??the Breakdown of Immune System

The Breakdown of Immune System Andy 1131400011 English? Liver Pool 2012. 10. 19 Diseases always suddenly burst into people’s lives and leave long-term scars for these patients. There are many diseases are so serious that have global influence in human history. As the article The Evolution and Breakdown of Immune System wrote, â€Å"The breakdown of immune system is one of the most frequent and dangerous diseases all over the world. (Jonsson, Brokstad, Hansen, Davies & Ulevestad, 2002)† It not only influences the patients, but impacts their families, and even worse, they may become the burden of the whole society.Every patient really suffers lots of pain when they fight with these kinds of diseases. They will simply influence your immune system, the guardian of your body, even destroy it. Patients may get sick and find it hard to recover once there have some disturbance come from the outside environment. AIDS is one of the most influential diseases of them. According to the dates from UNAIDS, in2010, there are totally 33. 3 million people who suffer lots of pain for AIDS in the earth (UNAIDS, 2010).People who get AIDS will become unbelievably vulnerable and can only lengthen their life under some medical help. The influence of these kinds of diseases will expand from personal to social. Patients’ families are the first who will bear the torture of worries and sadness. Immune system is hard to rebuild after break down so the patients’ families have to pay money for their treatment endlessly. Once they do not have enough money, the patient can only wait for the end of the life, which will bring families huge pain.Only in Africa, 23 million people who died because of AIDS in 2010 (UNAIDS, 2010). And there are millions of families suffer the hurt caused by AIDS. Not only the patients’ families will suffer a lot when they try to save the patients, the society also weighs down by the expenditure to treat patients. In 2009, US$ 15. 9 billion was used to get all kinds of available sources for HIV, but in 2010 there will have $ 26. 8 billion needed for HIV services, and the scholars said there will have a long period ncrease because of the growth of patients who is infected by AIDS (UNAIDS, 2010). Since extensive impacts caused by immune system breakdown, if we can find some causes of it, there may have some favorable change in our future. Based on its different causes, it is usually divided into three main parts: immunodeficiency, autoimmunity and hypersensitivity. Immunodeficiency is first type, which refers to diseases that can make the ability of immune system to fight infectious disease is compromised or entirely absent.Most cases of this kind of diseases are acquired but some people are born with defects in their immune system, or primary immunodeficiency. One example provided by Dr. Greenberg is the mix-use of things which can touch our body, such as syringe needles and toothbrush (Greenberg, 2009). So we s hould be careful to our actions in our daily lives. The second is autoimmunity, which contains diseases are caused by the failure of an organism in recognizing its own constituent parts as self, which allows an immune response against its own cells and tissues.It is often caused by a lack of germ development of a target body. The immune system may fight with each other regardless of the corporations. Some scientists regard overstress and overwork as two main reasons of these kinds of diseases (Clare, 2003). It means the irregular living style may lead to the breakdown of the immune system. Lastly is hypersensitivity. It refers to undesirable reactions produced by the normal immune system, including allergies. Many of them are caused by unhealthy living habits in our daily lives (Allen, 1999).Maybe some people always eat a lot once they find something is delicious, maybe they spend too much time in a certain environment, all these may cause the breakdown of our immune system. After w e are aware of the bad influences of immune system breakdown on patients, families and society; after we research and trace its causes and divide them into three main types, immunodeficiency, autoimmunity and hypersensitivity, we really hope that the breakdown of the immune system will leave less pain on people’s lives.But unfortunately, immune system breakdown is still one of the most destructive diseases in the world. Word count: 718 words Reference 1) JONSSON, R. R. , BROKSTAD, K. , HANSEN, T. T. , DAVIES, T. T. , & ULVESTAD, E. E. (2002). The Evolution and Breakdown of the Immune System: Implications for Development of Autoimmune Diseases*. Scandinavian Journal Of Immunology, 56(3), 323-326. doi:10. 1046/j. 1365-3083. 2002. 01158. x 2) Greenberg, S. (2009, 2). Immunodeficiency. Retrieved from http://www. utoronto. a/kids/Immunodeficiency. htm 3) UNAIDS. (2010, 12 23). The fact sheet on HIV for global report use. Retrieved from http://www. unaids. org/documents/20101123_FS _Global_em_en. pdf 4) Clare, A. (2003). The stranger within. New Scientist, 180(2421), 34. Retrieved from http://www. katewerk. com/chimera. html 5) Allen, C. (1999). Delayed type hypersensitivity: Current theories with an historic perspective. Dermatology Online Journal, 5(1), 7. Retrieved from http://dermatology. cdlib. org/DOJvol5num1/reviews/black. html

Behavior: Teacher and Young People Essay

Adults that support children and young people in school setting have to be aware of the different stages that children and young develop: this includes emotional, physical and social development. Children and young people learn how to behave in time and need guidance and clear boundaries from adults in order to behave the way society expects them. There are Strategies to make children and young people’s behavior one of them is the need to praise them for their work and effort. Children and young people need to feel valued, some seek to belong to group being able to communicate with them effectively to build a positive relationship will help them learn to use to positive behavior. A behavior policy will help all staff to learn how to promote positive, by explaining that children need to develop positive skills and attributes. In my setting these are some of the behavior policies in place: Behavior policy-in order for effective learning to take place, good behavior in all aspects of school life is necessary. By adhering, this policy we aim recognize and promote positive behavior and in doing so we will help promote self-esteem, self-discipline and build positive relationship based on mutual respect. The policy is not only aimed at pupils but to all who are involved in the school community from parents to governors to staff ect in order to be able apply it consistently. In key stage one and two an assembly is held each week one child will receives a prize for earning a Golden star award which is selected by raffle of all the awards. Golden awards are counted up in houses across the school and the wining house receives a reward such a additional P.  E/ games or an ice skating trip. All classes have an opportunity to LAD achievement assembly, which parents/cares are encourage to attend, where are able to show and celebrate examples of their best work. Each week a different year group’s achievement are celebrated in whole school assembly with individual pupils being selected to come on stage to receive a certificate. All staff work hard to help children maintain high standards of behavior. This important so that they can use their in school effectively to learn that learning is not disrupted by others. We actively encourage and promote good behavior which is rewarded in variety of ways such as house points, certificates, stickers, praise from other teachers ect. Children also understand that poor behavior is not acceptable. Within school we have a clear set of behavior consequences such if a child is disruptive: question them on their behavior; a warning inappropriate behavior continues; consequence if child choose not to heed warning. Six Golden Rules: This is the guideline in my setting for pupil so they have an understanding how to behave in school: * Do be kind and helpful * Do be honest * Do look after property Do be gentle * Do listen to other people * Work hard * Do wear the right uniform. Teachers are only able to teach effectively and pupils learn effectively in orderly classes with good behavior. (Department for children and families- taken from school setting behavior policy) Sanctions In my setting they have accepted that some children will find it difficult to abide by the schools code conduct therefore all staff have to be consistent when confronted with inappropriate behavior. The staff are informed of the three groups of behavior that the school has listed: * Less serious incidents- calling out in class Serious incidents-swearing * Very serious incidents-fighting Depending on behavior staff will allocate appropriate sanctions which may include; loss of privileges- not being a prefect, class leader, helping the teacher with register, loss of lunch or morning break or the loss any extra, curricular activities if the child keeps contenting behaving the same. In key stage two, children who are being disruptive in class not working too of their ability and who have forgotten their homework will be given 5mins in the time out corner and if it happens twice in one week is detention at lunch time. Parents are always informed of their child’s inappropriate behavior, if the child gets two lunch time detentions for the same reason in one half term. They get a lunch time detention with the head teacher or Deputy head teacher. And the parents are invited to discuss the matter with the class teacher. In a case where the child’s disruptive behavior continues, either in the playground or the classroom, the child will receive two warning. If the child continues to behave inappropriately then the head teacher, after consultation, may decide to issue an internal exclusion. An internal exclusion differs from exclusion as the child is still able to come into school but the child works away from their own class for fixed period. Exclusions also vary depending on the behavior. If a child is excluded and it is for over 15 days the head teacher will need to get it approved by a panel of governors. The outcome is decided by the Chair of Governors and the LEA. All exclusion are record in every child’s school file and will eventually be sent on to their secondary schools. BULLING: In my setting, all staff work alongside with parents and the children to create a school community where bulling is not tolerated. They take all types of bulling seriously such as, emotional, physical, and racial, cyber bulling and are recorded in the school behavior book by the Head teacher. Any form bulling is reported to the Head teacher as well as the class child protection officer. The children are encouraged to speak to their class teacher if they feel they have are being bullied. The school involves the parent(s) of the child who is bulling others by encourages them to support and re-educate their child, they also inform the parent(s) of the child who have been bullied and offer support. Describe with examples the importance of all staff consistently and fairly applying boundaries and rules for children and young people’s behavior accordance with the policies and procedures of the setting: In my setting staff promotes positive behavior by giving children and young people the opportunity to develop their true potential academically, morally and spiritually. It is important for all staff to be consistent when dealing with inappropriate behavior so that children and young people have sense and knowledge of right from wrong and also know what is expected from them. Example: One day the teacher was instructing the children on their learning objective when a child was being disruptive. I asked the child politely not to sit down and if he/she needed something to put their hand up first, I was quite taken back by when he/she replied rudely. I waited till the whole class was busy with their work and approached the child spoken to her about her rudeness then and asked her if she would move her name down from green to yellow, also made her aware I would tell her teacher about her behavior. The class teacher spoke to the child and he/she was told to apologize to me. It is important for all staff to work alongside each other so that children and young people will expect rules to be the same. If boundaries and rules are not consistent staff would feel undermined. If one staff allows inappropriate behavior and another disciplines the child, the child would be confused. It is also important to remember when addressing a child or a young person of their unaccepted behavior the appropriate sanction is used according to their age and stage of development. For example a child in key stage one who behaves inappropriately would not be given lunch time detention for not doing their homework as opposed to a child in key stage two or at secondary age. The reason why policies and procedures are in place is for parents to support children and young people in their school work and for children and young people to understand what is expected from them. As well as school having a behavior policy, each class would have their own ‘golden rule’ that was created by the children themselves. The importance of letting children create this rule is to include them and allow them to participate. Children benefit by this as they feel valued which helps their self-esteem and self- development. In my setting children who behave inappropriately are given verbal warning and are encouraged and supported to make more positive choices. If the unaccepted behavior continues throughout out the week the child misses their morning and lunch time break by spending it in detention supervised by the Head teacher. Their parents are also informed they may come a time when a child or a young person’s behavior is out of control that parents, class teacher, Head teacher and appropriate practitioners have to work alongside each other. IEP {Individual Education Plan} is created for the individual and a target is set to manage the child or young person’s unwanted behavior. This approach is known as the S. M. A. R. T target {specific, measurable, achievable, realistic, time, bound/specific} The plan may include use of intervention to get the child not to behave inappropriately. It also has to be specific and clear so the child understands what has to be achieved. The target has to be realistic in order for the child to be able to achieve it, therefore it needs to be relevant and time given is reviewed according to the child’s behavior. Before a child or young person is put on the IEP, teachers invite the child’s parents/guidance/Carer to discuss the behavior. A child’s behavior may be a cause of by many factors that has affected them largely such as a change in family structure, home environment or transition to a new school such as secondary school, it can also be through bereavement, parents getting divorce, parents getting re-married, new siblings or illness on one of the family members. In order to support the child, staff in school setting has to act as role model, it sets the standards of behavior and expectations to the children and young people. This is how they learn about positive behavior by watching us. Praising the child for positive behavior and rewarding them with responsibilities such as head boy/girl prefects, class monitors will build their self-esteem, create a calmer environment and build relationships.

How Societ Influences Gender Identity - 3802 Words

Introduction The impact of social and cultural norms on the way an adolescent shapes and perceives identity has come under greater scrutiny in recent years. Although societies differ in the specific nature of the attributes associated with maleness and femaleness, each society attempts to communicate the gender norms to children and adolescents through various mechanisms. Acculturated gender roles have a significant influence on the way parents rear children, which impacts the way the children view themselves. A conflict between the external societal role assigned to an adolescent based on biological gender and the internal gender identity formed by the adolescent can have negative consequences for psychological health. Gender identity†¦show more content†¦Case Study (Person Whom I Know) Samantha, who uses the nickname Sam, is a female aged 14 who is considered a tomboy by her parents and peers. She tends to dress in male clothing and engage in activities that are stereotypically male such as contact sports and playing action video games. She also watches television for two to three hours a day and frequently attends movies, usually alone. While she wears a stereotypically female hair style, it is cut relatively short. She is academically bright and intends to enter college after she completes high school. She is sexually attracted to boys he r age, but conceals her feelings because she is concerned about rejection. She is socially ostracized by the females in her peer group and is often the object of negative comments about her behavior and sexuality. As a result, she has engaged in physical fights with some of her female peers. At the same time, she is not fully accepted by males in her age group as a peer because of their awareness that she is a female. Her parents encourage her to dress in more traditionally female clothing, which she resists. They also attempted to ensure that she had only the toys they deemed appropriate for a girl when she was a child. Although they continuously encourage her to be more feminine, they assume that she will eventually outgrow the behaviors they consider inappropriate for an adolescent girl. As a

Stolen Childhood- Child Soldiers - 1434 Words

Children in America may spend their evenings doing homework or watching television, or some adolescents may have jobs. This is normal for persons under the age of 18 in America. However right now, in other parts of the world, children are being bought, sold, and recruited into armies, where their fates and evenings are left in the hands of their leaders. Many people wonder why children are so often recruited into armies, and what happens to them once they are enlisted. Many different variables, including what are called push and pull factors, can play a role in the process of turning a child into a soldier. The term â€Å"push factor† is used to describe any external source of pressure to enlist or be recruited. These factors can include†¦show more content†¦This loophole has allowed many tyrants to enslave children and escape punishment. These are just a few of one group of factors that can play a role in becoming child soldiers. While â€Å"push factors† are external forces of pressure, â€Å"pull factors† refer to more internal struggles. Some factors could include desire for acceptance and religious honor. Some militant groups had â€Å"voluntary† recruitment because the men were too old to fight. Also, in some countries, the boys saw fighting as a personal honor. In Sri Lanka during their civil war, the Tamil Tigers, a military group, had banned joining any other military groups. This group was one of the major separatist groups during this time. The Tamil Tigers had an estimated 7,000-10,000 soldiers, and about 20-40% of these were estimated to be children, despite the fact that they claimed to never use child soldiers (Somasundaram). This trend of using children as cheap labor is one of the reasons why the up and coming generation is already hindered with setbacks. While the older group of people in the world are simply power hungry, the children are taught from a young age to seek acceptance and approval from authority. In many countries, the children may go as far as to be easily swayed into military service. This is demonstrated in Liberia, where the mistreatment and discrimination against women instills an inferiority complex in females across the country. This also makes it easy for men to enslave young girls in sexShow MoreRelatedChild Soldiers901 Words   |  4 Pagesdiscuss the contentious issue of child soldiers and inform you of the implications this issue has for our modern society. Despite popular opinion, this issue is prevalent in our post-modern world and is far too widespread to ignore. 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Causes And Effects Of The Japanese War - 3355 Words

Causes and Effects of the Russo-Japanese War Prepared By: Joseph Coccia Submitted To: Dr. Eric Ash Course: Regional History 5333: The Soviet Union Virtual Campus, Summer Session Due date: May 10, 2015 The 1904-1905 war between Tsarists Russia and the Empire of Japan pitted a newly developed modern military against and poorly funded, organized, and outdated war machine. It to become the bloodiest war fought prior to World War I. The conflict gained universal recognition as the Russo-Japanese War. The Russians desired to expand eastward and reap the economic benefits created by the natural resources contained within China and Korea. In addition, and most importantly they desired year-round access to a warm-water†¦show more content†¦Throughout all of the years of war Russian leadership sought to maintain political control, expand westward, and defend its perceived sovereign territory. Russia, under the leadership of Peter the Great, looked to the West as a model for modernization and westernization. However, due to continued economic strife, and an inability to align with western nations Tsar Nicholas II, turned his attentions to the Far East. It was his hope that Russia wo uld be able to gain access to the warm-water of the Pacific Ocean at Port Arthur, Manchuria. By controlling the port Russia could institute a military presence, gain economic access to other Asian nations, and establish a gateway to the East. In 1898 the Qing, China’s ruling government leased the Liaodong Peninsula to Russia and by 1903 Russian expansionism into the Far East included Port Arthur. Russia anticipated open trade with China and Korea. The lease irked Japanese leadership and the citizens and would be a primary cause to the war. The leaders of Japan had previous dealing with westerners, and had grown tired of unequal treaties that they were forced to sign. Japan first encountered European traders in 1542. The Europeans introduced religion and Western technology to the Japanese. Even though the Europeans and Japanese considered each other barbarians, Japanese leadership realized that their system of governmental control was antiquated. A continuing

Atomic Bomb 8 Essay Example For Students

Atomic Bomb 8 Essay Atomic Bomb In 1945, two bombs were dropped on Japan, on in Hiroshima and one in Nagasaki. Theses bombs marked the end to the worlds largest armed conflict. Despite the ghastly effects of such a weapon, it offered the best choice for a quick and easy defeat of Japan. President Truman, who authorized the use of the atomic bomb, made a wise decision under the circumstances of the war. Fifty years ago this is what people thought. Now many people are starting to find out that there might be more to the story than what was originally thought (Grant 26). The bombs dropped on Nagasaki and Hiroshima caused massive amounts of damage and ruined thousands of lives, but they saves many more lives by ending the war quickly. Many questions pop into the heads of people that might have doubts whether or not the bombings were necessary. Such questions might include: Why, exactly, was the bomb dropped? Was the second bomb necessary? Was Japan about to surrender? Was there a way to end the war less savagely? Would our current leaders have made the same decision? Was any authority opposed to the idea? Should we have bombed military bases instead of cities? These and many other questions arise. Before these are analyzed, a brief background on the bombs and the tests are in order (ONeal 47). When a man from the Soviet Union successfully split an atom, the question of a bomb immediately arose. Einstein wrote a letter to President Truman stating that if a bomb was possible then the country to own it would have complete power. In light of this information, Truman formed an Interim Committee to research the topic and find out if it was possible. It was funded by Trumans multi-million dollar personal budget. The results came back positive and full financial support was given to the team to start working on it immediately (Grant 29). The calculations made by the research team were as follows. The bomb would be equivalent to 4,000 planeloads of the current explosives. And estimate on cost and time could not be predicted because some still believed it wasnt possible (Reflections 1). At the end of a three-year research, a bomb was ready for testing. A test site was cleared in New Mexico. It had a 120-mile radius. Once the President gave the final confirmation, the test commenced. The test was on July 16, 1945, 30 min. before dawn (Teller 4). The scientist booth was 20 thousand feet away from ground zero. The bomb, weighing nearly 2 ton, was placed on a 70-foot tall tower made with 220 tons of steel. The scientist wore wielding goggles, dark sunglasses, and suntan lotion. When the bomb went off one scientist recalled lifting his glasses a bit and saw the sand as if it were noon. The light was brighter than any ever seen on earth before. The core temperature exceeded that of 3 times the surface of the sun. The mushroom cloud was instantly formed and climbed to 40 thousand feet. The bomb was equivalent to about 18 thousand tons of TNT. The tower it sat on completely demolecularized. A test rod of about 70 tons of steel embedded in a 20 foot wide concrete base 1000 feet away was never recovered (Purcell 14). The scientist had mixed emotions about the results of the test. They were happy that it had worked, but they soon realized the awful thing that they had created. The head scientist took a pole that most signed not agreeing to any decision to use the bomb (Grant 47). Truman was soon notified and a committee to determine alternates to the drops was formed. Few suggestions were made. Many thought that Japan was ready to surrender and a few more months of bombing and they would surrender. Truman didnt want to wait. .ub27dd23d4fa666f3fbcca46b59590a11 , .ub27dd23d4fa666f3fbcca46b59590a11 .postImageUrl , .ub27dd23d4fa666f3fbcca46b59590a11 .centered-text-area { min-height: 80px; position: relative; } .ub27dd23d4fa666f3fbcca46b59590a11 , .ub27dd23d4fa666f3fbcca46b59590a11:hover , .ub27dd23d4fa666f3fbcca46b59590a11:visited , .ub27dd23d4fa666f3fbcca46b59590a11:active { border:0!important; } .ub27dd23d4fa666f3fbcca46b59590a11 .clearfix:after { content: ""; display: table; clear: both; } .ub27dd23d4fa666f3fbcca46b59590a11 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub27dd23d4fa666f3fbcca46b59590a11:active , .ub27dd23d4fa666f3fbcca46b59590a11:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub27dd23d4fa666f3fbcca46b59590a11 .centered-text-area { width: 100%; position: relative ; } .ub27dd23d4fa666f3fbcca46b59590a11 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub27dd23d4fa666f3fbcca46b59590a11 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub27dd23d4fa666f3fbcca46b59590a11 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub27dd23d4fa666f3fbcca46b59590a11:hover .ctaButton { background-color: #34495E!important; } .ub27dd23d4fa666f3fbcca46b59590a11 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub27dd23d4fa666f3fbcca46b59590a11 .ub27dd23d4fa666f3fbcca46b59590a11-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub27dd23d4fa666f3fbcca46b59590a11:after { content: ""; display: block; clear: both; } READ: Arts Rationale Paper Essay Also he believed that Japan was willing to fight to the bitter end (Ferrell 34). Japan possessed little or no offensive threat to American forces. Despite this fact the Japanese were the most tenacious and driven of American foes throughout the war. The battles for Okinawa, Wake and Guam all were ample testament to the Japanese willingness to die in the face of overwhelming .

The Company of Wolves Research Paper Example

The Company of Wolves Paper In The Company of Wolves the distinction made between man and wolf is based upon, the wolf is the worst for he cannot listen to reason. (p. 111) The forest the wolf inhabits represents an intermediary between the natural and unnatural worlds and it is between the portals of the great pines (p. 111) that the danger lies. It is the apparent danger and inherent fears of the intermediate grey areas that allows Carter to use these realms as the centres for her subversive discourse. The wolf may be more than he seems, (p.111) for in his human form he also represents the peril that is the naked man (! ) The emphasis in this tale resting on the masculinity of the wolf. The wolf is carnivore incarnate,'(p. 110) a phrase repeated three times in the tale, thus the predator/prey relationship between the man and woman is focused upon and subverted when it is the adolescent girl who encourages the sexual encounter with the wolf. By actively burning his clothes she condemn [s] him to wolfishness (p. 113) a state, which to the girl seems preferable to manishness. We will write a custom essay sample on The Company of Wolves specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Company of Wolves specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Company of Wolves specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Alice and the girl in The Company of Wolves both reside in the realms between childhood and adulthood, on the brink of sexual maturity; between the virgin-child and the fallen woman of Perraults tale. Red Riding Hood ripped (p. 118) off the wolfs shirt and despite the fact that the old bones under the bed set up a terrible clattering she did not pay them any heed. (p. 118) In some aspect of the adaptation the girl has outwolfed the wolf. She will lay his fearful head on her lap, (p. 118) the ambiguity lying in where the fear dwells, is the wolf now afraid of her assertive sexuality? An image strikingly different from her initial presentation, She is an unbroken egg; she is a sealed vessel; she has inside her a magic space the entrance to which is shut tight with a plug of membrane. (p. 114) Egg, membrane, all serving to demonstrate the fragility and precarious stability of her situation, similar to Beautys glass bed in The Courtship of Mr Lyon. In contrast wolf-Alice already inhabits a world of sexual immediacy,'(p. 119) that the young girl has just entered, permitted by her wolf-like existence. The association between the animalistic and sensual working both when the wolf is masculine and feminine. The onset of menstruation in Alice serves to bring her into the human realm through her awareness of time, she discovered the very action of time by means of this returning cycle. (p. 123) Adolescence makes Alice no more or less of a sexual being than her animalistic associations have already allowed. Gamble notes that the virginity of the Beauty and Red Riding Hood figures, Constitute both her particular vulnerability and her peculiar defiance. It is what marks her out as the lycanthropes prey, as the shedding of her hymeneal blood is what he specifically desires. She argues that the girls actual pursuit of the sexual threat is necessary in order for her to develop from her virginal state. Her declaration that she is nobodys meat (p. 118) demonstrating this neither submissive nor aggressive11 pursuit of maturation. The presentations of virginity and femininity represent a change whereby the women are no longer gobbled up or passively taken by male sexuality, but meet on equal sexual terms. Carters representation refuses the Wholesome or pretty picture of female gender (nurturing, caring) and deal [s] plainly with erotic dominance as a source of pleasure for men and for women. 12 Warner argues that it is Beautys attraction to the beast before his metamorphosis that represents the most disturbing image of the story, the attraction of the feminine to the monstrosity of the other. The first connection between Beauty and Mr Lyon requires a transformation of her beliefs on the nature of the other, with a flood of compassion, understood: all he is doing is kissing my hands. (p. 47) Yet Carter does not present this alteration naively, she saw, with an indescribable shock, he went on all fours. (p. 47) Beautys metamorphosis is more gradual than the transformation of the Beast. Through her vanity, Beauty also possesses an element of monstrosity. Carters fashioning of the tales raises the question about the nature of beastliness and the true location of monstrosity. The original sources represented a difficulty in ascertaining friend from enemy, the normal from the monstrous, traditionally established through demonising these figures. 13 Carters interpretations of monstrosity and demonisation, initially, dared to look at womens waywardness, and especially at their attraction to the beast in the very midst of their repulsion. The presentation of an attraction to beastliness serves to deconstruct the marginalisation inherent in the original tales. The monstrosity of the wolf and the beast is replaced by that of grandmothers, fathers and the heroine herself. And what, I wondered, might be the exact nature of his beastliness? (p. 55) Yet the Beast himself shows no evidence of beastly behaviour. Her father a feckless sprig of the Russian nobility,'(p. 52) whose gaming whoring agonising repentances,'(p.52) killed Beautys mother is criticised more than the noble beast, who in his appeal to see Beauty naked wishes to see her true self beneath the artificiality of her clothing. Carter uses her examination of the location of monstrosity to investigate identity and individuality in a genre associated with stereotypes. Carter makes sense of the disparity between this contradiction through her understanding of the mercurial slipperiness of identity, as well as the need to secure meanings. 15 Carters fairy tales represent struggles and inner conflict her characters need to overcome in order to secure their identity and enter a true existence. Brewer suggests that this exploration is most successful when depicting processes of maturation, emotional maturation through the Beauty characters, coupled with the physical and sexual maturation of the Red Riding Hood figures. Carter extends the sense of individuality of Beauty in The Tigers Bride, through her use of the first person narrator, combining the narrative of the narrator with Her own prose, [which] was glitteringly, self mockingly hybrid, contrived and slangy at once, mandarin and vulgar, romantic and cynical. 17 In the same way as the narrative is hybridised, the tales are a combination of modernity and traditionalism, individuality and stereotypes, a modern view on the traditional discussions of identity. In The Tigers Bride the concentration of mirrors, images and unexpected reflections create the basis for Beautys quest to reconcile her confused identity. When Beauty looks in the mirror she sees the true vision of beastliness in the story, I saw within it not my own face but that of my father, as if I had put on his when I arrived Now all I saw was myself, haggard from a sleepless night. (p. 60) Beauty takes on the identity of her father in the paying of his debt. Warner suggests that Carter was fascinated with female impersonation and disguise. Similarly to Beautys confusion of identity, the beast also disguises himself in a mask, But one with too much formal symmetry of feature to be entirely human: one profile of his mask is a mirror image of the other, to perfect, uncanny. (p. 53) The beast adopts his disguise to make himself socially acceptable, to dispel his otherness. However, its perfection serves to isolate him more, he becomes uncanny. His identity becomes too slippery, Beauty can no longer simply label him as The Beast. The beast provides Beauty with the mirror image of herself in the form of the automaton, She is a marvellous machine, the most delicately balanced system of cords and pulleys in the world. (p. 60) A description one could easily apply to Beauty herself; the image of Beauty expected by her father and the patriarchal society, the element of control lying in the key in her side, to perform the part of my fathers daughter. (p. 65) Daughterhood becomes a role to be acted out. Otherness becomes acceptable to the father if it is conformist and obedient, as a robot. The moment of metamorphosis or the moment the disguise is removed represents the solidifying of identity and individuality. The metamorphosis of the Beasts changes their positions in society; the revealing of the wolf affects the identity of the girl, The granny bonnet, the wolf mask have offered a helpful disguise to some of the boldest spirits. The revealing of the wolf manifests a choice of situations for the girl, assimilation with otherness and individuality, the grasping of her own sexuality, or her allegiance with the mass culture of those who inhabit the areas outside the forest. For Mr Lyon, metamorphosis allows him and Beauty to join the domestic suburban life of modern civilisation, in his transformation he chooses Red Riding Hoods second option. In The Tigers Bride, Beautys revelation of her nakedness and her transmutation represent her maturation into her sexual role and her acceptance of otherness.