Us Immigration Policy Essays - Demography, Population,

Us Immigration Policy The United State's immigration policy has undergone great change since the turn of the 20th century. Many things have contributed to this change, such as political problems, poverty, lack of jobs, and in fact our changing policy. The countries affected by these problems may have changed but the problems themselves have not. No matter what the location or time period, people have been driven from their homeland as result of political disputes. There will always be poor, 3rd world countries that can not create a prosperous environment for their people. As a result of general poverty, few jobs are available, which forces citizens to look beyond the borders for work. Our changing immigration policy is motivation for some immigrants to come to America. If the U.S. is accepting a high number of one country's immigrants, than many of their citizens will emigrate for America, some legally and others illegally. The United State's has changed its immigration policy many times in the last 100 y ears but the reasons for resettlement have remained generally the same. The early 1900s was a period of mass immigration for the United States. At the turn of the 20th century religious preferences and political persecution were major reasons behind immigration. Many Jews came to America in search of freedom. People of other religious backgrounds also came because the United States was composed of a diverse group of people with different religious preferences. The immigrants did not feel like outcasts in America. Political persecution in Russia forced many of its citizens to emigrate. Most chose to come to America because the country was culturally diverse and they could feel safe there. Economic problems at this time also drove people to America. Many countries around the world were just starting to develop so they were poor and lacked jobs. Their citizens were in desperate need of money; so many fathers immigrated to America in search of a job to support their family with. This was a common occurrence among Asian immigrants. Only later did their famili es join them through new laws and quotas in the United States immigration policy. However, this soon led to an enormous number of immigrants so the policy was revised to lower quotas and accept more skilled people and less family members. For instance, to counter the high number of Japanese immigrants, the Gentleman's agreement was passed. Also, in 1917 all potential immigrants needed to pass a literacy test as the country tried to accept less skill-less people. The turn of the 20th century was a preview of future immigration issues. The issue of immigration resurfaced in the middle of the 20th century. The end of World War II left many countries desolated and it's people homeless and jobless. They immigrated to the United States under refugee status. However, as stated in the Displaced Persons Act, they could not pose a threat to Americans' housing or jobs. The war destroyed many political groups but also gave rise to some, such as Communism. This led to the Cold War between the United States and Russia. Since accepting communists threatened the nation's integrity, the McCarran- Walter Act was passed to prohibit people of certain political beliefs from immigrating. However, the presence of communist Fidel Castro in Cuba drove many of its citizens to the United States. This explosion of Cuban refugees forced quotas to be lowered for other countries. The political problems of this time period also created economic problems in many countries and resultantly produced an immigration nightmare for the United States. T he mid-1900s was a time of vast immigration resulting from political problems throughout the world. The dawn of the 21st century has brought even more changes in the U.S. immigration policy. The Immigration Act of 1990 attempted to raise the number of immigrants by raising the ceiling to 700,000 for 1992, 1993, and 1994. The McCarron-Walter Act was also amended to allow immigrants of all beliefs to enter the country. Economic problems became the greatest reason for immigrating to America, especially for Mexicans. People came to America in search of higher wages than they could make in their homelands. This desire to live a better life has led to an increase in illegal immigration.

Paper Report For The Chapters One And Two Of The Book Peoples History

Paper Report For The Chapters One And Two Of The Book Peoples History Paper Report For The Chapters One And Two Of The Book People's History Of US: (1492 Peoples History of US: (1492 - Present) (Modern ic)-chapter one and two report Identify the central thesis of chapter one and two of Zinn. The two chapters under discussion explain about colonization: direct and indirect and of two different continents but by people from the same continent but who had different motives. The first chapter explains colonization of America (an indirect account of how it started) by Christopher Columbus. Columbus’ colonization on the Arawak was indirect and purely by accident but nevertheless he mistreated them (Zinn 19).The same chapter also provides examples of how other Europeans from different European countries also came to America after its discovery by Columbus and they started also colonizing the other Indians who were there mostly the Iroquois trying to change their ways of life and culture. They managed to disrupt their native culture leaving animosity behind (Johnston 29).Chapter though different is similar too. The colonization in this case is on the African countries happened in the same way where the Europeans wanted goods from Africa and they therefore enslaved them and brought back others as slaves with them and selling them in America to the white wealthy people to be their slaves and servants (Pickett and Dwayne 15).Those not taken as slaves were colonized. The Europeans in the different African countries used different methods to try and enlighten the African with their â€Å"superior† culture making them abandon their cultures and other traditions because they were not good enough including their education and religious beliefs.Discuss why the author chose the title of the chapter.The titles of the two chapters: â€Å"Columbus, the Indians, and Human Progress† and â€Å"Drawing the Color Line† are in line with the explanations being provided within the chapter and they act as a sort of guideline of what the reader should expect is discussed within the chapters.Work CitedJohnston, Harr y. A History of the Colonization of Africa by Alien Races. New York: Cambridge University Press, 2011. Print.Pickett, Margaret and Dwayne, Pickett. The European Struggle to Settle North America: Colonizing Attempts by England, France and Spain, 1521-1608. California: McFarland, 2011. Print.Zinn, Howard. A Peoples History of the United States: 1492 to Present. New York: HarperCollins, 2010. Print.

Atomic Weight Definition (Relative Atomic Mass)

Atomic Weight Definition (Relative Atomic Mass) Atomic weight is the average mass of atoms of an element, calculated using the relative abundance of isotopes in a naturally-occurring element. It is the weighted average of the masses of naturally-occurring isotopes. What Is It Based On? Prior to 1961, a unit of atomic weight was based on 1/16th (0.0625) of the weight of an oxygen atom. After this point, the standard was changed to be 1/12th the weight of a carbon-12 atom in its ground state. A carbon-12 atom is assigned 12 atomic mass units. The unit is dimensionless. More Commonly Known as Relative Atomic Mass Atomic mass is used interchangeably with atomic weight, although the two terms dont mean precisely the same thing. Another issue is that weight implies a force exerted in a gravitational field, which would be measured in units of force, like newtons. The term atomic weight has been in use since 1808, so most people dont really care about the issues, but to reduce confusion, atomic weight is more commonly known now as relative atomic mass. Abbreviation The usual abbreviation for atomic weight in texts and references is at wt or at. wt. Examples The atomic mass of carbon is 12.011The atomic mass of hydrogen is 1.0079.The atomic weight of boron samples collected on Earth falls within a range of 10.806 to 10.821. Synthetic Elements For synthetic elements, there is no natural isotope abundance. So, for these elements, the total nucleon count (sum of the number of protons and neutrons in the atomic nucleus) is usually cited in the place of the standard atomic weight. The value is given within brackets so that its understood its the nucleon count and not a natural value. Related Terms Atomic Mass - Atomic mass is the mass of an atom or other particle, expressed in unified atomic mass units (u). An atomic mass unit is defined as 1/12th the mass of a carbon-12 atom. Since the mass of electrons is much smaller than that of protons and neutrons, the atomic mass is nearly identical to the mass number. Atomic mass is denoted with the symbol ma. Relative Isotopic Mass - This is the ratio of the mass of a single atom to the mass of a unified atomic mass unit. This is synonymous with atomic mass. Standard Atomic Weight - This is the expected atomic weight or relative atomic mass of an element sample in the Earths crust and atmosphere. It is an average of relative isotope masses for an element from samples collected all over the Earth, so this value is subject to change as new element sources are discovered.  The standard atomic weight of an element is the value cited for atomic weight on the periodic table.

Building Technologies Essay Example | Topics and Well Written Essays - 750 words

Building Technologies - Essay Example Social shaping of a building technology is related to the ways and customs, in which the physical structure, apparatus, and modus operandi used, cooperate with the social needs and customs of the community. The characteristic plan of the medieval cities was built with a spacious design, which was always enclosed by city walls, reflecting a grid arrangement. The most idiosyncratic feature of the medieval cities was the colossal community locales or edifices. These edifices were brought into use for the purpose of water supply, amusement, business, and administration. The average income families lived in open areas as compared to the rich who resided in high raised apartments. A medieval city could be called as a "densely congested network of narrow winding streets, lined with high house fronts, a pattern relieved only occasionally by open squares and marketplaces." (Friedrichs, in Chant, p147) enclosed by closely fortified barricades with shielded entrances and fortified towers. The building technology used up for military also affected the lay out of the medieval cities. When the military had to settle in populated areas, they used to build their own towns that were typical of the military model. The basic form of these medieval cities were in the fortified walls and castles shaped directly to help the military and weapon siege techniques. Stone city walls restricted external city development, hence the affinity for houses and buildings to be intimately packed together and to be built high. The material of walls used was concrete, which was used in combination with brick and mortar which made the walls strong to defend the city in times of invasion. Since the supply of land was restricted within the walls, concrete buildings were allowed to 5 storey. The medieval cities also used up a large quality of natural materials, like wood and stone for the construction purposes. Lime-mortar and wall reinforcement through the use of sandstone columns allowed Islamic cities to expand when mud-bricks did not allow buildings above a single storey (Chant & Goodman, 1999: p137). In addition, the religious buildings in a medieval city were the focus of the common people. The structure and design of these buildings involved the forms of Roman Basilica but adapted to hold a larger audience. At times, new technologies were also experimented which allowed for the establishment of very high cathedrals that subjugated the perceptible room of medieval cities. In medieval cities, the use of horse for transport purposes soon replaced the use of ox, for the agricultural use. This was necessary, as the crowded cities were not built to allow for the passage for wheeled vehicles. To conclude, the medieval building style imposed a level of universality of beliefs, speech, and administration outlines. The communal areas for use or entertainment and religious buildings brought reputation to the head of state. Thus we can say that the medieval cities were socially shaped. Bibliography 1. Alsford, Steven, "Florilegium Urbanum", http://www.trytel.com/tristan/towns/florilegium/flor00.html [27 April 2003; consulted on 26 June 2004] 2. "Armenian Architechture - Virtual ANI", http://www.virtualani.freeserve.co.uk/

PTLLS- Preparing to teach in the lifelong learning sector Essay

PTLLS- Preparing to teach in the lifelong learning sector - Essay Example The limiting factor with this method is that the learners will rebel to the imposed rules. This willlead tochange in behavior (Gravells, 2010; 63) and the teacher will find it hard to implement the rules. The second more liberal way allows learnersto form discussion groups and come up with their own set of rules. As Clauss- Ehlers (2006; 136) states, learners will be more likely to follow the rules, since they are the ones who created them. Conversely, these rules may be too lenient and leave out important aspects, in addition to taking up more time on the lesson plan. In the third method, the teacher comes up with the rules, shares them with the learners, and the latter make valuable contributions to the rules. This negotiation method ensures that learners feel a sense of ownership and belonging, and are, therefore, more likely to adhere to the rules (Avis, Fisher, & Thompson, 2010; 138). Personally, I would employ the third method in my classroom. I set the rules, and then we discuss with the learners and make necessary amendments.This would ensure proper class management and sufficient learner

Male Carica Crude Solvent Extracts

Male Carica Crude Solvent Extracts Male pawpaw tree have flowers that grow on short stalks (Chin et al., 2001). Carica papaya is a native of the tropics of America, perhaps from Southern Mixico and neighouring central American (Morton, 1987). According to Eno et al. (2000), pawpaw is the fruits, of the plant. Carica papaya belong to the genus carica. Preliminary qualitative and quantitative phytochemical analysis of ethanol and aqueous extracts of C. papaya showed the presence of many phytocompounds. These extracts were found to inhibit these eight test micro-organisms: Staphylococcus aureus, Pseudomonas aeruginosa, Salmonella typhi, Escherichia coli, Aspergillus niger, Penicillium notatum, Fusarium solani and Candida albican.(Okoye, 2011). Proximate analysis of leaves of C. papaya also showed appreciable quantity of ash content, crude protein, crude fat, crude fibre, carbohydrate and high calorific value (Okoye et al., 2011). In this present work, the author intends to study the preliminary pharmaceutical constituent s of crude solvent extracts of flower and stalk of male Carica papaya since little or no work had been done in this area. The aim and objective of this work is to determined the phytocompounds present in flower and stalk of male Carica papaya; to extract the crude solvent extracts of the flower and stalk of male C. papaya and to find out whether the solvent extracts can inhibit the growth of ten pathogenic fungi. Carica papaya is composed of many biological active compounds, many of which are found concentrated in the latex, which is present in parts of the plant (Madrigal et al., 1980). Within Carica papaya plants, the concentration of bio-actives will vary with position of plant, age of plant and cutivar. Also, concentration of bioactive differs between male, hermaphrodite and female plants. Female plants exude more latex than hermaphrodite and male plants. Carica papaya latex is rich in cystein proteinases which are proteolytic enzymes (caricain, chymopapain, papain and glucylendopeptidase) these constitute 80% of latex enxymes. Other enzymes present are glycosyl hydrolases (à ¯Ã‚ Ã‚ ¢-1, 3-glucanases, chitiriases and lyzozynus) protease inhibitors (cystertin and ghtaminylcyclotrunsferces and lipases (Moussaoul et al., 2001). It was reported that intake of two table spoons of pulverized papaya seeds mixed with hot water twice per day is used in the traditional management of diabetes and obesity (Adeneye and Olagunju, 2009). Carica papaya (pawpaw) contains the enzyme papain, a protease used for tendering meat and other proteins (Morton, 1987). The fruits are popu larly used and processed into juice and wine, and also cooked as vegetable (Gragson, 2001). The seeds are medically important in the treatment of sickle cell disease and poisoning related disorder. The lead tea or extract had a reputation as a tumor destroyer agent. The flesh green tea is antiseptic while the brown dried leaves are best served as tonic and blood purifier (Ezugwu, 2008). Due to its antioxidant and fibre content, it is used in treatment of ailments such as chronic indigestion, overweighing, obesity, high blood pressure (Everetta, 2003). Sample Collection and Preparation Flower stalk of male Carica papaya was collected from Adazi-enu in Anaochia Local Government Area of Anambra State, Nigeria. It was dried under air and mild sun-shine, for about three weeks and ground into powders. The ground sample was then kept in a clean polyethylene bottle until needed for analysis. Phytochemical and the extraction of the active components are determined by the methods outlined by Harbon (Harbon, 1973). The antifungal activity of flower and stalk of male C. papaya was determined by agar well diffusion method (Okeke et al., 2001). The zone of inhibition was recorded to the nearest size in mm (Norrel, 1997). After extraction of the active components using three different solvents separately (Ethanol, Water and N-hexane), the solvent extracts were evaporated to dryness at about 67, 98 and 66 °C respectively in a water bath separately. 1, 2, 3, 4 and 5mg of dry ethanolic, n-hexane and water extracts were weighed into five different labeled test tubes differently. T hen 10ml of the corresponding solvents used for extraction was added to the dried extracts to make 0.1,0.2,0.3,0.4 and 0.5mg/ml concentrations of the extracts. The MIC of flower and stalk of male Carica papaya were found out by using 0.1, 0.2, 0.3, 0.4, and 0.5mg/ml of each extract which were added to test tubes containing 1ml of sterile medium. The tubes were then inoculated with a drop of microbial suspension and incubated for 48 hours at 25 °C. Then 0.1, 0.2, 0.3, 0.4, and 0.5mg/ml of amphotericin B (for A. flavus, F. verticilloides, A. parasiticus, F. oxysporum and Fluconazole (for all candida was used for positive control and water for negative control respectively. The MIC value was determined, macroscopically after incubation in comparison with the growth and sterility control. MFC; the plates (petri-dishes) were divided into six different sections and labeled with the different concentration on the base of the plates, these were used to plate out the contents of each tube with the respective sections of the plate. The plates were incubated for 18 24 hours at 37 °C after which the MFC were recorded. Three replicates were done fo r each extract concentration and control against the fungi. Results Tables 1: Qualitative Phytochemical Analysis of Flower and Stalk of Male Carica papaya Class of phytocompound Inference Alkaloid Flavonoid Saponin Tannins Terpenoids Steroids Phenol Cardiac glycosides + + + ++ + + ++ Key: + = present, = absent Table 2: Quantitative Estimates of Phytochemical Constituents of Flower and Stalk of Male Carica papaya Class of phytocompound Inference Alkaloid Flavonoid Saponin Tannins Terpenoids Steroids Phenol Cardiac glycosides 0.53à ¯Ã¢â‚¬Å¡Ã‚ ±0.01 0.86à ¯Ã¢â‚¬Å¡Ã‚ ±0.02 0.37à ¯Ã¢â‚¬Å¡Ã‚ ±0.02 2.60à ¯Ã¢â‚¬Å¡Ã‚ ±0.01 0.21à ¯Ã¢â‚¬Å¡Ã‚ ±0.01 0.08à ¯Ã¢â‚¬Å¡Ã‚ ±0.01 Nil 1.87à ¯Ã¢â‚¬Å¡Ã‚ ±0.02 Table 3: Antifungal activities of crude solvent extracts of flowers and stalk of male Carica papaya Text organisms (fungi) Conc. of extract (mg/ml) Average Diameter (mm) of Inhibition Zone +ve control for all Candida: Fluconazole others: Anaphotericin -ve Control distil Water Distill H2O EtOH N-Hexane Aspergillus niger 0.1 1.9  ± 0.20 NA NA 16.26  ± 0.25 NA 0.2 2.8  ± 0.10 NA NA 19.00  ± 0.10 NA 0.3 3.1  ± 0.02 2.33  ± 0.02 NA 21. 6  ± 0.21 NA 0.4 4.04  ± 0.10 3.21  ± 0.01 NA 23.2  ± 0.28 NA 0.5 5.00  ± 0.02 3.98  ± 0.10 2.41  ± 0.02 24.80  ± 0.01 NA Microsporum gypseum 0.1 NA NA NA 8.00  ± 0.02 NA 0.2 NA NA NA 8.60  ± 0.10 NA 0.3 NA 2-33  ± 0.02. NA 8.60  ± 0.06 NA 0.4 2.61 ± 0.01 3.21  ± 0.01 NA 9.98  ± 0.22 NA 0.5 3.22  ± 0.01 3.89  ± 0.10 NA 10.40  ± 0.01 NA Candida albican 0.1 2.40 ± 0.01 7.5  ± 0.02 2.00  ± 0.01 30.08  ± 0.02 NA 0.2 2.63 ± 0.01 8.2  ± 0.01 2.88  ± 0.02 33.20  ± 0.02 NA 0.3 3.91 ± 0.02 9.00  ± 0.03 3.12 ± 0.01 35.80  ± 0.10 NA 0.4 4.62 ± 0.02 9.97  ± 0.01 3. 92  ± 0.01 37.00  ± 0.03 NA 0.5 4.88  ± 0.10 11. 00  ± 0.02 4.17  ± 0.02 30.28  ± 0.17 Aspergillus flavus 0.1 1.21 ± 0.01 2.80  ± 0.20 NA 17.80  ± 0.10 NA 0.2 1.90  ± 0.10 3.65  ±0.10 NA 21. 00  ± 0.20 NA 0.3 2.40  ± 0.20 4.00  ± 0.02 NA 23.23  ± 0.10 NA 0.4 2.86  ± 0.01 4.86  ± 0.01 NA 25.00  ± 0.05 NA 0.5 3.16  ± 0.30 5.37  ± 0.20 NA 28.4  ± 0.10 NA Fusarium Verticilloides 0.1 NA NA NA 7.00  ± 0.30 NA 0.2 NA NA NA 7.90  ± 0.02 NA 0.3 NA NA NA 9.00  ± 0.30 NA 0.4 NA NA NA 9.58  ± 0.01 NA 0.5 NA NA NA 10.22 ± 0.07 NA Aspergillus parasiticus 0.1 1.38  ± 0.02 NA 3.73 ± 0.01 23. 80  ± 0.2 NA 0.2 2.06  ± 0.01 NA 4.02  ± 0.30 24.00  ± 0.10 NA 0.3 2.97  ± 0.02 NA 4.08  ± 0.20 25.61  ± 0.50 NA 0.4 3.30  ± 0.02 NA 4.60  ± 0.01 26. 00  ± 0.20 NA 0.5 3.88 ± 0.01 NA 4.88  ± 0.02 27.20  ± 0.10 NA Fusarium oxysporum 0.1 NA NA NA 18.37  ± 0.40 NA 0.2 NA NA NA 20.00  ± 0.20 NA 0.3 NA NA NA 21.56  ± 0.10 NA 0.4 NA NA NA 22.26  ± 0.10 NA 0.5 NA NA NA 24.00  ± 0.01 NA Candida glabrata 0.1 1. 35  ± 0.01 2. 60  ± 0.01 4. 30  ± 0.01 22.00  ± 0.01 N a 0.2 2.29  ± 0.03 4.31  ± 0.03 2. 10  ± 0.02 24.1 8  ± 0.20 NA 0.3 2 .96  ± 0.02 5.65  ± 0.01 2.80  ± 0.03 26.00  ± 0.02 NA 0.4 3. 12  ± 0.03 7. 04  ± 0.01 3. 20  ± 0.02 27.86  ± 0.30 NA 0.5 3. 84  ± 0.01 8. 52  ± 0.02 3. 90  ± 0.01 29.00  ± 0.10 NA Candida parasilosis ticum 0.1 3.80  ± 0.02 4.20  ± 0.02 2.02  ± 0.01 23.00  ± 0.10 NA 0.2 4.22  ± 0.02 4.86  ± 0.01 2.23  ± 0.02 23.86 ± 0.20 NA 0.3 4.92  ± 0.01 5.12  ± 0.02 2.77  ± 0.01 24.12  ± 0.02 NA 0.4 5.28  ± 0.02 5.66  ± 0.01 3. 12  ± 0.04 26.00  ± 0.10 NA 0.5 5. 88  ± 0.01 5.91  ± 0.01 3.93  ± 0.01 27.88  ± 0.30 NA Candida tropicalis 0.1 3.48  ± 0.20 NA 0.10  ± 0.02 2 1.00  ± 0.20 NA 0.2 4.01  ± 0.01 NA 2.1 5  ± 0.02 2 1.95  ± 0.10 NA 0.3 4.69  ± 0.02 3.66  ± 0.02 2.54  ± 0.01 23.00  ± 0.10 NA 0.4 5.20  ± 0.01 5.00 ± 0.03 3.23  ± 0.20 23.86  ± 0.02 NA 0.5 5.87  ± 0.01 6.91 ± 0.01 3. 87  ± 0.04 25.00  ± 0.03 NA Tables 4: Minimum Inhibitory Concentration (MIC) Minimum inhibitory concentration (mg/ml) Test organisms (Fungi) Water extract (MIC) Ethanol extract (MIC) Hexane extract (MIC) Aspergillus niger 0.05 ± 0.01 0.25 ± 0.01 0.45 à ¯Ã¢â‚¬Å¡Ã‚ ± 0.01 Microsporum gypseum 0.35 ± 0.02 0.25 ± 0.03 NI Candida albican 0.05 ± 0.02 0.05 ± 0.01 0.05 à ¯Ã¢â‚¬Å¡Ã‚ ± 0.01 Aspergillus flavus 0.05 ± 0.02 0.05 ± 0.01 NI Fusarium verticilloides NI NI NI Aspergillus parasiticus  ± 0.01 NI 0.05  ± 0.01 Fusarium oxysporum NI NI NI Candida glabrata 0.05 ± 0.01  ± 0.01 0.05  ± 0.01 Candida parasilosis 0.05  ± 0.01 0.05  ± 0.01 0.05  ± 0.01 Candida tropicalis 0.05  ± 0.01 0.25  ± 0.01 0.05  ± 0.01 NI: No Inhibition Tables 5: Minimum fungicidal Concentration (MFC) of Ten Fungi Minimum fungicidal concentration (mg/ml) Test organisms (Fungi) Water extract (MFC) Ethanol extract (MFC) N-Hexane extract (MFC) Aspergillus niger 0.04 ±0.01 0.15 ±0.03 0.23 ±0.02 Microsporum gypseum 0.30 ±0.01 0.25 ±0.01 NI Candida albican 0.02 ±0.01 0.02 ±0.01 0.02 ±0.02 Aspergilus flavus 0.05 ±0.01 0.05 ±0.02 NI Fusarium verticilloides NI NI NI Asperigillus parasiticus 0.05 ±0.01 NI 0.03 ±0.01 Fusarium oxysporum NI NI NI Candida glabrata 0.05 ±0.03 0.03 ±0.01 0.02 ±0.01 Candida parasilosis 0.05 ±0.01 0.03 ±0.01 0.05 ±0.02 Candida tropicalis 0.03 ±0.01 0.05 ±0.01 0.05 ±0.01 Key: NI: No Inhibition Discussion Table 1 and 2 showed both qualitative and quantitative estimate of phytocompounds present in the flower and stalk of male Carica papaya. The phytochemical constituents of the flower and stalk are as follows: alkaloids 0.53  ± 0.01%, floaonoid 0.08  ± 0.02% saponins 0.37  ± 0.02% tannins 2.06  ± 0.01%, terpenoid 0.02  ± 0.01%, steroids 0.08  ± 0.01, phenol nil, cardiac glycoside 1.87  ± 0.02%. The flower and stalk of male Carica papaya contain an appreciable quantity of alkaloids. It could be used to remedy some diseases, depending on the type of alkaloids it contains. The presence of alkaloids signified the possession of medicinal values within the flower and stalk. Pure isolated alkaloids are used as basic medicinal agents and fungicidal properties. The presence of steroids in the sample indicates that it could be used to decrease the presence of cholesterol in the bloodstream. Saponins have been used in the treatment of cardiovascular disorders, they facilitate and ea se the process of digestion and encourage the growth of beneficial bacteria within the intestine. Saponins also contribute to health and efficiency of the immune system by binding to germs and other pathogens as they enter the body. In this sense they function as natural anti-bodies. They are found to be antimicrobial and are particularly effective when used to treat yeast a infections. The presence of cardiac glycosides in the flower and stalk of male Carica papaya indicates that it could be used, in the treatment of congestive heart failure and cardiac arrhythmia. Table 3 portrayed the result of antifungal activities of three solvent extracts of the flower and stalk of male Carica papaya on ten micro-organisms (fungi) investigated in this work. They are: A. niger, M. gyspseum, C. albican, A. flavus, F. verticilloides, A. paraciticus, F. oxysporum, C. glabrata, C parasilosis and C. tropicalis. Five different concentrations of aqueous, ethanolic, and normal hexane extracts were used. At 0.1-0.5mg/ml concentration, aqueous extract showed some inhibitory effect on eight out of the ten test fungi. The fungi are; A niger, M. gypseum, C. albican, A flavus, C. parasilosis, A. parasiticus, C. glabrata and C. tropicalis. No action was recorded on the two remaining test fungi: F. verticilloides and F. oxysporum. At 0.1-0.2mg/ml concentration, ethanol extract shows some inhibitory effect on seven out of the ten test fungi. These are: A, niger, M. gypseum, C. albican, A. flavus, C. glabrata, C. parasilosis and C. tropicalis. At 0.1-0.2mg/ml, ethanolic extr act shows no action against three fungi. These are; F. verticilloides, A. parasiticus, and F. oxysporum. At 0.1-0.5mg/ml, n-hexane extract indicated some inhibitory effect on six out of the ten test fungi. These are: A, niger, C. albican, A. parasiticus, C. glabrata, C. parasilosis and C. tropicalis. It had no action on four fungi. These are: M. gypseum, A. flavus, F. verticilloides and F. oxysporum.. Table 3 also showed the commercial drugs used as positive and negative control. Positive control using two different antibiotics specifically showed remarkable inhibitory effects on the ten test fungi while the negative control showed no action against the ten test fungi. Table 4 showed the results of the minimum inhibitory concentration (MIC) of the aqueous, ethanolic and n-hexane extracts of flower and stalk of male Carica papaya on the ten test fungi. The least MIC of the aqueous extract 0.05  ± 0.01mg/ml was shown on five test fungi: These are A. niger, A. parasiticus, C. glabrata, C. parasilosis and C. tropicalis. MIC of the ethanolic extract 0.05  ± 0.0lmg/ml was shown on four test fungi. These are, C. albican, A. flavus, C. glabrata, and C. parasilosis. MIC of the n-hexane extract 0.05  ± 0.0lmg/ml was shown on five test fungi. These are: C. albican, A. parasiticus, C. glabrata, C. parasilosis and C. tropicalis. Table 5 showed the result of minimum fungicidal concentration (MFC) of the aqueous, ethanolic and n-hexane extract of flower and stalk of male Carica papaya on ten test fungi. For aqueous extract, the least MFC 0.2  ± 0.01mg/ml was shown on one test fungi,Candida albican. For ethanolic extract, the MFC 0.02  ± 0.0lmg/ml was shown on one test fungi Candida albican. For n-hexane extract the least MFC 0.02  ± 0.01mg/rnl was shown on one test fungi: Candida glabrata. Conclusion The analytical investigation showed that, the crude solvent extracts of flower and stalk of male Carica papaya have antigfungal effect on these microorganisms; Aspergillus niger, Microsporum gypseum Candida albican, Aspergillus flavus, Aspergillus parasiticus, Candida glabrata, Candida parasilosis and Candida tropicalis. This implies that crude solvent extracts of flower and stalk of male Carica papaya can be used to cure the diseases caused by the above mentioned microorganisms. Bioactive ingredients responsible for the antimicrobial properties of the flower and stalk of male C. papaya should be elucidated.         Ã‚   Male C. papaya Plant Flower and Stalk of male Carica papaya References 1.Okoye, E.I., Orakwue, F.C. and Ebeledike, A.O. (2011).Nutritive Evaluation of Seeds of Gongronema latifolium (utazi) and leaves of Carica papaya.Anachem Journal, Vol. 5(1): pp. 985 988. ISSN: 2006-5221. 2.Okoye, E.I. (2011). Preliminary Phytochemical Analysis and Antimicrobial Activity of Seeds of Carica papaya. Journal of Basic Physical Research, Vol. 2, No. 1, Pp. 66 69. ISSN: 2141- 8411. 3.Okeke M.I., Iroegbu C.U., Eze. E.N., Okoli A.S and Esimone C.O. (2001): Evaluation of extracts of the root of Landolphia owerrience for antimicrobial activity. J. Ethnopharmacol, 78:119-127. 4.Norrel S.A and Messley K.E. (1997) Microbiology Application. Prentice Hall Upper saddles River. New Jersey, pp: 85-90. 5.Harbon J.B. (1973): Phytochemical methods, A guide to modern techniquies of palnt analysis 2nd edition Chapman and Hall, London, pp 1-32,36. 6.Eno A.E., Owo O.I., Itam E.H.and R.S. Konya (2000): Blood pressure depression by the fruit juice of C. papaya (L) in renal and DOCA induced hypertension in the rat. Journal of phytotherapy research, Vol. 9, No. 4, pp.235-239. 7.Moussaoul A., Nijs M., Paul C., Wingtjens R.,Vencent J., Azarkan M., Looze Y. (2001): Revising the enzymes stored in the laticfiers of C. papaya in the context of their possible participation in the plant defence mechanism. Cellular and molecular life science. Vol. 58,pp. 556-570. 8.Morton J.F.(1987): Major medicinal plants, C.C. Thomas, Spring field, Illinois, USA, pp. 346- 346. Retrieved 23rd May, 2015. 9.Adeneye A. and Olagunju J, (2009): Preliminary hypoglycemic and hypolopideimic activities of the aqueous seed extract of Carica papaya lin, in wister rats, Biology and medicine,pp.1-10. 10.Everetta B.M., (2003): Carpaine an Alkaloid of Carica papaya, Journal of Chemistry and Pharmac

What Is Bibliotheraphy

What is Bibliotherapy? * Bibliotherapy – the use of literature to help people cope with emotional problems, mental illness, or changes in their lives or to produce affective change and promote personality growth and development. * The underlying premise of bibliotherapy is that clients identify with literary characters similar to themselves, an association that helps the clients release emotions, gain new directions in life, and explore new ways of interacting * E. g. Teenage readers may feel relief that they are not the only ones facing a specific problem. They learn vicariously how to solve their problems by reflecting on how the characters in the book solve theirs Some approaches in Bibliotherapy * Traditional bibliotherapy * Tended to be more ‘reactive' * Focused on getting individuals to react positively or negatively to the reading material. * Therapeutic process * More interactive one: the reader becomes part of the unfolding intellectual and emotional process of the story, and in struggling to understand what is being communicated at the deepest levels, the reader responds by making a positive alternation or modification in behavior or attitude. Interactive bibliotherapy * Help them reflect on what they read, such as group discussion and dialogue journal writing. * In clinical bibliotherapy and bibliocounseling * Skilled practitioners use therapeutic methods to help individuals experiencing serious emotional problems. * Developmental bibliotherapy * Classroom teachers are more likely to use this method * Involves helping students in their normal health and development * Advantage – teachers can identify the concerns of their students and address the issues before problems arise. Students can also be guided through predictable stages of adolescence Basic stages in Bibliotherapy Generally, activities in bibliotherapy are designed to: * provide information * provide insight * stimulate discussion about problems * communicate new values and attitudes * create awareness that other people have similar problems * provide realistic solutions to problems Four basic stages: identification, selection, presentation, and follow-up. * First two stages – the clients' needs must be identified, and appropriate books selected to match their particular problems. The books must then be presented carefully and strategically so that the clients are able to see similarities between themselves and the book characters. * Once the clients can identify with the main character, they enter the follow-up stage during which they share what they have gained. * They express catharsis verbally in discussion or writing, or nonverbal means such as art, role-playing, creative problem solving, or self-selected options for students to pursue individually * Once catharsis has occurred, the clients can be guided to gain insight into the problem. Catharsis – the process releasing strong emotions through particular activities or experience ) Benefits and limitations of Bibliotherapy * BENEFITS * Provides the opportunity for the participants to recognize and understand themselves, their characteristics, and the complexity of human thought and behavior. * Promote social development as well as the love of literature in general, and reading in particular. * Reduces feelings of isolation that may be felt by people with problems. * LIMITATIONS * Availability of materials on certain topics Lack of client readiness and willingness to read. * Clients may also project their own motives onto characters and thus reinforce their own perceptions and solutions – participants may be defensive * Facilitators may have limited knowledge of human development and developmental problems, and inadequate knowledge about appropriate literature. * Clients may be unwilling to discuss areas that are uncomfortable * Facilitators may insist on making a point at the client's expense. http://www. cyc-net. org/cyc-online/cycol-0105-biblio. htm l Selection of booksWhen choosing stories for bibliotherapy there are specific criteria : * The child’s emotional and chronological age should be taken into account * The librarian should know the material * It should be related to the child’s circumstances and feelings * Illustrations should be clear and colourful. * Characters should model healthy adaptation patterns * There should be a character suitable for identification. * The hero in the story should also be portrayed realistically, for instance s/he must have feelings such as uncertainty, fear and anger.S/he must portray unacceptable behaviour such as being naughty, while people still accept him/her. * There should be other characters in the story that are more or less the same as those in the client’s situation * The librarian should know the client’s reading ability * In using bibliotherapy with small groups of children, the same principles of book selection * Any books selected will be suited f or all group members. BIBLIOTHERAPY!! THREE STAGES of BIBLIOTHERAPY 1. IDENTIFICATION.The child identifies with a character, a story line, SOMETHING in the book that   catches their attention. This identification (discovery) can be by the child, or staged by the therapist or   teacher. 2. CATHARSIS. The child is able to release emotions when he/she becomes emotionally involved in   the story. The classroom or office provides a safe place for the child to release (in a classroom, make   sure to guard the child's privacy and confidentiality). The child can release any of several ways, such   as discussion, art work, music . . 3. INSIGHT. With the therapist's help, the child can come to possible solutions to their problem. Or   sometimes, there is no solution, but coping strategies can be suggested and goals made. The   book's suggested solution or coping strategies can be used, if appropriate. | BIBLIOTHERAPY  can be done in group settings or with individuals alone. Bo oks that address problems common to childhood can be read   to groups, even when there aren't any apparent problems. Sometimes a group reading can open discussion and reveal issues.While  BIBLIOTHERAPY  is a good way for children to release pent-up emotions, it should not be considered a cure. Deep psychological   problems can't be resolved or even handled in a classroom setting — these need to be addressed in more intense therapy. | HOW TO USE BIBLIOTHERAPY!!!! (yahoo) 1. Identify your children's needs through observation, parent conferences, classwork, official records, etc. 2. Match the problems with the appropriate books. Make sure that the book is appropriate for the child's reading   level and maturity. 3.Decide on the settings and time for the therapy, and how you will introduce it to the student. 4. Design follow-up activities after the reading. 5. Motivate the child with introductory activities. 6. Engage in the reading, viewing, or listening phase. Ask lea ding questions. 7. Take a break for reflection. 8. Introduce follow-up activities: ~retelling of the story ~in-depth discussion of the book ~art activities ~creative writing ~dramatic activities 9. Discussion and possible solution finding. | http://www. catherineshafer. com/biblio. html Developmental Interactive Bibliotherapy Bibliotherapy is generally defined as the use of literature to promote mental health * Bibliotherapy has been found effective for a number of domains, such as attitude change, self-concept development, fear reduction, problem-solving ability, prosocial behavior, values development, and interpersonal relationship. * Bibliotherapy can offer a wealth of resources not only for problem-centered interventions but also for classroom guidance. Children’s Social-Emotional Development * The concept of emotional intelligence has been widespread in recent educational literature. Emotional intelligence involves the ability to perceive accurately, appraise, and expres s emotion; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth. †(p. 10) * Even in the reading lessons that involve only engaging stories, children can learn about how the characters feel and how the characters perform in response to such feelings. * Children learn these social-emotional skills through various medium, such as, literature, art programs, music, and so on. Lang (1998) suggested that a curriculum of social-emotional development should generally cover a wide range of issues. It should involve a concern for the personal and social development. The Transactional Model of Stress * People also differ in their coping patterns. * Emotion-focused coping – avoidance, minimization, distancing, selective attention, and positive comparisons, are likely to occur when there is nothing that can be done to mod ify harmful, or threatening conditions. * Problem-focused coping – amenable to change. * No single strategy that is considered inherently better than any other. Transactional model suggests that to result in emotions and to cope appropriately with the realities of the situation we are facing, we need to appraise correctly. * the concepts of â€Å"appraisal† and â€Å"coping† to the elementary school students is through children’s literature – pertaining to stressful plots and various forms of coping processes and strategies were selected and analyzed Educational Importance of this Study * School counselors to use literature as a method for nurturing children’s social and emotional development. Facilitate discussions with good quality in interactive bibliotherapy, professional skills including active listening, clarification of content, and reflection of feeling are crucial. * Select quality literature-counselors need to expand their collecti ons in various stories pertaining critical issues to children’s social-emotional development at each stage. * Useful to collaborate with other practitioners, such as media specialists, classroom teachers, librarians, and parents. In addition, further knowledge for selecting children’s literature is especially needed. What Is Bibliotheraphy What is Bibliotherapy? * Bibliotherapy – the use of literature to help people cope with emotional problems, mental illness, or changes in their lives or to produce affective change and promote personality growth and development. * The underlying premise of bibliotherapy is that clients identify with literary characters similar to themselves, an association that helps the clients release emotions, gain new directions in life, and explore new ways of interacting * E. g. Teenage readers may feel relief that they are not the only ones facing a specific problem. They learn vicariously how to solve their problems by reflecting on how the characters in the book solve theirs Some approaches in Bibliotherapy * Traditional bibliotherapy * Tended to be more ‘reactive' * Focused on getting individuals to react positively or negatively to the reading material. * Therapeutic process * More interactive one: the reader becomes part of the unfolding intellectual and emotional process of the story, and in struggling to understand what is being communicated at the deepest levels, the reader responds by making a positive alternation or modification in behavior or attitude. Interactive bibliotherapy * Help them reflect on what they read, such as group discussion and dialogue journal writing. * In clinical bibliotherapy and bibliocounseling * Skilled practitioners use therapeutic methods to help individuals experiencing serious emotional problems. * Developmental bibliotherapy * Classroom teachers are more likely to use this method * Involves helping students in their normal health and development * Advantage – teachers can identify the concerns of their students and address the issues before problems arise. Students can also be guided through predictable stages of adolescence Basic stages in Bibliotherapy Generally, activities in bibliotherapy are designed to: * provide information * provide insight * stimulate discussion about problems * communicate new values and attitudes * create awareness that other people have similar problems * provide realistic solutions to problems Four basic stages: identification, selection, presentation, and follow-up. * First two stages – the clients' needs must be identified, and appropriate books selected to match their particular problems. The books must then be presented carefully and strategically so that the clients are able to see similarities between themselves and the book characters. * Once the clients can identify with the main character, they enter the follow-up stage during which they share what they have gained. * They express catharsis verbally in discussion or writing, or nonverbal means such as art, role-playing, creative problem solving, or self-selected options for students to pursue individually * Once catharsis has occurred, the clients can be guided to gain insight into the problem. Catharsis – the process releasing strong emotions through particular activities or experience ) Benefits and limitations of Bibliotherapy * BENEFITS * Provides the opportunity for the participants to recognize and understand themselves, their characteristics, and the complexity of human thought and behavior. * Promote social development as well as the love of literature in general, and reading in particular. * Reduces feelings of isolation that may be felt by people with problems. * LIMITATIONS * Availability of materials on certain topics Lack of client readiness and willingness to read. * Clients may also project their own motives onto characters and thus reinforce their own perceptions and solutions – participants may be defensive * Facilitators may have limited knowledge of human development and developmental problems, and inadequate knowledge about appropriate literature. * Clients may be unwilling to discuss areas that are uncomfortable * Facilitators may insist on making a point at the client's expense. http://www. cyc-net. org/cyc-online/cycol-0105-biblio. htm l Selection of booksWhen choosing stories for bibliotherapy there are specific criteria : * The child’s emotional and chronological age should be taken into account * The librarian should know the material * It should be related to the child’s circumstances and feelings * Illustrations should be clear and colourful. * Characters should model healthy adaptation patterns * There should be a character suitable for identification. * The hero in the story should also be portrayed realistically, for instance s/he must have feelings such as uncertainty, fear and anger.S/he must portray unacceptable behaviour such as being naughty, while people still accept him/her. * There should be other characters in the story that are more or less the same as those in the client’s situation * The librarian should know the client’s reading ability * In using bibliotherapy with small groups of children, the same principles of book selection * Any books selected will be suited f or all group members. BIBLIOTHERAPY!! THREE STAGES of BIBLIOTHERAPY 1. IDENTIFICATION.The child identifies with a character, a story line, SOMETHING in the book that   catches their attention. This identification (discovery) can be by the child, or staged by the therapist or   teacher. 2. CATHARSIS. The child is able to release emotions when he/she becomes emotionally involved in   the story. The classroom or office provides a safe place for the child to release (in a classroom, make   sure to guard the child's privacy and confidentiality). The child can release any of several ways, such   as discussion, art work, music . . 3. INSIGHT. With the therapist's help, the child can come to possible solutions to their problem. Or   sometimes, there is no solution, but coping strategies can be suggested and goals made. The   book's suggested solution or coping strategies can be used, if appropriate. | BIBLIOTHERAPY  can be done in group settings or with individuals alone. Bo oks that address problems common to childhood can be read   to groups, even when there aren't any apparent problems. Sometimes a group reading can open discussion and reveal issues.While  BIBLIOTHERAPY  is a good way for children to release pent-up emotions, it should not be considered a cure. Deep psychological   problems can't be resolved or even handled in a classroom setting — these need to be addressed in more intense therapy. | HOW TO USE BIBLIOTHERAPY!!!! (yahoo) 1. Identify your children's needs through observation, parent conferences, classwork, official records, etc. 2. Match the problems with the appropriate books. Make sure that the book is appropriate for the child's reading   level and maturity. 3.Decide on the settings and time for the therapy, and how you will introduce it to the student. 4. Design follow-up activities after the reading. 5. Motivate the child with introductory activities. 6. Engage in the reading, viewing, or listening phase. Ask lea ding questions. 7. Take a break for reflection. 8. Introduce follow-up activities: ~retelling of the story ~in-depth discussion of the book ~art activities ~creative writing ~dramatic activities 9. Discussion and possible solution finding. | http://www. catherineshafer. com/biblio. html Developmental Interactive Bibliotherapy Bibliotherapy is generally defined as the use of literature to promote mental health * Bibliotherapy has been found effective for a number of domains, such as attitude change, self-concept development, fear reduction, problem-solving ability, prosocial behavior, values development, and interpersonal relationship. * Bibliotherapy can offer a wealth of resources not only for problem-centered interventions but also for classroom guidance. Children’s Social-Emotional Development * The concept of emotional intelligence has been widespread in recent educational literature. Emotional intelligence involves the ability to perceive accurately, appraise, and expres s emotion; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth. †(p. 10) * Even in the reading lessons that involve only engaging stories, children can learn about how the characters feel and how the characters perform in response to such feelings. * Children learn these social-emotional skills through various medium, such as, literature, art programs, music, and so on. Lang (1998) suggested that a curriculum of social-emotional development should generally cover a wide range of issues. It should involve a concern for the personal and social development. The Transactional Model of Stress * People also differ in their coping patterns. * Emotion-focused coping – avoidance, minimization, distancing, selective attention, and positive comparisons, are likely to occur when there is nothing that can be done to mod ify harmful, or threatening conditions. * Problem-focused coping – amenable to change. * No single strategy that is considered inherently better than any other. Transactional model suggests that to result in emotions and to cope appropriately with the realities of the situation we are facing, we need to appraise correctly. * the concepts of â€Å"appraisal† and â€Å"coping† to the elementary school students is through children’s literature – pertaining to stressful plots and various forms of coping processes and strategies were selected and analyzed Educational Importance of this Study * School counselors to use literature as a method for nurturing children’s social and emotional development. Facilitate discussions with good quality in interactive bibliotherapy, professional skills including active listening, clarification of content, and reflection of feeling are crucial. * Select quality literature-counselors need to expand their collecti ons in various stories pertaining critical issues to children’s social-emotional development at each stage. * Useful to collaborate with other practitioners, such as media specialists, classroom teachers, librarians, and parents. In addition, further knowledge for selecting children’s literature is especially needed.