The Role of Reason in the Historical Concepts of Human Rights Essay

The Role of Reason in the Historical Concepts of Human Rights - Essay Example The classic example drawn from the Greek literature is that of Antigone, who upon being reproached by Creon for defying his command not to bury her slain brother, asserted that she acted in accordance with the immutable laws of the gods. Human rights concepts however can actually be traced to an earlier period. The Old Testament of the Bible relates the story of ancient Israelites, and in it are abundant inferences about human rights, there is no well-developed statement on the issue but there are significant scattered passages that give clear evidence of a point of view at least as advanced as Greek and Roman philosophy. The Ten Commandments for example, by the prohibition of murder and theft, give implicit recognition is considerably broadened by later elaboration of the laws and by the passionate discourses on justice by such prophets as Amos that can be read in his book in the Old Testament If the concept of human rights is very old, the general recognition of their validity is not, throughout most of history governments failed to accepts the notion that people have rights independent of the state, this called statism and it implies the supremacy of the state in all matters pertaining to the lives of subjects, it is still potent concept in the 20th century, Germany under Adolf Hitler and the Soviet Union during the rule of Joseph Staliln are prime examples of statism. It was not until after the Middle Ages, however that natural law doctrines became closely associated with liberal political theories about natural rights, in Greco-Roman and Medieval times natural law doctrines taught mainly the duties, as distinguished from the rights of man, in addition as evidence can be read in the writing of Aristotle and St. Thomas Aquinas, these doctrines recognized the legitimacy of slavery and serfdom (someone who is bound to the land and owned by the feudal lord) and in doing so, excluded perhaps the central most ideas of human rights as they are understood today, the ideas of freedom or liberty and equality. For the idea of human rights to take hold as a general social need and reality, it was necessary that basic changes in the beliefs and practices of society take place, changes of the sort that evolved from about the 13th century to the Peace of Westphalia (1648), during the Renaissance and the decline of feudalism. When resistance to religious intoler ance and political-economic bondage began the long transition to liberal notions of freedom and equality, particularly in relation to the use of ownership of property, then were the foundations of what today is called Human Rights truly laid. During this period reflecting to the failures of the rulers to meet their natural law obligations as well as the unprecedented commitment to the individual expression and worldly experience that was characteristics of the Renaissance, the shift from natural laws of duties to natural laws as rights was made. The teaching of Aquinas (1224/25-1274) and Hugo Grotius (1583-1645) on the European continent and the Magna Carta (1215), the

City Genral plan Essay Example | Topics and Well Written Essays - 1000 words

City Genral plan - Essay Example As well as activities that are acceptable on every land parcel, this provides every area with compatibility and continuity as well as those individuals who border those areas. Taking an example of a general plan of Albany, in New York and, the element of land use element has been addressed of which its purpose is to benefit individuals and shape development of cities this is vividly seen in reference with the cities prospective of which its plans are to shape the road ahead, with a target that they feel should be accomplished in the future twenty years from the current time. In the land use plan land uses a pattern known as the spatial distribution all over the city and ways in which for instance the occupants or even enterprises make use of land that is available. The goals that are entailed in this element are simple but at the same time work best, it ties to the six original visions statements which are original and its aim is to support the adoption of a balanced future land use pattern standing with these concepts. There’s also strategies in the land use element and has suggestions such as the utilization of properties that have been neglected or could be they are not occupied, maps are used to guide decisions in the transportation connections land generally the use of land. The land use map outlines a number of lands uses for instance what is referred to as the downtown hub. In all of these corridors there’s employment and education centers that are contained and their results lead to a prosperous economy and revitalized development of the city. The land use element is essential because it is what is used to guide future development and make land use decisions that maintain attractive and economically sustainable city, through considering citizens satisfaction survey in making improvements it can lead to a commendable city development. While dealing with the land use element hardships that are involved in matters like understanding nature an d the limitations the planners coaching and motivation bring to decision concerning how land is used. In land use element we see that the cultural factors are mainly less emphasized in comparison to the physical and even the economic and social characteristics in making decisions on land use patterns. For instance in places that are have the potential of productivity according to soil and the slope parameters and to the existing social economic aspect do not maintain the activities that a land use would assign to them. The cultural factors that affect land use element and mostly in development of a city are information, the technology and the biasness that comes along this factors could either affect land use component positively or negatively. Due to cultures being different from one another, there happen that evaluation on land use can’t be standardized for similar physical conditions. People living and working in a given space often there’s is disregard the proposal s of studies on the constraints that are physical in the area. When we have people living and working together at a place there’s usually disregard of proposals on studies on the physical parameters of the area. Land use element evaluation on the Albany city portrays the potential for production and loss under a specified land use thus there is no possibility of commanding a decision that depends on the individuality of the populations influenced. Some of the systems attributes turn out to be dangerous to the

Benchmarking and policy and regulations Essay Example | Topics and Well Written Essays - 1000 words

Benchmarking and policy and regulations - Essay Example This percentage is increasing day by day with the increase in health care costs. The American nation is acutely aware of the fact that the health care system of their country is not working out for everyone. The increasing costs and an increasing percentage of uninsured people contribute to the rising problem in the health care system. The attention of policy makers is often directed towards these issues which they try to solve by addressing specific problems rather than looking at the whole health care system. These short-term solutions help in solving these problems for a limited period of time. Nonetheless, the problem as a whole still remains (Bureau of labor education, 2001). There are many causes of health insurance problems in United States. Due to the high cost of insurance, many people (mostly unemployed and poor) tend to remain without insurance. Businesses do not offer all their employees health insurance, hence more than half of the employees remain uninsured. Moreover, there are some people who want to get insurance, but the insurance companies consider them unfit for health insurance. Lastly, there are people who consider themselves healthy and do not want to seek insurance and pay high amounts of money to these health insurance companies (Bureau of labor education, 2001). As per the statistics 46.3 million people are currently uninsured in United States, however according to Families USA (2009), the number is even higher if we add the number of people who remain uninsured at least during for a little time. In 2007-2008 almost 86.7 million people were uninsured at some time. Almost 5 million people have the finances to get health insurance, however are not able to due to pre existing conditions. Texas has the highest number of uninsured people as compared to all other states of America. During 2004-2006 almost 24.1% of Texas population was uninsured (US Census Bureau, 2009). The percentage of under-insured

Optical isomerism in Thalidomide Essay Example | Topics and Well Written Essays - 750 words

Optical isomerism in Thalidomide - Essay Example The tragedy which occurred due to thalidomide use led to very stringent testing requirement for pesticides and drugs before licensing. Initially, thalidomide was prescribed as effective painkiller and tranquilizer for insomnia, colds, coughs, and headaches. It was a very effective antiemetic inhibiting morning sickness, and this resulted into many pregnant women using thalidomide in order relieve their pregnancy symptoms. The relationship between the drug and defects in birth were suspected by Australian obstetrician, McBride William, and the German pediatrician, Lenz Widukind. This was later proven in 1961 by Lenz. Approximately 2500 thalidomide babies were born in Germany. The United States Congress constituted laws demanding safety tests during pregnancy before approving any drug. Other nations have passed similar laws too. This has seen thalidomide not sold or prescribed in several countries for decades1. The severe thalidomide impacts led to strict tests being carried out. The d rug was tested as a one single agent for treating multiple myeloma because of its ant angiogenesis activity during the research trials. Many studies have illustrated that thalidomide in combination with dexamethasone increases the rate of survival of the patients of multiple myeloma2. However, commercially produced drug differed from the one used during the research trials, and this resulted into other thalidomide effects. The commercially produced drug differed from that used in research trials in that during commercial productions, thalidomide was produced in combination with dexamethasone and melphalan, which is today the regimen most common for the patients who are newly diagnosed with multiple myeloma. This has seen the development of other side effects such as fatigue, polyneuropathy, venous thromboembolism (VTE), skin rush, or blood clot, which may result into myocardial infarction or stroke. Several scientists have made reviews on VTE relationship with thalidomide in multipl e myeloma diagnosed patients, and the results show that thalidomide administered without prophylaxis leads to a high rate of VTE (26%). Owing to this high VTE rates with thalidomide combined with doxorubicin or dexamethasone, which is commercially produces, a black box warning was given in 2006 in the United States to the thalidomide package showing that multiple myeloma patients receiving thalidomide-dexamethasone bay concurrently benefit from thromboembolism prophylaxis or aspirin. There has been production of other thalidomide derivatives such as lenalidomide and bortezomib3. The presence of optical isomers severely affects fetal development in pregnant women. Tests from the laboratory after the thalidomide disaster indicated that in some animals the 'R' isomer was an effective sedative, but the 'S' enantiomer was tetragenic. The presence of the optical isomers may also lead to phocomelia which is characterized by shortened limbs, or even complete absence. In addition, fetus may develop hypo plastic or external ear abnormalities, facial palsy, malfunctions of genitourinary and gastrointestinal tract, or even complete absent bones. Approximately 40% of such fetuses die after birth4. Conclusion To sum up, there is no acute toxicity in thalidomide and a fatal overdose may be impossible virtually. As a component of thalidomide, Citalopram has severe effects with the dosage of thalidomide. This is because Citalopram and peripheral

Gun politics in the United States Essay Example for Free

Gun politics in the United States Essay To draw up case studies, it is first important to understand its various aspects. For an effective case study, one must first understand the principles of a case. It is important to understand what a case is, the types of cases there are and their purposes. Following this understanding, the methods of analyzing and discussing cases must be explored. After mastering these skills, The three stages of problem, decision and evaluation are vital to the organization of the case study. 4 ? 5 6 7 ? In all case studies we should first explore the brief synopsis of the case and its pedagogical objectives. 8 9 ? In a case method classroom, both the instructor and students must be active in different ways. The art of a case method instructor is to ask the right question at the right time, provide feedback on answers, and sustain a discussion that opens up meanings of the case. If students don’t come to class well-prepared, the case method will fail because the people responsible for making meaning from the case are not equipped to do it. ? 10 ? Case discussions are full of facts and information, but they aren’t shaped into single interpretation, the â€Å"truth†. Instructors don’t announce definitive conclusions or right answers, although they may discriminate between more and less plausible solutions. Students enter and leave the classroom responsible for the outcomes of the discussion. For students, this is a shift from the comfort of authority and single truth to the hard work of personal responsibility and the unease of ambiguity and multiple meanings. ? 11 ? Cases are verbal representation of reality. Real business situations involve uncertainty and don’t present selected and sorted information. ? A case must have 3 characteristics: 1) a significant real world business issue or issues 2) Sufficient information on which to base conclusions 3) No stated conclusions 12 ? Many cases have these complicating properties: 1) Information that includes â€Å"Noise†- false, irrelevant†¦ testimony by characters in the case 2) Unstated information that must be inferred from the information that is stated 3) Nonlinear structure 13 ? A well-written case must have these characteristics. Reader of the case must be able to: 1) Construct conclusion from the information in the text 2) Filter out irrelevant portions of the text. 3) Furnish missing information through inferences. 4) Associate evidence from different parts of the case and integrate it into a conclusion. 14 ? Noise is a characteristic of real situations. Today, we are flooded in information, much of it of little value. Every case, whether it has a large amount of information or very little, requires the reader to make inferences. This can be the most difficult transition from textbooks and lectures. ? If memorization is the primary skill of the lecture model, inference is the primary skill of the case model. Furthermore, cases do not have a linear structure and are not presented in the most logical way. ? 15 ? There are 3 possible approaches to reading the case: 1) Receive it 2) Find it 3) Make it (appropriate for cases) ? â€Å"Receive it† states both subject and its significance (fits a text such as news story) â€Å"Find it† states keys and clues to find the solution (fits a text such as mystery novel) On the first reading of the case, it can seem to be a whole that is less than the sum of its parts. Indeed, the most basic matters of fact are not clearly stated or are stated in multiple ways. Students have to read a case actively (Active Reading) and construct their own meaning based on pedagogical objectives of the case and the theories and concepts already discussed in the class. 16 ? ? ? A case is a text that refuses to explain itself; hence, a meaning needs to be constructed for it. To analyze a case, the contextual factors concerning it must first be studied in order to allow a deeper understanding of the case (Situational analysis) Contextual information helps to limit and narrow the analysis of the case. Courses are often divided up into different modules or themes defined by certain types of situations and, often, concepts, theories, and practices appropriate for these situations. Students should learn how to make a case with relevant information based on the objectives of the case or questions already given by the instructor. 18 ? ? ? The method of analyzing a text is heuristic, meaning that important aspects of the situation in which the case is set must be identified and understood. This is a term used for self-guided learning that employs analysis to help draw conclusions about a situation. 19 ? Analysis has two closely related definitions: to break something up into its constituent parts; and to study the relationships of the parts to the whole. To analyze a case, you therefore need ways of identifying and understanding important aspects of a situation and what they mean to the overall situation. ? Thinking about a case must start before you begin making it. This way, the different questions arising about the case can be answered during the reading process. For example, the framework of a certain concept may guide a product launch decision. Hence, specialized methods are advantageous in achieving well-defined purposes. 20 21 22. 23 The following will provide a starting point for further understanding the different aspects of analyzing a case: ? There are four types of situations which appear repeatedly in case: †º Problems †º Decisions †º Evaluations †º Rules (complicated for beginners) 24 ? The definition of â€Å"problem† as a case situation is quite specific, unlike its other suggestions. Problem is a situation in which there is a significant outcome or performance, and there is no explicit explanation of the outcome or the performance. A problem in a case study is when the outcome or performance is significant yet there is no clear explanation of why it has happened. The causes of these outcomes are important to know so that the situation can be improved. ? 25 ? The outcomes of the cases may be negative. This is as a result of the fact that the change effort of the manager may be self-destructive. This result may arise from weaknesses that are unapparent. For efficient problem analysis, the problem first has to be defined. This is where success can come to be seen as a problem, in its own special meaning. ? ? Next, the problem must be explained by linking the outcome or performance to its root causes. Specialized methods of business disciplines are needed as tools to carry out this analysis. 26 ? Problem analysis begins with a definition of the problem. That seems obvious, yet many cases do not state a problem. As a result, you will first need to realize that a problem does exist. After this, you must define it yourself. Next, you must work out an explanation of the problem. This can be done by linking the outcome or performance to its root causes. This is the main work of problem analysis. To carry it out, you will need to employ the relevant tools, the specialized methods of business disciplines such as Strategy or SCM or operations management. 27 ? Would Barnes Noble have benefited (or been hindered) by its physical organizational structure and management processes in its attempt to strengthen its position as an electronic commerce product/service provider? Defend your arguments. 28 ? Many cases complicate the decision immediately. Many of these are organized around an explicit decision. The decision, however, should not be based on other situations. The existence of an explicit decision is an important distinction, because nearly all business cases involve decision. In many other cases, however, the decisions are implicit and dependant on another situation. The decisions featured in various cases vary greatly in scope, consequence and available data. An executive must decide whether to launch a product, move a plant, pursue a merger, or provide financing for a planned expansion. ? 29 ? Analyzing a decision requires the following, regardless of the dimensions of a decision: †º Decision options †º Decision criteria †º Relevant evidence ? The decision options are often mentioned in the case itself. A stated decision needs to be followed by a statement of the alternative decision options. Finding these or coming up with them can be set as the first goal of the analysis. 30 ? In making a rational decision, the appropriate criteria need to be determined. By thoroughly studying the specifics of the case with the help of specialized methods, the criteria can be derived from the case, as they are not likely to be directly stated. The criteria are then used to develop evidence so as to complete a decision analysis. The decision must be the best option between the evidence and criteria available. In decision analysis, no decision is objectively correct. The goal is to find a decision that creates more benefits than the alternatives, as well as having less severe downsides. 31 ? ? â€Å"If we are to continue outsourcing, and even consider expanding it, why should we keep paying someone else to do what we can do for ourselves? † what are the stimuli behind such a statement to reflect on eBay customer support decision? 32 ? In an evaluation, a judgment is expressed about the worth, value, or effectiveness of a performance, act, or outcome. An outcome can be the subject of an assessment. The analysis of an evaluation can be based on any unit, from an individual to a global region. ? The outcome can be the subject of an assessment. The competitive position of a company, for instance, is the outcome of numerous decisions and performances as well as contingencies such as macroeconomic conditions. 33 ? Evaluations require appropriate criteria for setting the standards for assessing worth, value, or effectiveness. These criteria can be inferred from the particulars of a situation, with the aid of specialized methods. An overall evaluation will express the best option between the evidence and the criteria. Another requirement of an evaluation is that it includes both positive and negative aspects. Both strengths and weaknesses require analyzing. ? ? 34 ? 1. Is it justifiable for a company like Amazon. com to continue investing so much money and effort in a business operation that not only has made a profit for nearly 5 years but was incurring heavier losses? (Refer to the company’s financial statements) 35 ? The key to the analyzing process is active reading in order to make a case, as it is interrogative, purposeful, and iterative, meaning that you make multiple passes through a case and each time reading with various purposes. 37 ? Three factors contribute to active reading: a goal, a point of view, and a hypothesis. Goal of Analysis – Concrete limits must be set in order to derive the desirable information form the case. In addition, a time limit can be used to make the time spent on analyzing the case more productive. the main character. This way, making a decision as a person in that situation will help making conclusions easier. compare and contrast a concrete statement against case evidence. †º Point of View – It is effective to pout oneself in the place of †º Hypotheses – This gives the advantage of being able to 38 ? The process of working on a case has five phases: 1) Situation 2) Questions 3) Hypothesis 4) Proof and action 5) Alternatives 39 The analysis can first be structured as a series of questions and then identifying the situation by reading the first and last sections. The opening or end of a case may present partial or complete descriptions of the problem as well as expressing a tension or conflict vital to the analysis. 40 Knowing the situation allows you to ask questions pertinent to a problem, a decision, or an evaluation. Hence, the stages previously stated can develop the needed understanding to ask the questions in this second phase. Making a content inventory of the case, to locate information that might be used to answer the questions about the situation, can be useful. 41 †º Problem – Who or what is the subject of the problem? What is the problem? Am I trying to account for a failure, a success, or something more ambiguous? What is the significance of the problem to the subject? Who is responsible for the problem and what might he need to know to do something about it? †º Decision – What are the decision options? Do any seem particularly strong or weak? What is at stake of the decision? What are the possible criteria? What might the most important criteria be for this kind of decision? Are any of the criteria explicitly discussed in the case? †º Evaluation – Who or what is being evaluated? Who is responsible for the evaluation? What is at stake? What are the possible criteria? What might the possible criteria be for this sort of evaluation? Are any of the criteria explicitly discussed in the case? 42 ? Instructor may decide to provide situation guidelines and questions regarding the case study for students: 1) Situation 2) Questions 3) Hypothesis 4) Proof and action 5) Alternatives 43. This is the most important phase while working on the case. This involves narrowing the possibilities to the one that seems most plausible. There are different aspects to take into consideration, depending on if you are dealing with a problem, a decision, or an evaluation. Recording your thought process can help the development of this stage. 44 ? Make sure you know the problem that needs to be diagnosed. Consider whether the characteristics of the problem suggest causes. Think about the frameworks that seem most appropriate to the situation. Quickly review the specifics of the frameworks if you are not certain about them. Pursue the diagnosis by looking at case information through the lens of the cause you are most certain about. For each cause, make a separate pass through the case looking for evidence of it. If the case has a lot of quantitative evidence, to what case is it most relevant? If you do not have a case relevant to the quantitative evidence, formulate one. Work up as much relevant, high-value quantitative evidence as you can. In a case with a protagonist (central character), consider whether she is a potential cause. If you think she is, work out how she contributes to the problem. Problem 45 Energy = 2/3 consulting + all of technology service Industry = 1/3 consulting + all of certification 46 ? Decision Review the criteria you have come up with so far. Which do you have the most confidence in? Review the decision options. Do any seem especially strong or weak? Apply the criteria that seem to identify the most evidence in the case. Investigate the strongest decision option with the criterion you have the most confidence in. or, if you are reasonably certain about what which is the weakest, see if you can quickly dismiss that option. If the case has a lot of quantitative evidence, which criterion is most relevant to it? If you do not have the criterion relevant to the quantitative evidence, formulate one. Work up as much relevant, high-value quantitative evidence as you can. If there are conflicts about the decision between individuals or groups, think about why it is. Look at the decision from the point of view of each of the parties to the conflict. If the protagonist is in a difficult position in relation to the decision, consider why that is. 47 48 49 ? Evaluation Review the criteria you have come up with so far. Which do you have the most confidence in? What are the terms of the evaluation going to be? Do any stand out in the case? Do you already have a sense of the bottom-line evaluation you favor? If you do, what are the reasons for the preference? Pursue those reasons. Start by applying the criterion that seems to identify the most evidence in the case. Investigate the most positive range or the most negative with the criterion you have the most confidence in. Investigate the most positive rating or the most negative with the criterion you have the most confidence in. If the case has a lot of quantitative evidence, which criterion is most relevant to it? If you do not have a criterion relevant to the quantitative evidence, formulate one. Work up as much relevant, high-value, quantitative evidence as you can. 50 08 😕 ?†¢  «  » ( )? ?†¢  «  » ( )? ?†¢  «  » ( )? ?†¢  «  » ( )? 😕 ?15? A hypothesis drives a different approach to the case. You will start proving something you have already found out. Evidence supporting the hypothesis can be found in this stage. After this, the evidence can be assessed and a decision option can be drawn up, also finding the actionable content of the decision made. The last phase involves questioning your own hypothesis. This means reading your hypothesis and evidence with a critical eye. In this way, you can be the one who notices the weaknesses in the first place. †º †º Problem – Can the problem be defined differently? Would that make a difference to the diagnosis? Are there any holes in the diagnosis – could there be causes missing? What is the weakest part of the diagnosis? Could an entirely different diagnosis be made? What would it look like? Decision – What is the biggest downside of the recommended decision? How would you manage the downside? What is the strongest evidence against the recommendation? How would a case for the major alternative look? 55 †º Evaluation – Have you been objective and thorough ? If a hypothesis, after all these stages of analyzing and evaluation, fails, looking at alternative ideas can help to come up with another, stronger, hypothesis. This can be made into a useful learning experience for gaining more expertise. Such a case may arise if you perhaps overlooked important information or not used specialized tools effectively. about the evaluation findings that oppose your overall assessment? Think how a different overall evaluation might be proved. Have you accounted for factors that the subject of the evaluation could not control? 56 ? Potential for further discussion 57 ?†¢ 02 0102 ? Deepwater Horizon , 11 ? 71 . 3 002 ? ? .? ?85? ? The variables that influence the path and quality of a case discussion include the instructor, the students, the case, and a host of other possibilities such as the physical setting, the time of day, or the proximity to exams. The only variable that you can control is yourself. Case discussions are the most important part of Industrial Engineering and Business studies classrooms. This method encourages students to apply their learned theories and be able to contribute as part of a group to converse in a business matter. Therefore, skills to communicate and participate are very essential. 60 ? ? A case is a condition explained in which the students attribute with giving their own opinions about it, as well as listening to their peers. It is important for everyone in the case class to contribute in the discussion and comment on it. 61 ? Unfortunately there are some students who do not find it comfortable to participate in the class and feel threatened. This could be due to several reasons. ? The language used in the class might be different from their mother’s tongue and therefore give them the fear of making a mistake in front of their native speaker peers. They might have the fear that they do not have enough knowledge and background about business as others do, and therefore make themselves look silly by making a useless comment and several other reasons, which limits students from participating. Strategies have been used by instructors to overcome these kinds of fears. 62 ? ? Preparing comments and speeches are among the tactics used to overcome fears. Students prepare all their comments and what they want to say before the class and write them down, ready to be said. They will feel comfortable thinking they will have a valuable point to make. This is not always right. A discussion is not predictable, and the preparation might not work very well. The discussion might go into a totally different path in which the prepared points are irrelevant. On the other hand a flexible plan preparation can be helpful. It only causes problems when it is â€Å"over prepared†. ? 63 ? Another tactic is to enter the discussion with a delay, which is after listening to the peers and the professor and trying to make a comment relevant to theirs. This is not a very good way. In fact, it makes it harder to enter a discussion, thinking that only a perfect comment will give him the power to break into the discussion. Therefore the earlier the student starts participating, preferably from the first class, he will feel more comfortable. ? 64 ? Case method exposes risk which is shared by everyone. Risk isn’t purely negative; it is a motivator to do the hard work the case method requires. The most valuable advice about case discussion is to speak up early. Speaking up early not only reduces the nervousness of being in the spotlight It also assists you in setting realistic expectations for yourself. †º Setting a limit on your case preparation has several benefits: it puts a healthy pressure on students to use the time well; and it encourages students to pay attention to how you analyze a case. †º Read the case actively. Reading passively is one of the most important obstacles to efficient analysis. 65 ? In addition, students can try to get to know each other outside the classroom. This reduces their fear and strangeness towards each other. ? They can meet outside the classroom. This will definitely change the environment in the classroom. Building a social network is important to case discussion. Students surrounded by classmates who clearly respect them will probably be at least a little more willing to take risks in discussions. The often subtle but damaging influence of stereotypes about gender, personal appearance, and many other characteristics can be muted when people get to know each other as they are instead of what they are projected to be. A classroom friend can encourage a quiet student to speak up or to take bigger risks with his/her comments 66. Regardless of business seriousness, it is also  helpful to be funny at some points, and make others enjoy the class with a little humor. participation. However it should be accompanied by participating. It is important to listen to everyone carefully and contribute equally, and do not hesitate to talk whenever an idea pops in the mind. †º Listening is the most important factor of 67 †º Take a little time after class to think about the discussion before the memory of it fades away, you’ll capture more of the value of the classroom experience. The short-term benefit is greater clarity about the issues that link on case to another and lends coherence to a course. In long run, these takeaways become your personal bible for leadership. is the product of useful contributions over a period of time, not occasional bravura performance. †º You need to be patient. Effective collaboration 68 ? In conclusion, it is important to first analyze and discuss a case to develop one’s understanding of it. Afterwards, the knowledge gained can be employed to draw up the planning of the casebased essay. Finally, using the guidelines outlined, the different aspects of the case analyzed can be used to write up a well-researched essay. 69 ? Ellet W (2007) The Case Study Handbook: How to Read, Discuss, and Write Persuasively About Cases (Boston: Harvard Business School Press) ECCH Case Study Workshop 2010 ? 70 View as multi-pages TOPICS IN THIS DOCUMENT Scientific method, Casebook method, Case study, Qualitative research RELATED DOCUMENTS How to analyse case study How to analyse a case study Step 1: Get a general impression †¢ Which organisations and industries/sectors does it relate to? †¢ Is the organisation doing well or badly and how has it performed in the past? Is it an organisation that has an unbroken record of success or has it fallen on hard times? †¢ Look at the development of the organisation over time. What strategies has it pursued? Which have succeeded and which have failed? How successful has the 4076 Words | 3 Pages READ FULL DOCUMENT Case Study Guide Ukzn Westville South Africa UKNZN, SCHOOL OF MIG- DISCIPLINE OF MAKERTING AND SUPPLY CHAIN SCMA 305 2013 CASE STUDY GUIDE ANSWERING CASE STUDIES The following problems that have prevented companies to be successful are as follows: 1. The inability to recognize important problems; 2. Difficulty in formulating the main problem; 3. The inability to actually visualize or understand the situation; 4. The inability to communicate with other managers and 4076 Words | 7 Pages READ FULL DOCUMENT Case Study Introduction to Case Study by Winston Tellis+ The Qualitative Report, Volume 3, Number 2, July, 1997 (http://www. nova. edu/ssss/QR/QR3-2/tellis1. html) Abstract This paper is the first of a series of three articles relating to a case study conducted at Fairfield University to assess aspects of the rapid introduction of Information Technology at 4076 Words | 20 Pages READ FULL DOCUMENT Case study ? Case Study Evaluation Protocol and Procedures Evaluation of the overall quality of each case study will be made on the following criteria: CASE STUDY PARTS CRITERIA Abstract Summary paragraph introducing the project, building, hypothesis, highlights of findings. concise brief of the parts to the case study. Introduction Description of building, background 4076 Words | 3 Pages READ FULL DOCUMENT MGMT591 Case Study Analysis ? Case Study Analysis: Building a Coalition Aldranon English II [emailprotected] com MGMT591 ­_68800_20150301 Glenn Palmer March 22, 2015 Abstract This is an in-depth analysis of case study involving the Woodson Foundation. The analysis will evaluate the structure, environment (internal and external), strategy and implementation of tactics surrounding the program. This is only my interpretation of the program’s strengths 4076 Words | 6 Pages READ FULL DOCUMENT Case Analysis Study Case Study Analysis Paper Prepare a 1,400 to 1,750-word case study analysis paper based on the University of Phoenix Material, â€Å"Case Study for Student Analysis,† located in Week Two of the COMM/215 [pic] page. Below is a detailed description explaining how to prepare a case study analysis paper. ____________________________________________________________ _________________ 4076 Words | 6 Pages READ FULL DOCUMENT How to Write a Case Study Write a Case Study Analysis By Karen Schweitzer, About. com Guide See More About: †¢ case studies †¢ case study analysis †¢ mba classes Ads Wetting Balance TestingSolderability Testing Analysis Components -PWB- Assemblywww. standsgroup. com Requisite OrganizationFree research and information from the RO International Institute. www. requisite. org Novi Team BuildingIdealna zabava za 4076 Words | 4 Pages READ FULL DOCUMENT Case Study Writing Fromate Writing a case study report Josephine Hook, Research Learning Coordinator Josephine. [emailprotected] edu (Source: www. office. microsoft. com) Outline ? What is a case study? ? Approaching a case study assignment ? The structure of a case study report ? Key elements of a case study report What is a case? A case might be: ? A 4076 Words |

The Nature of Evil Essay Example for Free

The Nature of Evil Essay 1: That which is morally bad or wrong, or that which causes harm, pain, or misery. 2: A force that is believed to cause wicked or bad things to happen. 3 A very unpleasant or harmful situation or activity. The existence of evil has been puzzling philosophers and leaders of all major religions for hundreds of years. The problem of evil is particularly challenging because Christianity was committed to the existence of a God that controls everything but at the same time acknowledged the real existence of evil. Some religions have tried to deal with the problem of evil by saying that it doesnt exist. In Hindu teaching evil is said to have no real existence instead being dismissed as phenomena. William Golding wrote The Lord of the Flies just after the Second World War, having witnessed the evil of this war he lost the belief that humans have an innocent nature; even children he learned are essentially evil. The Lord of the Flies challenges readers to attempt to develop their own views about the existence of evil in the human race. I found this quite challenging and after much deliberation it is my opinion that evil is within every human being because we all have the potential to be evil and that it is only laws and the threat of punishment that keeps people from behaving in an evil manner. This I why Roger in The Lord of the Flies acts the way he does. My theory that evil is within every human is also expressed in The Lord of the Flies through symbolism. I think that The Beast symbolises the evil that resides within man. I think that the children on the island were all aware that there is a beast on the island, but they thought that it was an actual living thing and didnt realise that it lies within them and that it is in their soul and mind leading them to chaos because of a society with no adults. Only Simon understands what the beast really is, but he is killed when he tries to tell the boys about the beast. Many people believe that Simon from The Lord of the Flies was mad and it is very hard to determine the difference between madness and evil. I dont think that Simon is mad at all; in fact he seems to me the most sane and logical of all the boys on the island. He is the one who tries to show the boys that there is no beast on the island and that the beast is actually the boys themselves. The theme of madness is explored in William Poes novel The Tell Tale Heart. The Tell Tale Heart is a story of domestic violence and it is hard to understand why it ends in the killing of a man. I think that it may have been caused by the narrators fear of the old mans eye; the narrator describes this eye as being pale blue with a film over it, and resembling that of a vulture. Because it is a short story we do not know why the narrator is so scared of the eye, but it is my belief that he is not actually fearful of the eye, and that he has pretended that he is frightened of it to justify the killing. I think this because the syntax suggests that the narrator has only just thought of the eye as a justification for the killing of the old man. for it was not the old man who vexed me, but his evil eye I think that the killing of the old man was evil but the narrator himself is not evil. I dont think that the narrator is evil because although to me and many people it is implausible that a man would kill another man just because of the way his eye looks but to other people this may seem quite plausible. What may drive one person to kill is very different to what will drive another person to kill. I think that Roger from The Lord of the Flies is a sadist who enjoys in hurting and causing pain. This is obvious from very early on in the novel where he knocks over the littluns sand castles and throws stones at them. Even before this I was quite weary of Roger after Goldings description of him. a slight, furtive boy whom no one knew, who kept to himself with an inner intensity of avoidance and secrecy the shock of black hair, down his nape and low on his forehead, seemed to suit his gloomy face and made what had seemed at first an unsociable remoteness into something forbidding. In the end it is Roger who pushes the boulder that kills Piggy. He joins Jacks anarchist group and becomes Jacks right-hand man. In The Lord of the Flies I believe that Jack is the leader of anarchy on the island. From the start of the novel he does not like abiding by rules of any kind. He simply wants to hunt and have a good time. Not seeming to care about being rescued, Jack and his tribe are examples of how without order and discipline we would all turn into savages. However Jacks form of anarchism is at odds with how anarchism is defined in the dictionary where it is said to be the political theory that is opposed to all forms of government. Anarchists believe that the highest attainment of humanity is the freedom of individuals to express themselves, unhindered by any form of repression or control from without. They hold that the perfection of humanity will not be attained until all government is abolished and each individual is left absolutely free. Jack is an anarchist in the sense that he tries to abolish Ralphs form of government, but he then tries to control how other people think and behave by setting up his own tribe. In many ways Jacks tribe is a lot like Adolf Hitlers fascist government in Germany. The way Jack persuaded the boys on the island to join him are very similar to the way that Hitler got people to join the Nazi Party. Like Hitler, Jack was an alternative to democratic policy (Ralphs government) and promised the boys a fun time. Also one of the main appeals of the Nazi Party was their organised appearance with their marches and uniforms. I think that this was also one of Jacks appeals, for example, when Jack and his tribe applied war paint the other boys were in awe of them and wanted to join them. By making these comparisons I think that William Golding was showing how extreme political views such as fascism may work in the short term and may be fun but that it is democracy that achieves the greatest results. In the beginning of the novel Jack, still conditioned by the previous society he had been a part of; could not bear to kill a pig. As the plot progresses he becomes less and less attached to what goes on in the civilised world and he subsequently becomes more extreme. Near the end, he feels no shame about the deaths of Simon and Piggy, or his attempt to kill Ralph and he gets his wish as his anarchy defeats Ralphs order. I think that the novel shows the reader how easy it is to revert back to the evil nature that is within every man when not living in a civilised environment with rules and discipline.

Ataxia Telangiectasia Mutated in Glucose Transport

Ataxia Telangiectasia Mutated in Glucose Transport A role for ataxia telangiectasia mutated in insulin-independent stimulation of glucose transport Abstract Literature reports suggest that ataxia telangiectasia mutated (ATM) can activate the AMP-activated protein kinase (AMPK), a protein that can stimulate glucose transport in skeletal muscle. We hypothesized that 5-aminoimidazole-4-carboxamide ribonucleotide (AICAR), an AMPK activator, would increase glucose transport in mouse extensor digitorum longus (EDL) muscles in an ATM-dependent manner. AICAR-stimulated glucose transport was prevented by the ATM inhibitor KU-55933 and in ATM-deficient (ATM-/-) muscle despite normal stimulation of AMPK phosphorylation. S231 of TBC1D1 matches the sequence motif of ATM substrates, and phosphorylation of this site is known to inhibit TBC1D1 and lead to increased glucose transport. Accordingly, we assessed TBC1D1 phosphorylation and found that AICAR-stimulated phosphorylation of TBC1D1 at S231did not occurin ATM-/- muscle. However, activation of ATM without activation of AMPK was insufficient to increase TBC1D1 phosphorylation.The data suggest that AT M plays a role in AICAR stimulated glucose transport downstream of AMPK. Keywords: AMP-activated protein kinase; ataxia telangiectasia mutated; TBC1D1; AICAR; glucose transport; skeletal muscle Introduction The serine-threonine kinase ataxia telangiectasia mutated (ATM) appears to play a role in glucose homeostasis. For example, recent genome-wide association studies have found that genetic variations near the ATM gene are related to glycemic responses to metformin [1, 2], a commonly-prescribed drug for blood glucose control. While the mechanism for metformin’s effect on blood glucose levels is under debate [3-6], it is known that metformin acutely stimulates glucose transport into skeletal muscle concomitant with activation of the AMP-activated protein kinase (AMPK) [7]. Activation of AMPK is sufficient to stimulate insulin-independent glucose transport into skeletal muscle [8, 9]. Intriguingly, ATM dependence has been reported for activation of AMPK in response to DNA damage or insulin-like growth factor 1 in HeLa cells and fibroblasts, exposure of lung cancer cells to ionizing radiation,exposure of lymphoblaststo H2O2, or treatment of HeLa cells and mouse embryonic fibroblasts with the adenosine analog AICAR [10-14]. Despite these suggestive data on the role of ATM upstream of AMPK, the potential role of ATM in AMPK-dependent stimulation of glucose transport has not previously been investigated in skeletal muscle, the predominant whole-body storage depot for glucose. Accordingly, the purpose of this study was to test the hypothesis that glucose uptake stimulated by the AMPK activator AICAR would be dependent on ATM in skeletal muscle. Methods Materials Antibodies against TBC1D1, AMPK, phosphorylated AMPKÃŽ ± T172 (P-AMPK), and phosphorylated ATM S1981 (P-ATM) were purchased from Cell Signaling Technology (Beverly, MA, USA). Antibodies against phosphorylated TBC1D1 (P-TBC1D1) S237 (S231 in mouse) were purchased from EMD Millipore Corporation (Billerica, MA, USA). Antibodies against tubulin and ATM were obtained from Sigma-Aldrich Corporation (St. Louis, MO, USA). Horseradish peroxidase-conjugated secondary antibodies were obtained from Pierce Biotechnology (Rockford, IL, USA). The ATM inhibitor KU-55933 was a generous gift from Dr. Graeme Smith (KuDOSPhramaceuticals, Cambridge, UK). The AMPK inhibitor Compound C was provided by Merck Co., Inc. (Rahway, NJ, USA). Doxorubicin was purchased from Sigma-Aldrich Corporation. Radiolabeled 2-deoxyglucose and mannitol were purchased from American Radiolabeled Chemicals, Inc. (St. Louis, MO, USA). Collection and Processing of Animal Muscle All procedures using live animals were approved by the Saint Louis University Institutional Animal Care and Use Committee. Transgenic mice expressing a truncation mutation of ATM [15] were obtained from The Jackson Laboratory (Bar Harbor, ME, USA). Mice that were heterozygous for the transgene were used to breed wild type (ATM+/+) and ATM deficient (ATM-/) mice. After weaning, each mouse was anesthetized with ketamine/xylazine (55 mg ketamine and 5.5 mg xylazine per kg), and a tail sample was obtained for genotyping as previously described [15, 16]. Mice were anesthetized with sodium pentobarbital (50 mg/kg) and extensor digitorum longus (EDL) muscles were removed and incubated in vitro as described previously [16, 17]. The incubation media for the muscle consisted of Krebs Henseleit bicarbonate buffer (KHB) containing 8 mM glucose and 32 mM mannitol. Vials containing EDL muscles were gassed with 95% O2 : 5% CO2 and kept gently shaking at 35 ºC. Muscles were incubated for one hour to allow recovery from dissection. Muscles were then transferred into KHB containing 32 mM mannitol and 8 mM glucose in the presence of 0.1% dimethyl sulfoxide vehicle (DMSO) or 1  µM KU-55933, a concentration sufficient to inhibit ATM [18, 19] but low enough to avoid inhibition of phosphatidylinositol 3-kinase [19]. After 30 minutes, muscles were incubated in KHB with 8 mM glucose and the absence or presence of 2 mM AICAR for one hour with the continued presence of DMSO or KU and 32 mM or 30 mM mannitol to keep osmolarity constant across media. At this point, some muscles were blotted and clamp-frozen with aluminum tongs cooled in liquid nitrogen and stored at -80  ºC for later western blot analysis. Other muscles were subjected to 2-deoxyglucose (2DG) uptake assays as described below. In parallel procedures, EDL muscles from wild-type or ATM-deficient animals were allowed to recover in vitro for one hour, incubated in KHB containing mannitol as described above and in the absence or presence of 2 mM AICAR for one hour and then either clamp-frozen or subjected to 2DG uptake assays as previously reported [16, 17] and briefly described below. 2DG uptake Muscles were washed at 30  ºC in glucose-free KHB containing 40 mM mannitol in the absence or presence of KU-55933 (DMSO vehicle) or, for procedures with the ATM-/- mice, in medium containing neither KU nor DMSO. Muscles were then incubated in KHB containing 4 mM 2DG, 2  µCi/ml 3H-2DG, 36 mM mannitol, 0.3  µCi/ml 14C-mannitol, and 0.1% DMSO or 1  µM KU-55933 if they had been present in earlier incubations. Muscles were clamp-frozen and stored at -80  ºC. Muscles were then homogenized in Kontes ground glass tubes in ice-cold buffer containing protease and phosphatase inhibitors (50 mM HEPES, pH 7.4, 2 mM Na3VO4, 150 mM NaF,10  µg/ml leupeptin, 10  µg/ml aprotinin, 0.5  µg/mL pepstatin and 1 mM phenymethylsulfonylflouride). Homogenates were centrifuged at 4  ºC for 10 minutes at 14,000Ë £g, and supernatant protein concentration was analyzed by the bicinchoninic acid (BCA) method (Pierce Protein Technologies, Rockland, IL, USA). Supernatant aliquots and aliquots of the incubation media were mixed with Ultima Gold XR scintillation fluid (Perkin Elmer, Boston, MA, USA), and samples were assessed by scintillation counting (TriCarb 3110TR, Perkin Elmer, Boston, MA, USA). The disintegrations per minute (DPM) of 14C-mannitol were used to measure the extracellular volume, and intracellular 2DG was calculated from 3H DPM after accounting for 3H DPM in the extracellular space. 2DG transport was expressed as nmol 2DG/mg protein/10 minutes. Western Blotting Samples were homogenized, centrifuged, assayed for protein content as described above, diluted in Laemmli sample buffer containing dithiothreitol, and boiled for 5 minutes. Samples were then analyzed using SDS-PAGE as described previously [20]. Samples were run on 4-20% Tris-HEPES gels (Pierce) and then transferred onto nitrocellulose membranes. After transfer, membranes were blocked with 5% non-fat dry milk in Tris-buffered saline containing 0.1% Tween. Proteins on the nitrocellulose membranes were probed with primary and secondary antibodies described in the Materials section and then visualized using enhanced chemiluminescence (Western Lightning; PerkinElmer, Waltham, MA, USA). Western blots were quantified using TotalLab software purchased from TotalLab Nonlinear Dynamics (Newcastle on Tyre, UK). For probing ATM and P-ATM, samples were run on 3-8% Tris-Acetate gels (Invitrogen, Carlsbad, CA, USA) alongside HiMark (Invitrogen) molecular weight markers. Statistics Data were analyzed by ANOVA with post hoc LSD comparisons. A level of P Results AICAR-stimulated glucose transport ATM’s role in AICAR stimulated glucose transport was assessed in isolated EDL muscle by using either ATM deficient mice or by using the specific ATM inhibitor, KU-55933. As shown in figure 1A, ATM protein was present in only background levels in EDL from ATM-/- mice. As shown in figure 1B, AICAR increased glucose transport in muscle from wild type mice(P AICAR-stimulated phosphorylation of AMPK It has previously been reported that ATM plays a role in AICAR-stimulated AMPK phosphorylation in HeLa cells and mouse embryonic fibroblasts [12]. Thus, we assessed phosphorylation of AMPK to determine whether ATM’s role in AICAR-stimulated glucose transport was through an influence on AMPK phosphorylation. As shown in figure 2A, AICAR-stimulated AMPK phosphorylation was normal in muscle from ATM-/- mice. Likewise, AICAR-stimulated AMPK phosphorylation was unaffected by the ATM inhibitor KU-55933 (figure 2B). Phosphorylation of TBC1D1 The RabGTPase activating protein (GAP) TBC1D1 is required for stimulation of glucose transport by AICAR [21]. Furthermore, phosphorylation of mouse TBC1D1 at S231 (corresponding to S237 of human TBC1D1) in response to AICAR occurs concomitant with an increase in glucosetransport [22-24], and S231 phosphorylation appears to be necessary to convey insulin-responsiveness to TBC1D1 [25]. Intriguingly, S231 and the surrounding amino acids (F-S-Q) match the consensushydrophobic-serine/threonine-glutamine (à ¯Ã‚ Ã¢â‚¬  -S/T-Q) motif of ATM targets [26, 27]. While phosphorylation of this site is increased by the AMPK activators phenformin and AICAR [28], and the site is an in vitro target of AMPK [28], this does not rule out the possibility that another kinase could act on the site. Thus, we hypothesized that S231 phosphorylation in response to AICAR would be dependent on ATM. As shown in figure3, AICAR increased phosphorylation of TBC1D1 S231 in EDL from wild type mice (P Discussion The new information provided by this study is that AICAR-stimulated glucose uptake in skeletal muscle is dependent on ATM. Additionally, this role for ATM in AICAR-stimulated glucose uptake does not involve an effect at the level of AMPK phosphorylation but instead is associated with altered phosphorylation of TBC1D1, downstream of AMPK. Based on data that the ATM inhibitor KU-55933 blunted activation of AMPK by metformin in a hepatoma cell line, Zhou et al proposed that ATM acts upstream of AMPK [2]. However, two independent groups have shown that KU-55933 prevents AMPK activation by metformin through inhibition of the cation transporter responsible for metformin uptake rather than through inhibition of ATM [3, 4]. In hepatocytes, ultraviolet light irradiation stimulated phosphorylation of the ATM target H2AX, but had no effect on AMPK activity [4]. Additionally, caffeine, which inhibits ATM,suppressed phosphorylation of H2AX but not activation of AMPK by metformin [4] . Finally, while hydrogen peroxide activated both AMPK and ATM in HEK293 cells, KU-55933 prevented ATM autophosphorylation but did not interfere with AMPK activity [4]. Together, these data [4] suggest that ATM does not act upstream of AMPK, at least in hepatocytes or HEK293 cells. While it has been reported that ATM acts upstream of AMPK inHeLa cells, lung cancer cells, fibroblasts, lymphoblasts, and embryonic fibroblasts [10-14], it seems unlikely that tissues corresponding to these cell lines would play a meaningful role in glucose homeostasis. Intriguingly, however, the increase in insulin sensitivity and a concomitant increase in autophosphorylated ATM in L6 myotubes in response to serum starvation was found to be dependent on AMPK, while inhibition of ATM prevented increased insulin action but not an increase in AMPK phosphorylation in serum starved myotubes [18]. Together, the data from serum-starved myotubes [18]suggest that ATM could act downstream of AMPK in regulation of glucose transport. The current data showing blunted glucose transport despite normal phosphorylation of AMPK in response to AICAR in ATM-deficient skeletal muscle or muscle exposed to KU-55933 are consistent with the idea of ATM acting downstream of AMPK. AMPK is a heterotrimerof ÃŽ ±, ÃŽ ², and ÃŽ ³ subunits, each with multiple isoforms [30]. The two main activating upstream kinases for AMPK are liver kinase B1 (LKB1) and calcium/calmodulin-dependent kinase kinase ÃŽ ² [31], though there are some reports that ATM-dependent phosphorylation of AMPK does not require LKB1 [11, 32] and could indeed be through direct phosphorylation of AMPK by ATM [11]. Intriguingly, LKB1 is an in vitro substrate for ATM [33], suggesting a potential mechanism for the ATM-dependent phosphorylation of AMPK [14]. However, phosphorylation of LKB1 by ATM does not affect LKB1 activity in vitro or LKB1 localization in vivo [33], so the precise role of LKB1 phosphorylation in activation of AMPK remains uncertain. Clearly, there are cell-type differences in the role of ATM upstream of AMPK, and perhaps these are influenced by factors including the expression profile of AMPK subunit isoforms or the subcellular localizations of ATM, AMPK, and LKB1. The current study, as the first to demonstrate a role of ATM in insulin-independent glucose transport, adds to the growing body of literature suggesting a role for ATM in glucoregulation. For example, young mice that lack functional ATM are hyperglycemic compared to wild-type animals during oral glucose tolerance tests [34]. Likewise, for mice with an ApoE-/- background, animals that have only one allele ofATMthat codes for functional protein are hyperglycemic during intraperitoneal glucose tolerance tests and insulin tolerance tests compared to mice with two wild-type ATM alleles [35]. Finally, inhibition of ATM decreases insulin-stimulated glucose uptake in muscle-derived cell lines [16, 32], and insulin-stimulated glucose uptake is blunted in L6 cells expressing kinase-dead ATM and in mouse skeletal muscle from animals deficient in ATM [16, 32]. Quite interestingly, while ATM plays a role upstream of Akt in response to insulin in some cell lines and in glycolytic skeletal muscle [ 16, 20, 36], the point of influence of ATM in insulin signaling leading to glucose transport in oxidative muscle is downstream of Akt at theRabGAP AS160/TBC1D4 [16, 20]which, like TBC1D1, acts on Rabs 2A, 8A, 8B, 10, and 14 [37]. Thus, ATM influences both insulin-stimulated phosphorylation of AS160 [16, 20] and AICAR-stimulated phosphorylation of TBC1D1 in skeletal muscle. In summary, this study provides the first evidence for a role of ATM in AICAR-stimulated glucose uptake by skeletal muscle. Thus, ATM plays key roles in both insulin-dependent [16]and insulin-independent stimulation of glucose uptake in skeletal muscle, suggesting a basis for the association of ATM variants with glycemic profiles recently reported [2, 7].