Licensed Casino Gambling Essay

Individual effects: Is gambling generally harmful to the individual gambler?| Yes * Gambling is irrational and reckless and should, therefore, be regulated by the government. There may be the possibility of winning a big prize, but the overwhelming likelihood is that a gambler will lose money. This is ensured by the fact that Casinos are profit-minded organizations, and calculate their odds so that they will always make a profit. Because gamblers are always likely to lose and suffer as a result, the activity can be seen in many ways as an irrational engagement.Gambling attracts people with little money who are desperate for a windfall. These are the people who can least afford to lose money. They should be protected from the temptation to gamble.| NoContention that the general individual losses from gambling are justified by it being a fun and leisurely activity worth â€Å"paying† for: Gamblers know that, overall, they are likely to lose money. They gamble because it is a lei sure pursuit that they enjoy. There is nothing irrational about this. Some people get an enjoyable thrill from the remote possibility that they might win a huge prize – even if they lose, they enjoy the experience. Some forms of gambling are highly sociable. For example, many people go to bingo halls to spend time with friends. Society accepts people spending (â€Å"wasting†?) money on other leisure pursuits with no material benefits (e.g. cinema tickets, watching sport) – gambling should not be any different. It is patronizing to suggest that people, including those on low incomes, should not be able to choose how they spend their money. * Psychological benefits of gambling: Some argue that gambling offers psychological benefits. The psychological benefits may include: 1. A feeling of control (which some describe as God-like). 2. Confidence that extends from feelings of executive control in decision-making. 3. Benefits in the ability to psycho-analyze other peoples thoughts, and placing mone yed interests and incentives behind the results of such psycho-analysis.[1] 4. Total engagement and â€Å"peak experience†. â€Å"It provides the gambler with ‘peak experience,’ that godlike feeling when all of one’s physical and emotional senses are ‘go.'†[2] 5. The release from daily tension. 6. Feelings of exercising â€Å"‘the adventurer within us’ – that part of ourselves which lusts for change, the wooing of the unknown, change, danger, all that is new†¦It is part of what makes us human.†[3] 7. Feelings of engaging in a ubiquitous, historical human tradition. 8. Emotions of non-conformity and freedom. One source quoted a gambler who said, â€Å"All day long you do what them dumb bastard supervisors tell you. Don’t make no difference whether it makes sense or not. Sometimes you just gotta get out of line.†[4] * Gambling increases individual efficiency: Studies show that, contrary to popular belief, gambling is by and large beneficial to the gambler and increases rather than decreases his efficiency. It is beneficial in that it stimulates, offers hope, allows decision making, and, in many cases,| Crime effects: Does gambling cause an increase in various kinds of related criminal activities?| [][Edit]Yes * Casinos are often a ssociated with criminal activity. Drug dealers and prostitutes operate near casinos – they know that there are a large number of potential clients in the area. Casinos can therefore be devastating to neighborhoods.| [][Edit]No * People committing crimes should be prosecuted. The existence of criminals does not make nearby businesses (including casinos) immoral. It is perverse to punish people who just want to gamble (and not take drugs or use prostitutes) by taking away their chance to do so.| Bad industry? Are casinos an industry with bad merit? Is nothing of value produced by casinos?| Yes * Casinos don’t produce any â€Å"product†: Many contend that gambling is inappropriate because it does not generate any tangible product. One commentators says that gambling â€Å"is an ethereal substance–â€Å"a biological substance†Ã¢â‚¬â€œthat produces â€Å"highs†¦generated usually by anticipation.†[5]| No * Contention that casinos are involved in the entertainment business, and need not produce a tangible product: Gambling is a form of entertainment that is similar to many other forms of entertainment; the objective is merely to foster a desired emotional response from the audience. Movies, theater, fair-grounds, concerts, sporting-events, and casinos are all similar in that their primary function is to foster an environment of entertainment. That is their â€Å"product†, which need not be physical in order to be viewed as valuable.| Addiction: Is gambling commonly addictive, and would this be a reason for regulating it?| Yes * Gambling is addictive. Many people end up gambling to try to recover money they have already lost. This is known as ‘chasing losses’. It results in people staking more and more money, most of which they will lose. Gambling addicts often turn to crime to feed their addiction. Addiction is highly damaging to families, since gamblers will spend whatever money they can on gambling. People start to gamble without thinking that they will become addicted. Once they become addicted, it is too late. As with drugs, it is better to ban gambling to stop people getting started in the first place. * Analogy that gambling truly is like a drug, and should be treated as a controlled substance: * It is â€Å"drug-like† in the way that it dramatically utilizes human chemicals: William M. Th ompson, â€Å"Gambling: A Controlled Substance†, PBS Interview, 1994 – â€Å"Is the comparison of drugs and gambling unfair? Consider the words of Thomas R. O’Brien, formerly Director of Gaming Enforcement for the state of New Jersey. In 1984 he told a conference on gambling that the success of Atlantic City was tied to how well it sold its ‘only products.’ He then said: ‘That product is not entertainment or recreation or leisure. It’s really adrenaline: a biological substance capable of producing excitement–highs and generated usually by anticipation or expectation of a future event, especially when the outcome of that event is in doubt.’ According to chief regulator of the industry, gambling was not only a drug, but a mind-altering drug.† * The addictive and destructive nature of gambling is also drug-like:William M. Thompson, â€Å"Gambling: A Controlled Substance†, PBS Interview, 1994 – â€Å"Where governments do not prohibit, the majority can exercise self-control. Seventy-five percent gamble responsibly. They find it an entertaining diversion. But another 20 percent overindulge. They incur debts that impair abilities to support their families, unless they stop. Usually they can. Four percent cannot stop without intervention of others. Then there are the one-half to one percent (and these are conservative estimates) who fall into destructive behaviors when exposed to gambling. Families are destroyed, friendships broken, employment disrupted. Cycles of deception and crime lead to ruined lives–and in many cases, suicide.†| No * Contention that gambling is not physically addictive: Unlike drugs, gambling is not physically addictive. It is only psychologically addictive in some people. Only a small percentage of gamblers have an addiction. Many more get enjoyment from gambling without problems – why should these people suffer because a few others get addicted? The risks of gambling addiction are well known. People can make a conscious choice to start gambling, and are aware of the risks of addiction. Treatment programmes can address the problems of those who are addicted.| Economic harm? Do casinos casinos cause economic harm or provide very few economic benefits?| Yes * The long-term economic negatives outweigh the short-term economic gains: John Warren Kind, â€Å"The Business-Economic Impacts of Licensed Casino Gambling in West Virginia: Short-Term Gain but Long-Term Pain†, PBS, 1994 – â€Å"While the dollars invested in various legalized gambling projects and the jobs initially created are evident, the industry has been criticized for inflating the positive economic impacts and trivializing or ignoring the negative impacts (Goodman 1994). The industry’s tendency to focus on specialized factors provides a distorted view of the localized economic positives, while ignoring the strategic business-economic costs to the state as a whole (such as West Virginia) and to different regions of the United States (California Governor’s Office 1992, Kindt 1995). In 1994, all of the various experts who testified before the U.S. House of Representatives Committee on Small Business criticized the impacts that casino-style gambling activities inflict upon the criminal justice system, the social welfare, system, small businesses, and the economy (Congressional Hearing 1994). Utilizing legalized gambling activities as a strategy for economic development was thoroughly discredited during the hearing.† * The actual economic benefits of casinos are exaggerated. They generally only create low-paid jobs for local people; the casino companies usually bring in managers from elsewhere. * There are too many economic â€Å"exte rnalities† surrounding gambling, which nullify the benefits: * Crime – * Risky behavior – Compulsive gambling may foster poor, sometimes risky money-management habits. These habits may transfer over to other areas of the economy, where risky behaviors translate into a higher likelihood of loss in various markets. * Time consumption – Compulsive gambling often entails significant time consumption, which detracts from more productive ends. * Jobs could be created through many other industries that cause fewer moral and practical problems (e.g. theme parks). * Any economic benefits would not matter, if the industry is deemed immoral: * Estimated losses from compulsive gambling: William M. Thompson, â€Å"Gambling: A Controlled Substance†, PBS Interview, 1994 – â€Å"Conservative numbers suggest it costs society $13,000 per year for each compulsive gambler. The losses include treatment costs, lost productivity, criminal activity and judicial costs. Estimating that widespread gambling across America would create one million compulsive gamblers, the resulting annual economic loss would exceed $13 billion.†| No * Casinos cause money to be spent on transport infrastructure, which is very beneficial to economies: * Casinos help the tourism industry of a place: The jobs are not just in the casino itself. More jobs are created in hotels and other parts of the tourism industry. * Examples in which casinos have helped to regenerate many places that previously had considerable poverty and social problems: * Atlantic City. * New Jersey. * Legalized gambling on reservations is very important to Native American tribes: Anthony Pico, Chairman of the Viejas Indians, explains the benefits to his tribe of legalized gambling on his tribe’s reservation in a PBS interview.[6]| Social welfare effects: Are the charitable generations from gambling substantial, and can this go toward justifying their existence?| Yes * It is immoral for the state or charities to raise money by exploiting people’s stupidity and greed. * Gambling is regressive (this means that the poor pay a greater proportion of their income in tax than the rich). This is because poor people are more likely to gamble. Regressive taxation is deeply unfair. * â€Å"Legalized gambling activities act as a regressive tax on the poor† (Clotfelter and Cook 1989). Specifically, the legalization of various forms of gambling activities makes â€Å"poor people poorer† and can dramatically intensify many pre-existing social-welfare problems. Demographic analyses reveal that certain disadvantaged socioeconomic groups tend to gamble proportionately greater amounts of their overall income and marketing efforts, particularly by state lotteries, have allegedly been directed at these target groups.† – John Warren Kind, â€Å"The Business-Economic Impacts of Licensed Casino Gambling in West Virginia: Short-Term Gain but Long-Term Pain†, PBS, 1994 * Contention that education is harmed by gambling practices: Kind, PBS, 1994 – â€Å"Legalized gambling activities also negatively affect education– both philosophically and fiscally (Better Government Association 1992; Clotfelter and Cook 1989). Adherence to a philosophy of making a living via gambling activities not only abrogates the perceived need for an education, but also reinforces economically unproductive activities (and is statistically impossible since the ‘house’ always wins eventually). In states with legalized gambling activities which were initiated allegedly to bolster tax revenues to ‘education,’ the funding in ‘real dollars’ has almost uniformly decreased.†| No * Gambling is often used to raise money for the state or good causes. Charities use prize draws to raise funds:| Should online gambling be banned?| Yes * Internet gambling is especially dangerous. Someone can become addicted very easily – they don’t even need to leave their home. This also means that they are gambling in private. They may therefore be less reluctant to wager very large sums they cannot afford. It is very hard to know the identity of an online gambler – there have been several cases of people (including children) using stolen credit cards to gamble online. Online gambling may be hard to control but that is not a reason to try – making an activity more difficult to pursue will still reduce the number of those who take it up. It is not impossible to put effective deterrent steps in place, such as the recent US ban on American banks processing credit card payments to internet ].| No * It is impossible to stop online gambling. When it has been banned, people have just used sites based in other countries. It is better to legalize and regulate online gambling than to drive gamblers to poorly-regulated foreign operators. Regulation can reduce the problems identified by the proposition. For example, online gamblers can be required to give personal details when registering (e.g. occupation, income). If this information suggests they are spending more than they can afford, the company can block their credit card. In any case, most online gamblers do not get addicted. Why should they be denied an activity that they enjoy?|

Reflection Paper Temple Grandin

Temple Grandin Emergence: Labeled Autistic Positive Outcomes Born in 1949, Temple Grandin was first diagnosed with brain damage at the age of three and then, at the age of five, labeled Autistic. Today Temple Grandin, self-labeled as a recovered autistic, is a well-respected doctor in animal science, a professor at Colorado State University, a bestselling author, an autism activist, and a leading consultant to the livestock industry on animal behavior.While it is easily argued that Temple Grandin’s life does not represent the norm for most children with autism, her autobiography, Emergence: Labeled Autistic (1986) offers a powerful picture of the influences and experiences that steered Temple through her journey ‘emerging’ from autism. Considering Temple’s challenging behaviors as a toddler and the norms for the time, it would not have been surprising if Temple’s mother had followed the advice of the doctors and placed Temple into an institution at t he age of three or kept her isolated at home.Instead, her mother provided therapy and activities that kept Temple â€Å"from tuning out and failing to develop† (p. 20). At the age of three, Temple began regular therapy with a speech teacher who â€Å"helped [her] hear the consonants by stretching out and enunciating the consonants† (p. 17). Although the reader only has a glimpse of the challenge it must have been, it is clear that Temple was included in the daily and special activities of her family’s life with little allowances made for her atypical behavior: â€Å"Being a child of the 1950’s was an advantage because of structured Miss Manners meals and lots of turn-taking games kept me tuned in.The family meals and games also taught essential social skills† (p. 20). As Temple grew older, her mother continued to strive for Temple to have a normal life, enrolling her in kindergarten at the age of five, while also taking a proactive role in preventi ng problems before they happened. â€Å"The school I attended was a small private school for normal children. Mother had discussed my problems extensively with the teachers. On the first day of school I was kept home so that the teachers could explain to the other children that I was different† (p. 32).Temple’s mother was consistently an advocate for her; she did not shy away from providing Temple with experiences that would be challenging for Temple, for herself or for others. The summer after third grade, Temple went to sleep away camp. Even though this experience could be labeled a failure, Temple’s mother did not place the blame on Temple; she believed that the poor outcomes were the result of the adults handling the situation ineffectually. â€Å"When Temple is in secure surroundings where she feels love above all, and appreciation, her compulsive behavior dwindles† (p. 2). â€Å"The second problem was the camp personnel’s lack of insightâ₠¬  (p. 55). After graduating from her small elementary school, at the advice of her teachers and therapists, Temple was enrolled in a large private school. When it became clear that this setting was not appropriate for Temple, her mother, once again did not blame Temple. â€Å"I explained and she listened carefully. As usual, she stood up for me† (p. 68). Temple’s mother then took considerable time (and, in likelihood, spent considerable amount of money) to find a school that would be the best match for Temple.With Temple’s input, Temple’s mother selected the Mountain Country School in Vermont. â€Å"The Mountain Country School was started for gifted children like you† (p. 70). The Mountain Country School, as described by Temple, appeared to be an ideal school for children with high-functioning autism even by today’s understanding and standards. The basic philosophy of the school rested upon the principle of permitting students an opportuni ty to achieve what they could in specific areas, while at the same time both academic and personal allowances were made for areas of emotional handicaps (p. 2). There were four essential areas for both the school and the individual: an understanding of an individual’s personal problems and what to do to correct them; mastery of study skills; developing the social skills essential to everyday association; and the competition of everyday living either in or out of school (p. 72). Throughout Temple’s ‘emergence from autism’, Temple’s mother focused on Temple’s strengths and affirmed Temple’s differences and way of looking at the world. In letters to Temple, Mrs. Grandin wrote, â€Å"Be proud you are different.All bright people who have contributed to life have been different and found the path of life lonely. While the joiners and social butterflies flutter about, Temple, you’ll get real things done (p. 124). â€Å"You need symbo ls. You live them. Like a work of art they are a physical expression of what you feel† (p. 125). â€Å"Wanting to grow really loves yourself, loving the best part of yourself† (p. 148). Temple’s mother was not her only champion. While at the Mountain Country School, a teacher, Mr. Carlock emerged as an influential mentor for Temple. Like Temple’s mother, Mr.Carlock â€Å"didn’t see any labels, just the underlying talents† (p. 90). â€Å"He didn’t try to draw [Temple] into his world but came instead into [her] world† (p. 90). Through Mr. Carlock, Temple learnt many social skills. â€Å"He didn’t preach but showed by his own conduct a social perception that I envied and tried to emulate. From him I was learning humanistic values that I lacked because of my autism† (p. 91). Mr. Carlock did not try to force Temple to study material simply because it was the curriculum. Instead he started with where she was and used her interests to connect her to learning. â€Å"We start with you, Temple.If you want to prove your theory, then you’ll have to learn math, read scientific articles in the library, do some research† (p. 107). He realized that fighting Temple’s fixations was futile; instead he â€Å"channeled [her] fixations into constructive projects† (p. 90). These projects benefited Temple in many ways: she learned through creating; she was motivated to learn academics that might help with her projects; she stayed focused and busy which decreased her anxiety and limited her chances of ‘getting into trouble’; and she was productive, raising her worth both in her own eyes and that of her teachers and peers.Like Temple’s mother, Mr. Carlock affirmed Temple’s worth. â€Å"You’re a gifted individual, Temple- much more than any individual with just sex appeal. Your appeal, when you grow up to it, will be not only physical but intellectual, tooà ¢â‚¬  (p. 92). Years later, Mr. Carlock, perhaps unaware of what he is doing, sums up his own successful approach in his preface for Temple’s autobiography, â€Å"†¦there is hope for the autistic child – that deep, constant caring, understanding, acceptance, appropriately high expectations, and support and encouragement for what is best in him will provide a base, from which he can grow to his own potential† (p. ). From a very young age, Temple began to dream about â€Å"a magical device that would provide intense, pleasant pressure stimulation to [her] body. In [her] imagination this wonderful machine would not be a substitute to [her] mother’s hugs, but would be available at any time to soothe [her]† (p. 36). Perhaps due to her high intelligence and the acceptance by the adults around her, Temple was able to hypothesis the similarities of experiences that made her feel better. â€Å"Since I had no magical, comfort device, I wrapped myself in a blanket or got under sofa cushions to satisfy my desire for tactile stimulation.At night, I tucked in the sheets and blankets tightly and then slid in under them. Sometimes I wore cardboard posters like a sandwich board man because I enjoyed the pressure of the boards against my body† (p. 37). Through a lucky twist of fate, during a summer visit to her aunt’s ranch, Temple encounters a cattle squeeze machine; a strongly built stall for holding cattle still to minimize the risk of injury to both the animal and the operator whilst work on the animal is performed. Temple was fascinated by the squeeze machine: she observed over and over that when placed in this machine, the nervous animals calmed down.When Temple climbs into the squeeze machine herself, she finds that it has a similar effect on her own nerves: â€Å"the effect was both stimulating and relaxing at the same time† (p. 95). The magic device, ‘the squeeze machine’ came to play a signific ant role in Temple’s journey. First, it became another project for her to focus constructively on. It also began to give Temple some control over her debilitating anxiety. The device also provided Temple with an incentive as she â€Å"wouldn’t allow [herself] the relaxation/stimulation of the chute until [her] homework was completed† (p. 00). In college, proving the value of the squeeze machine for herself and other individual’s with autism became a purpose for learning skills and subjects that did not come easily to Temple. Eventually, the squeeze machine became a major reason for Temple’s career choice. During her time at Mountain Country School, Temple was able to find spiritual strength in visiting The Crow’s Nest. The Crow’s Nest was a small observation room on the roof where Temple could look out and see the mountains.With the characteristically literal thinking of an individual with autism, Temple had latched on to a Bible read ing she heard at chapel: â€Å"Before each of you there is a door opening into heaven. Open it and be saved† (p. 84). Temple began to search for the door. She finds a little wooden door that opened out onto the roof and to The Crow’s Nest. For Temple, this door, this place became her door to her Heaven where she could feel safe, hopeful and peaceful and was able to explore herself: her past, her present and her future.Temple believed that in going through this little door, in spending time in the Crow’s Nest, she experienced an awakening of her soul and mind (p. 87). The Crow’s Nest became a symbol to Temple that she could move forward, walk through new doors and grow. While most of Temple’s ‘emergence from autism’ took place before research on positive transition outcomes for children with disabilities, it is easy to see that Temple’s experiences demonstrate what research confirms to be true.Positive transition outcomes are mor e likely when parents or other family are involved; when the student has experienced school and community inclusion; the student has input into the goals; the student has had opportunity for employment experiences prior to graduation from secondary school; the student has an appropriate level of social competence; he student has developed skills and talents that are wanted and needed by the employers; the student has self-determination and self-advocacy skills; and the student has postsecondary education.Parent Involvement Temple was blessed with a mother who provided practical and emotional support as well as sourcing appropriate resources for Temple including therapy, a skilled nanny, schools and other experiences that helped Temple develop. Throughout her life other individuals took a personal interest in Temple, acting as mentors and guiding her academically and socially. The affirmation that Temple received from her mother and her mentors fueled Temple’s will to succeed. Experience in School and Community InclusionFrom the beginning Temple’s mother facilitated Temple’s inclusion in school and the community. Temple attended schools for typical children, was expected to participate in family activities, was supported in having friends, learned to swim and ride horses and attended summer camp. When a difficulty arrived, her mother advocated strongly for Temple while accepting Temple’s challenges. And when necessary, Temple’s mother sought out another school and community that was a better match for Temple. Student has Input into GoalsTemple’s teachers and mentors followed Temple’s interests, her fixations, and used these interests to persuade Temple to learn academic skills that did not interest her directly. Her interest in animals leads her to a degree in Animal Science. Temple states in her introduction, â€Å"Successful people with Asperger’s that I see †¦ were able to develop their ‘tal ent’ area into skill that other people appreciate and want† (p. 16). Self-determination and Self-advocacy Skills It is probably that Temple was born with a certain amount of determination to do what she wanted.Although often what she wanted was not what others wanted, this determination was refocused by her mentors into productive goals and projects that took into account what Temple wanted. Postsecondary Education Temple, with the support from both old and new mentors, attended college and graduate school. The college was carefully selected to meet Temple’s needs. â€Å"I will forever bless those who selected a small college for me† (p. 107). Skills and Talents that are wanted and needed by Employers/Opportunity for Employment Experiences From early on Temple was encouraged to create things.Later on she had opportunities to build and repair useful things such as a system to open the gate to her aunt’s ranch from the car. Although details are not gi ven in Emergence, the book suggests that she had responsibilities at Mountain Country School to help with the farm and the horses. During her visit to her aunt’s ranch she is encouraged to try out running different equipment. The summer after high school graduation Temple spends the summer working at her Aunt’s ranch. While at college she works with children with disabilities.Temple herself advocates: â€Å"Develop their talents into skills that can be used in a job or hobby. The goal is to provide them with skills that can give them satisfaction in life through shared interests. Some of the happiest people in the autism spectrum are the ones who have friends that share their special interest† (p 14). Social competence Through opportunity, experiences, role models and guidance from mentors she respected and felt cared for by, Temple was able to learn sufficient social competence to continue her education and hold jobs.Temple Grandin’s book, Emergence, off ers a real life example of how love, support, experiences and appropriate teaching and guidance can allow an individual to overcome her disability. While Temple stands out as an astonishing story of success, where everything that contributed to her positive outcome came together almost as a miracle, educators and parents of children with difficulties can use her experiences combined with the more recent research to plan deliberately to improve positive outcomes for their children.

The Other Side of Truth Summary

The story begins in Nigeria, with the death of Femi and Sade’s mother. She was killed byagents of the corrupt government, the â€Å"Brass Buttons†, to force Folarin Solaja, thechildren’s father, to stop writing for Speak , an uncensored newspaper. The children thenhave to flee the country, where they are not safe. Their Uncle Tunde arranges for themto be smuggled to London, where their Uncle Dele lives, with Mrs Bankole. Their fathershould then join them there.However, instead of finding the hoped-for safety, they areabandoned by Mrs Bankole in the middle of London, a strange city they know nothingabout. When they are found by the police, they are put into the care of Mrs Graham. Theymeet Jenny, Mama Appiah and Mr. Nathan, who try their best to help them by gettingthe children temporarily admitted in England, and by finding a new foster family forthem: Gracie and Roy King. Sade had to lie to officials about their name so as to no gether father into trouble, and t he kindness displayed by the adults makes her feel guiltyabout her lies.She is also sad about Femi’s sulliness, and feels very homesick. Matters don’t improve on her first day in her new school; she feels lost in the Englisheducation system, much less harsh and demanding with students than in Nigeria. Eventhough she finds friendship and understandingwithMariam, a fellow refugee, and MrMorris, the English teacher, she starts getting bullied by Marcia, and her gang. She isforced to steal a lighter for them, for example, in Mariam’s uncle’s store, somethingthat she feels very guilty about.She starts dreading going to school, as she doesn’tknow how to deal with bullies. One day, Mama Appiah arrives at the house with good news: she has found the children’sfather, who managed to get into England thanks to a false passport. However, he was puttaken to a Detention Centre because he didn’t ask for political asylum, because he was soworried abo ut his children. The Nigerian Police then announce that he is wanted for themurder of his wife. Desperate, Sade and Femi decide to try and meet a television reporter.

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History Of Chanel - Research Paper Example The paper presents the products that became global icons. We could also say that the fame of the two Chanel products in the discussion was inspired by Coco Chanel's passion to reveal to the world what she loved most. These must have built the foundation for her success in the fashion industry. Channel remains to be one of the most popular industries, especially for women fashion. The company's logo alone is what women are dying to have and to be. Chanel is so popular with the fashionable young women because it arrives at every product category of the simple design of products it has. Chanel Camellia has gained so much popularity that has even been involved in beauty crà ¨me. Camellia is in Chanel skin care these days. The Hydra Beauty line is made up of Camellia Alba PFA as it stimulates optimal moisture within skin cells. Seemingly, camellia has grown so extensive not only in fashion wear but also in cosmetics. Most importantly, the company has most of the products that almost all women dream owning. These include fine handbags, fashionable dresses, and pairs of earring. Most Chanel products are also designed with so much care and creativity to an extent that it appears so responsible to what people wear. With all these, it is quite obvious that the Chanel brand will stay relevant for years to come while offering a wide range of fashion for men, women, and children. This is, therefore, a company that should be placed at the place of 'master distributors'.

Low frequency of human papillomavirus DNA in breast cancer by Research Paper

Low frequency of human papillomavirus DNA in breast cancer by Mendizabal-Ruiz et al 2009 - Research Paper Example All the samples were taken from patients who have no prior history of breast cancers. This means those who had a family history of breast cancer were intentionally excluded from the group sampling in order to isolate the probable cause of the breast cancer to the presence of the HPV only. Out of the 107 samples taken from the pathology department, 67 of them are diagnosed to have breast cancer present while the remaining 40 samples were non-malignant. The purported rationale for this study was to investigate the possible connection that HPV has to certain types of breast cancers, since HPV is already well known to be a causative agent of most cervical uterine cancers. Since some breast cancers were found to have the HPV variants present in some of these cases, it was worth investigating if there is more to presence of the HPV's DNA in these breast cancer cases to link the two together. The HPV has several variants and types 16, 18 and 33 are quite common among certain populations. Th e authors of this study used the polymerase chain reaction method to try to detect the DNA of these HPVs. The aims of their study were to detect a presence of this DNA in breast cancer tissue samples and establish a possible role or link of this virus in the genesis of breast cancer.