Christina Rossetti s A Triad - 921 Words

Individuals in society are compelled and feel restricted to follow certain social rules, but for some, their emotions towards the restrictions are negative. Many find different ways to release their constrained emotions, such as art, writing, music and physical activity. In like manner, Christina Rossetti releases her feelings and opinions about restrictions and situations occurring around her, which is evident in her sonnet â€Å"A Triad.† Christina Rossetti’s Petrarchan sonnet, â€Å"A Triad,† was published in the 1800s; during this period, the image and presentation of women was strict and had to be upheld. In â€Å"A Triad,† Rossetti is expressing the lack of variety, labels and freedom of women through the three women illustrated in the poem. The three women are categorized under married and lack of love, ideal woman, and promiscuous. Rossetti’s expressions about the society’s restrictions on women are evident in her use of symbolism of colours and words that are chosen to rhyme. Rossetti’s use of symbolism elaborates on the restriction and lack of freedom women possess. The three women are categorized into their labels and are structured in the poem one after the other. The symbolism of colours is exemplified in the descriptions of the three women; the colours presented are red, blue, and white. The symbolism of red and blue possess an opposition in meaning: Red symbolizes passion, lust and love, whereas blue signifies sadness and despair. One woman is labelled as promiscuous withShow MoreRelatedIndepth Analysis of Christina Rossettis When I am Dead, My Dearest2908 Words   |  12 Pagesthat compares to twilight. Structure and Meaning Christina Rossetti strategically structures her poem, When I am dead, my dearest to convey her notion of love and death. She presents her stanzaic poem through two octaves with the pattern iambic abc4b3deFE3. Even though Rossetti writes six of the sixteen lines in iambic trimeter, the abundance of variation throughout the octaves portrays the poem as more of a free verse. On average, Rossetti uses 6.7 syllables per line, which, in a way, conveys

What Is Logistics - 23868 Words

What is logistics? Logistics means having the right thing, at the right place, at the right time. [pic] Logistics - (business definition) Logistics is defined as a business planning framework for the management of material, service, information and capital flows. It includes the increasingly complex information, communication and control systems required in today s business environment. -- (Logistix Partners Oy, Helsinki, FI, 1996) Logistics - (military definition) The science of planning and carrying out the movement and maintenance of forces.... those aspects of military operations that deal with the design and development, acquisition, storage, movement, distribution, maintenance, evacuation and disposition of material; movement,†¦show more content†¦-- (MDC, LogLink / LogisticsWorld, 1997) Acquisition Logistics - Acquisition Logistics is everything involved in acquiring logistics support equipment and personnel for a new weapons system. The formal definition is the process of systematically identifying, defining, designing, developing, producing, acquiring, delivering, installing, and upgrading logistics support capability requirements through the acquisition process for Air Force systems, subsystems, and equipment. -- (Reference: Air Force Institute of Technology, Graduate School of Acquisition and Logistics.) Integrated Logistics Support (ILS) (1) - ILS is a management function that provides planning, funding, and functioning controls which help to assure that the system meets performance requirements, is developed at a reasonable price, and can be supported throughout its life cycle. -- (Reference: Air Force Institute of Technology, Graduate School of Acquisition and Logistics.) Integrated Logistics Support (ILS) (2) - Encompasses the unified management of the technical logistics elements that plan and develop the support requirements for a system. This can include hardware, software, and the provisioning of training and maintenance resources. -- (Reference: ECRC University of Scranton / Defense Logistics Agency Included with permission from: HUM - The Government Computer Magazine Integrated Logistics DecemberShow MoreRelatedWhat is Reverse Logistics? Essay examples1259 Words   |  6 PagesReverse logistics is defined as the system of moving products or components for their point of consumption(customer end) to point of origin ( Manufacturing end) through channel members for the purpose of recapturing value or disposal. Reverse logistics processes and plans rely heavily on reversing the traditional forward moving supply chain. The area of reverse logistics includes return policy administration, product recall protocols, repairs processing, product repackag ing, parts management, remanufacturingRead MoreWhat Is The Model Of A Log-Logistic Model1515 Words   |  7 Pages\subsection{Further notes from models for patients who completed a home care and those who completed both assessments} \begin{enumerate} \item Due to high computational demands for running the models described in chapter\ref{Chapter5}, only a log-logistic model was fitted for patients who completed a home care assessment. \item Many of the coefficients in the AIC selected model were found to be close to 0 (Figure~\ref{CoeffPlotLogistic}), and hence failed to meet the selection criteria. \item VariablesRead MoreLogistics Supply Chain Essay793 Words   |  4 Pages1. What is logistics, and why is it important in private companies and public organizations? logistics is That part of the supply chain process that plans, implements, and controls the efficient, effective flow and storage of goods, services and related information from the point of order to the point of consumption in order to meet customers’ requirements.It is has become important for growing service organizations both private and public to fulfill customer request and utilizing such network toRead MoreGlobal Supply Chain Management And Logistics Management1504 Words   |  7 PagesJaimini Patel 26th April,2016 Global Supply Chain Management means the sourcing and procurement, conversion and all logistics management activities through the planning and management of all activities. It’s also considers the co-ordination and collaboration with channel partners including suppliers, intermediaries, third-party service provides and customers across the world. Elements of the Global Supply Chain Management: Read MoreLogistics Policy : Third Party Logistics1658 Words   |  7 PagesFlorida Institute of Technology MG 5062 (Logistics Policy) Third Party Logistics Providers Dr. Paul Battaglia November 10, 2016 Abstract Third party logistics is a provider that gives companies the ability to outsource their logistics services. Logistics services that may include anything throughout an organization that involves management of the way resources are moved to areas where they are required or needed. Some would say the term, third party logistics, come from the military. In the businessRead MoreUnderstanding Logistics Management and Supply Chain Management1746 Words   |  7 Pagesproposition. Do the terms, logistics management and supply chain management have the same meaning in operations Briefly explain how logistics management adds value to the operations of a manufacturing or service organisation. Introduction Logistics management and supply chain management are similar terms in business logistics, but these two terms are not the same (Murphy and Wood 2011, p22). In different decades, scholars made use of their knowledge and experience to define logistics management and supplyRead MoreLogistics Acti vities926 Words   |  4 PagesWhat is logistic? Deal with the management of the flow of goods or materials from point of origin to point of consumption, and in some cases even to the point of disposal. Logistics is not confined to manufacturing operations alone. It is relevant to all enterprises, including government institutions such as hospitals and schools, service organization such as retailers, banks and financial service organizations. Logistics is dependent upon natural, human, financial and information resources forRead MoreCurrent Recession and Globalization: Key Transport and Logistics Challenges and Skills1068 Words   |  5 Pagesbrought with them key transport and logistics challenges. What skills should a transport and logistics graduate have to support these organisations and their activities.† Words: 958 PLAN 1. Introduction 2. What is logistics, how it is changing? 3. Essential skills and comments why they are important 4. Second language geographical knowledge 5. Winanton’s DHL job descriptions and requirements 6. Brief summary of what skills are most important 7. Reference Read MoreBest Practices For Transporters And 3pl Service Provider1036 Words   |  5 Pages3PL Service Provider†, it talks about the advantages and disadvantages of third-party logistics. It also talks about how the industry is growing now and in the future. Third-party logistics primary focus is on global expansion. Expansion in the marketplace that can have a greater impact in a company’s supply chain management function. Most businesses today choose to outsource a portion if not all of its logistics functions to third parties in the hope of achieving operational efficiencies within theRead MoreLogistics Management And Supply Chain Management1171 Words   |  5 PagesLogistics and Supply Chain Management Topic: Do the terms, ‘logistics management’ and ‘supply chain management’ have the same meaning in operations and why logistics management might be of strategic importance to a manufacturing or service organisation. During last two decades, the importance of logistics has been noticed around the world. In global markets, the effects and further developments of logistics and supply chain management for corporate success has increased significantly that result

Engineering Global System of Positioning

Question: Discuss about theEngineeringfor Global System of Positioning. Answer: Introduction The transmitter is able to handle up to 4 analogue sensors with output of millivolts to volts (0 to 10 VDC max) A maximum of 50 feet operating range Sampling range of 1 KHz (preferred 10 kHz) The temperature ranges from -40 degrees Celsius to 80 degrees Celsius Receivers are able to receive signals from 5 signals from 5 transmitters at a time Small sized transmitters. Wireless Router This transmitter accepts the connection of the internet that are incoming from other devices hence it converts the data to RF signals. Other wireless devices that are near to the router are also connected to this wireless transmission channel. A network that is locally generated is known as the wireless local area network (WLAN). There are inbuilt security measures and systems such as the firewalls that protect other devices which are connected to this particular router against malicious data like the computer worms and viruses. Wireless AdaptorTransmitter This device works best in the temperature ranging from -40 to 80 degrees Celsius, it can be installed in a computer system and it thus enables the wireless connectivity. In case the computer lacks the wireless adaptor it will not be in a position to connect to the other internet sources. The motherboard of a computer has got the wireless adaptors which are connected directly. Standalone transmitters are the adaptors that can be installed in a computer that lacks the inbuilt facility. Wireless Repeater This is a type of transmitter that is used in the extension of ranges of wireless router, Its function is to receive signals of wireless in nature and then amplifies them and later re-emits them. The strength of this signal can be increased by placement of repeater between the router and the particular computer that is connected to the router MicrowaveTransmitter The device is an effective data transmission which transfers data by use of two separate methods and these are: satellite method that engages in transmission of information through a satellite that orbits 22,300 above the earths surface. There is a station which engages in transmission of data with frequencies of 11GHZ to 14GHZ with a measurable speed of 1Mbs TO 10 Mbs. Infrared Transmitters The transmitter is a system that transfers data through the diodes which are light emitting or the known commonly devices of lasers. The energy of electromagnetic is lingered as compared to that of red light. Point to point system devices makes the transmission possible by connecting between two points of limited in nature. The type of signal strength in these criteria is 100GHZ to 1,000 THZ. Gilbert said the broadcast system is an example of infrared transmission where a material which is reflective in nature amplifies and then later retransmits the data signal to other considerable units (Philip 2013 p.234). Cordless Transmitters They have a limited range but the cell phones are typical transmitters with a range of local wireless networks since they makes use of the large telecommunication towers in order to provide cell phone coverages. Marcus said the phones apply the usage of signals from the satellites in order to send data that is similar to global system of positioning (Richard, 2012, p.455). Works Cited Gilbert L (2013). The broadcast system is an example of infrared transmission where a material which is reflective in nature amplifies and then later retransmits the data signal to other considerable units: Sydney, Hungarian press. Marcus, P. (2012). The phones apply the usage of signals from the satellites in order to send data that is similar to global system of positioning: Austria, Hermann press.

Seven Dimensions of Culture Essay Example

Seven Dimensions of Culture Essay In 1998, management consultants Trompenaars and Hampden-Turner published their â€Å"Seven Dimensions of Culture† model to help explain national cultural differences in organisations and to show how managing these differences in a heterogeneous business environment is a major challenge for international managers. Trompenaars and Hampden-Turner gathered data over ten years using a method that relied on giving respondents dilemmas or contrasting tendencies. Each dilemma consisted of two alternatives that were interpreted as indicators for basic attitudes and values. The questionnaire was sent to over 15,000 managers in 28 countries. At least 500 usable responses per country were received, enabling the two authors to make substantiated distinctions between national cultures. The two consultants distinguished seven connected processes formulated as dilemmas. A culture distinguishes itself from others by ‘preferring’ one side of a dilemma’s continuum. The seven, universal dimensions of cultures are: 1. UNIVERSALISM versus PLURALISM â€Å"What is more important – rules or relationships? † The degree of importance a culture assigns to either the law or to personal relationships. In a universalistic culture, people share the belief that general rules, codes, values and standards take precedence over the needs and claims of friends and other relationships. In a pluralistic culture, people see culture in terms of human friendship and intimate relationships. While rules do exist in a pluralistic culture, they merely codify how people relate to one another. 2. INDIVIDUALISM versus COMMUNITARISNISM â€Å"Do we function as a group or as individuals? † The degree to which people see themselves function more as a community or more as individuals. We will write a custom essay sample on Seven Dimensions of Culture specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Seven Dimensions of Culture specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Seven Dimensions of Culture specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In a principally individualistic culture, people place the individual before the community. This means that individual happiness, fulfilment and welfare prevails and people take their own initiative and take care of themselves. In a principally communitarian culture, people place the community before the individual. Thus, it is the responsibility of the individual to act in ways which serve society. In doing so, individual needs are automatically attended. 3. SPECIFIC versus DIFFUSE â€Å"How far to we get involved? † The degree to which responsibility is specifically assigned or is diffusely accepted. In a specific culture, people first analyse the elements individually and then put them together, the whole is the sum of its parts. People’s lives are divided accordingly and, only a single component can be entered at a time. Interactions between people are very well-defined. Specific individuals concentrate on hard facts, standards and contracts. A diffusely oriented culture starts with the whole and sees individual elements from the perspective of the total. All elements are related to one another. Relationships between elements are more important than individual elements. 4. AFFECTIVITY versus NEUTRALITY Do we display our emotions? † The degree to which individuals display their emotions. In an affective culture, people display their emotions and it is not deemed necessary to hide feelings. However, in a neutral culture, people are taught not to display their feelings overtly. The degree to which feelings become manifested is therefore minimal. While emotions are fel t, they are controlled. 5. INNER DIRECTED versus OUTER DIRECTED â€Å"Do we control our environment or work with it? † The degree to which individuals believe the environment can be controlled versus believing that the environment controls them. In an inner-directed culture, people have a mechanistic view of nature; nature is complex but can be controlled with the right expertise. People believe that humans can dominate nature, if they make the effort. In an outer-directed culture, people have an organic view of nature. Mankind is viewed as one of nature’s forces and should therefore live in harmony with the environment. People therefore adapt themselves to external circumstances. 6. ACHIEVED STATUS versus ASCRIBED STATUS â€Å"Do we have to prove ourselves to receive status or is it given to us? The degree to which individuals must prove themselves to receive status versus status simply given to them. In a culture with achieved status, people derive their status from what they have accomplished. Achieved status must be proven time and time again and status will be given accordingly. In a culture with ascribed status, people derive their status from birth, age, gender or wealth. Here status is not based on achievemen t but it is accorded on the basis of the person’s being. 7. SEQUENTIAL TIME versus SYNCHRONIC TIME â€Å"Do we do things one at a time or several things at once? The degree to which individuals do things one at a time versus several things at once. Cultures developed their own response to time. Time orientation has two aspects: the relative importance cultures assign to the past, present and future, and their approach to structuring time. In a sequential culture, people structure time sequentially and do things one at a time. In a synchronic time culture, people do several things at once, believing time is flexible and intangible. Past-oriented cultures A culture that is oriented towards the past views the future as a repetition of previous events and experiences. Characteristics include: respect for ancestors and collective historical events. Present-oriented cultures A culture primarily directed to the present does not attach great value to the past or future. Instead, individuals are directed by the daily demands of every day life. Future-oriented cultures A culture concentrated on future prospects and does not deem the past as significant for future events. Planning is a major activity among individuals in this culture. The seven dilemmas help managers better understand the ‘other side’ e. g. when trying to make trans-national projects or mergers work. Better understanding reduces the number of cultural driven misunderstandings and conflicts thereby reducing coordination costs. The model helps marketers understand how consumers in different countries behave differently towards the same product. pros: Trompenaars and Hampden-Turner provided a tool to explain how national culture differs and how culture can be measured. Their research showed that cultural differences matter and that reconciling cultural differences can lead to competitive advantage to companies in consolidating / globalising industries. Trompenaars and Hampden-Turner’s model gives employees who deal with cross-cultural relations a tool/context to better understand value sets and behaviours. Trompenaars’ research shows that the way business is conducted in one part of the world is different from the way it is done in another. Culture is an important aspect in doing international business. For example, Office Depot has learned that Japanese customers do not like to buy their supplies in large, well-stocked stores that offer discount prices. Japanese prefer stores where service is personal and are willing to pay higher prices for this. cons: The model fails to recognise the influence of personal characteristics on behaviour. The model distinguishes the differences between cultures, but does not provide recommendations on how to work with specific cultures. Additional dilemmas may be added to the seven original dimensions of culture. No assurance can be given that this list is complete. Trompenaars and others such as Hofstede emphasised that companies should acknowledge the differences between the cultures in which they operate. However, other authors including Ohmae (Borderless World) and Levitt (Globalisation of Markets) argue that national borders are diminishing and that the world should be seen as a whole and not made up of different countries with different cultures. Professor Trompenaars has studied how people in specific countries resolve dilemmas. After analyzing problem resolution behaviors, Dr. Trompenaars has identified 7 basic dimensions for culture. International trade consultants and lawyers consider these cultural dimensions when designing sales strategies where buyers and sellers originate from different cultures. This is particularly true for emerging markets unaccustomed to dealing with businesspersons from so-called more developed countries. Below is a brief summary of the seven cultural dimensions. Achievement vs. Ascription In an achievement culture, people are accorded status based on how well they perform their functions. High achievers are given status in achievement-oriented countries including Austria, Switzerland, the United Kingdom and the United States. Achievers must continue to prove their worth, as status is accorded based on their actions. In an ascription culture, status is attributed based on who or what a person is. This is based on age, gender and social connections. Individualism vs. Communitarianism People make their own decisions and achieve success alone in highly individualistic countries including Canada, the United States, the United Kingdom and France. Emphasis is on personal responsibility and decision-making, and negotiations are made on the spot. Communitarianism is a culture like Japan that places the community before the individual. Success is achieved in groups, decisions are referred to committees and groups jointly assume responsibilities. Internal vs. External In an internalistic culture like the United States, people believe that what happens to them is their own doing. Many Asian countries have an external culture in which the environment shapes their destiny. Because they don’t believe they are in full control of their destinies, often externalistic people adapt to external circumstances. Neutral vs. Emotional In neutral cultures like Japan and the United Kingdom, emotions are held in check. People don’t show their feelings. In an emotional culture, feelings are expressed naturally and openly. People smile a great deal, talk loudly when excited and greet each other with enthusiasm. Mexico, Netherlands and Switzerland are high-emotion countries. Specific vs. Diffuse In what is called a specific culture, individuals are open to sharing a large public space with others and a small private space they guard closely and share with only friends and associates. Specific cultures like Austria, Switzerland, the United Kingdom and the United States show a strong separation between work and private life. Invitations to public spaces are common. A diffuse culture features similarly sized public and private spaces. Like most introverts, diffuse culture people guard both spaces carefully, because entry into public space also affords entry into private space. China, Spain and Venezuela are examples of diffuse cultures where work and private life are closely linked but intensely protected. Time Orientation In sequential cultures like the United States, people tend to do one activity at a time. Appointments are strictly kept, with a strong preference for following plans. In synchronous cultures like France and Mexico, people usually do more than one activity at a time. Appointments are approximate, subject to change at any moment. Universalism vs. Particularism Universalistic countries focus more on formal rules than relationships. Nations characterized by high universalism believe that their ideas and practices can be applied worldwide without modification. Australia, Germany, Sweden and the United Kingdom are universalistic countries. America is also highly universalistic, which explains why U. S. multinationals repeatedly ignore relationships in a foreign culture. For example, Starbucks unsuccessfully launched its coffee shop in China’s Forbidden City while Germans rejected Wal-Mart’s standard big box stores. Particularistic countries place more emphasis on relationships than rules. Countries that practise high particularism include China, Indonesia and Venezuela. Particularistic peoples believe that circumstances dictate how ideas and practices are applied. Therefore, ideas and practices cannot be applied the same everywhere. References This article presents independent insights based on research from International Management, Culture, Strategy and Behavior (6th edition, Hodgetts-Luthans-DOH) and Trompenaars’s Seven Dimensions of Culture.

Research Paper Sample on Enzymes Effects of Different Concentrations

Research Paper Sample on Enzymes Effects of Different Concentrations Abstract The enzyme that is responsible for the darkening of cut surfaces of fruits, vegetables and plants are called polyphenoloxidase. These enzymes, like all all other biological catalysts that cause us to exist, are often taken for granted. Without this enzyme, fruits, plants, and vegetables would-be left unprotected from different infections and diseases. There would be no response to the injuries, tissues in plants, fruits and vegetables might incur. Also, an absence polyphenoloxidase would leave humans without a skin pigment to tan. Thus, to understand this enzyme more in depth this paper will show the results of the research done on the effects of different concentrations of the enzyme, and the effects temperature will have on the rate of the reaction. In theory, the reaction rate should be proportional to enzyme concentration (â€Å"Factors Affecting Enzymes†); thus, the outcome of the experiment was successful. The results for the effects on temperature also appeared to be co nsistent with the hypothesis that reactions take place best in 35 ° C; temperatures close to normal body temperature. Introduction Have you ever wondered what causes the darkening of cut surfaces of fruits, vegetables and plants? First, to understand the process of this phenomena, we must understand how enzymes, the biological catalysts work. The process of an enzyme can be very complex. â€Å"The enzyme will catalyze the reaction by binding to a substrate molecule and altering its molecular structure so that the substrate is more readily converted to a different molecule or product† (Campbell 96, 97) Astoundingly, the enzyme that is responsible for the darkening of cut surfaces of fruits, vegetables and plants are called polyphenoloxidase. â€Å"Polyphenoloxidase catalyzes the oxidation of a catechol to ortho-quinone and then undergoes a series of changes to form a red product† (Koning). The reaction is: cathecol+ Ð… O2 Polyphenoloxidase ortho-quinone + H2O red product Thus, the result of the reaction is a response to injury, the catechol is released and the enzyme is converted to ortho-quinone, which is an antiseptic to the injured tissue. So the brownish effect of the cut surface protects the plant from infection or disease (Koning). Moreover, the enzyme polyphenoloxidase can also be found in humans by a different name of tyrosinase, which produces skin pigment melanin, which causes tanning. Thus, the objective of the trials that will be done on the enzyme polyphenoloxidase is to witness the effects of different concentrations of the enzyme, and effects the temperature will have on the rate of the reaction. The theory is rate of the enzyme reaction should be proportional to the enzyme concentration (â€Å"Factors Affecting Enzymes†). Also, the reactions of the temperature should react best in 35 ° C due to the closeness to normal body temperature. Materials and Methods Effect on Enzyme Concentration The procedure to find out the effect of the polyphenoloxidase enzyme concentration and effects on temperature on polyphenoloxidase began, October 4, 2002 and continued on October 11, 2002. The first step of the experiment was to prepare the enzyme, polyphenoloxidase, by washing and peeling a potato. It was then important to chop it into pieces and blend it with 40 ml of phosphate buffer for 1 to 3 minutes. The blending caused the tissues of the potato to homogenize. After the potato and the phosphate buffer were blended, the solution was then strained into a test-tube through two layers of cheesecloth in a funnel. Amazingly, the initial color of the filtered enzyme immediately changed from a cream color to a light brown as soon as it was poured into the test tube. The final steps of the preparation of the potato enzyme involved the filtration in the centrifuge for five minutes for the removal of cell wall, cell fragments and starch grains. The solution was then poured into a test-tub e and then placed in a beaker of ice to keep the enzyme cold. During the preparation of the polyphenoloxidase enzyme, the materials that were going to be used in the experiment were prepared, such as one clean empty test-tube, one Spec. tube, and one Spec. tube half filled with the phosphate buffer. A very interesting instrument was used and it was called the Spec.20 Spectrophotometer; it is used for measuring the transmission of light by comparing various wavelengths. It was vital that the Spec.20 Spectrophotometer was set to 520 nm and set to zero, before the experiment began. The Spec. tube that was half filled with the phosphate buffer was used to set the Spec.20 Spectrophotometer to zero. The final step that was done before the trial test took place was the preparation of the substrate. The preparation of the substrate involved the mixing of 10 ml of 0.006 cathecol solution with 40 ml of the phosphate buffer in a beaker. Finally, all necessary steps were taken to begin the trial test of the experiment. Using a pipette, 10.0 ml of the substrate was mixed with 0.4 ml of the enzyme extract, and .6 ml of the phosphate buffer in a test-tube. The test-tube was immediately transferred to the Spec.20 Spectrophotometer and the stop watch was started. There was a Spec. reading every minute for 10 minutes. After 10 minutes, the test-tube was taken out, shook briefly and put back in the Spec.20 Spectrophotometer for several more minutes. The trial was completed and the Spec. readings were taken. Next, the real trial was preformed, known as trial one. This time there was a control group. In the control .5 ml of the enzyme and 5.5 ml of buffer were mixed together. In another test-tube the solutions that were mixed included: .5 ml of enzyme, .5 ml of buffer, and 5 ml of buffer-substrate. The control test-tube was first put in the Spec.20 Spectrophotometer and only one control reading was taken. The control was immediately taken out and the trial test-tube was quickly put in. Spec. readings were taken every minute for 10 minutes. After the Spec. readings of the test-tube trial, the control reading was again put in the Spec.20 Spectrophotometer for one final control reading. Following the first trial, the second trial began. The second trial involved the combination of: .8 ml of enzyme, .2 ml of buffer, 5 ml of buffer-substrate. The control trial involved .8 ml of enzyme and 5.2 ml of buffer. The control test-tube was first put in the Spec.20 Spectrophotometer and only one control reading was taken. The control was immediately taken out and the trial test-tube was quickly put in. The Spec. readings were taken every minute for 10 minutes. After the Spec. readings of the test-tube trial, the control reading was again put in the Spec.20 Spectrophotometer for one final control reading. Lastly, for the third trial for the effect of enzyme concentration, 1 ml of enzyme, 5 ml of buffer-substrate were combined. For the control group 1 ml of enzyme and 5 ml of buffer were mixed. The control test tube was first put in the Spec.20 Spectrophotometer and only one control reading was taken. The control was immediately taken out and the trial test-tube was quickly put in. The Spec. readings were taken every minute for 10 minutes. After the Spec. readings of the test-tube trial, the control reading was again put in the Spec.20 Spectrophotometer for one final control reading. After all of the trials were completed, the results were plotted on a same piece of graph paper. To find the initial rate of the enzyme concentration, a straight line was drawn through as many points that could form a straight line. Thus, the initial rate was found in the slope of the straight line. Temperature Effect Following the experiment of the effect of enzyme concentration, another procedure was done, to see the temperature effects on the polyphenoloxidase enzyme. The procedure involved the preparation of the enzyme as described before. Then Spec.20 Spectrophotometer was set up the same way as in the previous experiment. As in the past experiment, the buffer-substrate was also prepared. However, in each of the four test- tubes that would be tested, 3 ml of buffer, and a required amount of enzyme would be added. So a trial test was done by adding 5 ml of buffer-substrate, and .5 ml of the enzyme. It was then placed in the Spec.20 Spectrophotometer and readings were made every minute for five minutes and thus the required amount of enzyme was established. Finally, by establishing required amount of enzyme, .5 ml of enzyme and 3 ml of buffer were poured into four different test-tubes. The test-tube that was the control was kept at room temperature, the second test-tube was placed boiling water for four minutes and then cooled under the water at room temperature. The third test-tube was boiled at 35 0C, and then cooled as well. The fourth test- tube was placed in a beaker of ice. The experiment began with the placing of each test tube one after the other in the Spec.20 Spectrophotometer in sequential order for 10 minutes while also noting the readings. Results Enzyme Concentration Reaction The preparation of the phosphate buffer, cathecol and phenolxidase yielded a promising outcome. After much preparation, quick moving and contemplation on the experiment which involved four trials the outcome was graphed, as seen in the graph of The Effect of Enzyme Concentration. Then the initial rate was figured out and graphed as seen in the graph of Initial Rate of Enzyme Concentration. A certain pattern was noticed in the effect the substrate had on the enzyme concentration. In the test trial, 10.0 ml of the substrate was mixed with 0.4 ml of the enzyme extract, and .6 ml of the phosphate buffer in a test-tube. The initial rate of this enzyme concentration turned out to be .10608 Spec. per min. During the very first trial, in the control .5 ml of the enzyme and 5.5 ml of buffer were mixed together. In another test-tube the solutions that were mixed included: .5 ml of enzyme, .5 ml of buffer, and 5 ml of buffer-substrate. The initial rate of this enzyme concentration turned out to be .11325 Spec. per min. The second trial involved the combination of: .8 ml of enzyme, .2 ml of buffer, 5 ml of buffer-substrate. The control trial involved .8 ml of enzyme and 5.2 ml of buffer. The initial rate of this enzyme concentration turned out to be .11825 Spec. per min. Finally, in the third trial for the effect of enzyme concentration, 1 ml of enzyme, 5 ml of buffer-substrate were combined. For the control group 1ml of enzyme and 5 ml of buffer were mixed. The initial rate of this enzyme concentration happened to be .2997 Spec. per min. Effect of Temperature Rate of Reaction In the second part of the experiment, how the phenolxidase would be affected in different temperatures was the primary focus. The outcome of each treated tubes as compared with the control was varied and can seen in the graph of Temperature Effects. Compared to the control, the test tube that was placed in boiling water denatured the enzyme and caused its relative rate of reaction to stay the same. The test-tube that was 35 C compared to the control had the best relative rate of reaction since it is pretty close to the normal body temperature. The test-tube that stayed in the ice-bath, had very little activity in the ice bath due to the enzymes and substrate moving at a very slow speed so there was not much interaction. Finally, the control itself that was at room temperature moved at a moderate speed. Thus, it was shown that significance of each temperature effect was very important; because it increased the reaction of polyphenoloxidase, decreased the reaction, or denatured the enz yme. Discussion The objective of this experiment was to find the effects of different concentrations, and temperatures on enzyme reactions. In theory, the reaction rate should be proportional to enzyme concentration (Factors Affecting Enzymes ). Thus, during each concentration trial the absorbance should have increased with time like it had in the entire trial test and the other three trials. First of all, errors and problems could have occurred early in the experiment during the preparation of the enzyme when there might have been an accidental dropping of some mixture while decanting the potato. Other problems included the fast pace of the experiment, the solution for the trials had to be made very quickly especially when it concerned the transfer of the enzyme. Last but not least, the major error in the experiment had occurred within the Spectrophotometer, when it broke down in the middle of trial 3. The test tube had to be immediately transferred to another Spectrophotometer, and continued from there. The second part of the experiment was based on the different temperature effects of enzyme reactions. As based on the hypotheses, the test-tube that was 35 0C had the best relative rate of reaction since the reaction took place close to normal body temperature. The test-tube that stayed in the ice-bath, had very little activity in the ice bath due to the enzymes and substrate moving at a very slow speed so there was not much interaction as expected. The test tube that was placed in boiling water at 100 ° C denatured the enzyme and caused its relative rate of reaction to stay the same. Thus, it was shown that significance of each temperature effect was very important; because it increased the reaction of polyphenoloxidase, decreased the reaction, or denatured the enzyme. Thus, the enzymes’ optimal temperature is around body temperature, when most reactions occur. Errors that could have occurred with this experiment seem to be very minimal, since part of the experiment was a repeat of the previous trials that were done on the effect of different enzyme concentrations. An error could have been made with finding the required amount of enzyme to use. Errors could have taken place during the Spec. readings, when each of the four tubes were sequentially being put in the Spec. and taken out after the reading. This was especially frustrating when everything was going on at such a fast pace that there could have definitely been a mix-up of the tubes with different temperatures.

The Peel Commission essays

The Peel Commission essays The Arab Revolt of 1936, during the British Mandate over Palestine, led to perhaps one of the most important events leading up to the establishment of the independent state of Israel. As a reaction to the increasing immigration of Jews the Arab Higher Committee declared a strike, demanding the immediate end of Jewish immigration, the cessation of land sales to Jewish settlers and the establishment of an independent Arab government. The majority of the strike took form in violent attacks against Jews; with responsibility for maintaining peace, the British government had to take action. In August of 1936 they appointed a Royal Commission, chaired by Earl Peel, with the task of ascertaining the causes of the revolt and to make recommendations to end the hostilities and prevent future insurgencies. The Peel Commission was also given the duty to ... inquire more widely into the implementation of the Mandate, the obligations of the Mandate to both the Jews and Arabs, and the grievances bet ween the two (Shlaim 54). British officials in Palestine were the first to offer testimony to the Royal Commission. Most sought a sympathetic understanding of the difficulties from the commission by conveying the difficulties they faced under the pressure from both the Jewish populations, numbering approximately four hundred-thousand, and the Arab majority which neared a population of one million. Isaiah Berlin, an observer, made an excellent comparison paralleling the Mandate situation to a school setting, There was the headmaster, the High Commissioner, trying to be firm and impartial: but the assistant masters favored the sporting stupid boarders (Arabs) against the clever swot dayboys (Jews) who had the deplorable habit of writing home to their parents on the slightest provocation to complain about the quality of the teach, the food and so on (Shlaim 54). Berlins view is that the British Government wishes to stay impart...

Business and culture Essay Example | Topics and Well Written Essays - 1000 words

Business and culture - Essay Example 3) My group got down to business straight away and just started discussing what the task was. Many of our personalities are geared towards getting things done in a timely manner, so it was good that we were all able to think along the same lines. Of course, this method has its downsides, but I think that we were all able to adapt to the situation at hand and work together towards completing our project. To do this, we set out a list of priorities and deadlines that we would all work towards so that everything was not left until the last minute. I think that this was good because it relived the stress on all of us. We decided that it would be better not to appoint one leader because if that person did not perform adequately, then it would affect the whole group. We came to the conclusion that it would be better if we shared leadership because then we would all be responsible for the success or failure of the group. I did not like this idea at the start because I felt that our group would be like a ship without a rudder, but I was pleasantly surprised that we all contributed equally to the project. As was mentioned above, we shared out responsibility among all the group’s members. To get work done faster, we assigned ourselves different roles that were based on our strengths. There were very few arguments over who should have done what because we all knew our role in the group and did not overstep our boundaries. Communication was surprisingly a strong point for us. At the beginning of the project, we all agreed to swap phone numbers so that we would all be reachable at any time. Also, we used methods such as Facebook and regular email to stay in contact. This was really good because we could remind each other about when we had to complete a task by. Of course, we also communicated face-to-face during class time and also during our breaks during the day. As was mentioned above, we were always reminding each other about what we had to do and when we had

Spatial Disorientation for Pilots Research Paper

Spatial Disorientation for Pilots - Research Paper Example Three types of spatial disorientation occur in the field of aviation. Type I disorientation relates to when the pilots do not sense any unusual occurrence. The pilots tend to be in a state that makes them believe in the normalcy of the aircraft’s response to the required inputs. This results from the pilot’s lack of concentration on the primary flight instruments. Lack of concentration can be due to distractions that make the pilot shift attention to another source for a considerable amount of time. Type II disorientation occurs when the pilot senses the existence of conflicting orientation cues. The pilot becomes unsure of what the flight instruments depict in relation to their personal interpretation, as well as what the out-the-window view signals. Such cases arise when the pilots shift their attention from the flight instruments for a substantial period, or when they break from a cloud in an unusual position. In most of these cases, the pilot gets to control the air craft or manages to access the help of another pilot. On the other hand, if the pilots fail to control type II spatial disorientation, the problem becomes more risky, leading to an incapacitating spatial disorientation, or type III spatial disorientation. This involves the awareness of the pilot of the conflicting cues. However, the state of the aircraft confuses the professionals, leading to incorrect adjustments. Making changes to the incorrect actions usually poses great difficulty, which makes recovery impossible in most cases. Research by the U.S. Army Combat Readiness/Safety Center further illustrates the prevalence of accidents caused by these three types of disorientation. Type I disorientation poses the highest amount of risk, compared to the other two.This follows the fact that the pilots do not get to realize the potential danger, which means that no precautions take place to counter the hazard. Type III disorientation poses a minimal risk, which means that most pilots ga ther the courage to correct anomalies, while a small percentage fails to gather such confidence (Webb, Estrada & Kelley, 225).

Xlas ais syllabus Essay Example for Free

Xlas ais syllabus Essay I. COURSE DESCRIPTION A general survey of scholarship practiced within three broad cultures of inquiry: the Humanities, Social Sciences and Natural Sciences. Through a cross-disciplinary framework, this course explores the diverse ideas, values, and practices used by various disciplines to investigate and organize their subject matter and create knowledge. Students will consider and compare the assumptions, methods, ethics, and impact of inquiry and scholarship within these three broad cultures of inquiry. Students will examine, compare, and contrast the intellectual endeavors that influence society and human experience. II. GOAL PURPOSE One of the primary purposes of all universities is to produce and share knowledge. Thus, the overall goal of this course is to provide incoming students with a general introduction to academic cultures of inquiry and the ideas, values, and beliefs inherent in its varied disciplinary perspectives. The specific purpose of this course is to provide an overview of academic inquiry and to guide student discovery of how various disciplines produce knowledge. This course begins with the premise that processes of inquiry differ by academic tradition, and thus represent distinct cultures of knowledge-making. Extending beyond simple rote memorization, the course will emphasize deep understanding and application of concepts. Hence, the course examines academic cultures of inquiry within the Humanities, Social Sciences and Natural Sciences and provides students a brief introduction to: (1) how different disciplines formulate and investigate questions; (2) how specialized disciplinary language influences inquiry; (3) how context and community influence inquiry; and (4) how each discipline uses different means, materials, and methods of inquiry to produce knowledge. A common theme â€Å"Food Matters† is used to organize the course readings and discussions. 1 III. LEARNING OUTCOMES This course contributes to the following measurable outcomes: LEARNING OUTCOME Upon completion of this course, the student will be able to: COURSE AND/OR CORE ASSESSMENT LEARNING OUTCOME CORE CURRICULUM OBJECTIVE 1. Compare and contrast how scholars from the Humanities/Fine Arts, Social Sciences, and Natural Sciences ask questions and seek answers. Course and Core Assessment Learning Outcome Critical Thinking 2. Categorize disciplines within the Humanities/Fine Arts, Social Sciences, and Natural Sciences Course Learning Outcome 3. Generate examples of appropriate research/inquiry questions in the  Humanities/Fine Arts, Social Sciences, and Natural Sciences Course Learning Outcome 4. Identify key research/inquiry terms and concepts used in the Humanities/Fine Arts, Social Sciences, and Natural Sciences. Course Learning Outcome 5. Explain similarities and differences in communication conventions in the Humanities/Fine Arts, Social Sciences, and Natural Sciences, using oral presentation, visual representations, and writing. Course and Core Assessment Learning Outcome Communication Skills 6. Identify credible resources and elements of scholarly work in the Humanities/Fine Arts, Social Sciences, and Natural  Sciences Course Learning Outcome 7. Identify components of ethical research and inquiry germane to the Humanities, Social Sciences, and Natural Sciences (e. g. , avoiding misrepresentation and distortion of information, academic dishonesty, and personal bias). Course and Core Assessment Learning Outcome Personal Responsibility 2 8. Explain how academic inquiry and various communities (local to global) influence each other. Course and Core Assessment Learning Outcome Social Responsibility IV. COURSE GRADING Final Class grades will be based on the following weights: Assignment Percent of Course Grade  Class Attendance 5% Weekly Assignments, Homework, Quizzes 40% Exams/Assessments (4 X 10%) 40% Group Presentation/Individual Response Paper 15% Total 100% V. COURSE REQUIREMENTS A. ATTENDANCE Regular attendance is necessary for successful completion of the course and is, therefore, mandatory. Attendance will be taken at each class meeting. Dropping a course is the student’s responsibility. Instructors will NOT drop or withdraw students because of non-attendance. B. WEEKLY ASSIGNMENTS, HOMEWORK, QUIZZES Student learning will be regularly assessed using a combination of weekly in-class assignments, homework, and/or quizzes designed for class participation. These will help students keep up with the assigned reading as well as provide a context for students to work through and reflect on class material. These cannot be replicated outside class sessions. If a student is absent (or late), he/she clearly cannot participate in the activity that occurred during the absence or tardiness. Students may not make up missed in-class activities without providing a medical excuse or verification of participation in official UTSA activities, e. g. : representing UTSA in approved events such as  debate or athletic events. The lowest in-class assignment grade will be dropped. C. EXAMS/ASSESSMENTS There will be four exams, each covering approximately one fourth of the course material. The exams will consist of objective items and short-answer essay questions. Student essay responses will be graded for grammar, punctuation, sentence-structure, etc. 3 D. GROUP PRESENTATION/INDIVIDUAL RESPONSE PAPER Students will be required to participate in a group presentation. Instructors will assign 3 students per group based on their identified major/area of interest (one Humanities/Fine Arts, one Natural  Sciences, and one Social Sciences). Each group will develop a narrowed topic, statement of the problem, and discipline-specific approaches related to a â€Å"Food Matter. † Students may be provided a list of pre-approved topics or they may identify their own topic, subject to instructor approval. Each group member will follow detailed instructions specific to his/her area of inquiry (instructions and grading rubric provided at later date). The group will work collaboratively to create a poster that includes (1) an overall statement of the problem, (2) a Natural Science disciplinary approach to the problem, (3) a Social  Science disciplinary approach to the problem, and (4) a Humanities/Fine Arts disciplinary approach to the problem. Groups will present a 6 to 7-minute summary of their exploration of inquiry in three broad areas of learning to the class by stating their problem and describing the three approaches to addressing their problem. Each group member is required to participate in the oral presentation and is expected to orally present his/her discipline specific approach. In addition, each group member is expected to provide an individual response paper detailing his/her portion of the presentation. Specific guidelines for the group presentation and indivdiual response paper will be provided at a later date. Reflective Evaluation. Each student may complete a reflective evaluation rubric for each group member and one self-evaluation. Criteria will include the extent to which each group member helped move the group forward, completed tasks effectively and in a timely fashion, supported a constructive team climate, and addressed destructive group conflict. These evaluations may count as a homework grade. Group Presentation Evaluations. Each student in the class will critically evaluate their classmate’s group presentations. A rubric of the presentation evaluation will be provided at a later date. The evaluations may serve as a graded assignment. VI. CLASS POLICIES. Attendance. Regular attendance is necessary for successful completion of the course and is, therefore, mandatory. Attendance will be taken at each class meeting. Dropping a course is the student’s responsibility. Instructors may NOT drop or withdraw students because of non-attendance. Participation Preparation. This course is designed to engage class members in a thoughtful, on-going conversation about the nature of research and various academic cultures. Many of the  class activities are based on readings and group work completed prior to and during class. It is, 4 therefore, a student’s responsibility to keep up with the readings and assignments and come to class ready to participate. Electronic Devices. †¢Cell Phones. Ringing cell phones disrupt the learning environment. Please set to vibrate during class. †¢Audio-Taping. It is permissible to record class lectures if you so desire. However, recording the class while going over an exam is prohibited. †¢Laptops and/or Tablets. If you have one, bring it. We may use them during class to access the Internet. Do not use them unless assigned. Makeup Exams, Late Work, Extra Credit, Incompletes. Make-up exams and late work will not be allowed unless PREVIOUSLY cleared with the professor. IF a makeup exam is permitted, the student must take the exam prior to or during the next scheduled class meeting. Late work will be allowed at my discretion. IF late work is accepted, points will be deducted at a rate of 5 percentage points per day, excluding weekends and holidays. No late work will be accepted more than 1 week after the due date. No work for extra credit will be allowed for any individual student for any reason. Course incompletes will be given only in EXTREME cases. Course Evaluation. Professors use feedback provided by students in course evaluations to improve their teaching. Additionally, course evaluations are a strategy used by the University as one factor in evaluating an instructor’s effectiveness. As a faculty member I encourage you to complete the course evaluation during the availability period later in the semester. One extra credit point will be added to the average of participating students at the end of the semester. Students with Disabilities. Students with documented exceptionalities should register with Disability Services (MS 2. 03. 18, 458-4981 or – Downtown BV 1. 302, 458-2945). For more information regarding the Office of Disability Services, consult the following link: http://www. utsa. edu/disability/students. htm Tomas Rivera Center. I encourage you to utilize the academic support services available to you through the Tomas Rivera Center (TRC) to assist you with building study skills and tutoring in course content. These services are available at no additional cost to you. The TRC has several locations at the Main Campus and is also located at the Downtown Campus. For more information, visit the web site at www. utsa. edu/trcss or call (210) 458-4694 on the Main Campus  and (210) 458-2838 on the Downtown Campus. Cheating. Students are expected to be above reproach in scholastic activities. Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the 5 possibility of failure in the course and dismissal from the University. According to The Regents Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3. 2, Subdivision 3. 22, Scholastic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another  person, taking an exam for another person, and act designed to give unfair advantage to a student or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. For more information regarding the UTSA Student Code of Conduct, consult the following link: http://www. utsa. edu/infoguide/appendices/b. html 6 Roadrunner Creed The University of Texas at San Antonio is a community of scholars where integrity, excellence, inclusiveness, respect, collaboration, and innovation are fostered. As a Roadrunner, I will: †¢Uphold the highest standards of academic and personal integrity by practicing and expecting fair and ethical conduct; †¢Respect and accept individual differences, recognizing the inherent dignity of each person; †¢Contribute to campus life and the larger community through my active engagement; and †¢Support the fearless exploration of dreams and ideas in the advancement of ingenuity, creativity, and discovery. Guided by these principles now and forever, I am a Roadrunner! 7.

Role of Maslows Hierarchy of Needs in Managing and Motivating Employee

Role of Maslow's Hierarchy of Needs in Managing and Motivating Employees The following paper deals with the American psychologist Abraham Maslow, born in New York, who stated that every human being has 5 differently categorised needs that need to be fulfilled in order to provide healthy and happy living. In daily work managers need to respect and follow these needs so that employees will work most efficiently and effectively. Following these needs and trying to execute them is the best instruction for managers to motivate and provide successful working conditions. This paper will introduce you to the hierarchy of needs and will illustrate, by applying examples from day to day business how this concept can be best implemented. The author of this paper claims that managers can help their employees to be more motivated, if they look and work with Maslow's stages. The chief reason for writing this paper is to make clear how easily solutions can be found when it comes to giving incentives at work. First of all there will be a short overview of what motivation actually is, second Abraham Maslow will be presented in a few words and the author will go into details concerning the hierarchy of needs. There are the physiological needs, second there are the safety needs, third the love needs, forth the esteem needs and finally self-actualization. As a conclusion, the author will point out that the thesis, due to the supportive examples, can be claimed to be true. 3  Ã‚  Ã‚  Ã‚  Ã‚  Motivation "Motivation is the process of satisfying internal needs through actions and behaviours" When somebody is born it doesn?t mean he or she has motivation skills or the o their way round, it is something that can be improved or developed. "Motivation affects individuals differently, so managers must understand the process, theories, and fundamental components of motivation in order to motivate effectively." If somebody wants to understand motivation, furthermore it is also important to identify differences between people and be careful not to think that everybody has the same preferences." 3.1  Ã‚  Ã‚  Ã‚  Ã‚  Role of Managers in Motivating Employees Managers have the task to get things very effective and efficient through their employees. Most of the really effective managers get all of their useful information from communicating with people. Managers must have communicatio... ...graphy Books Jerald Greenberg, Robert A. Baron, Behaviour in Organizations, Eight edition, 1995, Page 192 Frunzi, George L. and Patrick E. Savini. Supervision: The Art of Management. Upper Saddle River, New Jersey: Prentice-Hall, Inc., 1997. Catt, Stephen E. and Donald S. Miller. Human Relations: A Contemporary Approach. Homewood, Illinois: Richard D. Irwin, Inc., 1989. Heller, Robert. Communicate Clearly. New York: DK Publishing, 1998. Hill, Norman C. Increasing Managerial Effectiveness: Keys to Management and Motivation. Menlo Park, Calif.: Addison-Wesley Publishing, 1979 Hunt, James G. and Richard N. Osborn and John R. Schermerhorn, Jr. Organizational Behavior. New York: John Wiley & Sons, Inc., 2000. Bittel, Lester R. and John W. Newstrom. What Every Supervisor Should Know. St. Louis: McGraw-Hill, Inc., 1990. Interviews Mag. Stephanie Rammer. Personal Interview. 2 November 2004 Dr.Nina Eiber.Personal Interview. 19 November.2004 B.A. Manuel Mauritz. Telephon Interview. 15 November 2004 Online Article Attorneys William Petrocelli & Barbara Cate Repa. New York: Unknown, Jan? 99. Web Sites Unkown. Examstutor. People and Organistaions.

Nature -Nurture Essay

Nature and nurture has to do with how a person becomes who they are through their personality and traits. Nature is what a person is born with, their traits and personality is due to their genetics. Nurture is being born with a blank slate and traits and personality a person gets comes from the experiences they go through throughout their life. They are opposite from one another. I believe that it is flawed to ask how much of a particular behavior is due to genetics and how much is due to experience. When a person says that they are acting a certain way due to their genetics is wrong, people learn most of their behaviors through what they have experienced throughout their lives unless it is something that can be passed down, like an illness or something mental wise. An example would be seeing something going wrong as a child and every time it did the child’s parent or parents would get angry instead of thinking rationally, growing up the child would most likely do the same because that is what they know and have learned to do. It is appropriate to separate the contributions of genetics and experience when measuring the development of differences among individuals because genetics is something a person cannot control while an experience is something you can have control over. Every person is different, no two people are alike. Each person is raised different, has seen, felt and heard different things, people learn from what they have seen and dealt with while growing up and can change and control their reaction to it. When it comes to genetics each person has a different family background, they cannot control it, and it is stuck to them and keeps getting passed down through generations.

Poem study 1- James Shirley (1596-1666) ‘Death the Leveller’ Essay

The poem ‘Death the Leveller’ was written for the upper class educated. Many other people could not understand it. It holds many words that people in the late 1500’s didn’t understand. Words like ‘Sceptre’- an ornamental rod held by a king/queen as a symbol of power are used in ‘Death the Leveller’. Shirley’s argument is that a high rank+ position wouldn’t last and we can’t defend ourselves from death. He tries to make us see that good and just actions will live on, but no matter how rich or poor you are, we will all be judged the same in death. ‘Death the Leveller’ also has a rhetorical side, and Shirley’s tries to put his point across by using phrases like; † The boast no more about your mighty deeds†. The structure of ‘Death the Leveller’ is a 3-stanza poem of similar shape and length giving it a stereotypical look, except for lines 5 and 6 of each stanza were the lines are given emphasize, as they are the main parts. Words used in lines 5 and 6 of each stanza are very similar, example; â€Å"Sceptre and Crown must tumble down† and â€Å"Early or late, they stoop to fate†. Two words that don’t rhyme are used first, and then the last word of the line always rhymes with the third word used. Many of the words and phrases used are symbols of royalty such as ‘Crown’, ‘Garland’ and ‘Swords’ and ‘Armor’ are used. These are a sign of war or battle. ‘Death the Leveller’ generally has a rhyme sequence of AB, AB, CC, AD. ‘Come and tomb’ in stanza three are an exception. The poem is written in English, and was printed at the time of the parliamentary victory for Oliver Cromwell and the execution of King Charles I. Undoubted, such drastic events traumatized writers like Shirley who had sympathized with the monarch. That’s why he uses royalty in ‘Death the Leveller’ and death as the main theme. He uses personification with death, example; â€Å"Death lays his icy hand on kings†. Shirley has given death an icy hand which is placed upon something that Shirley once sympathized with, but is now gone. He uses alliteration in ‘Death the Leveller’ to emphases the harshness of implements used in burial. The tone of ‘Death the Leveller’ is a slow, eerie tone that someone speaking  at a funeral might use. The tone stays the same except when emphasizing harshness of cutting implements. It then changes back to the normal tone at the last two lines, but gets a bit softer when the poem concludes to bring back the ‘death’ feeling. The tone throughout ‘Death the Leveller’ is generally the same, but when colons are used it’s emphasized. Yet at the end of line six on the last stanza, a colon is used to show a change in tone and structure. In conclusion, ‘Death the Leveller’ is an eerie, chilling, serious and somber poem with a hint of melancholy. Its tone can be quite mocking and ironic in reference to those who were successful in the past. The speaker’s attitude is very determined and patriotic and run on lines add strength and urgency to argue his point, which is, â€Å"We are all equal in death, some may have money, some may have nothing. Yet when it comes to death, we are judged purely on what is inside†.

Pearl Harbor †Short Summary Essay Example

Pearl Harbor – Short Summary Essay Example Pearl Harbor – Short Summary Essay Pearl Harbor – Short Summary Essay Essay Topic: The Pearl Three-hundred and 60 Nipponese planes broke through the clouds above Pearl Harbor at 07. 55. The planes attacked in rows of two or three. dropping gunmans at 100 knots from 70 pess. The first moving ridge of planes destroyed US hangers and the planes in the neat. anti-sabotage rows. Other onslaughts in the first moving ridge were on Battleship Row’ . patrol cars and other subsidiary ships. Most ships had legion torpedo hits. To finish the devastation of the war ships. six pigboats aided in the sinking and destroying of what was non already certain. When torpedoing planes left the locality. bombers transporting 1 600 lb bombs were sent to destruct any staying ships. Overlaping the first moving ridge of onslaught at 08. 40 was a 2nd 1. They concentrated on the non yet to the full destroyed landing fields. By 09. 45 any ship of the US Pacific! Naval Fleet that was non on the Ocean floor was floating impotently. It [ the Arizona ] sank like an temblor had struck it. a subsister remarked. 1 200 of his crew mates died. US military personnels returned from church or brunch to support as best they could. Contending until they drowned or were crushed by detonating dust. crewmans. flyers and anti-aircraft artillerymans fought heroically to salvage their doomed naval base. By ground of the onslaught happening in what Americans thought was peace clip. much of the ammo was locked off. go forthing the supporting US military personnels with small defence. In the terminal. the US had eight battlewagons. three patrol cars and a big figure of smaller vass sink or rendered out of usage. The Japanese lost 0 30 planes and five pigboats. Although the devastation was non entire. Nipponese first naval strategian. Yamamoto. found the consequence better than he had anticipated. Military records province that the onslaught sank or destroyed 6 ships. US casualties included 2 500 every bit good as over 1 000 wounded. The Japanese lost less than 30 aircraft and about 55 work forces. The bombardment of Pearl Harbor can be seen as a turning point in the war. Basically. the war had been of chiefly European engagement. now it took a planetary bend. The bombardment prompted a US declaration of war on the undermentioned twenty-four hours. every bit good as great American daze and indignation tempered by choler. The onslaught was dubbed a twenty-four hours of infamy’ by President Roosevelt. as no American could forgive or bury the actions of the Nipponese state. The Japanese could non hold devised a better manner to beat up the American citizens into full support for Roosevelt and his government’s program of US engagement in the war. A old promise between British Prime Minister. Winstin Churchill and President Roosevelt was honored when Britain declared war upon Japan two hours after the US declaration. The events environing the bombardment of Pearl Harbor prove the US handled the state of affairs really ill. Many opposing tactics were noted and ignored. Warnings were thought of as modus operandi. Even subsisters. who were to the full cognizant of the Nipponese inclinations of war on China. the authorities war warnings and their country’s unprepared province. still describe the onslaught as a surprise. The Nipponese military schemes were intelligent and good executed ; although. the Nipponese onslaught would non hold been about every bit effectual had the Americans non hold been so blatantly nescient. The US had no cognition of the onslaught on Pearl Harbor in 1941. and it was their mistake.

The Horror of Gas Chamber Poison Zyklon B

The Horror of Gas Chamber Poison Zyklon B Beginning in September 1941, Zyklon B, the brand name for hydrogen cyanide (HCN), was the poison used to kill at least a million people in gas chambers at Nazi concentration and death camps such as Auschwitz and Majdanek. Unlike the Nazis earlier methods of mass murder, Zyklon B, which was originally used as a common disinfectant and insecticide, proved to be an efficient and deadly murder weapon during the Holocaust. What Was Zyklon B? Zyklon B was an insecticide used in Germany before and during World War II to disinfect ships, barracks, clothing, warehouses, factories, granaries, and more. It was produced in crystal form, creating amethyst-blue pellets. Since these Zyklon B pellets turned into a highly poisonous gas (hydrocyanic or prussic acid) when exposed to air, they were stored and transported in hermetically-sealed, metal canisters. Early Attempts at Mass Killing By 1941, the Nazis had already decided and attempted to kill Jews on a mass scale, they just had to find the fastest way to accomplish their goal. After the Nazi invasion of the Soviet Union, Einsatzgruppen  (mobile killing squads) followed behind the army in order to round up and murder large numbers of Jews by mass shootings, such as at Babi Yar. It wasnt long before the Nazis decided that shooting was costly, slow, and took too large a mental toll on the killers. Gas vans were also tried as part of the Euthanasia Program and at the Chelmno Death Camp. This mode of killing used the carbon-monoxide exhaust fumes from trucks to murder Jews who were crammed into the enclosed back area. Stationary gas chambers were also created and had carbon monoxide piped in. These killings took about an hour to complete. The First Test Using Zyklon B Pellets Crematorium 1 at Auschwitz concentration camp. Ira Nowinski/Getty Images Rudolf Hà ¶ss, the commandant of Auschwitz, and Adolf Eichmann searched for a faster way to kill. They decided to try Zyklon B. On September 3, 1941, 600 Soviet prisoners of war and 250 Polish prisoners who were no longer able to work were forced into the basement of Block 11 at Auschwitz I, known as the death block, and Zyklon B was released inside. All died within minutes. Just days later, the Nazis transformed the large morgue room at Crematorium I in Auschwitz into a gas chamber and made 900 Soviet prisoners of war go inside for disinfection. Once the prisoners were crammed inside, Zyklon B pellets were released from a hole in the ceiling. Again, all died quickly. Zyklon B had proved to be a very effective, very efficient, and very cheap way to kill large numbers of people. The Gassing Process Aerial reconnaissance film of Auschwitz concentration camp, 1st August 1944.   Bettmann/Getty Images With the construction of Auschwitz II (Birkenau), Auschwitz became one of the largest killing centers of the Third Reich. As Jewish and other undesirables were brought into the camp via train, they underwent a Selektion on the ramp. Those deemed unfit for work were sent directly to the gas chambers. However, the Nazis kept this a secret and told the unsuspecting victims that they had to undress for a bath. Led to a well-camouflaged gas chamber with fake shower heads, the prisoners were trapped inside when a large door was sealed behind them. Then, an orderly, who wore a mask, opened a vent on the roof of the gas chamber and poured Zyklon B pellets down the shaft. He then closed the vent to seal the gas chamber. The Zyklon B pellets turned immediately into a deadly gas. In a panic and gasping for air, prisoners would push, shove, and climb over each other to reach the door. But there was no way out. Within five to 20 minutes (depending on the weather), all inside were dead from suffocation. After all were dead, the poisonous air was pumped out, a process that took about 15 minutes. Once it was safe to go inside, the door was opened and a special unit of prisoners, known as the Sonderkommando, hosed down the gas chamber and used hooked poles to pry the dead bodies apart. Rings were removed and gold plucked from teeth. Then the bodies were sent to the crematoria, where they would be turned into ash. Who Made Zyklon B for the Gas Chambers? Zyklon B was made by two German companies: Tesch and Stabenow of Hamburg and Degesch of Dessau. After the war, many blamed these companies for knowingly creating a poison that was used to murder over a million people.  The directors of both companies were brought to trial. Director Bruno Tesch and executive manager Karl Weinbacher (of Tesch and Stabenow) were found guilty and given the death sentence. Both were hung on May 16, 1946. Dr. Gerhard Peters, the director of Degesch, however, was found guilty only as an accessory to homicide and given a sentence of five years in prison. After several appeals, Peters was acquitted in 1955.

My body my laboratory Article Example | Topics and Well Written Essays - 500 words

My body my laboratory - Article Example On the other hand, such self-experimentation allowed the scientifically minded luminaries a firsthand experience that enabled them to directly experience the veracity of what they believed in, thereby allowing for the progress of their cause. In contemporary times such self-experimentation could not be supported and rationalized. Many a time it puts the life of the experimenters at risk. Even if one supports such an approach in the name of altruism, practically speaking there is no need for it. Today, scientific research has entered an entirely new era where not only it is methodically codified and regulated but is supported by state of the art R&D facilities, foolproof methodologies and apt biological, chemical and digital techniques and gadgets that are immaculately sufficient in testing and measuring the nuances associated with varied scientific theories. In a contemporary context, the very need for retaining the sanctity and reliability of scientific research warrants discipline, restraint, and patience. Thus, most of the cases mentioned by Harrell in his article seem to be resorting to such experimentation, more out a lack of patience, inability to defer to established and universally reliable procedures and the need for instant publicity. The usage of one’s body as a laboratory may sometimes yield positive or even groundbreaking results. In the 21st century, scientific research needs more discipline, codification, and scientific reliability, which more than often cannot be furnished by such adventurism.

Feedback and Evaluation Paper Essay Example | Topics and Well Written Essays - 1000 words

Feedback and Evaluation Paper - Essay Example It has a diverse workforce from all around the continent with recognized worldwide reputation for its innovation and leadership (CalPERS, 2012). The feedback mechanisms are a way to improve the services provided by the Calpers the Retirement agency for the state of California employees. Mostly, the problems are difficult, secrecy, and also pension programs tend to get boring with time. So, feedback is essential for this retirement agency of California as well. First of all, the scale of the problem should be recognized. Identifying the problem is the basic step from where feedback is generated. It is the feedback of the customers, as well as employees which pave the way for feedback mechanisms. The internal and external feedback mechanisms allow the company to prosper more successfully and enhance the atmosphere of the organization (State University, 2012). Firstly, the political leaders of California should realize the profundity of current financial deficits in the economy as what will the future implications will be. The company has found out that if pension systems even earn 7.5 to 7.75 percent on a yearly basis, CALPERS will only learn 73.5 to 75.3 correspondingly. The pension systems today cannot find their way out of this current scenario which is absolutely devastating. The debt of the state of California is rapidly increasing everyday as political instability continues to pertain in the region. Obviously, the retirement agencies like CALPERS are highly affected by such traumas. This situation is rather tragic and disappointing, but it is very costly for Retirement firms as well (CalPERS, 2012). Whenever the leaders do not act on the situation, the cost increases to the citizens and state and possibly to public workers to whom the state owe pension. This condition is comparable to an adverse loan amortization, which is a scenario where the owner of the house does not pay much for the principal owed and thus goes into an even shredder condition. The dela y which takes place in this situation over the period of next year can be figured out from any underfunded sum. The 6.2 percent rate of discount leads to yearly pitfalls for the CALPERS system and thus only $16.8 is estimated to be given to CALPERS, CalSTRS and UCRP combined. This problem has to be highlighted in the company (CalPERS, 2012) The feedback and evaluation programs are very important for CaLPERS. For this purpose, direct administration of Associate Program or Program Evaluator is required who assists in the planning and conducting of field audits of employment records and payroll at the public agencies to testify that the agencies are enrolling employees in accordance with the Law set by the Public Employees Retirement Law. Also, the agencies have to report rewards as well in accordance to this law. This situation helps then go to different public agencies located all across the state of California. Furthermore, the Associate Program Evaluator or Program Evaluator may as sist in carrying out the reviews and internal audits of the company which includes the EDP operations, administrative controls, and internal accounting and several other programs (CalPERS, 2012). The fiscal analysis of this public firm extensions for funding and also various other special programs is done by the Program evaluator. The present findings are then presented to the general public and are highly expected to show official dress and manner, in addition to sticking to

Buyer Behaviour Academic Paper Essay Example | Topics and Well Written Essays - 3000 words

Buyer Behaviour Academic Paper - Essay Example Manual efforts have been considerably reduced in mathematical calculations, analysis and interpretations of data because of computer and internet. Most of the companies have redefined their organizational strategies in order to accommodate and make use of the internet technologies. Organizational principles need to be restructured in order to exploit the possibilities of computers and internet. For example, the core function like marketing needs to be revised in order to target the online consumers. Consumer trends also have undergone rapid changes because of internet. Internet and its influence on consumers irrespective of children or elder people forced organizations to formulate custom made strategies for the internet users. The main advantage of internet is that the marketers can prepare custom made marketing strategies for internet users by sending customised e-mails. This paper analyses the importance of online technologies and online environment for influencing buyer behaviours based on some preliminary and secondary data collected through interviews and other sources of references. Apart from real life on real world, most of the people have a secondary life on a virtual world mainly around the computers and internet. Majority of the human population may not be satisfied with their real world experiences. The life which they dreamed of may not be possible for them because of so many constraints in the family and the society. Such people can fulfil their dream up to certain extent using the online environment. Online environment and the anonymity offered by it provide the people to release their hidden stresses and desires to other communities. A real friend in real life is a dream for most of the people because of the changing moral and ethical concepts of life. Even husband and wife may not share all of their suppressed desires between them because of the lack of trust between them. Recently I have watched an Indian movie

Education Theatre Essay Example for Free

Education Theatre Essay â€Å"CAN you still remember your Grade I teacher? † This was once the by-line of an advertisement of one financial institution. This is also the base concept of the play â€Å"Ang Guro† staged by Stairs Production and Imagination Beyond Events Philippines at West Negros University Gym last Saturday, January 21. The musical play was written by occupational therapist Paul Ballano. This is his form of loving tribute to his Grade I school teacher, Mrs. Cecilia Resontoc, who was instrumental in making him pursue, work and reach his goals, despite all odds. As Paul fondly recalled after the curtain call, Mrs. Resontoc made him believe in what he can do, what he can achieve, and what he can become. The soft–spoken yet talented singer Karel Marquez performed the lead role perfectly. Comely, gentle yet versatile, Karel took in the part of Ms. Amelia Resontoc, a young high school teacher who has the knack of understanding and motivating her students. With her strong convictions, she encouraged her students to keep on going by singing â€Å"The Climb†, as she accepted each of their individual differences in â€Å"True Colors. † Izzy Trazona, one of the Sex Bomb Dancers, showed off her acting and dancing prowess as one of the talented yet late bloomer students of Ms. Resontoc. Sheila Asuncion, who plays the mother of Karel, not only played her role well but also belted out one powerful, heart–rending rendition of â€Å"The Prayer† together with the lead singer. Together with Charina Ramirez, Kath Jarabelo, Zac Celadania, Yab Aragones, Jake Duquiatan, Vida Masakayan, Jess Ibasco, Juddie Fe Suarez, Ahmee Galguerra, Owen Siy, Sweet Reyes, Jen Galope, Kiana Rodriguez, Armand Go, and playwright Paul, they composed the powerhouse of a cast which made the play a natural success. Moreover, the play’s universal theme on the crucial role that teachers play in the molding of the country’s young minds and the nobility of the teaching profession are great ideas which need to be brought to light. No wonder why the Department of Education and the West Negros University supported the staging of the musicale. The stage set and backdrop were to the minimum. Same with the costumes. But the plot thickens with almost real-life dialogues and scenes which every teacher and student or school administrator in the audience could easily identify with. The different personalities of teacher and students, and the varied circumstances which caught each web of each other lives provided the audience with hearty laughs, and flowing tears. The end of the play may have been tragic, but all good works do not go in vain. Especially that of the noble teacher Ms. Amelia Resontoc. Directed by Sweet Grace Ballano, â€Å"Ang Guro† may still have to undergo some minor refinements in stage blocking, but it has carved a better niche for itself in the world of stage plays. The cameo roles which some WNU dancers and students did in the play are also worth mentioning. But because the play is conceptualized and brought to different schools all over the country with no thought of a bigger profit, except to fulfill the writer’s dream and to bring forth the messages of acceptance, honor, love and understanding. It’s just quite sad to note that not everybody in the teaching profession or those who are enrolled in education courses have watched the play. But still, like a good book, or a worthy movie, the musicale â€Å"Ang Guro† has touched hearts and minds. And if all the student-members in the audience took leave of their seats to go thank their teachers in the audience and give each a warm hug, such is indicative that the musicale has brought its message across its audience’s hearts. Thus, warm kudos to the members of production and the cast of â€Å"Ang Guro† and to the wonderful people and sponsors in Bacolod who brought the musicale here. Well, what or who then is the â€Å"guro†? Probably they could be as specific as Socrates, Anne Sullivan, Marva Collins, Mary McCloud Bethune, Bel Kaufman or, from the namesake of the lead player in the musicale, Mrs. Cecilia Resontoc all of them having one thing in common: they were all teachers in their own time. Or in generics, a â€Å"guro† can just be a â€Å"he† or a â€Å"she† nameless or faceless yet gentle and wonderful beings who have long been forgotten but whose valuable lessons and strength in character will always be remembered by their students. So, at this point, can you now recall your Grade 1 teacher? Or even your other teachers? I hope you can. I would like to end with a part of a speech of John Schlatter of Cypress, California which I adapted. â€Å"Throughout the course of the day I have been called upon to be an actor, friend, nurse and doctor, coach, finder of the lost article, money lender, psychologist, substitute parent, and a keeper of faith†¦ I am allowed to see that life is reborn each day with new questions, burst of ideas and young friendships†¦ I know that if I build with love and trust, what I build will last forever†¦ I am a warrior, daily doing battle against peer pressure, negativity, fear, conformity, prejudice, ignorance, and apathy. But I have great allies: curiosity, intelligence, creativity, faith, love and laughter which all rush to my banner with indomitable support†¦ I AM A TEACHER. † Dear teachers, our hats off you. GOD BLESS.

Speech on The Underworld in Greek Mythology :: Ancient Greece Greek History

Speech on The Underworld in Greek Mythology The Underworld, better known as Hades after the god who ruled it, was a dark and dreary place where the shades, or souls, of those who died lived. In the next few minutes, I will tell you about how one came to die, the topography of the Underworld, and the beings whom dwelled there. Your whole life was planned and plotted by the Fates. The Fates were the three goddesses who controlled the destiny of everyone from the time they were born to the time they died. They were: Clotho, the spinner, who spun the thread of a person's life, Lachesis, the apporitioner, who decided how much times was to be allowed each person, and Atropos, the inevitable, who cut the thread when you were supposed to die. When Atropos cut your thread you were dead and then you made your journey to Hades. Upon death, the shade is lead by Hermes to the entrance of the Underworld and to the banks of the Acheron. There were five rivers that made up the Underworld. They were the Acheron (the river of woe), Cocytus (the river of lamentation), Phlegethon (river of fire), Lethe (river of forgetfulness), and the Styx (river of hate). This poem, written by an anonymous writer, was written about the rivers in the Underworld. "Abhorred Styx, the flood of deadly hate, Sad Acheron of sorrow black and deep; Cocytus named of lamentation loud Heard on the rueful stream; fierce Phlegethon Whose waves of torrent fire inflame with rage. Far off from these a slow and silent stream, Lethe, the river of oblivion, rolls Her watery labyrinth, whereof who drinks Forthwith his former state and being forgets, Forgets both joy and grief, pleasure and pain." When one would die, the family would place one obol, or a coin, under the deceased's tongue. This coin would pay as fare to Charon who would ferry the dead over the Acheron River. Charon is the ferryman who is often depicted as an old sulky man, or as a winged demon carrying a double hammer. Those who cannot afford to pay Charon were doomed to wonder the banks of the Acheron River for one hundred years. Guarding the Underworld was the three-headed dog Cerberus. He permitted new spirits to enter, but never one to leave. When you arrived at the Underworld, three judges determined your sentence.

Areas of Psychology

Malinda S. Kline March 13, 2013 Module 1: Assignment 3 PSY:101 General Psychology A03 KlineM_W1_A3. doc Instructor Angela Snelling Areas of Specialization Number |Subjects of study in |Areas of specialization in |Definition and key points of this specialization (be|Rationale (reason why you matched |Possible research method of | | |psychology |psychology (match with below |sure to use professional sources) |this subject of study with this |study (experimental, | | | |options) | |specialization in psychology) |correlational, observational, | | | | | | |case study, interview) and why | | | | | | |this one may fit the best | |1 | | |Definition |I chose Biological Psychology for |Observational Research- would be| | |Studying the causes of |Biological psychology or |â€Å"A science concerned with the integration of |this subject of study because it |used to see when a person’s | | |aggression in reaction to |Neuropsychologist |psychological observation on behavior and the mind |ba sically evaluates cause and |behavior changes and if any | | |others in their environment. | |Neurological Observations on the brain and nervous |effect. If something is causing a |outside factors incited the | | | | |system. † (Neuropsychology definition, 2013) |person to be aggressive to others |behavior. | | | | |in a certain environment then | | | | | |Key Points |something Biological could be |Interview- would be used to ask | | | | |â€Å"Biological principles to the study of mental |going on. Biological Psychology |the person why they became | | | | |processes and behavior.The field examines the basic|and Neuropsychologists study this |aggressive to a person. By | | | | |biological processes that underlie normal and |behavior to find out why, and how |asking the subject this directly| | | | |abnormal behavior at the level of nerves, |to stop or prevent it further. |you get their side of the story | | | | |neurotransmitters, and brain circuitry. † (Humphreys,| |an d not just inferences. | | | |2011) | | | |2 | | |Definition |I chose Developmental Psychology |Observational Research- could be| | |Studying the period when a |Developmental psychology |â€Å"Branch of psychology concerned with changes in |for this subject because the time |used because it’s observing a | | |newborn child recognizes his| |cognitive, motivational, psychophysiological, and |that a newborn child recognizes |subject’s behavior for something| | |or her parent. | |social functioning that occur throughout the human |his parents is part of |specific or non specific. It | | | | |life span. † (Developmental Psychology, 2013) |Development.Developmental |would be a good study because | | | | | |Psychology studies the cognitive |the only way to tell the | | | | |Key Points |functioning of a person over their|development of a child or person| | | | |â€Å"Infant cognition, conceptual development, language |life span. It helps to say at what|is to observe th em. | | | | |acquisition, and the development of symbolic |point in life humans will develop | | | | | |competence. † (University of Illinois Board of |certain traits, skills, and |Correlation Research- could be | | | | |Trustees , 2009) |abilities. used because it shows a | | | | | | |relationship between two | | | | |â€Å"Focuses on the psychological changes of the human | |variables. The variables would | | | | |mind throughout the life span. Developmental | |be the child’s behavior, and how| | | | |psychologists study infants, the elderly, and every | |other children this age behave. | | | | |age in between. † (Humphreys, 2011) | | |3 | | |Definition |I chose Social and Personality |Correlation Research- would be | | |Sharing some research about |Social and personality |â€Å"Understanding how people think, feels, and acts in |Psychology for this subject |good to evaluate what coping | | |the best strategies to | |real-world social situations. † (Psyc hology |because it relates to how people |skills affect what stress. | | |manage work place stress. | |Department, Cornell University , 2008) |respond to stress at work.Social | | | | | | |and Personality Psychology studies|Interview- would be good because| | | | |Key Points |a personality and how that |you can make a Case Study out of| | | | |â€Å"How people make sense of the world around them. † |particular personality responds to|interviewing several people | | | | |(Psychology Department, Cornell University , 2008) |different situations, like work |about their coping skills, and | | | | | |stress as in the example.It helps|how they help them manage work | | | | | |evaluate how people comprehend the|related stressors. | | | | | |world around them and respond to | | | | | | |the situations. | | |4 | | |Definition |I chose Health Psychology for this|Case Study/ Experimental- would | | Determining which chemical |Health psychology |â€Å"Physical Health can be affected by t he things that |subject because health psychology |be good because you are actually| | |or neurotransmitter might be| |people do, by the way they process information, |studies how chemicals affect a |testing the question. You are | | |activated when people use | |career choice, family dynamics, life troubles and |person’s health, and mental |performing an experiment by | | |coffee as a memory or | |the environment in which we live. † (Dr. Cheryl |health. Health psychology studies |taking subjects and exposing | | |performance â€Å"enhancer†. |MacDonald, 2013) |how certain contributing factors |them to certain chemicals and | | | | | |can affect a person’s ability to |studying the results of tests, | | | | |Key Points |remember things, or activate |brain scans, simple questions, | | | | |â€Å"Exploring biological, psychological, cultural, |different neurotransmitters in the|etc. | | | | |societal, and environmental factors of life, and how|brain. | | | | | |each of these affects physical health. † (Dr.Cheryl | | | | | | |MacDonald, 2013) | | | |5 | | |Definition |I chose Cognitive Psychology for |Observational Research- would be| | |Reviewing the thought |Cognitive psychology |â€Å"A branch of psychology concerned with mental |this subject because this studies |good for this situation because | | |process of someone who has | |processes (as perception, thinking, learning, and |the mental processes of the brain. |the subject may be able to | | |difficulties remembering | |memory) especially with respect to the internal |If a person is having problems |remember certain things, or only| | |things long-term. |events occurring between sensory stimulation and the|remembering things somewhere there|can remember things for a | | | | |overt expression of behavior—compare† (Merriam |is a miss communication in the |certain amount of time. This is | | | | |Webster Incorperated, 2013)   |brain affecting the person’ s |where Case Study or Experimental| | | | | |memory. Cognitive Psychology |Research could be used as well | | | | |Key Points |studies the brain to find a way to|to study the brain further.Te | | | | |â€Å"  (1) Human cognition can at least in principle be |help people remember or find out |see why the subject is | | | | |fully revealed by the scientific method, that is, |how to correct the problem with |forgetting things and what the | | | | |individual components of mental processes can be |the memory, either by medication |person is forgetting. | | | | |identified and understood† ((Costall and Still, |or possible medical procedures or |Interview- will also work good | | | | |1987; Dreyfus, 1979; Searle, 1990) (Dosher, 2007)) |a specific learning interaction. because you have to interview a | | | | | | |person to see what they can and | | | | |â€Å"(2) Internal mental processes can be described in | |can’t do. | | | | |terms of rules or  algorithms  in info rmation | | | | | | |processing models. There has been much recent debate| | | | | | |on these assumptions. ( (Costall and Still, 1987; | | | | | | |Dreyfus, 1979; Searle, 1990) (Dosher, 2007)) | | | |6 | | |Definition |I chose Clinical Psychology for |Interview Research- would be the| | |Methods to gain possible |Clinical Psychology or |â€Å"The field of Clinical Psychology integrates |this subject because this is the |best option for this situation | | |diagnoses in efforts to |Clinical Psychologists |science, theory, and practice to understand, |beginning process of mental health|because you have to interview a | | |understand emotional | |predict, and alleviate maladjustment, disability, |treatment. Clinical Psychologists |person to find out how they are | | |problems. |and discomfort as well as to promote human |perform evaluations on patients to|feeling, to find out how they | | | | |adaptation, adjustment, and personal development. † |diagnose and treat mental |respon d to situations. | | | | |(American Psychological Association, 2013) |illnesses, or help people cope | | | | | | |with stressful situations in their|Observational Research- is | | | | |Key Points lives by teaching coping skills. |another good study for this | | | | |â€Å"intellectual, emotional, biological, psychological,|Clinical psychology is a form of |situation because sometimes a | | | | |social, and behavioral aspects of human functioning |treatment to gain information |person can say something but | | | | |across the life span, in varying cultures, and at |about a person in order to treat |their actions are the opposite. | | | |all socioeconomic levels† (American Psychological |them for emotional disturbances |For example if a person says | | | | |Association, 2013) |they may be having, so they can |they’re not sad but their | | | | | |live a better and more gainful |actions are crying you can tell | | | | | |life. |with observation that the person| | | | | | | is really sad. | Bibliography American Psychological Association. 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