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DNA polymerase II
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This article is about the DNA polymerase. For the RNA polymerase, see RNA polymerase II.
DNA Polymerase II
Crystal Structure of DNA pol II (Based on PDB entry 3K5M)
Identifiers
Organism
Escherichia coli
(str. K-12 substr. MG1655)
Symbol
polB
Entrez
944779
PDB
3K5M
RefSeq (Prot)
NP_414602.1
UniProt
P21189
Other data
EC number
2.7.7.7
Chromosome
genome: 0.06 - 0.07 Mb
DNA polymerase II (also known as DNA Pol II or Pol II) is a prokaryotic DNA-Dependent DNA polymerase encoded by the PolB gene.[1]
DNA Polymerase II is an 89.9-kDa protein and is a member of the B family of DNA polymerases. It was originally isolated by Thomas Kornberg in 1970, and characterized over the next few years.[2]
[3][4] The in vivo functionality of Pol II is under debate, yet consensus shows that Pol II is primarily involved as a backup enzyme in prokaryotic DNA replication. The enzyme has 5’ → 3’ DNA synthesis capability as well as 3’ → 5’ exonuclease proofreading activity. DNA Pol II interacts with multiple binding partners common with DNA Pol III in order to enhance its fidelity and processivity.[1]
Contents
[hide]
1 History
2 Structure and Function
2.1 General Structure
2.2 Structural Similarity to Other Group B Polymerases
2.3 Primary Cellular Function
2.3.1 Confirmed
2.3.2 Proposed Activity
3 Mechanism
3.1 Catalytic Mechanism
4 Eukaryotic versus Prokaryotic
4.1 Prokaryotic
4.1.1 Functional Relationship to DNA Polymerase III and IV
4.2 Eukaryotic
4.2.1 Function and Relation to Eukaryotic Polymerases
5 Regulation
6 See also
7 References
History[edit]
DNA Polymerase I was the first DNA-Directed DNA polymerase to be isolated from E. coli.[5] Several studies involving this isolated enzyme indicated that DNA pol I was most likely involved in repair replication and was not the main replicative polymerase.[6] In order to better understand the in vivo role of DNA pol I, E. coli mutants deficient in this enzyme (termed Pol A1−) were generated in 1969 by De Lucia and Cairns.[7] As characterized, this new mutant strain was more sensitive to ultraviolet light, corroborating the hypothesis that DNA pol II was involved in repair replication. The mutant grew at the same rate as the wild type, indicating the presence of another enzyme responsible for DNA replication. The isolation and characterization of this new polymerase involved in semiconservative DNA replication followed, in parallel studies conducted by several labs.[2][3][4] The new polymerase was termed DNA polymerase II, and was believed to be the main replicative enzyme of E. coli for a time.[8] DNA pol II was first crystallized by Anderson et. Al in 1994.[9]
Structure and Function[edit]
General Structure[edit]
DNA Pol II is an 89.9 kD protein, composed of 783 amino acids, that is encoded by the polB (dinA) gene. A globular protein, DNA Pol II functions as a monomer, whereas many other polymerases will form complexes. There are three main sections of this monomer colloquially referred to as the palm, fingers, and thumb. This “hand” closes around a strand of DNA. The palm of the complex contains three catalytic residues that will coordinate with two divalent metal ions in order to function. DNA Pol II has a high quantity of copies in the cell, around 30-50, whereas the level of DNA Pol III in a cell is five times fewer.
General "Hand" Structure of a Group B Polymerase (Based on PDB entry 3NCI)
Structural Similarity to Other Group B Polymerases[edit]
Most of the polymerases have been grouped into families based on similar structure and function. DNA Pol II falls into the Group B along with human DNA Pol α, δ, ϵ, and ζ. These are all homologs of RB69, 9°N-7, and Tgo. The other members of group B do have at least one other subunit which makes the DNA Pol II unique.[10]
Primary Cellular Function[edit]
Confirmed[edit]
Polymerases all are involved with DNA replication in some capacity, synthesizing chains of nucleic acids. DNA replication is a vital aspect of a cell’s proliferation. Without replicating its DNA, a cell cannot divide and share its genetic information to progeny. In prokaryotes, like E. coli, DNA Pol III is the major polymerase involved with DNA replication. While DNA Pol II is not a major factor in chromosome replication, it has other roles to fill.
DNA Pol II does participate in DNA replication. While it might not be as fast as DNA Pol III, it has some abilities that make it an effective enzyme. This enzyme has an associated 3’ → 5’ exonuclease activity along with primase activity. DNA Pol II is that it is a high fidelity enzyme with an error rate of substitution: ≤0.2*10-5 and -1 deletions: ≤ 0.1*10-5. DNA Pol II can proofread and process mismatches caused by the Pol III. Banach-Orlowska et al. showed that DNA Pol II is involved with replication but it is strand dependent and preferentially replicates the lagging strand. A proposed mechanism suggests that when DNA Pol III stalls or becomes non-functional, then DNA Pol II is able to be specifically recruited to the replication point and continue replication.[1]
There are many different ways that DNA can be damaged, from UV damage to oxidation, so it is logical that there are different types of polymerases to fix these damages. One important role that DNA Pol II is the major polymerase for is the repairing of inter-strand cross-links. Interstrand cross links are caused by chemicals such as nitrogen mustard and psoralen which create cytotoxic lesions. Repairing these lesions is difficult because both DNA strands have been damaged by the chemical agent and thus the genetic information on both strands is incorrect. The exact mechanism of how these Interstrand cross-links are fixed is still being researched, but it is known that Pol II is highly involved.[10]
Proposed Activity[edit]
DNA Pol II is not the most studied polymerase so there are many proposed functions of this enzyme which are all likely functions but are ultimately unconfirmed. These are: repair of DNA damaged by UV irradiation, replication restart in UV-irradiated E. coli, adaptive mutagenesis, and long-term survival.[1]
Mechanism[edit]
DNA Polymerase II Repair Active Site (PDB ID: 3K5M)
During DNA replication, base pairs are subject to damage in the sequence. A damaged sequence of DNA can cause replication to be stalled.[11] In order to fix an error in the sequence, DNA Pol II catalyzes the repair of nucleotide base pairs. The N-terminal domain of DNA Pol II is responsible for the association and dissociation of the DNA strand to the catalytic subunit. There are most likely two sites in the N-terminal domain of DNA Pol II that recognize single-stranded DNA. One site(s) is responsible for recruiting single-stranded DNA to DNA Pol II and another site(s) is responsible for the dissociation of single-stranded DNA from DNA Pol II.[12]
DNA Pol II Active Site (PDB ID 3K5M)
Catalytic Mechanism[edit]
Upon binding of substrate, DNA Pol II binds nucleoside triphosphates to maintain the hydrogen bonded structure of DNA. The correct dNTP is then bound and the enzyme complex undergoes conformational changes of subdomains and amino acid residues. These conformational changes allow the rate of repair synthesis to be fast.[13] The active site contains two Mg2+ ions that are stabilized by catalytic Aspartic Acids D419 and D547.[14] Magnesium ions bind to DNA along with dNTP in the open state and coordinate conformational changes of active site amino acid residues in order for catalysis to take place (closed state). After magnesium ions are released, the enzyme returns to its open state.[15]
Eukaryotic versus Prokaryotic[edit]
Prokaryotic[edit]
Functional Relationship to DNA Polymerase III and IV[edit]
DNA Polymerase II is a member of the polymerase B family and supports Polymerase III in DNA replication moving from the 3’ end to the 5’ end.[16] In the case when Polymerase III stalls during a replication error, Polymerase II can interrupt and excise the mismatched bases. Polymerase II has a much higher fidelity factor than Polymerase III, meaning that it is much less likely to create mispairings. Without Polymerase II’s proofreading step, Polymerase III would extend the mispairings and thus create a mutation.[1]
In addition to protecting from mutations that could be caused by Polymerase III, Polymerase II functions to protect against mutations caused by Polymerase IV. Polymerase IV is much more error prone than Polymerase II but also functions to repair mismatched base pairings starting from the 3’ end. Polymerase II protects the 3’ end from Polymerase IV and blocks it from acting. This protection will prevent the formation of mutations while the Polymerase II is functioning normally. If the Polymerase II is knocked out by a mutation or disabled by other factors, Polymerase IV will take its place to fix the mispaired bases.[1]
Eukaryotic[edit]
Function and Relation to Eukaryotic Polymerases[edit]
While Polymerase II will not function naturally in conjunction with the eukaryotic members of Family B, it does share similar structural and functional motifs. The members of Family B include Polymerase α, ε, ζ, and δ.[17] These polymerases all function to proofread the newly synthesized DNA in the 3’ to 5’ direction. These polymerases are capable of synthesizing DNA on both the leading and lagging strands. This class of polymerase tends to be very accurate which allows them to correct any mispairings that occur during DNA synthesis.[16]
Regulation[edit]
DNA Polymerase II is naturally abundant in the cell, which usually amounts to five times greater than the amount of Polymerase III. This greater abundance allows Polymerase II to overpower Polymerase III in the case of mispairings. This amount can be increased upon the inducement of the SOS response, which upregulates the polB gene so the amount of Polymerase II increases to about sevenfold greater. Although Polymerase II can work on both strands, it has been shown to prefer the lagging strand versus the leading strand.[1]
See also[edit]
DNA replication
References[edit]
^ Jump up to: a b c d e f g Banach-Orlowska M, Fijalkowska IJ, Schaaper RM, Jonczyk P (Oct 2005). "DNA polymerase II as a fidelity factor in chromosomal DNA synthesis in Escherichia coli". Molecular Microbiology. 58 (1): 61–70. PMID 16164549. doi:10.1111/j.1365-2958.2005.04805.x.
^ Jump up to: a b Kornberg T, Gefter ML (1970). "DNA synthesis in cell-free extracts of a DNA polymerase-defective mutant". Biochem. Biophys. Res. Commun. 40 (6): 1348–55. PMID 4933688. doi:10.1016/0006-291X(70)90014-8.
^ Jump up to: a b Moses, Robb E.; Richardson, Charles C. (December 1970). "A new DNA polymerase activity of . I. Purification and properties of the activity present in polAl". Biochemical and Biophysical Research Communications. 41 (6): 1557–1564. doi:10.1016/0006-291X(70)90565-6.
^ Jump up to: a b Knippers R (1970). "DNA polymerase II". Nature. 228 (5276): 1050–3. PMID 4921664. doi:10.1038/2281050a0.
Jump up ^ Lehman IR, Bessman MJ, Simms ES, Kornberg A (Jul 1958). "Enzymatic synthesis of deoxyribonucleic acid. I. Preparation of substrates and partial purification of an enzyme from Escherichia coli". The Journal of Biological Chemistry. 233 (1): 163–70. PMID 13563462.
Jump up ^ Smith DW, Schaller HE, Bonhoeffer FJ (1970). "DNA synthesis in vitro". Nature. 226 (5247): 711–3. PMID 4910150. doi:10.1038/226711a0.
Jump up ^ De Lucia P, Cairns J (1969). "Isolation of an E. coli strain with a mutation affecting DNA polymerase". Nature. 224 (5225): 1164–6. PMID 4902142. doi:10.1038/2241164a0.
Jump up ^ Kornberg T, Gefter ML (Apr 1971). "Purification and DNA synthesis in cell-free extracts: properties of DNA polymerase II". Proceedings of the National Academy of Sciences of the United States of America. 68 (4): 761–4. PMC 389037  . PMID 4927672. doi:10.1073/pnas.68.4.761.
Jump up ^ Anderson WF, Prince DB, Yu H, McEntee K, Goodman MF (Apr 1994). "Crystallization of DNA polymerase II from Escherichia coli". Journal of Molecular Biology. 238 (1): 120–2. PMID 8145251. doi:10.1006/jmbi.1994.1765.
^ Jump up to: a b Bebenek K, Kunkel TA (2004). "Functions of DNA polymerases". Adv. Protein Chem. 69: 137–65. PMID 15588842. doi:10.1016/S0065-3233(04)69005-X.
Jump up ^ Becherel OJ, Fuchs RP (Jul 2001). "Mechanism of DNA polymerase II-mediated frameshift mutagenesis". Proceedings of the National Academy of Sciences of the United States of America. 98 (15): 8566–71. PMC 37476  . PMID 11447256. doi:10.1073/pnas.141113398.
Jump up ^ Maki S, Hashimoto K, Ohara T, Sugino A (Aug 1998). "DNA polymerase II (epsilon) of Saccharomyces cerevisiae dissociates from the DNA template by sensing single-stranded DNA". The Journal of Biological Chemistry. 273 (33): 21332–41. PMID 9694894. doi:10.1074/jbc.273.33.21332.
Jump up ^ Beard WA, Wilson SH (May 2014). "Structure and mechanism of DNA polymerase β". Biochemistry. 53 (17): 2768–2780. PMC 4018062  . PMID 24717170. doi:10.1021/bi500139h.
Jump up ^ Wang F, Yang W (Dec 2009). "Structural insight into translesion synthesis by DNA Pol II". Cell. 139 (7): 1279–1289. PMC 3480344  . PMID 20064374. doi:10.1016/j.cell.2009.11.043.
Jump up ^ Yang L, Arora K, Beard WA, Wilson SH, Schlick T (Jul 2004). "Critical role of magnesium ions in DNA polymerase beta's closing and active site assembly". Journal of the American Chemical Society. 126 (27): 8441–8453. PMID 15238001. doi:10.1021/ja049412o.
^ Jump up to: a b Mandal, Ananya. "Prokaryotic DNA Polymerases". News Medical.
Jump up ^ DNA polymerase
[show]
v
t
e
DNA replication (comparing Prokaryotic to Eukaryotic)
Initiation
Prokaryotic
(initiation)
Pre-replication complex
dnaC
Cdc6
Helicase
dnaA
dnaB
T7
Primase
dnaG
Eukaryotic
(preparation in
G1 phase)
Pre-replication complex
Origin recognition complex
ORC1
ORC2
ORC3
ORC4
ORC5
ORC6
Cdc6
Cdt1
Minichromosome maintenance
MCM2
MCM3
MCM4
MCM5
MCM6
MCM7
Licensing factor
Autonomously replicating sequence
Single-strand binding protein
SSBP2
SSBP3
SSBP4
RNase H
RNASEH1
RNASEH2A
Helicase: HFM1
Primase: PRIM1
PRIM2
Both
Origin of replication/Ori/Replicon
Replication fork
Lagging and leading strands
Okazaki fragments
Primer
Replication
Prokaryotic
(elongation)
DNA polymerase III holoenzyme
dnaC
dnaE
dnaH
dnaN
dnaQ
dnaT
dnaX
holA
holB
holC
holD
holE
Replisome
DNA ligase
DNA clamp
Topoisomerase
DNA gyrase
Prokaryotic DNA polymerase: DNA polymerase I
Klenow fragment
Eukaryotic
(synthesis in
S phase)
Replication factor C
RFC1
Flap endonuclease
FEN1
Topoisomerase
Replication protein A
RPA1
Eukaryotic DNA polymerase:
alpha
POLA1
POLA2
PRIM1
PRIM2
delta
POLD1
POLD2
POLD3
POLD4
epsilon
POLE
POLE2
POLE3
POLE4
DNA clamp
PCNA
Control of chromosome duplication
Both
Movement: Processivity
DNA ligase
Termination
Telomere: Telomerase
TERT
TERC
DKC1
[show]
v
t
e
Transferases: phosphorus-containing groups (EC 2.7)
2.7.1-2.7.4:
phosphotransferase/kinase
(PO4)
2.7.1: OH acceptor
Hexo-
Gluco-
Fructo-
Hepatic
Galacto-
Phosphofructo-
1
Liver
Muscle
Platelet
2
Riboflavin
Shikimate
Thymidine
ADP-thymidine
NAD+
Glycerol
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Mevalonate
Pyruvate
Deoxycytidine
PFP
Diacylglycerol
Phosphoinositide 3
Class I PI 3
Class II PI 3
Sphingosine
Glucose-1,6-bisphosphate synthase
2.7.2: COOH acceptor
Phosphoglycerate
Aspartate kinase
2.7.3: N acceptor
Creatine
2.7.4: PO4 acceptor
Phosphomevalonate
Adenylate
Nucleoside-diphosphate
Uridylate
Guanylate
Thiamine-diphosphate
2.7.6: diphosphotransferase
(P2O7)
Ribose-phosphate diphosphokinase
Thiamine diphosphokinase
2.7.7: nucleotidyltransferase
(PO4-nucleoside)
Polymerase
DNA polymerase
DNA-directed DNA polymerase
I
II
III
IV
V
RNA-directed DNA polymerase
Reverse transcriptase
Telomerase
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RNA polymerase IV
Primase
RNA-dependent RNA polymerase
PNPase
Phosphorolytic
3' to 5' exoribonuclease
RNase PH
PNPase
Nucleotidyltransferase
UTP—glucose-1-phosphate uridylyltransferase
Galactose-1-phosphate uridylyltransferase
Guanylyltransferase
mRNA capping enzyme
Other
Recombinase (Integrase)
Transposase
2.7.8: miscellaneous
Phosphatidyltransferases
CDP-diacylglycerol—glycerol-3-phosphate 3-phosphatidyltransferase
CDP-diacylglycerol—serine O-phosphatidyltransferase
CDP-diacylglycerol—inositol 3-phosphatidyltransferase
CDP-diacylglycerol—choline O-phosphatidyltransferase
Glycosyl-1-phosphotransferase
N-acetylglucosamine-1-phosphate transferase
2.7.10-2.7.13: protein kinase
(PO4; protein acceptor)
2.7.10: protein-tyrosine
see tyrosine kinases
2.7.11: protein-serine/threonine
see serine/threonine-specific protein kinases
2.7.12: protein-dual-specificity
see serine/threonine-specific protein kinases
2.7.13: protein-histidine
Protein-histidine pros-kinase
Protein-histidine tele-kinase
Histidine kinase
[show]
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text:
Service-learning
From Wikipedia, the free encyclopedia
Jump to navigation Jump to search
A Service Learning Project at Batam organised by MaxPac Travel for Catholic Junior College students. January 15, 2009. Tay Yong Seng.
Service-learning is an educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs.
Service-learning involves students in service projects to apply classroom learning for local agencies that exist to effect positive change in the community.[1] The National Youth Leadership Council defines service learning as "a philosophy, pedagogy, and model for community development that is used as an instructional strategy to meet learning goals and/or content standards".[2]
Author Barbara Jacoby defines service-learning as "a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities for reflection designed to achieve desired learning outcomes".[3]
Contents
1 Typology
1.1 Examples of service-learning typologies
2 History
2.1 In American education
3 Learning
3.1 Factors
3.1.1 Placement quality
3.1.2 Duration
3.1.3 Reflection
4 Service
5 Effects
5.1 Effects on the student
5.2 Diversity awareness
6 Effects on community partners
7 In Native American communities
8 Critiques
8.1 Comprehensive Action Plan for Service Learning (CAPSL)
8.2 Engineering education
8.3 Religious aspects
9 Notable people
10 See also
11 References
12 Further reading
Typology[edit]
As defined by Robert Sigmon, 1994:
Service-LEARNING: Learning goals primary; service outcomes secondary.
SERVICE-Learning: Service outcomes primary; learning goals secondary.
service learning: Service and learning goals completely separate.
SERVICE-LEARNING: Service and learning goals of equal weight and each enhances the other for all participants.
Examples of service-learning typologies[edit]
Service-learning, as defined by Robert Sigmon, "occurs when there is a balance between learning goals and service outcomes."[4]:72 As follows, there are various methods of hands-on learning that fall into this category, these include:
Volunteerism: Volunteerism is acts of service performed out of free will without expectation of recompense and is generally altruistic in nature; the main beneficiaries (at least in a visible sense) are generally those served by the student.
Community Service: Community service is quite similar to volunteerism, the main difference being that it is said to "involve more structure and student commitment than do volunteer programs."[4]:74
Internship: Internships can provide students with experience in various fields of work; however, unlike volunteerism and community service, students gain a more measurable benefit from this aspect of service learning.
Field Education: Field education, like internships, is generally more materially beneficial to the student. Field education involves programs that, "provide students with co‐curricular service opportunities that are related, but not fully integrated, with their formal academic studies."[4]:75
The purpose of service learning is, in essence, to, "equally benefit the provider and the recipient of the service as well as to ensure equal focus on both the service being provided and the learning that is occurring." Volunteerism, community service, internships, and field education all exemplify, in some way or another, the core value of service learning, as all of them benefit the student as well as the one they served to an equal degree, the only difference being how material the benefit is. These methods also tend to focus on ensuring that the student not only serves, but learns something, whether it is interpersonal skills, work experience in their future field,[4] or a change in how they view themselves and others.[5]:25
History[edit]
In Service-learning: History, Theory, and Issues, Bruce W. Speck and Sherry Lee Hoppe say that John Dewey's writings on the active nature of understanding and the benefits of and conditions for participatory democracy "provide an early theoretical foundation for a pedagogy in which students cooperatively engage actual social problems". In Building partnerships for service-learning, Barbara Jacoby writes that Service-learning "is based on the work of researchers and theorists on learning, including John Dewey, Jean Piaget, Kurt Lewin, Donald Schon, and David Kolb, who believe that we learn through combinations of action and reflection."[6]
In 1979 Robert Sigmon called for a more precise definition in Service-Learning: Three Principles, in which he said the term, which was relatively new, was being used to describe a number of different volunteer actions and experiential education programs.[7] Sigmon wrote that, in the late 1960s, the Southern Regional Education Board (SREB) popularized a service-learning internship model, that defined service-learning as "the integration of the accomplishment of a public task with conscious educational growth."[7]:9
In American education[edit]
In 1992 Maryland adopted statewide service-learning requirements for high school graduation.[8] In the same year, the District of Columbia also adopted such requirements.[9]
A number of other states have allowed credit toward graduation for service-learning/community service.[10]
Learning[edit]
Janet Eyler outlines the different ways student learn through service-learning in the book Where's the Learning in Service-Learning?. First, there is interpersonal learning, in which students re-evaluate personal values and motivations by channeling a passionate interest to service-learning projects, as well as build a connection and commitment to the community. The second form is academic material that is taught through practical application and reflective instruction, so that it may be practiced outside classrooms and test-taking. Janet Eyler explains, "it is the product of continuous challenge to old conceptions and reflection on new ways to organize information and use the new material." Thirdly is cognitive development where students are challenged to use critical thinking and problem-solving skills in a context that provides additional information and experience for student evaluation, because service-learning deals with numerous problems in complex situations. The fourth form is transformation within the students, which "is about thinking about things in a new way and moving in new direction—creating a new picture without relying on the old lines." Finally, service-learning focuses on effective citizenship and behavioral issues, and this helps the students better understand social issues relevant to their own community. Learning in all these ways makes service-learning effective to those serving as well as those being served, for "learning begins with the impact of service-learning on the personal and interpersonal development of the students."[5]:16
According to Janet Eyler and Dwight E. Giles, there are numerous benefits to the service-learning approach. It provides experiential learning that connects personal and interpersonal development with cognitive and academic advancement, providing opportunities for personal connections and ultimately transformation. Those serving may encounter certain social problems for the first time, thus transforming their view on the world. Beyond that, students may be transformed in the way of developing better problem-solving skills to address those problems about which they now know. A service-learning experience may be the catalyst in the life of a student to dive into the complexities of the social issues they have encountered and to seek to develop innovative solutions.
Service learning combines both experiential learning and community service.[11]
In order for students to receive college credit for service-learning courses, a substantial amount of academic learning needs to accompany the service.[5]:12–13 Janet Eyler outlines several impacts of learning that she believes evolves from service-learning. The first impact is Personal Connections.[5]:14–15 When a person is passionate about a certain topic or cause, they will more likely want to make a difference by trying to mend the area with which they are passionate about.[5]:14–15 Lifelong learners develop from students who are personally connected with their passion. Secondly, the usefulness of service-learning, according to Eyler, can impact a student for the rest of their lives.[5]:15–16 Eyler points that learning the material for a test or exam in a classroom is one thing, but actually pulling that knowledge out and using it in new circumstances or in problems that arise in everyday life is another thing. Students have the chance to practice what they learn in the classroom by encountering life problems and have a chance to develop skill in how to develop solutions for the problems they face. The development of learning is the third impact that Eyler explains.[5]:16–17 She writes that much of the knowledge that students have is not self-consumed, but rather developed from training obtained from the classroom and from daily life. Any thought or active development attained during service is more liable to impact the student, and the students' surroundings. The fourth impact that Eyler explains is the transformational aspect of service-learning.[5]:17–18 Students who participate in service are can be likely to develop different ways of thinking and approaching life. It may be a service-learning course that impacts the students' frame of thinking, while transforming the community as well. Finally, the fifth impact of learning is finding citizenship in our communities.[5]:18–19 While the students are serving and impacting the community, they are very likely to find their role in society. Students can realize that they can make a difference and do have a part in their community. This realization can lead to citizenship, and active and acknowledged place in community. These five by-products of learning, as Janet Eyler outlines, are important to the progression of learning in service-learning.[5]:14–19
Factors[edit]
According to Eyler and Giles Jr., who conducted nationwide studies on service-learning, factors which influence its impact on students include placement quality, duration, and reflection.[5]:54–56[12]
Placement quality[edit]
According to Eyler and Giles, "Placement quality refers to the extent that students in their community placements are challenged, are active rather than observers, do a variety of tasks, feel that they are making a positive contribution, have important levels of responsibility, and receive input and appreciation from supervisors in the field."[5]:33 According to their research, placement quality has measurable effects on such things as "personal development outcomes," "increased leadership and communication skill," and connection to community, faculty, and other students.[5]:54–56
Duration[edit]
In The Importance of Program Quality in Service-Learning, Eyler and Giles state: "a program or a sequence of experiences needs to be of a long enough duration to have a developmental impact."[12] This view is expanded upon by Alexander W. Astin and Linda J. Sax. In their opinion, "the amount of time devoted to providing service carries additional benefits beyond those benefits associated with the type of service performed, especially in the areas of civic responsibility and life skill development."[13]
But how much time is enough? According to J. Beth Mabry, "students should spend at least fifteen to nineteen hours in their service activities to have adequate exposure to the people and issues their service addresses."[14]
Reflection[edit]
An essential feature of service-learning programs, reflection is a period of critical thinking performed by the student. For many advocates of the pedagogy, reflection may symbolize the learning that occurs in the student. Janet Eyler and Dwight E. Giles provide an example of this opinion in their book, Where's the Learning in Service-Learning? when they state: "learning occurs through a cycle of action and reflection, not simply through being able to recount what has been learned through reading and lecture."[5] Also, the National Service Learning Clearinghouse considers reflection to be a "core component" of service-learning.[15]
Some higher education programs require a reflection component in their service-learning classes. The University of Minnesota is one such institution that includes required reflection activities with its service learning classes.[16]
Reflection may be done individually or as a group activity. Wartburg College in Indiana published a list of reflection activity suggestions on their website. These included various types of journaling, brainstorming as a group, using quotes, writing essays and papers, structured class discussions, and class presentations among other ideas.[17]
Effective service-learning programs also include required written reflection. Not only does writing permanently record a student's service-learning experience, but it also provides a helpful tool for continued reflection long after the program has been completed. Written reflection assignments also require students to stop, think, and articulate their learning. This evaluation is of incredible value to students.[18]:171–177
Service[edit]
High quality placements are a key to the success of a service-learning program. This requires the service learning establishment to have a broad network of connections within the community. Students need to have a positive connection with the establishment they're serving in order to maximize their learning.[18]:167–170
Diversity is also a component of a successful service-learning program. By working with people of different ethnicities, lifestyles, and socioeconomic statuses, a student's learning and tolerance will increase. By serving in a diverse learning environment, student are more likely to reduce stereotypes and increase their cultural appreciation. This can help a student learn how to more effectively serve a broader array of people.[18]:177–178
The Service in Service Learning takes knowledge outside the classroom into the real world with real people and situations. In his book Banker to the Poor: Micro-lending and the Battle Against World Poverty, Muhammad Yunus states that "If a university is a repository for knowledge, then some of this knowledge should spill over to the neighboring community. A university must not be an island where academics reach out to higher and higher levels of knowledge without sharing any of their findings."[19]
Service brings community together as a whole, towards a common goal or purpose. Service is about what is for someone else. The action of service in and among the community, provides chances for sociocultural norms and prejudices to be removed. While some have questioned the positive effect and collective interest of the service side of service-learning, among those who perform the services, it has been made known that many would say otherwise.
Effects[edit]
Based upon various studies, students who participate in service-learning courses or projects seem to encounter a multitude of benefits. The book Where's the Learning in Service-Learning? discusses the effects of service learning on students, as well service learning in general.[5]
Effects on the student[edit]
In addition to interpersonal skills students have also reported developing personal leadership skills.[20] Another benefit seen is that it can also develop a sense of meaning and purpose in their academics.[5]
Though one might not immediately think of serving others as affecting oneself, studies have found that "coming into contact with people whose life experiences and assumptions about the world are different calls one's own world into question."[5]:34 Not only does the service experience move one to examine his own life, but it also allows him to produce a better version of himself. In their book, Where's the Learning in Service-Learning? Janet Eyler and Dwight E. Giles Jr. identify five key personal growth outcomes of service-learning: self-knowledge, spiritual growth, the reward of helping others, career benefits and careers in service, and changes in personal efficacy.[5]:35–39 As one goes out into the community with the intent of reaching out to those within it, this broader social context causes one to see himself more clearly.[5]:35
Being involved in the educational process of service-learning also strengthens one's critical thinking and problem-solving skills, which is vital to facing modern-day dilemmas. This will transform a person's prior way of thinking, for critical thinking stimulates people to question assumptions and to "color outside the lines". According to Eyler and Giles Jr., "Transformative thinking is about thinking about things in a new way and moving in new directions—creating a new picture without relying on the old lines".[5]:17
It is in this way that service-learning motivates individuals to become better citizens of their communities. Many of those interested in reforming higher education have found that this experiential pedagogy helps to "cultivate civic and social responsibility as part of education for citizenship".[5]:12 As individuals acquire knowledge about serving those around them, they can apply that knowledge to community problems, thus being able to make a greater difference in the world. People who realize their responsibility to their community will naturally develop into more productive members of society.
Service-learning begins in the heart and mind of the individual; he must understand himself before he can attempt to understand others. This will prompt him to develop personal connections with those whom he is serving, for it is within community involvement where one's own understanding and knowledge are transformed.[5]:19
Researchers have found that these personal and interpersonal gains from engaging in service-learning classes where higher when the programs were of better quality. The biggest predictor of increased learning in communication skills was the high placement quality that the students were put into, allowing them to develop and "hone" their skills.[5]
Many experience interpersonal development through the service learning process. According to Where's the Learning in Service-Learning?, among the students in their survey, "40 percent reported that learning to work with others was among the most important things they learned from service-learning, and 81 percent indicated that it was the most or very important." Learning to work with others is crucial for job placement in our world today. Another effect this has on the students is that they are more apt to learn how to lead. By working with others, the students are given opportunities to be more responsible and take initiative. Service-learning also encourages connection within the community. Truly, many learned how to listen to the voice of their communities. Not only that, but it helps form friendships and find other like-minded individuals who are involved with service learning. Above all it helps students to feel as though they are making a difference and matter to their communities. It was also found that quantity and quality of reflective discussion was linked to the outcome of feeling a closeness among the community and other students. An even more powerful outcome was the creation of a bond between a student and faculty member. In most classroom settings there's little room for a deep relationship between the student and teacher, while in service-learning often student and teacher will work alongside each other and develop a more lasting bond. As stated in Where's the Learning in Service-Learning?, "Service participants in their assessment of Learn and Serve America were more likely than their peers to spend at least an hour a week interacting with a faculty member." Service-learning has a tremendous impact on students and how they learn, but also how they interact with others.[5]:45–52
Diversity awareness[edit]
Service-learning offers an opportunity for students to experience different cultures, which in turn reduces many negative and unnecessary stereotypes derived by inexperienced students. The appreciation of different cultures in service-learning happens because of the interaction that often occurs while completing a service. A survey on students who participated in service-learning finds that, "63 percent reported interacting with those receiving services at least fairly often, 60 percent reported frequent interaction with other volunteers, 51 percent felt that professionals at the placement site often took an interest in them, and 57 percent reported that they had frequent chances to work with people from ethnic groups other than their own."[18]:26
One of the goals of service-learning is positive interactions.[18]:26
People often only distinguish the differences between other cultures and communities and their own. These perceived differences often influence the decisions made when interacting with people of other cultures. Service-learning provides the opportunity for students to not only appreciate other cultures, but to appreciate their shared humanity.[18]:31
Effects on community partners[edit]
Service learning programs have developed rapidly within the last 30 years. From 1995–1997, 458 universities received grants from the Corporation for National Service's Learn and Serve Higher Education (LASHE) which enabled 3,000 new service-learning courses to be developed to the benefit of more than 60 students per course.[5]
Much of the research on the effects of service-learning is focused on what students learn through their service to the community; fewer studies have been conducted on the impact of service-learning on the communities where the students serve.[21]:47 Several studies that have been done on this topic measure the impact of service-learning on the community organizations with which college students volunteer, seeking to understand the organizations' perspectives on service-learning.[21]:48[22]:31[23]:30
One positive impact of service-learning on these organizations is the presence of more volunteers, which enables the organizations to accomplish more[22]:35–36 and to serve more clients.[24]:5 Students can use specific skills they possess to benefit the organization,[21]:49 and can be a source of new ideas, energy, and enthusiasm.[23]:33 Through partnering with a college or university, the organization can gain access to new knowledge and opportunities to connect with other organizations that have partnered with the same school.[22]:36
In Native American communities[edit]
Service-learning has been applied across a host of cultural settings, including numerous Native American communities. Guffey (1997) notes credible service learning begins with tribal ways of knowing and value systems, which is to say that outsiders should not impose service learning projects.[25] Rather, tribal communities should devise projects that reflect needs unique to the community being served. This parallels Matthew Fletcher's (2010) assertion that tribes, and other historically marginalized communities, should unique develop educational programs, as opposed to merely adopting Westernized forms of education. [26]
According to this view, service learning provides a pedagogical framework for tribes to address community needs. One such example is provided by Sykes, Pendley, and Deacon (2017) who provide a qualitative case study of a tribally-initiated service learning project embedded within a partnership at a research university.[27] This case is unique in that it recounts how service learning students (who were also tribal members) came to collectively understand their responsibilities of citizenship through service. Moreover, tribal elders came to appreciate the importance of young citizens in maintaining and growing tribal culture. Thus, service learning can also be a means to explore cultural identity.
Critiques[edit]
There are numerous critiques of service-learning. In 1979, Robert Sigmon acknowledged criticisms that called service-learning, "a utopian vision" and "too demanding and impractical". He called for research into outcomes related to service-learning.[7]:11 Towson University Professor John Egger, writing in the Spring 2008 issue of the journal Academic Questions, argued that service learning does not really teach useful skills or develop cultural knowledge. Instead, Egger maintained, service learning mainly involves the inculcation of communitarian political ideologies.[28] Tulane Professor Carl L. Bankston III has described his own university's policy of mandating service learning as the imposition of intellectual conformity by the university administration on both students and faculty. According to Bankston, by identifying specific types of civic engagement as worthy community service, the university was prescribing social and political perspectives. He argued that this was inconsistent with the idea that individuals in a pluralistic society should choose their own civic commitments and that it was contrary to the ideal of the university as a site for the pursuit of truth through the free exchange of ideas.[29]
However, these organizations face challenges in working with the students. Communication with faculty is often inconsistent, so organizations do not always understand their roles and the roles of the faculty in students' service projects.[21]:55–56 Some organizations' representatives stated that faculty assigned students projects that were not allowed in their organization.[22]:37 Often the demographics of students do not match well with the demographics of the clients they serve, which can make it difficult for the students to relate to the clients[24]:11 or create an uncomfortable situation for the clients.[21]:54–55 The academic calendar students follow tends not to work well with the organizations' schedules, since students' volunteering schedules are interrupted for holiday breaks, finals, and other activities.[23]:33 Also, the small number of hours students are required to spend volunteering can cause problems for organizations and their clients. Some organizations require more hours for volunteer training than students are required to volunteer,[22]:39 and making a personal connection with clients only to break it off soon after can be more hurtful than helpful.[21]:52
Representatives of community organizations where service-learning students volunteer expressed interest in working with colleges and universities to change service-learning programs so that they work more smoothly for the organizations. Their suggestions included establishing more consistent communication between faculty and organizations, creating longer-term partnerships between colleges and community organizations, and ensuring that the students and their projects are matched well with the organizations they serve.[21]:56–57[22]:34, 37, 40
In Downsizing Democracy: How America Sidelined Its Citizens and Privatized Its Public, Matthew A. Crenson and Benjamin Ginsberg question whether service-learning is contributing to privatizing or downsizing citizenship practices. Responding to this, Christopher Koliba wrote that education providers may have the opportunity to change this trend.[30]
Comprehensive Action Plan for Service Learning (CAPSL)[edit]
CAPSL Identifies four constituencies on which a program for service learning needs to focus its principal activities: institution, faculty, students, and community.
CAPSL also identifies a sequence of activities (Planning; awareness; prototype; resources; expansion; recognition; monitoring; evaluation; research; institutionalization) to be pursued for each of the four constituencies(institution, faculty, students and community).
CAPSL provides a heuristic for guiding the development of a service learning program in higher education.
Advantages of CAPSL: it is general enough that the execution of each cell can be tailored to local conditions.
Disadvantages of CAPSL: it is not possible to detail how each step can be successfully accomplished to take the sequence of activities from the whole CAPSL model and apply it to any cell in the matrix.[31]
Engineering education[edit]
Main article: Service-learning in engineering education
Many engineering faculty members believe the educational solution lies in taking a more constructivist approach, where students construct knowledge and connections between nodes of knowledge as opposed to passively absorbing knowledge. Educators see service learning as a way to both implement a constructivism in engineering education as well as match the teaching styles to the learning styles of typical engineering students. As a result, many engineering schools have begun to integrate service learning into their curricula and there is now a journal dedicated to service learning in engineering.[32]
Religious aspects[edit]
In Where's the Learning in Service-Learning?, Janet Eyler and Dwight E. Giles Jr. wrote, "Although fewer students chose spiritual growth as an important outcome of service-learning—20 percent selecting it as among the most important things they learned and 46 percent selecting it as very or most important—it was important to many students...Some saw service as a definite opportunity to fulfill their religious commitment."[5]:36, 37
Service-learning has both a service and a learning component. Eyler and Giles Jr. in Where's the Learning in Service-Learning? apply the term service-learning "to programs where the two foci are in balance, and study and action are explicitly integrated.[18]:4
Eyler and Giles Jr. have found that service-learning students, upon reflecting on their experience, find reward in helping others[18]:55 and in developing close personal relationships.[18]:56 The second focus in the term service-learning, that of learning, is defined by R. L. Atkinson as "a relatively permanent change in behavior that results from practice".[33]
In addition to the service and learning components stressed by Eyler and Giles, author David Bornstein references motivation in service. In How to Change the World: Social Entrepreneurs and the Power of New Ideas, he states: "The key difference [between highly successful and average entrepreneurs has] more to do with the quality of their motivation."[34]
Service learning is about taking the student out of the classroom and placing them in an environment where they can make a difference while also learning. Service learning strengthens not just the community that is being helped but the person who is giving their time and effort to their cause, which benefits them socially, mentally, emotionally, and spiritually. For many service learning is simply tending to basic human needs: food, water, clothes, and housing. Some organizations, such as The Salvation Army, also seek to attend to the spiritual side of service learning. They used the motto "soup, soap, and salvation"[35] to show what they wanted to do with their ministry. "The Salvation Army sees no conflict between spiritual and social ministry. It seeks to serve people so as to satisfy both the spiritual and social dimensions of their needs."[36]
Notable people[edit]
One contributor to the study of service learning is Alexander Astin. Astin, the Allan M. Cartter Distinguished Professor of Higher Education Emeritus and founding director of both Cooperative Institutional Research Program and Higher Education Research Institute[37], formed a Theory of Involvement. This theory explains how student involvement in co-curricular activities positively affects college outcomes.[38] Through a 1998 study of college seniors, Astin demonstrated that service greatly improves critical thinking skills.[39]
Nadinne I. Cruz works as an independent consultant.[40] She gained enthusiasm for the cause of service learning through her work in the Philippines.[41] Now, she is an advocate of service learning who argues that only a small portion of skills needed to address life’s problems can be learned through traditional academia. Other skills, such as courage, forgiveness, and stewarding the earth, must be learned elsewhere. Therefore, she recommends service learning and community engagement, which “offer learning with and from wise people, who teach by example.”[42]
Andrew Furco, Associate Vice President for Public Engagement at the University of Minnesota and a professor[43], has contributed a variety of literature to service learning, including two books: Service-Learning: The Essence of the Pedagogy and Service-Learning Through a Multidisciplinary Lens, which he co-authored with S. Billig.[44] He gives five reasons engagement programs differ from engaged universities: “Engagement differs from outreach… is at the heart of the university’s identity… focuses on partnerships… is with, not to, for, or in communities… is about institutional transformation.”[45]
One other service-learning notable is James Kielsmeier. Kielsmeier founded the National Youth Leadership Council, a nonprofit that became the service-learning movement.[46] Kielsmeier posits that service learning involves a change in how schools see young people: from “resource users, recipients, and victims” to “contributors, givers, and leaders”.[47]
See also[edit]
Schools portal
Education portal
Asia-Pacific Regional Conference on Service-Learning
Campus Compact
Constructivism
Cooperative education
Global Leadership Adventures
International Service Learning
Learn and Serve America
Lifeworks International
National service
National Service Learning Conference
Out-of-school learning
Public sphere pedagogy
Youth Service America
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Jump up ^ Eyler, Janet; Giles, Dwight E., Jr. (1999). Where's the Learning in Service-Learning? (1st ed.). San Francisco: Jossey-Bass Publishers. ISBN 0-7879-4483-1.
Jump up ^ Thomas, Melissa. "About Nadinne Cruz". Carleton. Retrieved 18 July 2018.
Jump up ^ McCaffrey, Meg. "Nadinne Cruz, renowned practitioner and advocate of service learning, to be involved in major Fairfield University initiative". Fairfield University. Retrieved 18 July 2018.
Jump up ^ "TEDxPioneerValley - Nadinne Cruz - Education on Fire.mov". YouTube. Retrieved 18 July 2018.
Jump up ^ "Faculty & Instructors". University of Minnesota. Retrieved 18 July 2018.
Jump up ^ "Andrew Furco". The Taillores Network. Retrieved 18 July 2018.
Jump up ^ Maynard, Meleah. "Awesomely Urban: A Conversation with Andrew Furco". University of Minnesota Alumni Association. Retrieved 18 July 2018.
Jump up ^ "Founder". National Youth Leadership Council. Retrieved 18 July 2018.
Jump up ^ "Service and schools -- partnership on purpose: Jim Kielsmeier at TEDxFargo". YouTube. Retrieved 18 July 2018.
Further reading[edit]
Pragmatism and Education
Jane Addams and the Origins of Service-Learning Practice in the United States
John Dewey and Progressive Education
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The Collection (TV series)
From Wikipedia, the free encyclopedia
Jump to: navigation, search
The Collection
Genre
Historical period drama
Created by
Oliver Goldstick
Directed by
Dearbhla Walsh[1]
Dan Zeff[1]
Starring
Richard Coyle
Tom Riley
Mamie Gummer
Frances de la Tour
Composer(s)
Dominik Scherrer
Country of origin
United Kingdom
France
Original language(s)
English
Production
Executive producer(s)
Anne Thomopoulos[2]
Kate Croft[2]
Pascal Breton[2]
Simon Vaughan[2]
Médéric Albouy for France Télévisions[1]
Tomas de Matteis for MFP[1]
Producer(s)
Selwyn Roberts[1]
Running time
52-60 minutes
Production company(s)
Lookout Point[3]
Artis Pictures Production[1]
Federation Entertainment[3][1]
Amazon Studios
France Télévisions[2]
MFP[1]
Distributor
Amazon Studios
BBC Worldwide
Release
Original network
Amazon Video
Original release
September 2, 2016 (2016-09-02) – present
The Collection is a web-television drama series. The series, co-produced by Amazon Studios, BBC Worldwide's[4] Lookout Point[3] (which produced BBC's War & Peace)[3] Federation Entertainment[3] and France Télévisions,[2] premiered on 2 September 2016.[5]
The eight-part series[1] was filmed in Wales, France[3] and Pinewood Studios[1] in the first half of 2016[3] and marked the first time a continental-European public national broadcaster has collaborated with a major subscription video on demand platform, a global distributor and a British production company, on an English-language drama.[2]
Contents
[hide]
1 Plot
2 Cast
3 Broadcast
4 References
5 External links
Plot[edit]
The series focuses on brothers Paul (Richard Coyle) and Claude Sabine (Tom Riley) at their family's Paris fashion house. Around them, the city is emerging from the Occupation of World War II.[2] The charming and outgoing Paul has the business savvy of the two brothers. Claude is the artistic talent, but also introverted, misanthropic and homosexual.
Paul seeks to stake a claim in the top tiers of the Paris fashion scene as the city poises itself to reclaim the title of fashion capital of the world. He encounters obstacles in the forms of his past, his conniving mother's actions and the competitive environment of the industry.
Paul's American wife, Helen (Mamie Gummer), comes from a wealthy family whose money helped the Sabine fashion house survive during austere times. Throughout the first season, she and Paul face marital problems due to his many secrets.
Claude, meanwhile, grapples with the emotional trauma of a vicious attack and robbery by a lover who then suddenly disappeared. He also longs for more recognition of his artistic contributions to the Sabine house, but his efforts are often thwarted by his dominating family and his own anti-social behavior.
The series also follows Billy Novak (Max Deacon), a young American photographer who is hired by the Sabine family. He's inspired by and falls in love with a seamstress-turned-model named Nina (Jenna Thiam). She, however, is more concerned with finding the illegitimate son she was recently forced to give up for adoption.
The series includes the lives and relationships of other employees in the fashion house. It also addresses the atmosphere of uneasiness and paranoia that arose in the Cold War era, as well as the hunt for former Nazi collaborators.
Cast[edit]
Richard Coyle as Paul Sabine[1]
Tom Riley as Claude Sabine[1]
Mamie Gummer as Helen Sabine[1]
Frances de la Tour as Yvette[1]
Jenna Thiam as Nina[1]
Max Deacon as Billy Novak
Alix Poisson as Charlotte
Alexandre Brasseur as Victor
Irène Jacob as Marianne
Poppy Corby-Tuech as Dominique
Bethan Mary James as Juliette
Sarah Parish as Marjorie Stutter
James Cosmo as Jules Trouvier
Michael Kitchen as Lemaire
Allan Corduner as Bompard
Stanley Townsend as Stanley Rossi
Michelle Gomez as Eliette
Broadcast[edit]
In Australia, the series premiered on BBC First on 14 March 2017.[6] Over at South Korea, KBS 1TV started to air it on 30 June 2017.[7] In Russia, the series premiered on Channel One Russia on 17 July 2017. [8]
References[edit]
^ Jump up to: a b c d e f g h i j k l m n o Nancy Tartaglione (31 January 2016). "Amazon’s The Collection sets cast for post-War Paris fashion drama". Deadline.com. Retrieved 30 August 2016.
^ Jump up to: a b c d e f g h Nancy Tartaglione (16 February 2016). "France Télévisions boards The Collection fashion drama; joins Amazon, BBC". Deadline.com. Retrieved 30 August 2016.
^ Jump up to: a b c d e f g Alex Ritman (30 November 2015). "Amazon orders first U.K. original drama The Collection from Ugly Betty producer". Retrieved 30 August 2016.
Jump up ^ Ali Jaafar (30 November 2015). "Amazon greenlights Oliver Goldstick’s The Collection, its first original UK drama". Deadline.com. Retrieved 30 August 2016.
Jump up ^ Bernd Krannich (19 July 2016). "The Collection: Britische Amazon-Serie startet im September". TV Wunschliste (in German). Retrieved 30 August 2016.
Jump up ^ Purcell, Charles (9 March 2017). "New This Week (March 13): Top Gear, The Collectors, Kardashians, India v Australia and live sport". The Green Room. Foxtel. Archived from the original on 10 March 2017. Retrieved 10 March 2017.
Jump up ^ 해외걸작드라마 컬렉션 (The Collection). KBS.
Jump up ^ [1].
External links[edit]
The Collection on IMDb
[hide]
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Original series
Alpha House (2013–14)
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Retrieved from "https://en.wikipedia.org/w/index.php?title=The_Collection_(TV_series)&oldid=800026527"
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text:
Yeh Zindagi Ka Safar
From Wikipedia, the free encyclopedia
Jump to navigation Jump to search
Yeh Zindagi Ka Safar
Theatrical release poster
Directed by
Tanuja Chandra
Produced by
Mukesh Bhatt
Written by
Mahesh Bhatt
Starring
Ameesha Patel
Jimmy Sheirgill
Gulshan Grover
Nafisa Ali
Music by
Daboo Malik
Sajid Wajid
Cinematography
Manoj Gupta
Production
company
Vishesh Films
Release date
16 November 2001 (2001-11-16)
Running time
146
Country
India
Language
Hindi
Budget
₹27.5 million (US$400,000)[1]
Box office
₹61.7 million (US$900,000)[2]
Yeh Zindagi Ka Safar (English: Journey of Life) is a 2001 Bollywood film, directed by Tanuja Chandra and produced by Mukesh Bhatt. Upon release, it flopped miserably at the box office.
Contents
1 Synopsis
2 Cast
3 Soundtrack
4 References
5 External links
Synopsis[edit]
20-year-old Sarena's (Ameesha Patel) world is picture perfect — she has an adorable relationship with her industrialist father Vivek Devan (Gulshan Grover) and is on the verge of major stardom as a pop singer. Jai Bhardawaj's (Jimmy Sheirgill)'s world is poles apart. As the struggling editor of a near-bankrupt Hindi tabloid "Aadarsh Times", he dreams of one day having an office in pricey Nariman Point. He searches for a sensational story that'll get him there.
Through Municipal clerk Ganpat, Jai stumbles upon the secret that pop star Sarena is not the real daughter of industrialist Vivek Devan, who had taken great pains to ensure that no one knew she was adopted. Jai realizes that this could be the story he was looking for and goes ahead and publishes it, thus incurring the wrath of Vivek Devan. Even the tabloid owner Dada (Rajpal Yadav) is upset with Jai and disapproves his idea of unraveling the truth. An enraged Vivek Devan takes legal action against the tabloid by sending defamation notice for Rupees five crores and he also tries to suppress any further information being leaked. Sarena, however, notices her father's anxiety and confronts him, only to discover that Jai, despite his crude ways of going about it, had written the truth. Ignoring her father's protests, Sarena goes in search of her real mother. At every stage, her companion in her mission is Jai, who follows her through the journey from Mumbai to Ooty to get the legal notice withdrawn.
With no headway in her search, Sarena seeks Jai's help, inspired by his go-getting ways. As Sarena discovers layer upon devastating layer of truth behind her identity, Jai too learns many things about life. On the trip, they fall in love. When Sarena meets her mother Sister Namrata (Nafisa Ali), she is glad, but her mother doesn't seem pleased. She rejects Sarena by stating that she doesn't have a daughter. It turns out that Sarena's mother was raped by a police officer and Sarena was the product of that disastrous event. Horrified by the truth, Sarena teams up with Jai to undo the injustice done to her mother. All ends well, as Sarena's mother comes to Mumbai to testify against her rapist police officer. She is able to get justice and the police officer, who is none other than the Police Commissioner Prashant Marwah (Ehsaan Khan), gets arrested. He creates a ruckus in the Court during the hearing and walks out challenging the Judge, who orders his police remand for 10 days. Outside the court room, Prashant shoots himself, unable to bear the humiliation. Sarena's mother returns to Ooty while Sarena and Jai get married eventually and Jai manages to fulfill his dream of having his office in Nariman Point.
Cast[edit]
Jimmy Sheirgill as Jai Bharadwaj
Ameesha Patel as Sarena Devan
Nafisa Ali as Sister Namrata
Gulshan Grover as Vivek Devan
Ehsaan Khan as Police Commissioner Prashant Marwah
Rajpal Yadav as Dada
Surendra Rajan as Father
Also in supporting cast : Suhas Bhalekar, Viru Krishnan, Benika, Ishwar Patel, Rajesh Rajpal, Masood Akhtar, Priti Pundir, Abhay Joshi, Jeetendra Bharadwaj, Major Gulati, Gautam, Raja Vaid, Subroto Dutta, Mahesh Desai, Deepak Seth & Ismail
Soundtrack[edit]
#
Title
Singer(s)
1 "Halat Na Poochho Dil Ki" Kumar Sanu
2 "Ahista Ahista" Sonu Nigam, Shradha Pandit
3 "Nikal Padi" Udit Narayan & chorus
4 "Zamane Mein Sabhie Ko" Hariharan
5 "Aye Chand Khoobsurat" Sonu Nigam
6 "Dil To Kehta Hai" Kumar Sanu
7 "Main Kaun Hoon" Jaspinder Narula
8 "Dil To Kehta Hai" Alka Yagnik
"Ahista Ahista" song is composed by Sajid-Wajid
References[edit]
Jump up ^ http://www.boxofficeindia.com/Movies/movie_detail/yeh_zindagi_ka_safar#.ViP1On7hDIU
Jump up ^ http://www.boxofficeindia.com/Collections/allrank/?13#.ViP1837hDIU
External links[edit]
Yeh Zindagi Ka Safar on IMDb
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Films and television series by Mahesh Bhatt
Director
Manzilein Aur Bhi Hain (1974)
Naya Daur (1978)
Lahu Ke Do Rang (1979)
Abhimanyu (1980)
Arth (1982)
Saaransh (1984)
Janam (1985)
Aashiana (1986)
Naam (1986)
Aaj (1987)
Kaash (1987)
Thikana (1987)
Siyasat (1988)
Kabzaa (1988)
Daddy (1989)
Awaargi (1990)
Jurm (1990)
Aashiqui (1990)
Swayam (1991)
Saathi (1991)
Dil Hai Ke Manta Nahin (1991)
Sadak (1991)
Saatwan Aasman (1992)
Junoon (1992)
Phir Teri Kahani Yaad Aayee (1993)
Gunaah (1993)
Sir (1993)
Hum Hain Rahi Pyar Ke (1993)
Gumrah (1993)
Tadipaar (1993)
The Gentleman (1994)
Naaraaz (1994)
Milan (1995)
Naajayaz (1995)
Criminal (1995)
Papa Kehte Hai (1996)
Chaahat (1996)
Dastak (1996)
Tamanna (1997)
Duplicate (1998)
Angaaray (1998)
Zakhm (1998)
Yeh Hai Mumbai Meri Jaan (1999)
Kartoos (1999)
Writer only
Dushman (1998)
Sangharsh (1999)
Kasoor (2001)
Yeh Zindagi Ka Safar (2001)
Raaz (2002)
Gunaah (2002)
Saaya (2003)
Footpath (2003)
Jism (2003)
Inteha (2003)
Murder (2004)
Rog (2005)
Zeher (2005)
Nazar (2005)
Kalyug (2006)
Woh Lamhe (2006)
Murder 2 (2011)
Jism 2 (2012)
Murder 3 (2013)
Hamari Adhuri Kahani (2015)
Television
Swabhimaan (1995)
A Mouthful of Sky (1995)
Kabhie Kabhie (1997)
Naamkarann (2016)
Tu Aashiqui (2017)
Retrieved from "https://en.wikipedia.org/w/index.php?title=Yeh_Zindagi_Ka_Safar&oldid=848958952"
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values: यह ज़िन्दगी का सफ़र (2001 फ़िल्म) – Hindi

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