand their current health conditions in order to be able to make suitable healthcare decisions. As an APCNP it is necessary to explore ways to effectively educate patients because patient education is a vital part of continuum of health (DeMarco, Nystrom, & Salvatore, 2011). Theoretical Influences Theory development is the fundamental step for expansion of nursing knowledge. The theory of goal attainment by Imogene King addresses the phenomena, patient education. The theory was first presented in the 1960s by Imogene King (King, 1997). The basics of Kings Theory encourage nurse patient communication; the nurse helps the patient set goals and work together with the patient to attain the goals (King, 1997). The theory focuses on patient education, through interpersonal relationship with nurses and patients; allowing the patient to acquire knowledge or develop skills to help achieve goals. The theory encourages dialogue between the patient and nurse and this process opens the possibilities for participants to present problems, to seriously reflect and to identify solutions not previously realized. Essential attributes of the theory that influences patient education includes the necessity to make all health information accessible to the patient. Due to the importance of disease pr evention patient education is vital; as such the APCNP should determine the best possible theory to help achieve desired outcomes through patient education. Ethical Influences According to Cody (2011), people should be afforded the opportunity to be  treated with dignity by having their values respected without judgment by others (p. 168). An APCNP providing patient health education can be faced with ethical dilemmas (Pavilish, Brown-Saltzman, Hersh, Shirk, & Rounkle, 2011). Ethical knowledge is required in nursing to guide practice because care outcomes depend on the nurse’s ethical and moral perception (Chinn & Kramer, 2011). Ethics help by identifying principles and create basics that help maintain human rights, and ethical values (Hamric et al., 2011). The changing healthcare system and patient care delivery systems have increased the complexity of ethical issues (Hamric et al., 2011). According to the American Nurses Association (ANA) (2001), the code of ethics provides an outline nurses can use in making ethical decisions when performing their duties to the public, to members of the health team, and to the nursing profession. Ethical principles include autonomy, beneficence (bring about positive good), fidelity (trustworthy), and veracity (honesty) (ANA, 2001). As ethical agents and patient advocates, we know patient education includes written materials, but it’s also known that most written material available is above reading levels of the overall public. It is vital as an APCNP to take into account your responsibility to the ethical element of autonomy or fidelity in relation to patient education. Patient education is sometimes directed toward supporting patients to make decisions about signing consents. It is the responsibility of the health care professional who is educating the patient to confirm that the patient has enough understanding about the consequences of the diagnosis, test or procedure that they are consenting to. In order not to violate the principle of autonomy, veracity and beneficence, the primary ethical step for healthcare providers would be to learn more about the patient’s literacy level and then assess to get appropriate educational materials suitable for the patient. In order to provide the most comprehensive educational material to patients and not infringe on ethical principles, providers need to consider the importance of using appropriate written materials at patient’s readability level. The combination of the APCNP’s ideology, theoretical and ethical framework helps provide a framework for praxis. This also gives nurses the opportunity to help impact changes to the health of the community by concentrating on the quality of life of the community. As an APCNP creating a practice that  promotes health literacy, empowerment, acceptance and equality is important. This can be done through the use of patient centered care model that helps in promoting effective patient education. With the use of liberation theory and theory of goal attainment the healthcare provider will be able to better assess patient and provide health education tailored for each patient. Ethical theories have to be examined and integrated throughout the patient education process to ensure patient services provided meets specific needs. Case Study Mr. Bick is a 50 year old with hypertension who comes to the clinic for a follow up appointment after a stroke. During his appointment the nurse establishes a relationship by having a dialogue with patient; inquiring about patients overall life, through the dialogue the patient is able to share personal struggles with medication compliance due to work schedule. The nurse is able to educate patient on how to effectively take all medications without interfering with the patient’s work schedule .The patient sets a goal to reduce BP, the nurse guides the patient with different methods on reaching his goal, including diet modification and increasing activity level. The case study utilizes the liberation theory to educate by building trust between the nurse and patient through dialogue. In the case study, it is noted that the patient’s self-efficacy made the patient more receptive to the health education offered by the nurse. The patient learnt different options for medication adherence without interference in his work schedule. The theory of goal attainment was also utilized; the patient set a goal and the nurse helped by educating the patient on different options to achieve his goal. Conclusion APCNPs are considered as nurses who are equipped with the clinical and management skills necessary to meet the key roles in transforming healthcare. Nursing obligation to patient education is entwined into many theoretical frameworks. The intent of the framework for praxis is to place the practice of patient education in a position where significant relations can be made between experiences of everyday practice, clinical research and scholarly inquiry. References American Nurses Association (ANA), (2001), Code of ethics for nurses, American NursesAssociation, Washington, D.C. Retrieved from http://www.nursingworld.org /Main MenuCategories/EthicsStandards/CodeofEthicsfornurses /code-of-ethics.pdf Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25, 729-735. Chinn, P. L., & Kramer, M. K. (2011). Integrated theory and knowledge development. (8th ed.). St Louis: Mosby Elsevier. DeMarco, J., Nystrom, M., & Salvatore, K. (2011). The importance of patient education throughout the continuum of health care. Journal of Consumer Health on the Internet, 15(1), 22-31. doi: 10.1080/15398285.2011.547069. Hamric, A. B., Hanson, C. M., Tracy, M. F., & O’Grady, E. T. (2014). Advanced practice nursing: An integrative approach. St. Louis, MO: Elsevier. Kilpatrick, K (2008), Praxis and the role development of acute care nurse practitioner. Nursing Inquiry; 15(2), 116-126. King, I. (1997). King’s theory of goal attainment in practice. Nursing Science Quarterly 10(4), 180-185. Pavlish, C., Brown-Saltzman, K., Hersh, M., Shirk, M., & Rounkle, A. (2011). Nursing priorities, actions, and regrets for ethical situations in clinical practice. Journal of Nursing Scholarship, 43(4), 385-95. doi:10.1111/j.1547-5069.2011. Penney, W & Warelow J. (1999) Understanding the prattle of praxis. Nursing Inquiry 6, 259-268 Sanford, R. C. (2000). Caring through relation and dialogue: A nursing perspective for patient education. Advance Nursing Science; 22(3), 1-15 Schiff, M (2012). The role of nurse practitioners in meeting increasing demand for primary care: National Governors Association. Retrieved from http:// www.nga.org/cms/home/news-room/news-releases/page_2012/col2-content/nurse-practitioners-have-potenti.html

Analysis Essay

I. Frethorne, Richard. On Indentured Servitude. Edited by Howard Zinn, Anthony Arnove. New York, NY: Seven Stories Press, 2009 II. Frethorne talks about his miserable experience to be an indentured server. He writes the letter to his parents and describes the horrendous conditions he is in. Frethorne states some vital facts. He also writes that people who suffer as indentured servants are willing to lose either leg or arm but to move back to England. According to Frethrone he is working on plantation somewhere in Virginia that is located about ten miles away from Jamestown. He is begging his parents to either send him some money for good living or help him to return to England. Richard Frethorne emphasizes that his life depends on his parents and he hopes that his family is doing fine. III. Richard Frethorne’s letter provides and illuminating picture of the hardships of colonization in the early seventeenth century, especially for the class of indentured servants. Combating isolation, disease, homesickness, hunger and discomfort, Frethorne and his fellow settlers struggled to make a success of their fledgling community. Life in early Virginia was particularly challenging because of the shortage of supplies, the prevalence of disease, and tense relations with the Native Americans. The source is relevant to our course because it describes the social issue that was discussed in our class. Indentured servitude was cheaper for the rulers of British Empire before the moment when indentured servants became capable of surviving the seven-year period and acquiring the land that was promised to them. After that moment slavery of African Americans was demanded. IV. This source influences the interpretation of the historical narrative by providing extra information about the real situation in the colonies. People in England thought that indentured servitude was not a dangerous thing and was an easy way of claiming some land in America. However, Frethorn’s letter to his parents proves the opposite of what was thought. By provided examples of harsh conditions he states that all the servants who already arrived to America had desire to move back to England. He has no money to live. He is starving and afraid of the Indians invading, he begs his parents to hurry up and help his soon for his life depends on it. Of course there is possibility of poor Frethorne to exaggerate because the letter was addressed to his parents; therefore, he has a good discretion of what it might have been like to live  in New England at the time he was there in 1623. Indentured Servitude was a form of slavery but with a better name instead of calling things wit h its names.