Beta Blockers Properties Of Propranolol And Atenolol Biology Essay

Beta Blockers Properties Of Propranolol And Atenolol Biology Essay Abstract This essay reports the properties of propranolol (lipophilic ÃŽ ²1-selective blocker) and atenolol (hydrophilic ÃŽ ²1-selective blocker) in the point of view of pharmacology, pharmacokinetics, and physical chemistry. It is observed that their pharmacological and pharmacokinetic properties are different, but its physicochemical properties are relative close. Introduction to ÃŽ ²-blockers The ÃŽ ²-blockers are drugs which act by blocking the effect of mediators and agonists on the relevant receptors. The ÃŽ ²-blockers show an antihypertensive effect, which is caused by reduced cardiac output, decreased release of renin, central decrease of sympathetic action. Also, they exhibit an antianginal effect, which is caused by slowing of the heart rate and thus decreased metabolic demand. The main side effects of general ÃŽ ²-blockers are cardiac failure, such as cardiac depression, hypotension, sinus node dysfunction, atrioventricular block. The side effects depend on the properties of ÃŽ ²-blockers. For instance, non-selective ÃŽ ²-blockers show the unwanted effects caused by blocking ÃŽ ²2-receptor. These show bronchoconstriction which is potentially life-threatening in asthmatic patients and clinically undesirable in patients with other respiratory problems. Lipophilic ÃŽ ²-blockers may cause psychological symptoms, such as depression. There are some important factors in the selection of ÃŽ ²-blockers, which are ISA, MSA, ÃŽ ²1-selectivity, lipophilicity, solubility, and the duration of effects. The ÃŽ ²2-selective blockers are not used clinically, because of causing bronchoconstriction. Some ÃŽ ²-blockers show the effect of not only blocking the receptors, but also stimulating ÃŽ ²-receptors. It depends on the situation whether ISA positive ÃŽ ²-blockers stimulate or block ÃŽ ²-receptors. For example, these act as ÃŽ ²-blockers under the existence of ÃŽ ²-agonists. On the other hand, these invigorate the receptors under the non-existence of ÃŽ ²-agonists. Such an effect is termed ISA which is intrinsic sympathomimetic activity. The drugs which have ISA decrease the side effects caused by ÃŽ ²-blockers. The non-selective blocks of ÃŽ ²-receptors cause the increase in cardiac afterload and bronchocostriction, because of ÃŽ ²2-blocking. The ÃŽ ²1-selective drugs slightly have the effect of ÃŽ ²2-blocking, but the ris k of causing cardiac afterload and bronchoconstriction is lower than that of non-selective ÃŽ ²-blockers. The duration of effects depends on the disease. Long acting ÃŽ ²-blockers are desirable for hypertension and heart failure, because of the low frequency of administration. In contrast, short acting ÃŽ ²-blockers, propranolol, are ideal drugs for angina, because of the fast onset of action. As I stated above, lipophilic ÃŽ ²-blockers have a risk of causing depression. The reason is such drugs are absorbed easily, so can penetrate BBB. MSA, membrane stabilising activity, is an activity which prevents sodium ions from entering inside of cells. Many ÃŽ ²-blockers, such as propranolol, have the activity, so these are useful for arrhythmia. The properties of propranolol Propranolol is a non-selective ÃŽ ²-blocker, which is clinically used as propranolol hydrochloride. The IUPAC name is (2RS)-1-(1-Methylethyl) amino-3-(naphthalen-1-yloxy) propan-2-ol monohydrochlorid. The molecular weight is 295.80, and the melting point is around 165 degrees. It is white crystalline powder, and it is easy to dissolve in water and methanol. Also, the methanol solution doesnt exhibit optical activity. Its structural formula is following. Propranolol is absorbed from the gastrointestinal tract, its plasma level reach a peak, 42.9ng/ml, after 1.5 hours of administration. The half life is approximately 3.9 hours. The metabolism of propranolol is mainly conducted by the liver, so it is metabolised to naphthoxylactic acid, glucuronic acid conjugate, and 4-Hydroxypropranolol. It is mainly metabolised by CYP2D6, CYP1A2, and CYP2C19. As I discussed above, propranolol can penetrate BBB and transition to the brain, because of lipophilic. Its dosage amount is mostly excreted in urine within 48 hours, and the rest is excreted in faeces, which is just less than 4 percentages. Its pharmacological actions include an antihypertensive effect, an antianginal effect, and MSA. Propranolol doesnt show ISA in the experiment with using rats, so it is considered that propranolol doesnt show human ISA as well as rats. Some side effects have been reported, such as, bronchoconstriction, slowing of heart rate, and allergic. These days, a new si de effect is becoming popular, which is mental symptoms, such as depression, nightmare, and insomnia. There is the drug-drug interaction in propranol. For instance, propranolol cant use with thioridazine which is a psychotropic drug, especially for integration dysfunction symptom. The reason is the side effect of thioridazine is likely to happen, because of preventing propranolol from being metabolised thioridazine by enzymes in the liver. In the same way, propranolol cant use with rizatriptan which is a drug for migraine. Combination use with propranolol and rizatoriptan induce the extension of half life of and the increase of AUC, so increase the side effects. Also, it is essential to avoid administering rizatoriptan within 24 hours of administration of propranolol for the same reason. Its package leaflet approved by US Food and Drug Administration warns. Therefore, its administration should not be stopped suddenly. Above statement is one of the most important warnings in the usage of propranolol. Properties of atenolol Atenolol is a ÃŽ ²1-selective blocker without showing MSA and ISA, which is used for hypertension, angina, and cardiac dysrhythmias. It is sold as TENORMIN in the market. The IUPAC name is 2-(4-{(2RS)-2-Hydroxy-3-[(1-methylethyl) amino] propyloxy} phenyl) acetamide. The molecular weight is 266.34, and the melting point is around 155 degrees. It is white or light yellow crystalline powder, and it is easy to dissolve in water and methanol as well as propranolol. In addition, the methanol solution doesnt exhibit optical activity. Its structural formula is following. Atenolol is almost half absorbed from gastrointestinal tract, and the rest enter systemic circulation without getting first pass effect on the liver. Its half life is approximately 7 hours. Atenolol is little metabolised in the liver, but some are metabolised to glucuronic acid conjugate. The data shows that atenolol is low distribution to brain compared to proranolol, because its drug is hydrophilic. Therefore, it has been reported that atenolol hardly have an influence on mental symptom unlike propranolol. The excretion of oral atenolol is approximately 50% in urine and faeces respectively, but 90% of them are not metabolised. As I stated above, atenolol is a ÃŽ ²1-selective blocker, so it is little to affect bronchial tubes which is controlled by ÃŽ ²2-receptor. However, the data have been reported atenolol inhibit ÃŽ ²2-receptor at high dose. Its side effects are almost the same as propranolol. The main difference between atenolol and propranolol is the incidence of tracheal symp toms, such as bronchoconstriction and bronchial spasm. Propranolol blocks ÃŽ ²-receptors non- selectively, so causes different tracheal symptoms. In contrast, atenolol inhibits ÃŽ ²1-receptors selectively, so barely makes such symptoms happen. The sudden cessation of therapy with atenolol has a possibility of causing cardiac diseases for specific patients. Its leaflet approved by FDA cautions, The properties of ÃŽ ²-blockers in obese patients These days, the number of obese people is increasing due to high calorie foods and the decrease of exercise. It is common for obese patients to take drug therapy in clinical practice, because obesity is connected with many diseases, such as diabetes and cardiovascular disease. Therefore, it is important to identify pharmacological and pharmacokinetic properties in obese patients. Jerzy Wojcickia studied the pharmacological and pharmacodynamic properties between propranolol and atenolol in obese patients. As a result, he concluded following. Conclusion In summary, there are some differences between propranolol and atenolol from the point of view of pharmacology, because of the difference of selectivity of ÃŽ ²-receptor. In the same way, there are some pharmacokinetic differences as well, such as the duration of half life and the mechanism of metabolism and excretion. In contrast, their physicochemical properties are similar. In clinical use, there are some warnings respectively, and the common cautions are to avoid sudden discontinuation of administration. Its dosage should be progressively decreased over a few weeks in order to avoid such side effects. I studied the characters between these ÃŽ ²-blockers in obese patients. In the study, it was not observed there are the obvious differences between obese patients and non-obese patients

Astro Monopoly Essay

Watching television has become a basic necessity among the people from all walks of life in today’s affluent society. In globalize era by today, the amount of satellite television provider has increase vigorously in the world. But Astro is still the one and only satellite television provider available in our country, Malaysia. (Wikipedia)The definition of Astro is an acronym for All-Asian Satellite Television and Radio Operator. Astro is Malaysia’s leading integrated cross-media group with operations in 4 key businesses: Pay TV, Radio, Content and Digital. It also transmits digital satellite television and radio to household in Malaysia and Brunei. (Astro)They launched in 1996, and today they have 50% penetration of TV homes in Malaysia, making it a key pay TV operator in Southeast Asia. Astro has also appreciated customer input and feedback and they can continuously strive to provide quality service and products to customers. (Astro)The People’s Choice, Astro was also awarded the â€Å"Brand of the Year† award at Malaysia’s Putra Brand Awards 2012. This award is in recognition of Astro’s efforts to exemplify innovation, quality, and strong corporate social responsibilities. Now Astro has nearly increased in a base of 3.1 million. Therefore, it is fairly obvious that viewer in our country has no chance to choose the other satellite television provider. (Lim)What is the reason that makes Astro able to monopolize Malaysian’s satellite television industry? This is due to the reason that they are the only company that get the permission and license to broadcast by the government of Malaysia. To further illustrate this point, they have the ability to set the price of their service because they are the price maker in the industry. As they are the price maker, sometimes the customers are not satisfied about the high price they set with the limited choice of package to choose from. In some package that subscribers purchased, there are always some channels that they are not interested in but are made to pay for it. (Times)According to the recent article published in ‘New Straits Times’ in 2011 in George Town, The Consumers Association of Penang has questioned the monopoly enjoyed by Astro and wants the government to explain why the pay television operator had been given an exclusive licence for 20 years. (Times)CAP president S.M. Mohamed Idris said the monopoly enjoyed by Astro had snuffed out the chances of other satellite channel operators from entering the market and providing better service to consumers. He said in other countries, viewers had several operators offering programmes at lower rates than Astro. He also said the combination of channels in the family package offered by Astro was too rigid and few channels were likely to be of interest to any particular demography of society. He said the government should encourage new pay-TV operators and allow TV accessories to be sold in the free market like in other countries. Meanwhile, in an immediate response, an Astro public relations department spokesperson said the company would refer CAP’s concern to its management for further deliberation. (Lim) (Astro)Another point that related to Astro’s monopoly is the barriers to entry. It is very hard to stop Astro’s monopoly in the satellite television industry. Many new firms fail to enter the industry as the investment is too high for them. The new firm would need to pay for their own satellite which costly for them. Even if there is a firm that has sufficient capital for their investment, they still failed to enter the industry due to the directive of government. As a conclusion, Astro is still remaining customer’s top choice nowadays. It is because no other satellite television provider can substitute Astro. The people around the country have also accepted Astro as part and parcel in their lives. For my experience with Astro, my family have subscribed to Astro since I am six. Astro brought many advantage that as I can watch many variety of show and it also help to reduce my boredom. But now, we are using Astro B.yond PVR. It is convenient as it is a personal video recorder. We can record the videos that we want to watch while we are away. However, Astro have satisfied customer’s needs and wants to prolong the lifespan of the company. It is very difficult to stop Astro’s monopoly in the satellite television industry as it is the only satellite television in our country and no other firms can substitute it so far.

Diversity – Gender and education Factors such as ethnicity, economic status and gender can affect educational outcomes

Factors such as ethnicity, economic status and gender can affect educational outcomes (Hughes, 1991). The 1944 Education Act promotes equality for children in school. In spite of this, it has been suggested that girls persistently tend to have different educational outcomes from boys (Hughes, 1991). There are many complex explanations linked not only to the educational process throughout history but additionally to social influence. The way in which children create their gender roles has an impact on the way they identify themselves and others. Stereotyping can impact on the way practitioners view children and can lead to discriminatory practice. It is vital to consider the hidden curriculum for unintentional signs of discrimination. Knowledge of legislation and initiatives that protect children's rights to an education irrespective of difference is of significance. As is the ways in which practitioners can promote equality. Through the use of key texts and the theories of experts it is possible to comprehend the impact that gender can have on learning and development. In the nineteenth century characteristics such as class, race and gender were detrimental factors which decided the form of education a child received. Hughes (1991) suggests this is due to the educator's role being to ensure each individual would be equipped to fulfil their predetermined role. Early attempts at access to education for all were frowned upon by those in power, fearing that the ‘the masses would get ideas above their station' (Hughes, 1991, P. 9). Schooling for girls was seen in relation to their domestic role. It was also considered that girls needed to conserve their energy for childrearing rather than mental activity (Hughes, 1991). Upper-class males attended private and independent schools, where they were moulded to become the elite. Their sisters however, though still received an education, were taught at home. Society's views on education differed for boys and girls at all social levels (Hughes, 1991). According to Charles (2002) the education system was designed to prepare children for adult life, which was gender as well as class segregated. The 1944 Education Act was centred on equality of opportunity. This involved for the first time, compulsory education for all that was free until the age of fourteen. However, inequality referred heavily to class disadvantage (Charles, 2002). The curriculum became gendered with the view that girls would concentrate on the ‘domestic subjects' while boys would practice the ‘technical subjects' (Charles, 2002). However, there has been much debate as to the reason for suggested differences in educational outcomes relating to gender. Yeo and Lovell (1998) suggest that females attain better outcomes in primary education, with emphasis in literacy and language. They state that research conducted in the 1990's suggests girls are motivated, ambitious and interested in long term education. In contrast boys were seen as low in motivation, self-esteem and concentration. One suggested explanation being the introduction of equal opportunity initiatives to encourage girls to pursue subjects previously associated as ‘male dominated'. Practitioners were also encouraged to increase awareness of methods to enhance girl's interest in education. According to Yeo and Lovell (1998) these changes were directly influenced by the transformation in the labour market, from being male dominated to increasingly more equal. As a consequence, it seems that boys are now underachieving in school. However, Skelton and Francis (2003) suggest the cause for this apparent difference in attainment is not straightforward. According to Charles there is evidence to suggest that this is not a new theory. Relating back to the 11+ exam, in which girls needed a higher score than boys to gain entry into grammar school. Skelton and Francis (2003) suggest that the view that ‘boys are underachieving' is now being challenged. They suggest the gap between boys and girls in standards of literacy, english and modern languages remains large. Nevertheless, SAT's (Standardised Assessment Tests) results show that boys and girls are showing increased performance on a yearly basis (Skelton and Francis, 2003). However, it is not only a case of boys versus girls. Not all boys ‘underachieve' and not all girls are ‘high flyers' (Skelton and Francis, 2003). There are class and ethnicity influences to consider (See Appendix One). Feminist research claims that it is the way boys construct their gender roles that ultimately leads to their dissociation from subjects traditionally determined as feminine such as literacy. However, many non-feminist commentators suggest that the high proportion of female teachers at primary level is responsible for boys learning needs being overlooked. Their suggested solution to the gender gap is to increase the number of male primary school teachers to provide positive role models linked with education. According to Skelton and Francis (2003) there appears to be no evidence to suggest that boys will perceive male teachers in a positive light, or that this will impact on their achievement. It has only been since 1975 when education was included in the Sex Discrimination Act that gender equality in schools has been highlighted (Nixon, 2005). However, the process in which children construct their gender roles is thought to be highly complex suggesting that equality between boys and girls is still being considered (Skelton and Francis, 2003). The nature, nurture debate surrounding individual differences in areas such as gender has affected equality in education (Hughes, 1991). It is fundamental to distinguish between ‘sex' and ‘gender'. According to Cole (2005) a persons ‘sex' is related their biological make up. Gross (2005) states that sex and ethnicity are viewed by some as biological factors which can determine levels of intelligence and attainment in school. However, there are environmental issues to consider with reference to socialisation leading to ‘gender' roles (Charles, 2002). Numerous surveys have suggested that boys and girls are treated differently from the day they are born (Hughes, 1991). Oakley (1972, as cited in Charles, 2002) argues that there are too many variations in gender roles for the social differences between males and females to be innate. According to Charles (2002) parenting in Britain is still gendered, with fatherhood being associated with the role of supporting the family financially and motherhood with caring. As a consequence Hughes (1991) believes that many children have a clear understanding of what it may mean to be a boy or a girl, and the expectations which are attached to this. For example, Belotti (1975, as cited in Hughes, 1991) suggests that boys learn to suppress their emotions, a consequence of believing that it is not acceptable for boys to cry. This power over construction of values and beliefs has a direct influence on how children identify themselves and others. Siraj-Blatchford (2001, P. 96) suggests ‘every adult and other child has the power to affect each child's behaviour, actions, interactions, learning outcomes and beliefs'. Therefore, influences can come from parents, siblings, peers, educational settings but also the media. This view is backed by Bronfenbrenner's (1979) ecological model which shows how the environment can influence a child's development (Feinstein et al, 2004). Feinstein et al (2004) suggests education has a significant role to play in influencing the factors which can affect children's attainment. Bandura's (1977) social learning theory suggests that children can learn indirectly through observation and imitation of others (Walkup, 2004). Therefore, children may relate to the way others whom they identify with are treated in society. In the process of developing an identity, children can distance themselves from others they deem as different to them or their ‘group' (Siraj-Blatchford, 2001). Kenway (date unknown, as cited in Bond, 2000) suggests that it is not until the age of seven that children view their gender as fixed. Younger children can believe certain activities or behaviour will dictate their gender (Bond, 2000). Siraj-Blatchford (2001) believes without challenge to this way of thinking, children may carry on believing in stereotypes such as, ‘only boys play football and only girls read books'. If children are left to believe in negative images which they relate to their identity, they can become self-fulfilling (Siraj-Blatchford, 2001). Willan at al (2004) suggests it is the practitioner's responsibility to understand and implement legislation to promote equality. The Humans Rights Act 1998 prohibits discrimination in the United Kingdom under the European Convention on Human Rights. The Children Act 1989 (2004) also emphasises the rights of children in society to equal opportunities and protection from unfair treatment through discriminatory practice (Wilan et al, 2004). Internationally, these rights are addressed by the United Nations Convention on the Rights of the Child (1989). The Education Act (1988) then provides the legal framework for equality in schools. This protection for children must be implemented appropriately to provide equality and inclusion (Wilan et al, 2004). There has been an increased awareness in gender stereotyping since the Sex Discrimination Act was updated in 1986. The National Curriculum states that practitioners ‘should be aware of the requirements of equal opportunities legislation that covers race, gender and disability' (DfEE/QCA, 1999, P31). Malik (2003) suggests that without equality of opportunity there cannot be provision of quality early childhood education. To ensure that discriminatory practice does not transpire it is essential for practitioners to consider their own beliefs and values (Willan et al, 2004). In order to promote equal opportunities practitioners need to become aware of and deconstruct their own stereotypical thinking (Wilan et al, 2004). Malik (2003) suggests that stereotyping in a negative way can damage children's perceptions of themselves and others, denying them the chance to fulfil their potential. Stereotyping can lead to prejudice through preconceived ideas, it is this type of attitude that that often results in discriminatory practice (Malik, 2003). Haberman (1995, as cited in Cole, 2005) suggests that practitioners can follow five concepts order to overcome prejudice (See Appendix Two). It is through awareness of differences in people or groups that stereotyping, prejudice and discrimination can occur. However, it is also through valuing difference that inclusion and equality can be promoted (Malik, 2003). Malik (2003) suggests all children are different, not just through gender, social class or ethnicity but in every way. Individuality must be valued and encouraged. It is through developing this ethos in an educational setting that children can be taught to perceive difference as their own uniqueness but not their value (Malik, 2003). The National Curriculum details the promotion of self-esteem and emotional well-being as significant for children to value and respect themselves and others (DfEE/QCA, 1999). According to Maslow (1954, as cited in Bentham, 2002) self esteem is required before the process of learning can develop. Jean Piaget (1886-1980) states that children learn from their environment and through their own experiences (Walkrup, 2004). Therefore, the environment can be used to provide positive images of role models to children, through books, posters, equipment, role play areas, dressing up clothes and other resources. Children should be offered a wide range of activities and organisation for group activities by sex should be avoided (Skelton and Francis, 2003). Adults in the environment must be aware of appropriate communication to promote inclusion, but can also provide challenges to discriminatory behaviour in children by providing examples of equality. Lev Vygotsky (1896-1934) believed that children learn through social interactions, and Bruner (1983) suggests learning can be developed through scaffolding (Walkrup, 2004). Therefore, it may be useful to invite visitors into the setting, to show diversity in the community, and to promote partnerships with parents(Rice, 2005). The Centre for Studies on Inclusive Education (CSIE, 2000 as cited in Rice, 2005, P. 76) suggests that educational settings should not see diversity as a problem but as ‘a rich resource to support the learning of all'. However, practitioners should be aware of conflict between anti-discriminatory practice and the beliefs and values of the family (Hughes, 1991). According to Hughes (1991) it is important to incorporate equal opportunities and inclusion in planning the curriculum to ensure that it is fully integrated. The National Curriculum states that inclusion should be implemented right across the curriculum, guaranteeing a full and rounded entitlement to learning for all children (DfEE/QCA, 1999). However, not all discrimination is intentional. The ethos of a setting can influence equality through the hidden curriculum. Policies setting out strategies and practice that reflects the aim of the setting as a whole to promote inclusion will assist in creating and equal ethos (Jones, 2004). Principles of good practice should be considered as a fundamental aspect of working with young children (Malik, 2003). The Key Elements of Effective Practice (KEEP) as outlined in the Primary National Strategy suggests practitioners can work with children and their families in a sensitive, positive and non-judgemental way (DfES, 2005). This can be achieved through knowledge of six areas considered key for effective practice (See Appendix Three). Clark et al (1990, as cited in Jones, 2004) suggests learning and growth can aspire through an interaction between policy and practice. CSIE (1999, as cited in Jones, 2004) suggests policies can be developed through six key areas (See Appendix Four). In providing children with an environment which promotes understanding, acceptance and respect for others, practitioners are creating a more tolerant and positive society for the future. Therefore, directly challenging inequalities that are prevalent today (Malik, 2003). According to Malik (2003) good practice means providing equal opportunities through applying responsibilities as a practitioner to support legislation, policy and codes of practice. The National Curriculum sets out clear guidelines for inclusion by giving all children the opportunities they need to achieve. The Foundation Stage Curriculum for three to five year olds also regards equal opportunities as highly significant (QCA, 2000). Providing constructive gender role models at the earliest opportunity will promote positive images for children. The importance of equal opportunities is a top priority for early years education therefore it is not left to chance. Ofstead (Office for Standards in Education) is the regulatory body for early years provision, care and education in England. It is their duty to enforce legislation and to guarantee that children are safe well and cared for in their setting. Ofstead also to ensure that children are offered activities which will provide them with learning opportunities (Kay and MacLeod-Brudenell, 2004). Early Years Development and Childcare Partnerships (EYDCP) work with agencies providing care and education for children from birth to five years. Their role is to ensure that all children have positive opportunities to fulfil their potential. The Every Child Matters initiative is seen as key by EYDCP in ensuring that all children have the chance to be happy, healthy and successful (Walker, 2006). The view that girls achieve higher in education than boys is much debated. The way in which gender roles are constructed and the process of socialisation is highly complex and is still being considered. In view of this, it is fundamental to understand that differences in educational outcomes focused on gender also have class and ethnicity elements to consider. However, it is understood that in order for practitioners to promote equality and challenge discriminatory ideology, it is first imperative to identify and deconstruct any negative stereotypical thinking. All children are at risk of inequality, intervention is necessary to promote inclusion and provide equal opportunities and chances for all children. Equality can be promoted through the curriculum hidden and overt and should be included within planning. The environment can be used as a resource for providing positive role models. However, it is important to understand the conflict between challenging discrimination and family values so as not to undermine the role of parents and carers. Supporting self-esteem through valuing and encouraging diversity can lead to better educational outcomes and will challenge discriminatory practice in society. It is the practitioner's role to implement legislation and equal opportunity initiatives to protect children's rights. It is through incorporating elements of good practice and legislation that equality can be promoted in an educational setting. Therefore ensuring that access to quality education is not determined by gender, class or ethnicity.

Perl Array chop() and chomp() Function - Quick Tutorial

Perls chop and chomp functions can often be a source of confusion. Not only do they sound similar, they do similar things. Unfortunately, there is a critical difference—​chop removes the last character of the string completely, while chomp only removes the last character if it is a newline. Chomping $myName cuts off the last newline, leaving just Jacob. Once its been chomped, further chomping wont do anything at all. Chopping the name, however, will result in the last character being removed, leaving Jaco: Chomping and chopping an array results each element being acted on, and can be a real time saver. So remember - Chop chops off the last character without question or regret. Chomp only removed the newline, leaving the string itself intact. Chomp does not remove all whitespace characters by default. In fact, by default, chomp only removes what is currently defined as the $INPUT_RECORD_SEPARATOR. If your goal is to trim all whitespace from the end of your string, try using a regex like this one submitted by a reader: