Comparison between Adele Ratignolle and Mademoiselle Reisz Essay

Comparison between Adele Ratignolle and Mademoiselle Reisz In order to help to get a point or idea across it is not uncommon to provide two stark contrasts to assist in conveying the point. Writers commonly use this technique in their writing especially when dealing with a story that concerns the evolution of a character. An example of such writing can be found in Kate Chopin's The Awakening. The novel deals with Edna Pontellier's "awakening" from the slumber of the stereotypical southern woman, as she discovers her own identity independent of her husband and children. In order to illustrate the woman that Edna can become in The Awakening, Chopin creates two opposing forces Adele Ratignolle and Mademoiselle Reisz for her best friends that not only contrast each other but also represent different genres of women in Creole society. Adele Rataignolle serves as not only the epitome of the nineteenth-century woman but as Chopin's model of the perfect Creole "mother-woman". Adele's gold spun hair, sapphire blue eyes, and crimson lips made her strikingly beautiful even though she was beginning to grow a bit stout. A devoted wife and mother Adele idolizes her children and worships her husband. Her days are spent caring for her children, performing household duties, and ensuring the happiness of her husband. Even while vacationing at Grand Isle over the summer she thinks about her children and begins work on creation their winter garments. As a matter of fact sin...

Roswell :: essays research papers

Roswell Description In the summer of 1947, there were a number of UFO sightings in the United States. Sometime during the first week of July 1947, something crashed near Roswell. W.W. â€Å"Mac† Brazel went with his son and neighbours Floyd and Loretta Practor, to check on their sheep after a fierce thunderstorm that had taken place just the night before. As they were walking to where the sheep were they saw pieces of what seemed like metal debris. After a bit more investigating, Brazel saw a shallow trench that was several hundred feet long. Brazel went to Roswell and reported it. On July 1947 the press said that a wreckage of a crashed disk had been recovered and issued to col. William Blanchard of the 509th bomb group at Roswell. Just hours later the 509th bomb group said it had been mistakenly identified as a flying saucer when in fact it was really only a weather balloon. When and by whom was this debris found? W.W. â€Å"Mac† Brazel gathered his son and neighbours to check on the sheep because of a storm. On the way to check on the sheep the group found bits of debris everywhere and a long shallow trench. Could it have been a weather balloon? Col. Blanchard sent Major Jesse Marcel to investigate. Marcel was able to determine what direction it came from, and which direction it was heading. He also believed it must of exploded above the ground and fell. Major Jesse Marcel said the debris was â€Å"strewn over a wide area and the metal was as thin as aluminium foil but indestructible†. Is there anything to indicate that this really was a UFO but it was being covered up the 509th bomb group? Back in Roswell, Glenn Dennis, a young mortician working at the Ballard Funeral Home, received some curious calls one afternoon from the morgue at the airfield. It seems the Mortuary Officer needed to get a hold of some small hermetically sealed coffins, and wanted information about how to preserve bodies that had been exposed to the elements for a few days, without contaminating the tissue. Glenn Dennis drove out to the base hospital later that evening where he saw large pieces of Wreckage with strange engravings on one of the pieces sticking out of the back of a military ambulance. Upon entering the hospital he started to visit with a nurse he knew, when suddenly he was threatened by military police and forced to leave.

Harriet Beecher Stowe Essay

Born â€Å"June 14, 1811†, â€Å"Harriet Beecher Stowe†, was born to â€Å"Roxana and Lyman Beecher† (Lakewood Public Library n. p. ). This seventh sibling has a famous brother, â€Å"Henry Ward Beecher†, who is a leader of the â€Å"abolitionist movement† (Lakewood Public Library n. p. ). She also has a sister, â€Å"Catherine Beecher† who fought for the women to be educated; she played a large role in the women’s progress in terms of education (Lakewood Public Library n. p. ). In addition to that, she was married to an equally brilliant individual and popular named, â€Å"Calvin Stowe† at the age of twenty five (Lakewood Public Library n. p. ). She had seven children with this co-teacher of hers (Lakewood Public Library n. p. ). She attended the â€Å"Hartford Female Academy† to complete her education (Lakewood Public Library n. p. ). This is the same school that her sister, â€Å"Catherine Beecher† instituted when â€Å"Harriet Beecher Stowe† was only twelve years old (Lakewood Public Library n. p. ). In school, she was described as â€Å"absent-minded, moody, and weird†, however, she was also known as extremely intelligent and that she was exceedingly good in writing (Harriet Beecher Stowe, 1811 – 1896 n. p. ). When â€Å"Harriet Beecher Stowe† turned twenty one, she went to teach in â€Å"Cincinnati† at the â€Å"Western Female Institute†, another learning institution that her sister established (Lakewood Public Library n. p. ). Together with her sister, Catherine, she wrote and published â€Å"Geography for Children† (Harriet Beecher Stowe, 1811 – 1896 n. p. ). This same year, she has also been awarded with for an article she wrote and published in the â€Å"Western Monthly Magazine† entitled, â€Å"New England Sketch† (Harriet Beecher Stowe, 1811 – 1896 n. p. ). At the age of thirty nine, she had already accomplished a book, entitled, â€Å"Uncle Tom’s Cabin† (Lakewood Public Library n. p. ). She turned extremely famous in 1851, just a year after she has written the aforementioned book (Harriet Beecher Stowe, 1811 – 1896 n. p. ). In addition to the aforementioned, what made her more famous is the fact that she delivered speeches with regards to oppression/slavery that occurs in the United States, as well as, in the United Kingdom (Harriet Beecher Stowe, 1811 – 1896 n. p. ). When some of her critics declared that the contents of â€Å"Uncle Tom’s Cabin† was not genuine, she rose up to the challenge and wrote another book entitled, â€Å"Dred† five years after the publication of â€Å"Uncle Tom’s Cabin† (Harriet Beecher Stowe, 1811 – 1896 n. p. ). While she was busy delivering speeches about slavery, she also had her writings published in a journal known as â€Å"The National Era† that even the president, â€Å"Abraham Lincoln† acknowledged her brilliance and fame by saying, â€Å"So you are the little woman who wrote the book that started this great war† (Harriet Beecher Stowe, 1811 – 1896 n. p. ). Back then, she was not only the â€Å"most famous† writer, she was also known to be the â€Å"highest paid† one (Harriet Beecher Stowe, 1811 – 1896 n. p. ). She died in July 1, 1896 in Hartford, CT (Lakewood Public Library n. p. ). However, she left with so many contributions to the world of literature including the following works: â€Å"1) The Mayflower: or, Sketches of Scenes and Characters Among the Descendants of the Pilgrims; 2) Uncle Tom’s Cabin; 3) The Key to Uncle Tom’s Cabin; 4) Sunny Memoirs of Foreign Lands; 5) Dred: A Tale of the Great Dismal Swamp; 6) the Minister’s Wooing; 7) The Pearl of Orr’s Island; 8) Agnes of Sorrento; 9) House and Home Papers; 10) Little Foxes; 11) Religious Poems; 12) the Chimney Corner; 12) Men of our Times; 13) Old Town Folks; 14) The True Story of Lord Byron’s Life; 15) Lady Byron Vindicated; 16) Little Pussy Willow; 17) Pink and White Tyranny: A Society Novel; 18) Old Town Fireside Stories; 19) My Wife and I: or, Harry Henderson’s History; 20) Sam Lawson’s Oldtown Fireside Stories; 21) Woman in Sacred History; 22) Palmetto Leaves; 23) We and Our Neighbors; 24) Betty’s Bright Idea; 25) Captain Kidd’s Money and Other Stories; 26) Footsteps of the Master; 27) Bible Heroines; 28) Poqanuc People; 29) A Dog’s Mission; 30) The Poor Life; 31) the Writings; and 32) Regional Sketches† (Hedrick 3 – 398). Furthermore, she left with a good name (Fritz 5 – 144). The author in question played a large role as a â€Å"social reformer, philanthropist, and author†; she fought for the â€Å"African Americans† and everyone else who were victims of oppression and slavery (Fritz 5 – 144). Upon meeting slaves who were able to escape, she immediately wrote articles and actually published them; through these many people â€Å"will wake up† in the years to come (Fritz 5 – 144). If she had not started upholding such rights of the slaves and people who were oppressed, it would not have been pushed by others and slavery would still have been in its worse today (Fritz 5 – 144). During her time, the â€Å"Fugitive Slave Act† has been enacted (Fritz 5 – 144). This law made it unlawful for other individuals to help out slaves who escaped (Fritz 5 – 144). What â€Å"Harriet Beecher Stowe† did was to send a letter to a colleague and â€Å"abolitionist leader† named â€Å"Frederick Douglass† (Fritz 5 – 144). Here, she sought for an advice with regards to her articles on oppression/slavery (Fritz 5 – 144). Fortunately during this time she also had the opportunity to make her voice heard and so what she did was to discuss her writings especially with regards to slavery to help other individuals become well informed and to inspire them to help her out with her advocacies/fight (Fritz 5 – 144). On a final note, â€Å"Harriet Beecher Stowe† is a famous author who played a large role in addressing the problem on slavery in the United States and the United Kingdom through her works and delivered speeches (Fritz 5 – 144). Works Cited Harriet Beecher Stowe, 1811 – 1896. n. d. n. a. 18 November 2008. http://americancivilwar. com/women/hbs. html Fritz, Jean. Harriet Beecher Stowe and the Beecher Preachers (Unforgettable Americans). NY: Putnam Juvenile, 1998. Hedrick, Joan. Harriet Beecher Stowe: A Life. NY: Oxford University Press, 1995. Lakewood Public Library. Harriet Beecher Stowe. n. d. n. a. 18 November 2008. http://www. lkwdpl. org/wihohio/stow-har. htm

Corruption in the Gangs of New York Essay

The Gilded Age, or as it is commonly referred to as, the era of corruption, took place in 1877 to 1900. This time period was most effectively portrayed in the novel and movie, The Gangs of New York, which was written by Herbert Asbury. The Gangs of New York focused on a time of politicalcorruption during a period of massive increase in immigration in New York. In this essay I will discuss three themes: immigration, Political machines, and bad situations, that helped contribute to corruptions long vibrant history. Due mainly to famine and disease, immigration increased tremendously during the Gilded Age in three large waves to the United States. The first wave occurred from 1815 to 1860, an estimated five million immigrants, mostly English, Irish and Germanic, arrived to the United States. The second wave of immigrants started from 1865- 1890, ten million more immigrants from northwestern Europe arrived to the United States. Finally, the third wave, between the time period 1890 and 1914 consisted of 15 million Turkish, Russian, Jewish, and Italian immigrants. The increase of immigrants created a huge competition for jobs, wages and votes. The immigrants that arrived in the first wave who began to establish themselves eventually developed a sense of citizenship that they became comfortable to call themselves â€Å"Native Americans.† These Native Americans resented the newer immigrants, provoking racism and violence. The negativity towards new immigrants was portrayed best in the scene at the ship docks, where New York civilians cursed and threw objects at the Irish and other new immigrants in The Gangs of New York. The sudden increase of immigrants, increased the population of cities, where opportunities were plentiful. Naturally, jobs became scare, thus following an increase in unemployment, crime, prostitution and poor living conditions. People became more desperate and willing to just get ends meet. For example, in The Gangs of New York, people similar to Cameron Diaz’s character, the accomplished female pickpocket, Gangs like the Dead Rabbit and Bill The Butcher emerged from this society by using violence and theft to survive. Thus politicians took full advantage of this by offering jobs and civil services in return for political favors. Even today government is plagued by corruption, by getting certain bills and laws passed; politicians  obtain favors for their work. The height of political corruption in the Gilded Age was greatly due to political machines. Political machines usually had one, or sometimes several bosses, which oversaw all operations. Under the political boss are election district captains and district bosses, which would be in charge of mobilizing the people and helping the boss make decisions. The other part of the machine would consist of loyalist, who receive the civil service and support the boss. One of the strongest political machines was in New York; Tammany Hall stayed in power from the mid 18th century to the 20th century and was also featured in The Gangs of New York. The last and also one of the most powerful bosses of Tammany Hall was Boss Tweed. Tweed was notorious for many things, one was his nose, and the other was kickbacks. A kickback is a term referred to the money the political machine received for granting contracts to real estate and other projects. The machine will give out a contract, for example a building or bridge. The government will donate money they raise by raising taxes to have the project finished. As a favor returned for the contract, the company who received the contract must give money to the political machine. The machine also takes advantage of the immigrants by giving free bread to immigrants, and giving them jobs for votes to ensure their power. Fires, hunger and any situation that a political figure could use to obtains voters contributed to corruption as well. Politicians would set fires, and show up before the fire engines and help take down the fire in front of the public. Politicians would also give the victims money to get back on their feet. Although these seem like generous gestures, the politicians are only looking for another vote. They would hand out bread to the hungry and promote their name. However, something can not always go wrong for a politician to save the day, so eventually bad situations would be staged to allow a politician the chance to obtain future voters. For example, President George W. Bush’s approval rating soared after waging war with terrorism. An example in The Gangs of New York when the fire broke out, the politicians arrived immediately, and at first hid the fire hydrant, so he could appear to be the hero instead of extinguishing the fire first. As immigration rose in Gilded Age, opportunities were harder to come by thus increasing reciprocity and more chances for corruption. Political machines became in power, basically a business of corruption. Corruption spread in all forms of government even the police. Bad situations also influenced corruption, in that, politicians made sure these unfortunates happened, to make them appear as heroes in order to obtain votes. Thus immigration, political machines, and bad situations have all contributed to corruptions long and vibrant history.

Ethical rights

Normally this cheating would not affect her but in this chemistry class the teacher grades on a curve. If the kids do well on the test because of cheating the curve would not be In the favor of the other kids and Francesca. Francesca Is debating If she should let it go or tell the teacher. If Francesca uses the utility test it would be ethical for her to tell the teacher that her friends were cheating on the mid-term so the curve is not effected. With Francesca telling the teacher is would be maximizing the good for her.Her friends that are cheating on the mid-term would the effect Francesca because then If she falls this test she would be catch up the semester. With the semester almost ever she wouldn't have the time to safe her grade from a bad test score. With the failing of the test it could set her up to fail the class. Without telling, it would not be maximizing the good for her on the test; the chances of her getting a good grade goes down a lot because of her friends cheating . By telling the teacher it would put her in a chance to better asses how much she knows of what she has been learning.With the test not showing her true ability In the class, and the teacher would not see what type of student she really This Is why It would be better for her to tell her teacher about her friends that were cheating. By Francesca also telling the teacher it would maximize the good for the class. Without the cheaters setting the curve at a crazy high it give them a fair chance to get a good grade, unlike the students who really studied will get a bad one. With the cheaters getting away with it would put the class In an unfair disadvantage.The class would then see that would have to study way more then they have to when they truly did not. This effect would effect all of the other students classes. By them spending more time to study for this class and not the others, to make up for this bad grade, they might get behind in there other classes. This all leads to unneede d stress on the students where they stress enough about school, sports and other extra circular activeness. This is how by her telling would maximize the good for the class as students. Another reason why It would be better for her to tell the teacher Is that It would help the teacher.With the classing doing badly on the test is would reflect badly on the teacher. The teacher would think that he is not teaching the students the right material and there not getting it. With the teacher not really knowing why the students did bad he would have to feel that he needs to explain more about what ex.'s teaching. While compared to if he knew there was the cheaters he would get a true assent of where his students are In the class, and see what they need more help label the teacher as one you can easily cheat with for other future students.That is why by Francesca telling the teacher it would benefit him. The cheating doesn't does not Just affect the class if Francesca does not tell if really affects the school. If the student are cheating in this class what to say this is the only class they are doing it in. This could be Just one of the five classes they are cheating in. If Francesca tell the teacher, he will tell the school know. The school will then take the actions that are need to make sure these wont happen again with these students.Other teacher that have these students in there class will be notified to make sure there not cheating in there class also. With the school stopping the cheating it could be saving the reputation of the school. Cheating is a big deal for schools, they would take the approbate actions in punishments to make it clear to the cheating students that if they are caught again cheating the consequences would be far more severe next time. The harm that could from the students cheating could effect way more then the teacher and school now, but there own Jobs and society in the future.This introduction to chemistry could Just the start for these students where other classes just get harder and harder. They would be more likely to cheat in the classes to come if they got away with it the first time. The cheating would help the students get jobs they do not deserve What if one of the student wanted to be a experimental biological chemist in the future, and he got away with all of his years in school cheating and not really learning the materiel he was taught. Then in society he makes a horrible go wrong and the effect that would have would be far greater then the present time in college.That is why with Francesca telling the teacher now it would possibly have less repercussions later. Some people would say that it is better for Francesca not to tell that her friends where cheating. Her friends know that they saw that she had seen them cheating on the mid-term. With her telling the teacher could lose those friends and also create far more drama outside of class. They all dorm together and her friends will be mad at her that s he told and whatever there punishment would be, failing the mid-term ND on watch by the school, they would blame her for it.This could cause more harm for Francesca then good for all the other people affected. They could also say that if she really was studying and not waiting till the last minute she wont have to worry about what grade they get on the test. It could also effect there standing with the school, she does not know if this is there first warning and they might get a more severe consequence this time. All of these reasons are wrong because the affects that would have on the few student could not out way the affects that it could possibly have on the everyone else.That is why Francesca is ethical by telling the teacher according to the utility test. The effect that the cheating students would have on the Francesca, the class, teacher, school and society in the future is far greater. It was the choice if the students to go out instead of studying was there own fault. They knew the consequence of cheating and they still decided to go ahead with it, it not Francesca fault that she wanted to have a fair chance on the test like all the other students. That is why is would be better that Francesca tells that she saw the other students cheating when the

Europe On The Eve Of World War I Essay

World War I, or The Great War, actually started on June 28, 1914 upon the assassination of the heir to the Austro-Hungarian throne, Archduke Franz Ferdinand, by a Serbian national. This led to a series of battles upon the eventual formation of the Central Powers made up of Germany, Austro-Hungary, the Turkish Ottoman Empire and Bulgaria, and they fought against the Entente Powers made up of Russia, France and Great Britain. However, since â€Å"Europe stumbled unexpectedly into war in the summer of 1914,†1 the question remains as to which of the major countries that fought the First World War were most prepared in terms of economy and military strength and which were not. Britain Among the Entente Powers during WWI, Britain was actually considered â€Å"the greatest colonial power [and] maintained the greatest navy. †2 However, it is also a fact that during that time Britain â€Å"was being increasingly challenged by France and Russia†3 and Germany. The British in fact â€Å"increased their warship production with the  William R. Griffiths and Thomas E. Griess, The Great War (2003): 1. 2. Ian Westwell, World War I Day by Day (1999): 7 3. Ibid. 4. Spencer Tucker, The Great War 1914-18 (1998): 3 intention of war†5 and in fact had a series of wars with Africa in 1899. Britain, along with the other great European powers, â€Å"embarked on an arms race that ran in tandem with the scramble for colonies,†6 which simply means that the reason they improved their armies and navies was because â€Å"they needed to protect far-flung colonies and maintain a balance of military power with their neighbors in Europe. †7 During the early 20th century, Britain launched â€Å"HMS Dreadnought, a Battleship incorporating several new technologies that was far superior to any vessel afloat in 1906†8 This was somehow the reason why other European powers especially Germany began improving and â€Å"building their own dreadnought-type battleships†9 because they saw â€Å"a sudden vulnerability of their costly fleets. †10 However, one rumor was that â€Å"the British recognized the naval competition from Germany as a threat to their existence,†11 though â€Å"the naval arms race between these two powers would continue until the eve of the war. 5. Westwell, 7. 6. Ibid, 8. 7. Ibid. 8. Ibid. 9. Ibid, 9. 10. Ibid. 11. Griffiths and Greis, 5. 12. Ibid. It is said that naval arms race between these two powers would continue until the eve of the war. †13 Nevertheless, â€Å"by 1914, Germany had a navy second only to England’s. †14 Economically, it is said that Britain, along with France and Germany, was ready for the Great War. The most important influence upon British and the rest of the European military during those times was in fact â€Å"the largess bestowed upon European societies by the Industrial Revolution. †15 It is said that â€Å"a wealth of goods, rising productivity, and material well-being†16 were brought about by the factories of the latter half of the 19th century. This period of economic growth all over Europe led to â€Å"the greater availability of education for the lower classes† and that â€Å"better and more widespread educational opportunities enabled citizens to comprehend more readily the†¦military affairs of the state. †17 This perhaps encouraged nationalism among the people of the various European nations. Consequently such feelings may have similarly encouraged rivalries with other nations. Thus, the soil for the war was fertile and all it needed was the seed – which was the assassination of Archduke Franz Ferdinand. 13. Griffiths and Greis, 5. 14. Ibid. 15. Ibid, 6 16. Ibid. 17. Ibid. France As early as 1870, â€Å"France had considered itself – and had been considered by others – the leading military power of Europe. †18 It was defeated by Germany during the Franco-Prussian War in 1871 but it was not stated whether this war was really a showcase of the French military but rather it â€Å"meant a lasting antagonism†19 with Germany. Nevertheless, despite being a military power in the late 9th century, France had its â€Å"entire†¦province of Alsace [seized as well as] part of a second province, Lorraine. †20 Germany Since the empire became united in 1871, â€Å"imperial Germany had rapidly emerged as the dominant industrial and military power†21 in Europe and such â€Å"created a potentially explosive situation. It was also believed that â€Å"by the start of the twentieth century, Germany was creating a first-class navy,† which was in fact considered â€Å"the most obvious and dramatic illustration of Germany’s surging power in many spheres. †23 Such was the 18. Neil M. Heyman, World War I (1997): 5. 19. Ibid. 20. Ibid. 21. Ibid. 22. Ibid. 23. Ibid. greatness of the military strength of Germany in the early 20th century. In addition to that, Germany also had an economy that was emerging as one of the strongest in the whole of Europe. Since 1870, Germany’s â€Å"industry had grown so rapidly that this part of Europe, which had supplied immigrants to the Western Hemisphere for more than a century, now imported labor from Poland. †24 Twentieth century Germany was actually home to â€Å"higher education and scientific research [and] a system of social insurance for its working class† and in fact, the country â€Å"could pride itself on being a world leader. † Germany also prided itself with a great leader during that time. The ruler of Germany, Kaiser Wilhelm II, was often considered as â€Å"the embodiment and often the director of [Germany’s] restless energies. †25 By the late 19th century, Kaiser Wilhelm II earned the respect and friendship of a few ambitious military leaders who were against Britain and who would want to challenge it to war. One of these military leaders was Admiral Alfred von Tirpitz, the Secretary of State of the Imperial Naval Office of Germany at that time. Moreover, Kaiser Wilhelm II also had his own imperialist ambitions as well for he considered the German navy â€Å"a tool of external power†26 and even declared it to Prime Minister Arthur Balfour of Britain in 1902, many years before the outbreak of WWI. In fact â€Å"the Kaiser sought to play   24. Heyman, 5. 25. Ibid, 6. 26. Ibid. politics, and repeatedly declared that he was determined to make Germany not just dominant in European affairs but in the world† and had a â€Å"desire for a German-dominated central Europe. †27 Such was the measure of Wilhelm II’s ambition and resolve. The Kaiser’s biographer even wrote, â€Å"Only with a fleet could Germany be able to elicit from the British the esteem Wilhelm II believed to be his due. †28 Germany was indeed already a strong power in the early 20th century many years before the outbreak of the Great War. It is said that â€Å"the security of Austria-Hungary, the weaker of the Central Powers, was [even] guaranteed by Kaiser Wilhelm II [since] late 1912. †29 Such was the strength of Germany at that time that they could even guarantee the protection of the territory of another country in addition to their own. Conclusion On the eve of World War I, Britain, France and Germany were all ready for the war that was to ensue. However, among the three, Germany seemed to be the most prepared especially when it came to the military, specifically the development and advancement of its naval warships as well as powerful leadership in the person of Kaiser Wilhelm II. On the other hand, France, although a leading military power of Europe at that time, was in fact torn apart by Germany during the 1871 Franco-Prussian War, hence was not impressively strong compared to Britain and Germany. 27. Tucker, 3. 28. Heyman, 6. 29. Westwell, 9. BIBLIOGRAPHY Griffiths, Williams R. and Griess, Thomas E. The Great War. New York: Square One Publishers, Inc. , 2003. Heyman, Neil M. World War I. Connecticut: Greenwood Publishing Group, Inc. , 1997. Tucker, Spencer. The Great War 1914-18. Indiana: Indiana University Press, 1998. Westwell, Ian. World War I Day by Day. New York: The Brown Reference Group, Plc. , 1999.

Cell-based Therapy For Myocardial Regeneration

Cell-based Therapy For Myocardial Regeneration ABSTRACT Myocardial infarction is one of the main cause of mortality in many countries. Therefore, an effective therapy for myocardial infarction is required. Reperfusion and other conventional therapy have been the mainstay therapy for myocardial infarction. However, many patients remain refractory to this therapy. Cell-based therapy is considered a novel therapy, in which stem cells are used for cardiac repair. Stem cells are potential therapeutic and promising option that could be the alternative solution for salvaging damaged cardiomyocyte. Based on current studies, stem cells are a promising therapeutic approach for myocardial infarction. However, some challenges need to be answered by future studies before this novel therapy can be widely applied. This essay provides an overview of the progress in stem cell therapy for myocardial infarction. INTRODUCTION The robust potential of stem cells were still a mystery, but today, we are constantly getting new information on this parti cular topic. One of the prospects of stem cell therapy is to treat damaged cardiomyocyte (Fischer, et.al, 2009; Beltrami, 2003).Acute myocardial infarction is one of the main causes of mortality and morbidity in many countries. Not only this disease causes a massive socio-economic burden, but also reduces the quality of live for patients who survive the attack (Hamm, 2016). Currently, one of the mainstay therapy for myocardial infarction is rapid revascularization to limit ischaemic damage. Reperfusion and other conventional therapy have undoubtedly saved so many lives, yet there are patients remained refractory to this therapy and left with no other treatment options. In addition to that, many patients who have underwent reperfusion strategy and survived, often left with significant impairment of left ventricular systolic function. One big question remain unanswered. Is there any other treatment option for these patients? Medical therapeutic approach to reduce damaged cardiomyocyte and generate new functioning muscle is the current unmeet need. Stem cells emerge as the novel procedure to restore damaged cardiomyocytes, and this procedure is popularly known as cellular cardiomyoplasty (Pendyala, et.al, 2008; Reinlib, 2000). Many preclinical and clinical trials have documented the potential use of stem cells to generate viable cardiomyocyte and improve cardiac function (Bergmann, et.al, 2009). To date, there are many different types of adult stem cells and progenitor cells used for this procedure, some of which are bone marrow derived stem cells, hematopoietic stem cells, mesenchymal stem cells and so on. Since the advance of stem cells technology is faster than ever before, this essay aimed to give an evidence based update on stem cells use for myocardial infarction, what we have achieved so far, and what does the future hold for this breakthrough. CELL-BASED THERAPY FOR MYOCARDIAL REGENERATION After an ischaemic attack due to occluded coronary vessels, heart muscle usually left damaged and nonfunctioning. However, recent evidence suggested that the cardiac muscle could actually undergo a limited amount of renewal. A prospect of inducing muscle cell to undergo division for cardiomyocyte replacement, or generating new muscle by stem cells are certainly intriguing (Roell, et.al, 2002; Santoso, et.al, 2011). Stem cells are capable to proliferate in the same state (self-renewal) and differentiate into multiple cell lineages. On the other hand, progenitor cells are more specific and have limited differentiation potential. Mechanism on how stem cells work are as follows: firstly, these stem cells need to be extracted from the source (eg. bone marrow), after that these stem cells need to be delivered to the injured area. These cells are implanted in the myocardium, and due to the nature of these cells, they would grow and differentiate/transdifferentiate into cardiomyocyte. To achieve the goal of cardiac repair, these cells should also have the ability to fuse with the surrounding tissues that their harmonious contraction increases the heart contraction. Furthermore, these newly-formed cardiomyocyte should also express the appropriate electromechanical properties required for contraction to yield a synchronous contraction (Templin, et.al, 2011; Makino, et.al, 1999).