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