Major Histocompatibility Complex (MHC) Functions

Major Histocompatibility Complex (MHC) Functions The immune system is complex, containing thousands of components. On the whole this highly adaptive system works well, protecting the individual primarily against the threat of disease caused by infectious organisms (Wood, 2006). However, the immune system can deteriorate and fail should any component of this refined system be mutated or compromised. In this report, an overview of the immune system will be covered, along with an explanation of how the Major Histocompatibility Complex (MHC) functions specifically. An example of how the immune system can be compromised should the MHC molecule be short or absent will also be discussed with reference to a condition known as Bare Lymphocyte Syndrome. How the MHC molecule contributes to a healthy immune system will be discussed, along with the effect an MHC deficiency has and how this compromises the immune system at a molecular level. Reference will be made to a case study related to the Bare Lymphocyte Syndrome and a conclusion will be made as to how this condition links to the MHC molecule specifically. An Overview of the Immune System The immune system can be split into two systems of immunity, innate and adaptive immunity. Innate immunity is the first line of defence against pathogens in the body, preventing most infections occurring by eliminating the pathogen within hours of being encountered. This is achieved by firstly possessing external barriers to infections such as skin, mucosa, gut flora and lysozymes in tears. Secondly, the immune system mounts an immediate attack against any infectious sources entering the host via pre-existing defence mechanisms within the body. Phagocytosis is the major element contributing to innate immunity. This is the ingestion and destruction of microbes by phagocytes in a process by which the phagocyte attaches to the microbe in question, engulfs the microbe, kills the microbe and then degrades the microbe using proteolytic enzymes (Wood, 2006). This process is aided by complement proteins and opsonisation. Another part of the innate immune response is for inflammation to occur . This enables cells and soluble factors from the bloodstream to be enlisted at a particular tissue site in order to assist in the fight against infection. These can be local or systemic and cause vasodilation to occur at the site of infection; cause the endothelium to have increased expression of adhesion molecules in the cells lining the blood vessels; cause increased vascular permeability and cause chemotactic factors to be produced, therefore attracting cells into the tissue from the bloodstream (Wood, 2006). Overall, innate immunity is the first step in combating infection in the body; however a more specific system is often required. Acquired immunity occurs when a pathogen enters the body which the innate immune system cannot destroy, whether it is the pathogen has evolved a way of being avoided by the cells in the innate immune system or whether it be the pathogen expresses molecules similar to host cells as in the case of viruses. In such cases as these, acquired immunity is needed, where lymphocytes are used to identify, engulf and kill the pathogen in question. This is a more evolutionary advanced system compared to innate immunity. Two types of lymphocyte cells are employed in the acquired immune response; these are B lymphocyte cells, which are responsible for creating antibodies; and T lymphocyte cells, which are more complex in their receptor and require cell-to-cell contact. There are two types of T lymphocyte cells; those expressing CD4 molecules on their surface are referred to as Helper T cells or CD4 T cells, and those expressing CD8 molecules of their surface are referred to as cytotoxic T cells or CD8 T cells. The latter of these two T cells is important in the killing of virally infected cells (Kindt et. al., 2007). T cells recognise antigens by T cell Receptors (TcR) expressed on their surface; each T cell expresses only one TcR specifically. T cells do not recognise free antigens but recognise antigens associated with molecules on the surface of cells called Major Histocompatibility Complex (MHC) molecules (Wood, 2006). MHC molecules specifically for the human species are known as Human Leukocyte Antigens (HLA); these are located on chromosome 6 (Kindt et, al., 2007). The MHC constitutes important genetic components of the mammalian immune system. There are two types of MHC molecules, Class I and Class II MHC. Class I MHC molecules are glycoproteins expressed on the cell surface of most nucleated cells, whereas Class II MHC molecules are also glycoproteins but are restricted in their expression, primarily being found on cells of the immune system such as B cells, macropha ges, dendritic cells and monocytes (Wood, 2006). Class I and II MHC molecules bind to antigens derived from pathogens and present them to T lymphocytes (Sommer, 2005). CD8 T cells recognise antigens presented by Class I MHC molecules whereas CD4 T cells recognise antigens presented by Class II MHC molecules. MHC molecules play an important role in immune defence against intracellular pathogens, peptides derived from viral proteins and cancer infected cells. (Sommer, 2005). Antigen Presentation of MHC Class I An event involving generation of peptides from proteins in the cell and displaying these peptides on the plasma membrane is called antigen processing and presentation (Benjamini et al., 1996). MHC Class I molecules consists of HLA-A, HLA-B and HLA-C. HLA are cell surface heterodimers consisting of a polymorphic ÃŽ ± chain associated with a non-polymorphic ÃŽ ²2 microglobulin protein (Chaplin, 2010). In the antigen presentation pathway of MHC Class I, the viral protein is degraded into peptides through proteasome-mediated proteolysis which is then transported into the endoplasmic reticulum (ER) (fig 1). This transport process is facilitated by a transporter associated with antigen processing (TAP). Once in the ER, the translocated peptide binds to MHC Class I ÃŽ ± chains and ÃŽ ²2 microglobulin through momentary interaction of MHC Class I heterodimers and TAP (Chaplin, 2010). This momentary interaction is carried out with the help of Tapasin (fig 2). This binding of peptide and MHC Cl ass I results in structural changes; eventually leading to the dissociation of peptide-MHC Class I complex (Chaplin, 2010). This peptide-MHC Class I complex then migrates to the cell surface where it is recognised by CD8 T cells triggering the associated immune response. (Raghavan,1999). When the immune system is working correctly, pathogens entering the body will be destroyed rapidly. However, if a component of the immune system is compromised, devastating effects can be seen. An example of this was seen in the case study of Tatiana and Alexander Islayev; two siblings originally from Russia who were suffering from symptoms linked to Bare Lymphocyte Syndrome. Tatiana had severe bronchiectasis and a persistent cough which produced yellow-green sputum. She had been chronically ill since the age of 4 when she had begun to have repeated infections of the sinuses, middle ear and lungs, all due to a variety of respiratory viruses. Both Haemophilus influenza and Streptococcus pneumonia bacteria could be cultured from her sputum. She had been prescribed frequent antibiotic treatments to control her fevers and cough with no success. Her brother, Alexander was also showing the same symptoms. When their blood was examined, both children had elevated IgG levels with over 90% of their T cells being CD4 and only 10% being CD8. Both children expressed very small amounts of MHC Class I molecules in their cells but expressed MHC Class II molecules normally. When the childrens DNA was analysed, it was found that they both had a mutation in the TAP-2 gene. Type I Bare Lymphocyte Syndrome Bare Lymphocyte Syndrome (BLS) Type I also known as MHC Class I deficiency, is characterized by a severe down-regulation of MHC class I and/or class II molecules (Gadola et. al., 2000). Type 1 BLS is due to a defect confined to MHC class I molecules, while type 2 BLS shows down-regulation of MHC class II molecules. Like any other cell surface protein MHC class I molecules are synthesised in the rough endoplasmic reticulum (RER), modified in the Golgi apparatus and are transported in transport vesicles to the cell surface (Wood, 2006). MHC class I molecules bind to different sets of peptides. Translocation of peptides derived from degradation of cytosolic proteins from the cytoplasm into the RER is negotiated by transporter molecules known as transporter associated with antigen processing (TAP) molecules. TAP is a heterodimer consisting of two subunits, TAP-1 and TAP-2, which are encoded in the class II region of the MHC locus on chromosome 6. Deletion or mutation of either or both TA P-1 and TAP-2 proteins severely impairs the translocation of peptides into the RER, the result of which is reduced surface expression of MHC class I molecules (Gadola et. al., 2000). BLS is manifested as a combined immunodeficiency presenting early in life. BLS manifests during the first 6 years of life where affected individuals are susceptible to recurrent opportunistic bacterial infections especially of the upper respiratory tract. In BLS, the underlying cause of Class I deficiency is due to a nonsense mutation in the TAP (Clement et. al., 1988). As discussed earlier, TAP is involved in the critical step of transporting peptides to the inner lumen of ER. In BLS, the deficiencies of active TAP results in the impairment of the transport of peptide to ER. This inefficient transport means that few or no MHC Class I molecules can be complexed with peptides. The un-complexed MHC Class I molecules are highly unstable and are therefore degraded quickly. This ultimately results in low levels of peptide-MHC Class I complex being expressed on the plasma membrane. In this way, deficiency in active TAP leads to low antigen presentation via MHC Class I molecules resulting in inefficient activation of CD8 T lymphocytes and consequently a compromised immune response. The basis of bare lymphocyte syndrome can be concluded from protein coded genes that are transformed and are not able to control the expression of the MHC I genes. Till today a beneficial treatment of TAP deficiency is not yet available; gene therapy isnt possible as almost all of the HLA class I molecule express on nucleated cells. If there is damage to the bronchial and pulmonary tissue lung transplantation can be performed. Contact with tobacco and smoke should be avoided and also vaccinations should be performed against respiratory pathogens. Other than Bare lymphocyte syndrome, MHC class I allotype is also linked to various sero-negative spondarthropathies, such as Ankylosing spondylitis, Psoriatic Arthritis, Reiters Syndrome and Behcets syndrome.

Geometry Kite Making

1) Search for a kite you’d like to build. It can be any shape kite, but keep in mind that the easier the build, the more difficult I grade it. The harder it is to build, the more chance it won’t be completed in time. So evaluate yourself & the directions to determine which kite you decide on building. a. Google the web (not videos, nor images) – â€Å"How to build a kite with step by step directions† †¦ You can word your search in any way that is similar to what I just gave you. b. Be sure what you pull up has Step by Step Directions on how to build the kite (i. e. t will tell exactly how & where to cut the material, where to place the dowels, where to tie the string, etc, etc).c. Be sure what you pull up has Clear Materials Listed – meaning you will be able to list off what is needed to build a kite (i. e. exact centimeters or inches of dowels, the diameter of the dowel, if plastic tubing is needed, string length, etc, etc). d. Print all this out – preferably with photos (always helpful when building). 2) Write up a materials list with the totals (dowel length, string length, fabric, etc) on a lined piece of paper so that it’s legible.This is for me to go shopping with, so I need the exact total & I need to read it. I’m not interested in how many ___ sized pieces of dowel you need because we’ll just cut up the total length later; I just need you to calculate from your internet, printed materials list the exact totals of each item. 3) Build your kite – we’ll be doing this in class as a group. You won’t be taking any of these items home, so you need to make sure you are here for each class we designate as build days. e.Each â€Å"build day† you will need: yard stick (science lab has some), pencil, pen, lined paper for calculations, calculator, ruler, protractor, kite instructions & a servant’s heart (because we’ll need to bring other items to & from my c lassroom each of these days = teamwork). f. Measure the perimeter & area of your kite, once completed. g. Were there any angles in your kite? What types; how many; what degrees were they (calculate algebraically being sure to write down how you calculated †¦ same side interior, complementary angles, etc. )? h.Are there any parallel &/or perpendicular lines? Transversal lines? i. As you build along, rewrite the steps in your own words so that someone else could build your kite. Use as many geometric terms as articulately possible. Reason: 1) I asked; and, 2) the directions you find on the internet are often more complicated than need be, so you’ll be helping someone else out. Maybe we’ll start our own website someday! 4) Project items from the book: j. Page 453: You’ll need to draw diagonals on a plain, white sheet of copy paper using a yard stick for accuracy.Mark off your half-inch measurement (the  ½ inch past center point) with a pencil so that it†™s visible to others. The â€Å"front corners† are considered the ones where you folded the paper, not the ones where it’s unfolded. **There is a â€Å"typo†: you’ll be folding the corners & stapling them about 3-4 in. from the front of the kite. You will staple those folds together perpendicularly to the first fold. ** Tie one end of string through the back of the staple. Open up the unfolded paper to create a kite surface. ~ You are not creating a paper airplane, and so therefore will follow these directions with the book’s directions to create a paper kite. ~~ k. Page 468: When â€Å"describing† each effective area, the book is asking you to compare the effective area to the actual kite (i. e. : does the effective area have the same area as the part of the kite that’s facing the wind; or less, or more; etc, etc). When you compare, do so in words (using as many geometrical terms as possible) as well as with some calculations.l. Pa ge 476: SKIP †¦ this is what you did in Parts 1 & 2. ) REPORT: Research the history of kites, and be sure to write down your sources for use in a reference page later (when you hand in your final project). m. When were they first used? What were they used for? In what country did they first get used predominantly? n. Find examples of how kites were used for: rescuing sailors, vanquishing enemies, predicting the weather, etc. Give me any other uses for kites †¦ be thorough & creative. o. Tell me any interesting facts you discovered about kites while doing this research.

Realistic View Essay

Everyone views life differently since no one is the same. In the poem, â€Å"Boy with His Hair Cut Short† by Muriel Rukeyser, and in the story, â€Å"Furniture Art† by Sarah Miller, show the realistic views of two different characters about life. Comparing both stories, the sister in â€Å"Boy with His Hair Cut Short† has a lest realistic view of life than Mr. DuPont’s in â€Å"Furniture Art†. The â€Å"solicitous tall† (line 9) sister in â€Å"Boy with His Hair Cut Short† pretended to be optimistic during the Great Depression of the 1930s. The sister did everything she could to help her brother: â€Å"[cut] his hair with her cheap shears†, â€Å"[new-pressed] his decent suit†. (line 10, 21) She cut his hair to encourage him that he can find a job if he changed his look. â€Å"You’ll surely find [a job], they can’t keep turning you down; the finest gentleman’s not so trim as you!† (line 17-19) Even though, she told his brother to be hopeful, she knew that find a job was impossible because her fascal expression cannot lie. â€Å"The impersonal sign, her motion, the blue vein, bright on her temple, pitifully beating.† The sister did not truthfully told her brother her actual view of life, perhaps to raise her brother’s hope of finding a job, but this proved she was being unrealistic. Mr. DuPont in â€Å"Furniture Art† was a strong French accent man of about sixty who â€Å"live off unemployment†.(Para. 2) He was a artist with strange style: â€Å"walls [filled with] murals of bright colors†, â€Å"furniture was a mess, paint-splattered and arranged in unconventional patterns†. (Para. 6) When asked about his opinion about the world, he asked the narrator for her opinion first and when the narrator said that the school â€Å"say unemployment’s down and economy’s booming†(Para. 12). He interpreted her answer by asking the narrator that â€Å"are people more happy [with the booming economy]?†.(Para. 18) This shown that he cared more about the happiness in people. Mr.DuPont was trying to teach the narrator to have her own point of view. For example, he told the girl to look at the furniture as art and that economy and quality of life is not the same thing. He believed that by opening our eyes to the world meaning that we should look at the world in many different prospective. Mr. DuPont taught the narrator to view the world  in her own side, instead of viewing the world through the school’s or nowaday’s sociality side. Comparing both poem and the story, Mr. Dupont has a more realistic view of life than the sister in â€Å"Boy with His Hair Cut Short†. Mr. DuPont taught the narrator to observe the world in her view, not in the school prospective. While the sister only encouraged the brother that he will soon find a job, even if she knew the possibility of finding a job was low. Mr. DuPont cared about the happiness in people rather than the improvement in people life. He did not cared what people think of him and did not followed people’s taste in furniture. Mr. DuPont has his own view of life and own style. On the other hand, the sister only hid her own view in her brother’s situation and helped her brother in any way she could. She encouraged her brother to keep trying but overall she did not told her brother anything about her view of life. Mr. DuPont has a more realistic view of life than the sister because he thought we should open our eyes and looked at the world in our view rather than in other people’s view. He was a strange man but who has his own view in life. Mr. DuPont was different from anyone in the sociality while the sister like everyone during the time was trying to make life better by viewing it optimistically.

Essay on Social Inequality

Essay on Social Inequality Essay on Social Inequality Essay on Social InequalityYour opening paragraph should describe your social support network. Who are the members of your network? Include both family members and friends. Your support network may also include organizations such as religious groups, social groups, sport groups or volunteer groups. Which members of your support network are most important to you? What does your support network do for you? Which of the members of your support network provide emotional support? Which members provide instrumental support? What kind of support do you provide to others? Be sure to provide examples. Use concepts from Chapter 8 in your text, Aging and the Life Course, to develop your paper.My social support network includes my family members and my friends mainly. My family members are very supportive, while their support is very important for me because it helps me to keep progressing and developing. In this regard, the support of my parents is particularly important for me because they supp orted me, when I was choosing my future career and provided me with financial support to start my education. At the same time, my brother helped me to keep progressing in the course of my education because his experience has proved to be very helpful for me to integrate into my college community and start my education successfully.As for my friends, they are also very important for my personal and professional development. For example, I have made new friends in the college and we supported each other. In fact, we have created our own community and live as a solid community. At the same time, I can count only on several persons, whom I treat as my true friends, whom I have known since my childhood and, who are still very significant for me. They comprise my close social environment and we share similar values and beliefs. This why their opinion is very important for me and my position is respected by my friends.At the moment, my college environment is also important for me and my pe ers play an important part in my current personal and professional development. We spend a lot of time together and we have similar interests since we are studying at the same college and share common interests and face similar problems. This is why I live in my college community and develop close relations with my peers. At this point, it is worth mentioning the fact that I would distinguish my relations with my peers as relations that are based on rather professional than personal interests, whereas my old friends, whom I have known since my childhood, I have absolutely personal relations with them.As for me, I also try to support my family members and my friends. For example, when my friends need my support, I am always ready to meet them and talk to them and provide them with my support whatever way I can help them. I also try to help my parents. At the moment, I found a part-time job and I am planning to help my parents, if necessary, when I shift toward the full-time job. I al so maintain the regular communication with my parents and brother. I call them frequently and meet them in person, whenever I can.Thus, I plan to maintain and develop close relations within my social network, which plays an important part in my life.

7 Questions to Expect in an Exit Interview

7 Questions to Expect in an Exit Interview About to leave your job? You might be asked (or required) to do an exit interview. This can be frustrating or intimidating. After all, you’ve got your outgoing checklist all but complete, and you already have one foot in your next opportunity. You think the hard part is behind you, and now there is one more task standing between you and the door! Don’t panic. Instead, think of your exit interview as a valuable opportunity for both you and your employer to learn something and grow. All you need to do is be prepared to give thoughtful, diplomatic answers to a few typical questions. Remember, you’ll be less stressed and the whole experience will be more productive if you are prepared. Think of this as an opportunity to let HR know exactly how the company is succeeding and failing. The information you provide can really make a difference for the coworkers and new hires you will leave behind.Here are a few questions to expect.1. Why are you leaving your current positi on?This question could also take the form: â€Å"Why did you begin looking for another job?† or â€Å"What, ultimately, made you accept this other job?† Be prepared to say what was your largest motivating factor for wanting to leave, specifically. If it’s your awful boss, find a way to say that without trashing that person. You won’t look good if you go negative. Keep it classy and succinct.2. Do you think you were adequately prepared/equipped to do your job well?In each of these questions, it is important to be prepared to provide specific examples. These will be much more resonant and will equip HR to actually make a change in company policy for the future. Did you need some valuable training that you didn’t get, perhaps? Is there a particular program, or other set-up that you really needed in order to perform? Again, be as specific as you can.3. How would you describe the culture of our company?This can get tricky. But prepare a tactful, honest answer, and you can get through it. The more prepared you are to answer, the less you’ll be caught off guard into saying something rash.4. Can you describe your relationship with your manager?This doesn’t mean: â€Å"Did you like your boss or not?† This means, how did your working styles overlap- did they clash or complement each other? Were you given the support and challenge you felt you deserved? Were you set up to succeed?5. What did you like/dislike most about your position here?No one knows better than you. Try not to pick petty things like cool office perks (or lack thereof). Think about how you can help make this company better when you leave.6. What should we require of your replacement?For example,  what skills, experience, and qualifications should they be looking for to replace you? What expertise or training do you wish you’d had? What do you have and know that would be hardest to replicate in a new employee? What magic synthesis of skills (i.e. multitasking and computer programming languages, or people skills and Excel) made you the perfect hire?7. What could we have done to keep you?This question is the most blunt and inviting of a frank response. Sometimes you’ll get the more generic: â€Å"What is the one thing about this company that you would change?† But if you get the candid question, you should feel free to give the honest answer. What would you have needed in order to stay? More money? More responsibility? An extra team member? Benefits packages? More growth opportunities? You can do a lot of good for the next employee- not to mention your current team- if you give a thoughtful answer to this question. Then skip your way out the door and off into the sunset!

Personhood and Severely Invalid Persons Essay Example | Topics and Well Written Essays - 1500 words

Personhood and Severely Invalid Persons - Essay Example These debates would be linked to the position of severely invalid persons like persons with Acute Dementia in the ward I did my practical work in. Questions to be addressed include, who are they? What is their position in the society? And what moral and ethical obligations do health professionals like nurses owe to such persons. In my study of philosophy, I had on question on my mind and this was from my practical work. The question was, what is the position of people with acute dementia. The are seriously invalid and have a tough existence. I therefore began to wonder how their rights to health care accrued and why the state decided to respect their rights as human beings. I began to find out why we are required, as health professionals to take good care of them. I found a lot of answers about the fundamental rights of seriously invalid persons in my study of philosophy and readings on the theories on personhood. From my readings, I identified that personhood has been debated thoroughly in history. The Founding Fathers of America decided to grant equal rights to all the colonialists to kind of liberate them from the harsh rules of the British colonialists. This became the fundamental principles of human rights which became part of the United Nations' conventions over 170 years after America gained independence in 1776. Merrill (1998) argues that in the world today, personhood is the basis of rights. She states that â€Å"the person is to ethics as the cell is to biology: the minimal basic unit† (Merrill, 1998). Personhood therefore forms the basis for the definition of moral theory. The society depends on the mutual recognition of personhood (Elridge, 1989). Thus, the fundamentally flawed societies failed to attribute respect to the personhood of certain people. Examples include Nazi Germany which killed six million Jews, Gypsies and homosexuals because in their view, these persons did not have rights that guaranteed them life and justice. Aside these people, Germans with acute mental issues like those with down syndrome and acute dementia like those I cared for during my practicals were a blotch to the pure Aryan race the Nazis sought to raise. They were separated and most of them were killed. This is because they were not viewed as humans or persons, under the Nazi philosophy. Also, there is evidence of several people in the Nazi concentration camps being used for experiments like twins, blue eyed person and midgets/dwarfs. This is because such persons were not considered to be 'persons'. Eventually, Nazi Germany was invaded by the Allies and this was seen as a triumph of good over evil. The United Nations was formed in 1945 to protect the rights of people in all parts of the world. In the long run, it is clear that the nations that led the United Nations and Allied course had studied important elements of 'personhood' and that forms the basis of moral ethics today which defines the fundamental rights of patients including people with severe dementia. Locke, who was one of the earliest philosophers whose concepts supported human rights argued that an individual defines himself in a given way. That is what sets the foundation of his identity. Once this is done, the individual is viewed as he defines himself or herself and define him or her as a 'person' (Locke, 2003) . Thus, it is more of self which evolves to the person. In Locke's second treatise, it was concluded that a society is a collection of persons (2003). Due to this, persons come together to collectively define the structures of a society. As such, they should have rights in order to live a meaningful life. Kant on the other hand, believed in the theory of individual

Report Assignment Example | Topics and Well Written Essays - 1000 words

Report - Assignment Example The advent of new technology will contribute to raise the productivity and will also reduce the production cost. The introduction of upgraded technology will enhance the power quality. The technological progress in the production process will also contribute in the distribution process of power. In this fashion less power will be lost in the distribution process and can be utilized by the people (Mkpandiok & Dimla, 1999). Price The price is the most important determinant that either drives the consumers towards the products or drives them away. If the price strategy is attractive the consumers will be driven to buy the products (Salzman, 2008). Again if the consumers believe the price is costlier than the substitutes available in the market, they will drive themselves towards the substitutes. Therefore thorough market research is necessary before labelling up the price. The company firstly needs to target the consumer base. If the target base is the upper income level people then the incomes of those consumers should be taken into account while adopting the appropriate price strategy. It is important to judge the demand throughout the year as well. It is recommended to use the flexible or the reasonable price strategy since this will allow the middle income group to fall with the consumer base. This strategy will have two objectives (Belohlavek, 2008). On one hand the company will be able to cement the consumer base while on the other the demand for the product will raise which will tend to bring in more revenue into the company. The middle income group generally have low disposable income and so a reasonable price strategy will be mouth watering for them. Place The first thing which the company will like to do is to target the areas where it expects to attain maximum demand. An effective market research technique is indispensible in this case. The population, income levels, the demand potential are some of the parameters that are taken into account while analy sing the target market (Shaad, & Wilson, 2009). Once the potential areas have been identified the company needs to tap them either with the help of some attractive strategies or with various methods of advertisements. Once the potential market gets tapped the company needs to recruit the suppliers to maintain the distribution chain. These suppliers will provide electricity to the entire geographic location. Promotion It is necessary to increase the brand awareness in the modern world. The consumers are inclined towards brand and therefore companies tend to focus a lot today on generating brand value (Viardot, 2008). The brand value can be gained through various modes of advertising namely print media or digital media. The advertisements cement the name of the brands on the minds of the consumers. Similar advertisement initiatives include sponsorship of sporting events or television programs. The point is to stay in touch with the consumers all the time in whatever way it can be. Few Statistics The demand of energy has significantly increased over the last few decades. Significant energy production and appropriate distribution can drive the nation towards development and growth. Nigeria Follows federal constitution. The purpose of the study is to develop marketing mix strategy for the energy providing company in Nigeria. The organization is trying to provide electricity in the Nigerian Market. The Nigerian electricity industry is very much potential. The industry is suffering from