Golden Snub-Nosed Monkey Essay Example for Free

Golden Snub-Nosed Monkey Essay If you visit Qinling Mountain and walk through the forests, you may see some golden figure swinging from trees to trees. They are golden snub-nosed monkeys, which I think are the most beautiful kind of primates in the world. Golden snub-nosed monkeys are famous for their golden hair and pale blue faces. Another obvious characteristic of this kind of monkeys is that there are no bones in their noses. With these features, you can easily recognize them. Golden snub-nosed monkeys are about 66-76cm in length, but their long tails are 56-72cm long. Male monkeys are 16. 4kg, while female monkeys are 9. 4kg. (Chinese golden monkey – interesting fact) They are usually founded in groups in temperate places such as conifer and broadleaf deciduous, so their mainly food is leaves. However, they eat different food in different seasons, such as fruits, seeds and buds. (G. S. M Taxonomy, Morphology, Ecology online) Golden snub-nosed monkeys are kind of vulnerable animals because they have many natural enemies like goshawks, wolves, leopards and foxes. Voice and actions are two main ways they use in communication. (G. S. M Behavior online) If you hear high screams, probably there are predators approaching monkeys. Golden snub-nosed monkeys are rare and endangered and have already been listed in IUCN (International Union of Conservation of Nature and Natural Resources). According to the research, they have three main threats, which are lumbering, residential areas and hunting. (Yongcheng, L. Richardson, M. 2008) What’s more, it is believed by some people that golden snub-nosed monkeys’ fur can cure rheumatism, an illness that makes joints or muscles stiff and painful. These years, many nature reserves have been set up to protect them. But because golden snub-nosed monkeys can only produce one baby each time, the amount of them is increasing slowly. They need more care and love and we humans are deserved to do that.

Media Comparison: Egypt and Hong Kong

Media Comparison: Egypt and Hong Kong Wenting 1 Questions 3 Select any specific aspect(s) of mass media in one of the following four countries – Hong Kong, Taiwan, Japan and South Korea –, and compare it/them with another country of your choice. Discuss the similarities and/or differences between the two countries. Specific aspect(s) can be: media system, media history, media control/ regulation, media content, media policy, new media etc. Introduction The media plays an important role in informing the population about the current activities within and outside the country. The media also points out the evils of the current government. This is the reason why most government tries to restrict all forms of media such as print and press. In order to fully appreciate the significance of the role of the media in a nation, a cast study of Egypt and Hong Kong have been selected for analysis. Two aspects of the media have been selected, the media control/regulation and the media history of these two nations. These two countries have been selected because they both have similar and different aspects in relation to their media. These two nations have also experienced unprecedented changes in the past decade and hence forming a fundamental basis for analysis on the past and current challenges affecting the media. Similarities between Egypt and Hong Kong media Egypt and Hong Kong have experienced a number of similarities regarding their media histories. They have both experienced pervasive government regulation. Egyptian media has been controlled by government agencies with majority of the media house being state owned. On the other hand, after the 1997 handover, Hong Kong media has experienced increasing control by the Chinese government which took over from the British colonial power. Majority of the Hong Kong media senior personnel have been absorbed by the Communist government. With the unfolding of these events, in 2011, Hong Kong Press Freedom Index dropped significantly to 54th place from 34th (Weisenhaus, D 2014, p.273).This was a significant drop and a demonstration of the unfolding events regarding media control in Hong Kong under the watchful eye of the Communist government. As such, both Egypt and Hong Kong have experienced a considerable media control from various governmental agencies (Hackler 2006, p.331). Both Egypt and Hong Kong have laws that protect the freedom of press, in Egypt, Article 48 of the constitution states that the freedom of press, publication and information is protected. The law further states that any censorship of the newspaper is also prohibited; this includes suspending and warning of newspapers by the administration. This law only permits limited censorship of any material being disseminated in the media in times of crisis that has a direct effect on the country’s security. Similarly, in Hong Kong, the Basic Law, Article 27 protects the freedom of publication and press in the country (Chan So 2002, p.324). There are other provisions under Article 39 which further protect the media (Chan So 2002, p.324). Both of these countries thus have provisions that protect the freedom of the media despite the challenges experienced in both cases. According to Sakr (2013, p. 45) Egyptian journalism has been struggling to gain freedom from the executive control. In the wake of 2005 multi-candidate elections, embolden journalist were inspired to go beyond the norm and report massive corruption, and other evils of the government. Major changes in the media structure materialized in 2011 as journalist found loopholes in the internet to circumvent government initiatives of restricting the media. Evading proxies and other internet restrictions were used to gain access to social media such as Facebook and Twitter. Journalist used this informal online space to challenge misinformation from the mainstream media about the declining popularity of dictatorial leadership under the former president Hosni Mubarak. This media control struggle continued after the Mubarak and Mosri regime to the current regime under President Sisi. The government under these three presidents has always struggled to control the media in order to advance their in terest and hide the shortcomings of their leadership. Similarly, in Hong Kong, during the British administration, the media was given freedom but there were restrictions especially regarding the British administration. The government encouraged criticism of the communist nations including China but restricted dissemination of information criticizing the British government. After the handover of control in 1997, the Chinese government has further tightened the grip on public media control by absorbing major players in the industry and firing those who reject their ideals. This is clearly evidenced by the sacking and murder of Kevin Lau, a renowned journalist early this year. The struggle to free the media from restrictive government control is bound to continue in these two nations. Differences between Egypt and Hong Kong media The media histories of these two nations are different in many ways. These differences are mainly because of the governments that have been in control over time. Hong Kong was under British control for 150 years until 1997. Over this period, Hong Kong enjoyed press freedom as there was no censorship as compared to the mainland China. Citizens were allowed to criticize Chinese regimes. As a result, Hong Kong became the home to major Asian media such as Asian Wall Street Journal, and Epoch Times, and the anti-communist group. On the contrary, Egypt media has been heavily controlled by the state in all sectors including news agencies, broadcast and print media. In fact, the leading Egyptian news houses such as Al-Akhbar(The News), Dar Al-Tahrir (The Liberation House) and Al-Ahram (The Pyramids) are all controlled and owned by the government. The Shura Council manages appointments of editors and other key decision making people in the media (Kouddous 2011). According to Kouddous (2011) 8 4 % of the population in Egypt depends on the public media such as the TV as the main source of information. The internet is however increasing in popularity as the main source of information to the population; this was particularly evident during its recent revolution that led to the ousting of the Mubarak regime. The other major difference between Hong Kong and Egypt is the fact that Hong Kong has not experienced any major media struggle as it was recently experienced in Egypt. Despite the fears experienced after 1997 when China resumed control of Hong Kong, the fears against free press did not materialize. Hong Kong media protection is deeply rooted in the constitution; Article 27 of Hong Kong basic law as well as Article 16 of the Bill of Rights. On the contrary, Egypt has experienced an intense struggle for a free media especially under the Mubarak regime. According to Kouddous (2011) during the uprising, most bloggers and journalist were arrested, harassed and executed by the regime for reporting contentious issues in the media. Despite the long historical state control of the public media in Egypt, the trend has taken another turn especially after the ousting of the Mubarak regime. The dominantly state owned satellite TV before 2011 are now being owned by individuals who are not pro-government. According to Iskander (2012, p.123) privately owned newspapers has increased since 2011.Majority of the Egyptian population is now online; about 29.8 million by 2012 (Sakr 2013, p.47). Notably, during the 2011 uprising, the social media, mainly Facebook and Twitter were used to organize massive riots that saw the end of the Mubarak regime. This is a positive indicator to the trend in the control of the media in Egypt. Alternative media such as online social media which is hard to control is continually forcing the government and other regulatory bodies to relax their grip on the media. Conversely, the less regulated media in Hong Kong is facing threats from the government. Recently, on the 26th February 2014, Kevin L au, a renowned journalist known for his firm reporting against the Chinese government was murdered by an assailant suspected to be a government agent (Weisenhaus, D 2014, p.277). Massive demonstrations were witnessed as a result of Lau’s brutal murder. Conclusion As critically discussed, there are a number of similarities and differenced between the histories and regulations of Egypt and Hong Kong media. Egypt has been under government control for decades despite the provisions allowing for free press. Similarly, Hong Kong freedom of press has been restricted by the Chinese administration, despite the freedom experienced under the British colony, some restriction against publications that dented the British government existed. With the current Chinese regime, Hong Kong’s media has suffered a major blow that has seen it drop in ranks according to the Press Freedom Index. Both nations have experienced violence and incarcerations of renowned journalist. The recent murder of Kevin Lau in Hong Kong is an example of this unfolding. In Egypt, all the three regimes, the Mubarak, Morsi and Sisi have imprisoned and incarcerated journalist who report information which gouges the image of the current regime. On the other hand, Egypt has had a long history of press restriction until 2005-2011 which marked the start of a free press through alternative information dissemination such as the internet. Conversely, Hong Kong has enjoyed a significant press freedom over the past 145 years under the British colony. This has seen Hong Kong provide a safe home for major international media such as the Asian Wall Street Journal. This foundation has however been shaken by the Chinese regime which took over from the British control in 1997. As such, these countries have experienced both similar and different media challenges. References Chan, MK So, AY 2002, Crisis and Transformation in Chinas Hong Kong, M.E. Sharpe,Sydney. Pp.324-329. Hackler, DL 2006, Crisis and Transformation in Chinas Hong Kong, M.E. Sharpe, Beijing. Pp. 331-343. Iskander, E 2012, Sectarian Conflict in Egypt: Coptic Media, Identity and Representation, Routledge, New York. P.123-127. Kouddous, SA 2011, After Mubarak, Fighting For Press Freedom in Egypt, The Nation, Retrieved from http://www.thenation.com/article/161555/after-mubarak-fighting-press-freedom-egypt# Sakr, N 2013, Transformations in Egyptian Journalism, I.B.Tauris, Cairo. Pp. 45-56. Weisenhaus, D 2014, Hong Kong Media Law: A Guide for Journalists and Media Professionals, Expanded Second Edition, Hong Kong University Press, Hong Kong. Pp. 273-286.

Chemical Constituents From Lepidogrammitis Drymoglossoides

Chemical Constituents From Lepidogrammitis Drymoglossoides Li-Yuan Zhang, You-Heng Gao*, Ling-Zhi Ren , Ming-Zhu Wan, Teng-Hua Wang ABSTRACT This report is related to phytochemical investigation about a Chinese fern Lepidogrammitis drymoglossoides. Based on spectroscopic analysis including UV, MS, 1H and 13C-NMR as well as their chemical and physical properties, their structures were identified to be ÃŽ ²-ecdysterone (1), stigmasterol (2), physcion (3), emodin (4), umbelliferone (5), scoparone (6), aesculetin (7), caffeic acid (8), ferulic acid (9), protocatechuic acid (10), pyrocatechualdehyde (11), gallic acid (12), 4-hydroxybenzoic acid methyl ester (13), docosanyl tetracosanoate (14). Compounds 4-6, 9, 12-14 were isolated from the genus Lepidogrammitis for the first time. Keywords: Polypodiaceae; Lepidogrammitis; Lepidogrammitis drymoglossoides; anthraquinones; coumarins; phenolic acids 1. Subject and source Lepidogrammitis drymoglossoides (Baker) Ching is a member of Polypodiaceae family, which is widely distributed in the south of Yangtze River basin and other provinces in southern China, especially in Guizhou, Fujian, Hubei, Guangdong, Guangxi provinces. The whole grass of Lepidogrammitis drymoglossoides was collected from Xinhui City, Guangdong province, P. R. China, in October 2011. The specie was identified by Prof. Chao-Mei Pan, Department of Pharmaceutical Botany, Guangzhou University of Chinese Traditional Medicine. A voucher specimen (LY 20111023) has been deposited with the Laboratory of Phytochemistry, Department of Phytochemistry, Guangzhou University of Chinese Traditional Medicine, Guangdong, P. R. China. The whole grass was smashed by an electrical grinder and dried in a drying oven under the temperature of 60 before extraction. 2. Previous work The medicinal plant is extensively used in the treatment of pharyngalgia, pulmonary tuberculosis, rheumatism arthritis, lymphnoditis, cholecystitis, urolithiasis, traumatic injury, hypertension and furunculosis bloated by the ethnic minorities of Miao, Yao, and Tong (He and Xu, 2007; The Editorial Committee of Chinese Materia Medica, 1999). Previous works revealed that the main chemical component of Lepidogrammitis drymoglossoides is steroids and phenolic acids, triterpenes, anthraquinones and amides are also included (Li Zhifu, 2011). However, little is known concerning the phytochemistry of the specie, especially the bioactive substances, and yet no method has been proposed for the standardization of this herb, which limits the exploitation and commercialization of these medicinal plants. 3. Present work The dried whole grass of L. drymoglossoides (21 kg) was extracted with 95% EtOH two times (each for 2 h) by usingheatingcircumfluencemethod. The extracts were concentrated under reduced pressure to a crude extract, which was further dissolved in water and extracted successively with petroleum ether (P), chloroform (CHCl3), EtOAc and n-BuOH to yield 239.5 g, 132 g, 56 g and 122.5 g of the corresponding extracts, respectively . The petroleum ether fraction (100 g) was chromatographed over silica gel column using P/EtOAc (100:1-0:100) to give 8 fractions (Fr.1-8) based on TLC analysis. Fr.4 was separated on silica gel CC by eluting with P/EtOAc (30:1), and then was purified repeatedly by Sephadex LH-20 column with CHCl3/MeOH (1:1) to obtain 2 (18.4 mg). The chloroform fraction (100 g) was subjected to a silica gel column chromatography (CC) with the gradient (P/EtOAc 100:0–0:100) as eluants to afford 9 fractions (Fr.1-9) based on TLC analysis. Fr.1 was separated on silica gel CC by eluting with P/EtOAc (100:1-0:100), and then was purified by Sephadex LH-20 column with CHCl3/MeOH (2:1) to obtain 3 (18.4 mg).Fr.2 was submitted to silica gel CC eluted with P/EtOAc gradient (100:1, 50:1, 0:1) to give 5 sub-fractions (Fr.C1-C5). Fr.C2 was purified by Sephadex LH-20 column with CHCl3/MeOH (1:1) as eluant to yield 14 (102 mg). Fr.9 was separated on silica gel CC by eluting with P/EtOAc (10:1, 5:1, 1:1, 0:1), and then was further separated by semi-preparative RP-HPLC with mobile phase of CH3CN/H2O (55:45) to afford 4 (mg). The EtOAc fraction (50 g) was subjected to a silica gel CC with using gradient mixtures of CHCl3/MeOH (100:0-0:100) as eluants to afford 10 fractions (Fr.1-10) based on TLC analysis. Fr.2 was submitted to silica gel CC eluted with CH2Cl2/MeOH gradient (100:0-0:100), and then was purified by Sephadex LH-20 column with CHCl3/MeOH (2:1) to obtain 6 (18.4 mg). Fr.3 was subjected to a silica gel CC with using gradient mixtures of CH2Cl2/MeOH (100:0-0:100) as eluants to produce 13 (18.4 mg). Fr.4 was separated on silica gel CC by eluting with CH2Cl2/MeOH (200:1-0:100), and then was purified by Sephadex LH-20 column with CHCl3/MeOH (1:1) to obtain 11 (18.4 mg). Fr.5 was subjected to silica gel CC eluted with CH2Cl2/MeOH (70:1-0:1) to give 4 sub-fractions (Fr.E1-E5). Fr.E2-3 was resubjected to silica gel CC eluting with CH2Cl2/MeOH (50:1-0:1), and then was purified by Sephadex LH-20 column with CHCl3/MeOH (1:1) to obtain 5 (18.4 mg). Fr.E4 was resubmitted sequentially to silica gel CC elutin g with CH2Cl2/MeOH (50:1-0:1), Sephadex LH-20 column with CHCl3/MeOH (1:1) as eluent repeatedly, and preparative TLC with mobile phase of CHCl3/MeOH/ CH2O2 (20:1:0.2) to afford 7 (18.4 mg). Fr.6 was separated on D101 macroporous resin (MeOH/H2O, 0:100, 50:50, 70:30, 100:0) to yield four main fractions(Fr.E1-4). Fr.E1 was then seperated on a reversed-phase C18 column (MeOH/H2O, 0:100-100:0) to give 4 sub-fractions (Fr.ER1-4). Fr.ER1 was subjected to silica gel CC eluted with CHCl3/MeOH (30:1, 20:1, 10:1, 0:1) to give 4 sub-fractions (Fr.ERC1-4). Fr.ERC3 was chromatographed over silica gel column using CH2Cl2/MeOH (30:1-0:1) and followed by Sephadex LH-20 CHCl3/MeOH (1:1) as eluent to produce compound 9 (18.4 mg) and 10 (mg). Fr.ERC4 was further separated by semi-preparative RP-HPLC with mobile phase of CH3CN/H2O-0.3%CH2O2 (20:80) to afford compound 8 (18.4 mg). Fr.8 was separated by D101 macroporous resin (MeOH/H2O, 0:100, 30:70, 50:50, 70:30, 100:0) to yield 5 fractions (Fr.ED1-5). Fr.ED2-3 was submitted successively to silica gel CC eluting with CH2Cl2/MeOH (50:1-0:1), silica gel CC eluting with CH2Cl2/MeOH (30:1-0:1), reversed-phase C18 column (MeOH/H2O, 0:100-100:0), Sephadex LH-20 column with CHCl3/MeOH (1:1) to afford 1 (18.4 mg) and 12 (mg). By comparison of the 1H and 13C NMR spectra data with those reported, compounds 1-14 (Fig. 1) were identified to be ÃŽ ²-ecdysterone (1) (Wu et al., 2006), stigmasterol (2) (Wu et al., 2008), physcion (3) (Qin and Liang, 2013), emodin (4) (Wei et al., 2012), umbelliferone (5) (Zheng et al., 2011), scoparone (6) (Chen et al., 2012), aesculetin (7) (Qian et al., 2007), caffeic acid (8) (Huang et al., 2013), ferulic acid (9) (Wei et al., 2014), protocatechuic acid (10) (Zheng et al., 2006 ), pyrocatechualdehyde (11) (Zhou and Yang, 2008), gallic acid (12) (Li et al., 2012), 4-hydroxybenzoic acid methyl ester (13) (Zhang et al., 2011), and docosanyl tetracosanoate (14) (Zhang Qian, 2010). 1 2 3: R=CH3 4: R=H 5: R1=H, R2=H 8: R=H 10_R1=H, R2=OH 13 6: R1=OCH3, R2=CH 9: R=CH3 11: R1=H, R2=H 7: R1=OH, R2=H 12: R1=OH, R2=OH 14 Fig.1. 14 compounds from Lepidogrammitis drymoglossoides. 4. Chemotaxonomic significance The main chemical component types of L. drymoglossoides in previously research are steroids and phenolic acids. This current research discusses the isolation and identification of a series of chemical constituents from L. drymoglossoides, compounds 1-14 were classified as steroids (1, 2), anthraquinones (3, 4), coumarins (5-7), phenolic acids (8-13) and fatty acids (14). Among them, compounds 4, 5, 6, 9, 12, 13, 14 were isolated from this species for the first time. In addition, compounds3, 4, 5, 6, 7, 9, 12, 13, 14 have not been reported in any species of the genus Lepidogrammitis. And also this is the first report of compounds 3, 4, 5, 6, 7, 9, 12, 13, 14 from the family Polypodiaceae. There are about 5 species in the genus Lepidogrammitis which are both native to China, and only one specie spreads to India, Burma, Laos and Vietnam (Kunming Institute of Botany, Chinese Academy of Sciences, 2005). L. drymoglossoides mentionedabove is the only one that be studied up to now. To the best of my knowledge, other species in genus Drynaria, Pyrrosia Mirbel and Lepisorus from the family Polypodiaceae have been studied more in recent years home and abroad. Drynaria mainly contains flavones, triterpenoids and phenylpropanoids. Thechemicalcomponentsisolated from Pyrrosia Mirbel include mainlyflavonoid glycosidesand xanthanes. Several of the compounds isolated in this study have been previously isolated and identified from genus mentionedabove. For example, ecdysterone (1) were isolated from L. marginatus, L. thunbergianus, L. longus, L. contortus, L. macrosphaerus, L. albertii and L. ussuriensis (Zhang et al., 2012; Xu Dongying, 1997; Yao et al., 2004; Zhang Xiaojing, 2012; Ch oi et al., 1999). Stigmasterol (2) has been identified from P. calvata (Zheng et al., 1999) and P. gralla (Zheng et al., 1998) while caffeic acid (8), protocatechuic acid(9) and protocatechuic acid(10) have been obtained from R. Drynariae, P. petiolosa and P. sheareri (Han and Wang, 1984; ShanghaiFirstMedical College, 1973; Liang et al., 2010; Wang et al., 2003). But there are no reports of physcion (3), emodin (4), umbelliferone (5), scoparone (6), aesculetin (7) in the family Polypodiaceae. In addition, coumarins is a rare constituent in ferns though previously obtained from Polypodium hastatum Thunb., a fern of the same family Polypodiaceae (Yao et al., 2012). Identification of these class of anthraquinones (3, 4) and coumarins (5-7) indicates that they would be used as chemotaxonomic markers for the species L. drymoglossoides within the family. And this investigation may supply characteristic constituents in this genus. But more phytochemistry studies on it are needed. Acknowledgements This project was financially supported by a grant from Zhongshan Science and Technology Planning Project of Guangdong province (No. 20113A082). References He S.Z., Xu W.F., 2007. Traditional Chinese medicine resources in Guizhou, Guizhou, 192. The Editorial Committee of Chinese Materia Medica, 1999. Chinese Materia Medica, Shanghai, 229-231. Li, Z.F., 2011. Chemical constituents and Antituberculous activity Study of Lepidogrammitis drymoglossoides (Baker) Ching. GuiYang College of Traditional Chinese Medicine, GuiYang. Wu, J.J., Wang, H., Ye, W.C., Zuo, X.F., Zhao, S.X., 2006. Journal of China Pharmaceutical University. 37, 487-490. Wu, X., Xia, H.L., Huang, L.H., Chen, D.D., Chen, J.Y., Weng, H.T., 2008. Journal of Chinese Medicinal Materials. 31, 990-992. Qin, C.M., Liang, H.X., 2013. Chin J Mod Drug Appl, Jan. 7, 1-2. Wei, H., He, C.N., Peng, Y., Ma, G.X., Xiao, P.G., 2012. China Journal of Chinese Materia Medica. 37, 1249-1253. Zheng, Z.G., Wang, R.S., Tang, D., He, B., Gu, P., Duan, T.T., Zhu, Q., 2011. Nat Prod Res Dev. 23, 399-400,403. Chen, B.C., Cai, G.M., Yuan, Y., Li, T.T., He, Q., He, J.F., 2012. Chinese Journal of Experimental Traditional Medical Formulae. 18, 98-100. Qian, Z.M., Li, H.J., Qi, F.F., He, Q.H., Li, P., 2007. Chin Pharm J. 42, 1132-1134. Huang, J., Wang, G.C., Li, T., Li, Y.L., Ye, W.C., 2013. Chinese Traditional and Herbal Drugs. 44, 1237-1240. Wei, L.B., Chen, J.M., Zhou, G.X., 2014. Nat Prod Res Dev. 26. 43-46, 59. Zheng, W., Zhou, C.X., Zhang, S.L., Weng, L.J., Zhao Y., 2006. China Journal of Chinese Materia Medica. 31, 892-894. Zhou, Z.J., Yang, J.S., 2008. W C J.P S. 23, 265-266. Li, Y.Q., Lei, X.X, Feng, Y.L., Xu, Q.M., Xu, L.Z., Yang, S.L., 2012. Chin Pharm J. 47, 261-264. Zhang, Z., Xiao, H., Jin, X.F., Yang, Y.S., Liu, G.M., 2011. Lishizhen Medicine and Materia Medica Research. 22, 1040-1041. Zhang, Q., 2010. The Studies on the Chemical Constituents in leaves of Sorbus tianschanica Ruper. Xinjiang Medical University, Urumchi. Kunming Institute of Botany, Chinese Academy of Sciences. 2005. Flora Yunnanica, Beijing. 21, 341. Zhang, X.J., Ma, J., Zhu, Z.Z., Zhang, H., 2012. Chinese Journal of Spectroscopy Laboratory. 29, 1832-1837. Xu, D.Y., 1997. Information on Traditional Chinese Medicine. 20-21. Yao, Z.S., Xiong, Y.K., Yu, B., 2004. Journal of Chinese Medicinal Materials. 27, 718-721. Zhang, X.J., 2012. Research about the extraction of chlorogenic acid from 5 plants in Lepisorus and the antioxidant activity of alcohol extract. SHAANXI NORMAL UNIVERSITY, Xian. Choi, Y.H., Kim, J., Choi, Y.H., 1999. Phytochemistry. 51, 453-456. Zheng, X., Yu, L., Liao, R.F., Zhu, B.Y., Xu, Y.L.,Xu, J., 1999. Chinese Traditional and Herbal Drugs. 30, 253-254. Zheng, X., Xu, Y.L., Xu, J., 1998. China Journal of Chinese Materia Medica. 23, 98-99. Han, J.S., Wang, M.S., 1984. Journal of Nanjing College Pharacy. 15, 40-43. ShanghaiFirstMedical College, 1973. Journal of Pharmaceuticals. 1-13. Liang, Y.H., Ye, M., Zhang, L.Z., Li, H.F., Han, J., Wang B.R., Guo, D.A., 2010. Acta Pharmaceutica Sinica. 45, 874-878. Wang, N., Wang, J.H., Cheng, j., Li, X., 2003. Journal of Shenyang Pharmaceutical University. 20, 425-427. Yao, H.K., Duan, J.Y., Ai, F.W., Li, Y., 2012. Biochemical Systematics and Ecology. 44, 275-278. [1]Corresponding authors. Tel.:+86 20 39358083. E-mail addresses: [emailprotected](Y.-H. Gao).

Virginia Woolfs A Room of One’s Own Essay examples -- Literature Room

In Virginia Woolf’s feminist essay â€Å"A Room of One’s Own,† Woolf argues that â€Å"a woman must have money and a room of her own† (16) if she is to write fiction of any merit. The point as she develops it is a perceptive one, and far more layered and various in its implications than it might at first seem. But I wonder if perhaps Woolf did not really tap the full power of her thesis. She recognized the necessity of the writer’s financial independence to the birth of great writing, but she failed to discover the true relationship to great writing of another freedom; for just as economic freedom allows one to inhabit a physical space---a room of one’s own---so does mental freedom allow one to inhabit one’s own mind and body â€Å"incandescent and unimpeded.† Woolf seems to believe that the development and expression of creative genius hinges upon the mental freedom of the writer(50), and that the development of mental fre edom hinges upon the economic freedom of the writer (34, 47). But after careful consideration of Woolf’s essay and also of the recent trend in feminist criticism, one realizes that if women are to do anything with Woolf’s words; if we are to act upon them---to write the next chapter in this great drama---we must take her argument a little farther. We must propel it to its own conclusion to find that in fact both the freedom from economic dependence and the freedom from fetters to the mind and body are conditions of the possibility of genius and its full expression; we must learn to ‘move in’: to inhabit and take possession of, not only a physical room, but the more abstract rooms of our minds and our bodies. It is only from this perspective in full possession of ourselves that we can find the unconsciousness of ourselves,... ...d imposing figure of a gentleman, which Milton recommended for my perpetual adoration, a view of the open sky† (34). In this, the message is clear: women’s perspectives of the world should not be framed by the figure of a man; we should not allow the limits of our minds to be dictated to us by a patriarchal social structure, nor should we allow ourselves to be defined by the function that is prescribed for our bodies. We should instead transcend the struggle to find our right relation to men, and move in to our own minds and bodies; regain possession of them, inhabit them, and from these rooms of our own we should look for our place, our room, our right relation to reality. Only then will our glances upward be greeted with an incandescent, unimpeded view of the open sky. Works Cited Woolf, Virginia. A Room of One's Own. New York: Harcourt, Brace and Company, 1989.

Life Role Essay -- Personal Narrative Roles Essays

Life Role For every role that is â€Å"performed† in one’s life, the antithesis of that role also is performed. As I examine my many roles that I play in life, I realize that the majority of my time spent on this planet has been filled with learning. We all are eternal students, I guess you could say; this would at least be true in an ideal world. And for every individual whom consumes his or herself with being a student, that person also is a teacher. Too often the definition of teaching gets associated with a labeled person- a person with chalk-stained hands and a bright red apple upon a desk. I believe that teaching goes far beyond any one person who can stand in front of a classroom and program minds with information that will help pass standardized tests, information that will be vastly useless in the â€Å"real world†. More useful in our day-to-day reality are the lessons we take from regular people in our lives. Our parents are our first teachers and the ones that we probably obtain the most information from. Yet most of them do not have a degree in education. And those same parents will learn more from their children than they could have ever been taught in a classroom. The point here is that from the day we are born, we are students and teachers all at the same time. And these are the roles that I feel are most important to discuss as far as their application to my life. It is difficult to pinpoint the social influences that molded my role. Rather than being shaped from a handful of individuals, I think it was affected more by a collaboration of everyone I have encountered throughout my life. Just as everyone, in their own little way, make an impression on one’s life, so do they impact the role that we will continue to play throughout our lives. Obviously, though, some people are more important in this formation process. These people, of course, are our parents, schoolteachers, close friends, confidants, siblings, and anyone else whom we are relatively close to throughout our lives. Much like everything else in life, you may be good or bad at any certain role that you play. As far as teaching goes, some are good and helpful whereas some are destructive. Teaching does not always have to be a positive effort. A younger sibling may pick up bad habits from his or her older brother or sister, etc. It is likely that a strength or weakness in our te... ...clearly defined roles. Maybe this is just because that person chose to exemplify a certain role by making it a career, or maybe it’s because that person has become obsessed with one of their roles in life. They may forsake things in their own life in order to carry out this role. This is well illustrated in a quote by an opera singer named Mary Garden, who was never married or had friends of her own because she worked so hard to create the facade of whatever character she was playing at the time. She stated, â€Å"The others ‘acted’ a role; I was the role. She who was Mary Garden died so that it might live. That was my genius ... and my sacrifice. It drained off so much of me that by comparison my private life was empty. I could not give myself completely twice.† There are many roles to play in this drama that is life. It’s an impressive feat to be able to juggle all of these roles. To me, the most important lesson is to keep one role ongoing even though you may have to do the opposite side of it. What I mean by this is never stop being certain because of a question and never stop doctoring if you have to be a patient and never stop teaching while you feel that you must learn.   Ã‚  Ã‚  Ã‚  Ã‚  

Engage in personal development in health, social care or children’s and young people’s setting Essay

My duties and responsibilities as a foster carer are many, i must have child A best interests at heart at all times, i provide a safe and stimulating environment for child A to develop to the best of her ability, to keep her safe from harm and abuse. I must make sure all her appointments e,g doctors dentist and language and speech are attended and up to date and recorded. That child A is taught about personal hygiene and why it is so important to do this daily , where ever she may be living. Be a positive role model for her, show her i am there for her to depend on and what i say i mean and do, help her with her school work giving positive praise for the smallest of tasks. To give her new experiences help her to develop her social skills, give her ways to show how she’s feeling, talk and listen to her about what’s going on, show her that her that she is important , that her views and feelings matter, keep her well informed of what’s happening on her behalf , doing all this and keeping confidentiality. For me to carry this out to the best of my ability i attend regular training for me to develop the skills i need , also attend meetings with appropriate people e,g social workers, key workers, guardians, teachers and any other professional that has an influence on child A’s life. I also attend a support group that has talks about different issues that may occur and a chance to talk to other foster carers and social workers about any concerns i may have in a confidential setting. I also keep records, daily logs which are kept locked away for confidential reasons, on how child A is doing, and her positive behaviour also any concerns I may have. I also take child A to contact on a few occasions during the week, having a positive relationship with the people child A sees is a positive experience for her. 1.2 This QCF is based on The National Occupational Standards that you are expected to meet in every unit. Explain the expectations about your own work role as expressed in relevant standards ie Code of Practice, National Minimum Standards, National Occupational Standards. Health and safety at work act 1974 all electrical equipment working correctly, all gas appliances safe to use, these are to be checked yearly by qualified people. No hazards that can cause slips trips or falls. That all hazardous substances are locked away. All outdoor areas are safe from harm. All vehicles that are used are road worthy. That household hygiene is paramount at all times. That pet are well behaved. That general safety is maintained at all times. Childrens act 2004 , every child matters :- 5 core outcomes, Be healthy:-promote physical, emotional, mental health. Stay safe :- keep them safe from maltreatment , neglect, violence and sexual exploitation , accidental injury and death, bullying and discrimination. Enjoy and achieve :- support leaning, attendance at school, stretching abilities. Make a positive contribution: – encourage making choices , being involved, promoting good behaviour. Achieve economic well-being :- encourage further education, better lifestyles. Care council for Wales, code of practise for social care workers :- As a foster carer i must protect the rights of child A promote her interests , gain her trust and build her confidence, promote her independence, but keeping her safe at all times. Respect her rights and choices as long as they cause no harm to herself or others. Be accountable for my work, take responsibility for my actions and maintain and improve child A’s knowledge and skills, do any relevant training for me to be able to carry out my role effectively. 2.1 Explain giving three reasons why reflective practice is important in continuously improving the quality of service provided I feel reflective practise is very important within my role as things change all the time, i have to be able to adapt to any given situation and deal with it at that time, by looking back at what you did, will help you to see if you could have dealt with the situation differently, if it occurs again or a similar situation. The environment, age and development, life experiences, training are all factors. Reflective practise helps to improve my quality of care, increases my confidence learning and through experiences, no-one is right all of the time. 2.3 Describe how your own values, belief systems and experiences may affect your working practise. As a adult i cannot remember being told â€Å"i love you† being hugged or any signs of affection being given, but i do know i was loved. I have brought into my family hugs whenever wanted or needed or just a hug for no reason, i tell my daughter and child A i love them every day, and i do. (if this is what the child wants). 4.1 Identify 3 sources of support available to you for planning and reviewing your own development. I receive support and encouragement from my QCF assessor, my key worker and the children i work with, within my role and family life.

PED 212: week 5 Final Project Essay

Fundamental Skill: Demonstrate locomotor skills (running, jumping, skipping, crawling, marching, and etc. ) State Standard: Georgia, The Georgia Performance Standards for Physical Education are founded on the National Physical Education Standards established by the National Association for Sport and Physical Education. (NASPE) The Standards suggest what a physically educated student must know and be able to at every grade level (K-12) There are six standards and they are â€Å"demonstrates capability in motor skills and movement patterns needed to accomplish a selection of physical activities, demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities, participates regularly in physical activity, achieves and maintains a health-enhancing level of physical fitness, exhibits responsible personal and social behavior that respects self and others in physical activity settings. † Lesson Introduction. Description of the Lesson: The students would be playing follow the leader. This lesson is great for kindergarten children to learn different locomotor skills such as crawling, marching, running, jumping, and etc. This lesson has a low level of safety concerns. Student Learning Objective: The purpose of this lesson is to get children to use a selection of locomotor skills to move in different directions and routes. This lesson will also help build cooperative recreation abilities used while trailing a partner. Classroom Management: I will be placing the students in groups; there are 18 students so I will break them up into six groups of three students per group. I will give the students the chance to decide who is going to be the leader first, if they cannot decide calmly who goes first I will pick for them. After I place the students in their groups I will then explain the rules and safety precautions at this time. I will explain that everyone would get the chance to be the leader and a follower. Each child will get 60 seconds each to be the leader so that every student would get a chance to be the leader. I will explain that the leader has to move around in different directions and not to perform hard traveling patterns for their partners. For safety persecutions I will make sure that they keep their distance from other groups so that they do not bump into another group. Any student who does not follow the rules would be taken out of the activity immediately and given an alternative assignment. At the end of the lesson I will tell the students that they did a great job and explain the importance of the lesson in a way that they could understand. Equipment and Environment: The lesson will take place in a large area outside of the school free of any obstruction. There will be bright orange place markers so the children know not to wonder out of the designated areas. Lesson Procedure Introducing the Lesson: Hello class today we going to play follow the leader. First I’m going to demonstrate the roles of leader and follower. I’m also going to show you what you can and cannot do in this lesson. Safety, Rules, Protocols: The lesson follow the leader is a low risk activity. For safety measures you are not to get two huge steps for each other. The only things you can do to insure no one gets hurt are crawl, walk, run, jump, march, and go in different directions. Also keep your distance from other groups so that you do not bump into one another. you are not allowed to go outside the areas that are marked with bright orange place markers. Any student who does not follow the rules will sit in time out, if that does not work you will be giving an alternative assignment, and the last if you continue to misbehave I will then take you down to the principle office. Teaching/Assessing: I will be walking around to monitor and assist each group and making sure that each group of students are performing each part of the lesson. If I see that a student is having a hard time performing one of the locomotor skills in this lesson I will work with them until the student has mastered the skill that they were having trouble with, Home Connection: Dear Parents, It is an honor to be able to able to work with your children. The purpose of this email is to provide you with an activity that you could do at home to help your child practice the locomotor skill running that they learned in class. Your child could chase the dog around in the yard that will help them grasp the locomotor skill running. If you have questions feel free to email me or stop by the classroom. Mrs. Williams Lesson Accommodations: Accommodations for Children with Disabilities: Children who are in a wheelchair can roll themselves, or can have a partner push them through the pathways. Children who have some movement limitations can still participate in this lesson but their partner will have to move slowly. In the Event of Change in Venue: In case there we have find another place to do our lesson because of another class using the space. I will find empty classroom that is big enough for me to be able to teach this a lesson and for my students to be able to participate. Accommodating a few Students from First Grade: To accommodate some student’s from first grade into my lesson I will put them into a group and switch them out with my kindergarteners who already finished the lesson. After the Lesson Review: At the end of the lesson I will have the students clean up after the lesson. I will then go over with students what the purpose of today’s lesson. I will ask them questions about what they learned and enjoyed about this lesson. I will then ask for a few volunteers to demonstrate some of the skills that was in today’s lesson. REFERENCES Georgia Department of Education . (2014, January 13). Retrieved from GEORGIA PERFORMANCE STANDARDS for PHYSICAL EDUCATION: https://www. georgiastandards. org/standards/GPS%20Support%20Docs/Physical_Education_Standards_4-30-09. pdf Pre-school PE Lesson Ideas. (2014, January ).