Free Essays on Appalachian Poverty

Appalachian Poverty Poverty is a global problem, and it has existed from the beginning of civilization. Hunger, homelessness, and lack of health care are major aspects of this worldwide dilemma. Many countries are in complete poverty and a majority are third-world countries. Within the United States of America, a land of plenty, there are also pockets of extreme poverty. Governments around the world are trying to solve this huge problem. Third world poverty and Appalachian poverty, which occurred in the United States of America, have developed for various reasons, and these situations have led to a great deal of problems. Throughout the world, poverty has plagued all countries. In smaller, under-developed countries many people die from starvation. These countries cannot afford to support their citizens. Due to their financial problems, the people lack proper shelter and clothing to keep themselves warm during cold months. Since they lack adequate shelter and clothing, diseases occur all over. These diseases develop a lot easier with poor nutrition. Once again with more financial problems, health care is limited to none. Lawrence Senesh, the contributor of "Poverty as a Social Problem" from World Book, says poverty is usually caused by the difficulty in holding and even getting a job (650). Ability, education, and skills help determine the kind of job an individual gets (650). Everyone does not have the same physical abilities and mental abilities. Poor health and abilities prevent some people from holding a job. Through science people have been able to hold onto jobs a lot easier (650). It has increased the need for professional workers and lowered the demand for the unskilled (650). So, the people with higher education will get paid a higher income, and people with lower education will get paid a lower income. Changes in economic slumps can often bring poverty. When businesses drop off and ... Free Essays on Appalachian Poverty Free Essays on Appalachian Poverty Appalachian Poverty Poverty is a global problem, and it has existed from the beginning of civilization. Hunger, homelessness, and lack of health care are major aspects of this worldwide dilemma. Many countries are in complete poverty and a majority are third-world countries. Within the United States of America, a land of plenty, there are also pockets of extreme poverty. Governments around the world are trying to solve this huge problem. Third world poverty and Appalachian poverty, which occurred in the United States of America, have developed for various reasons, and these situations have led to a great deal of problems. Throughout the world, poverty has plagued all countries. In smaller, under-developed countries many people die from starvation. These countries cannot afford to support their citizens. Due to their financial problems, the people lack proper shelter and clothing to keep themselves warm during cold months. Since they lack adequate shelter and clothing, diseases occur all over. These diseases develop a lot easier with poor nutrition. Once again with more financial problems, health care is limited to none. Lawrence Senesh, the contributor of "Poverty as a Social Problem" from World Book, says poverty is usually caused by the difficulty in holding and even getting a job (650). Ability, education, and skills help determine the kind of job an individual gets (650). Everyone does not have the same physical abilities and mental abilities. Poor health and abilities prevent some people from holding a job. Through science people have been able to hold onto jobs a lot easier (650). It has increased the need for professional workers and lowered the demand for the unskilled (650). So, the people with higher education will get paid a higher income, and people with lower education will get paid a lower income. Changes in economic slumps can often bring poverty. When businesses drop off and ...

Aspergers, a High Functioning Autism Spectrum Disorder

Aspergers, a High Functioning Autism Spectrum Disorder Aspergers Syndrome exists at the highest end of the autism spectrum. Children with Aspergers have excellent language and often good academic behavior which may mask the very real difficulties they have in academic situations. Often they are not diagnosed, or diagnosed late in their academic career, because their difficulties in social situations havent stopped them from succeeding academically. Their lack of good social skills and understanding of social interaction eventually inhibit their ability to function in upper elementary and middle school settings, where their academic skills often outshine their social challenges. They are frequently found in inclusive settings because of their ability to function well in academic settings, but challenge the general education teachers who teach them. Areas of High Interest and High Ability The movie Rain Man familiarized the American public with the notion of the idiot savant. Although a fairly infrequent occurrance, savantism may appear in children with autism or with Aspergers Syndrome. The hyper-focus or perseveration on specific top is typical of students diagnosed with Aspergers Syndrome. Children may exhibit exceptional ability in language or math, and may have areas of extraordinary ability. I had one student who could tell you what day of the week your birthday might be in 5 or 10 years without referring to a calendar. Students may also have extraordinary knowledge about a specific topic, such as dinosaurs or vintage movies. This hyperfocus or perseveration may actually be the result of Obsessive Compulsive Disorder (OCD) which is not uncommon in children with Aspergers disorder. Physicians often can use appropriate medication to help manage the obsessive behavior and help students re-focus on a broader range of information and interests. Social Deficits One of truly human skills that children on the spectrum seem to lack is joint attention, the ability to join with other humans in attending to what they find important. Another deficit is in the area of theory of mind, the innate ability that most human organisms have to project their own emotional and intellectual processes onto other human beings. Early in development, typically developing children respond to their mothers faces and early on learn to respond to their parents moods. Children on the Autism Spectrum do not. Children with Aspergers syndrome often long to develop relationships, especially with peers. Since most children with Aspergers Syndrome are boys, they are especially interested in how to relate to the opposite sex. Many children with disabilities have weak social skills. They all benefit from social skill training, but none as much as children on the autism spectrum. They lack emotional literacy, and need explicit instruction in how to recognize and manage different emotional states. Tantrums are frequent in young children with Aspergers Syndrome, because they do not know how express their frustration nor how to negotiate with parents, siblings or peers. Use your words is often the mantra with students with Aspergers Syndrome, and often the challenge is teach them the skills they need to express their wants and needs. Executive Function Deficits Children with Aspergers Syndrome often have weak Executive Function. Executive function is the cognitive ability to visualize and plan ahead. It includes the short term ability to understand the steps needed to complete a task. Long term it involves the ability to anticipate the many steps that may be required to graduate from high school, to complete a degree, even to follow through on a science fair project. Because these children are often very bright, they may be able over-compensate in elementary or middle school for their lack of ability to visualize, anticipate and prepare for future eventualities. Children with extraordinary potential may end up as the 30 year old still in his or her own bedroom because they have not been able to prioritize and then master each of the steps necessary to get to a final goal. Gross and Fine Motor Skills Students with Aspergers Syndrome often have poor balance and poor gross motor skills. This can become exaggerated as they grow older because they often prefer watching television or using the computer to athletic activities. The preference may come from poor over all coordination rather than a learned preference. These same students may also have poor fine motor skills and may dislike using pencils and scissors. They may be very hard to motivate to writ. Unless students with Aspergers are really motivated to learn to write long hand, they should not be forced to learn to write in cursive. Keyboarding on a computer may also be a better investment of time than stressing handwriting. Academic Deficits Students with Aspergers syndromes often have areas of great strength and areas of academic weakness. Some students have strong academic deficits across the board, from language to math, and are often diagnosed late because their obvious intelligence and academic performance, challenged by deficits in social skills and executive function, struggle to perform in academic settings. English/Language Arts: Often students with strong language may struggle to develop the skills that they need to do well in English and Language Arts. Often they have strong vocabularies, especially when they have strong interests that they have read about. Some students with Aspergers gain strong vocabularies because they script, or repeat entire movies they have heard. Children with Aspergers with strong language skills often exhibit good reading skills, but not always are good readers. Once students reach fourth grade, they are expected to answer higher level thinking questions, such as questions that ask students to synthesize or analyze what they have read (as in Blooms Taxonomy.) They may be able to answer questions at the lowest level, Remember, but not questions that ask them to analyze (What made that a good idea?) or synthesis (If you were Hugo, where would you look?) Because of executive function and short term memory challenges, students with Aspergers syndrome often face challenges with writing. They may have difficulty remembering how to spell, they may forget writing conventions such as punctuation and capitalization, and they may face fine motor challenges that make them reluctant to write. Math: Children with strong language or reading skills may have poor math skills, or vice versa. Some children are savants when it comes to math, memorizing math facts quickly and seeing relationships between numbers and solving problems. Other children may have poor short and long term memory and may struggle with learning math facts. In all or any case, teachers need to learn to recognize students strengths and needs, using strengths to identify ways to approach deficits and build their over all functional and academic skills.

Marks and Spencer Essay Example | Topics and Well Written Essays - 1750 words

Marks and Spencer - Essay Example The above merge resulted to the creation of a union with over three million members (Towers and Terry 1991, p.53). The last two decades a trend for Europeanization of unions has appeared (Towers and Terry 1991). More specifically, unions from various member states have started to be organized at the level of the Union ignoring the national labour systems and laws (Towers and Terry 1991, p.54). An example of this form of union response is the following one: a cooperation/ membership agreement has been signed between ‘the GMB union (Britain) and the IG Chemie-Papier-Keramik (German)’ (Morely et al. 2006, p.77). It is implied that the union responses influence the union types; this result to the increase of union’s power to confront policies which are against the rights of employees. For example, through the research developed by Dreiling and Robinson it was revealed that certain unions in USA and Canada were stronger than others in confronting NAFTA (Dreiling and Ro binson 1998), a fact which was related to the types of the unions (Dreiling and Robinson 1998). On the other hand, it has been proved that trade unions are not so strong in order to face effectively the challenges of globalisation (Dolvik 2001). In the case under examination of particular importance is a specific category of union response: Europeanization. Indeed, since Marks and Spencer is established in UK the labour laws of UK should be used for resolving the dispute between the firm and its employees in France. However, it should be examined whether the unions in France had the right and the potential to cooperate with unions in Britain so that the rights of employees in the firm’s stores in France to be protected. According to Platzer (2010) the EU Reform Treaty of 2007 (Lisbon) emphasizes on the promotion of social rights and highlights the power of the EU to intervene in order to secure employment rights of people in member states (Platzer 2010). Therefore, the develo pment of a strategic alliance between the unions in France and those in Britain would be an initiative aligned with the existing European law on industrial relations. Under these terms, top managers in Marks and Spencer cannot ignore the trade unions in France, which could ensure the support of other European countries so that the rules of the above Treaty are applied. A different assumption would be developed if the study of Kip (2011) is taken into consideration. The above researcher notes that still, the most critical arrangements related to employment relations are developed at national level (Kip 2011), i.e. it seems that European Union is not, still, ready to support effectively the unions wishing to cooperate at European level. According to the above view, the decision of top managers in Marks and Spencer to use the British labour laws for resolving labour disputes in regard to their stores in France is considered as justified. It seems that the courts handling the case have accepted the second view; even if at a first instance the court’s decision was negative for Marks and Spencer, the firm managed to support the case effectively at the next level, an effort, which was successful; when reviewing the case at the next level, the court decided that the decision should be overruled (case study, p.39). A2. The infrastructure of Unionism and common interests Trade unionism is

Comparison of Shakespearean Adaptations Essay Example | Topics and Well Written Essays - 1000 words

Comparison of Shakespearean Adaptations - Essay Example The 1996 film entitled â€Å"Twelfth Night† and the more recent adaptation of the Shakespearean story, entitled â€Å"She’s the Man†, are two great movies showing how the story is told in the modern era. The two films use different techniques which are obviously made not only for entertainment but for different audiences as well. In this paper, the films will be compared and contrasted according to audience, plot, telling of the story, revelation of character, conflict, opposing forces and camera angles. â€Å"Twelfth Night† did not change much of the Shakespearean story when it comes to the setting and the use of the old English language. This makes the film look and sound very Elizabethan. It has been created for audiences who appreciate the great works of the genius and would rather watch adaptations set in a theatrical manner. The film presents the performers having long and boring conversations that viewers really have to listen intently for them to b e able to follow and understand the story. On the contrary, â€Å"She’s the Man† has been created for the modern viewer who appreciates not only the story but also the use of technological advancements. The conversations are short and scenes change more often than the former movie. There is a lot of editing made which makes the film more interesting and there is also a modification of the story to match modern settings for it to be more believable, considering the modern culture in America. â€Å"Twelfth Night† tells the story of a woman, Viola and her identical twin brother, Sebastian, who thought they have lost each other in a shipwreck. To get to the man she loves, Viola acts as a man and names herself Cesario. She then becomes the trusted friend of Count Orsino, the love of her life. However, the count was hopelessly in love with the beautiful Olivia and he asks his new friend to persuade the woman for him. Contrary to what was expected, Olivia fell in love with the disguised Viola. Meanwhile, Sebastian has come to town with a friend who rescued him during the shipwreck and when Viola/ Cesario was fighting with another admirer of Olivia, Sebastian’s friend came along, saving the pitiful young woman. When the admirer went after Cesario, he found Sebastian instead who courageously fought Olivia’s admirer. When Olivia came out, the other men dispersed and Sebastian and Olivia were left behind. Overwhelmed and naturally attracted by Olivia’s beauty, the man followed the woman to the priest without question and they got married. However, just after a few moments, Count Orsino and Cesario came and all the characters met at the front of Olivia’s house and the twins came to realize that they both survived the shipwreck after all. Count Orsino learns that his trusted friend loves him and proposes that she become his mistress and the comedy ends with the conflicts being settled. â€Å"She’s the Man† pres ents a different story without getting rid of all the important elements of the story. Viola is a part of a women’s soccer team at Cornwall which gets cut. Due to her love for the sports, the young lady cannot accept what happened and proposes that they join the men’s team. However, that is not allowed. Meanwhile, trying to escape his mother, Viola’s identical twin brother tells her his plans and asks her to do something for him in order to cover for his absences in school. Viola then comes with the bright idea of taking the place of his brother while he is away in order for her to get to the soccer team and she does so quite successfully. However, she fell in love with his roommate, Duke who was so deeply in love with the school’s hottest girl, Olivia. The woman on the other hand falls in love with the sensitive Viola/Sebastian but since s/he showed no interest in the woman, Duke asks

Analysis of Conspiracy Essay Example for Free

Analysis of Conspiracy Essay Within two hours the senior officials seem to casually discuss the most practical way of eliminating the Jewish race and conclude with the final policy solution. The film is based on the Wannsee protocol or the minutes the document which is authored by Adolf Eichmann and the document was found 1947 by Robert Kemper. The film is dramatized for entertainment purposes, meaning that it is not fully accurate because the creators tended to take certain liberties in making the film. Although at the end it is stated that the film ‘is based on a true story, with some scenes, events, and characters created or changed for dramatic purposes’. The issue still remains that most people tend to take films at face value, and do not bother doing further research about the topic at hand also the ending credits to do make that much of a difference to those people. The film as a historical source faces some limitations because it runs for ninety minutes when focusing on issue as deep as the origins of the final solutions, ninety minutes is not enough time to go into depth. The film would have been more valuable as a historical source if it had involved itself more in the debate of the origins of the final solution. However, film makers have a different duty from Historians their purpose is to entertain and not educate. The strongest limitation is the dialogue which is actually quiet misleading, because Pierson dramatizes it for entertainment purpose and it is mostly fictional. Eichmann stated in his testimony in 1962 that the last twenty minutes of the meeting were words like extermination and liquidation were used was removed from the official summary and summed in one sentence. Pierson and Mandel fail to analyse the document that the film is based on ‘minutes’ rather it summaries and add on fictional scenes for entertainment. For example in film Kritzinger protests against the idea of extermination because Hitler had promised him that this would not become a state policy. We also see another fictional scene where Heydrick pressures other senior officials Kritzinger and Stuckart to support him during the meeting there evidences suggests that he did not need to pressure them because he was powerful. During the first part of the meeting the senior officials discuss various solutions to the Jewish question, sterilisation of those with Jewish blood is discussed, and here the division between the politicians and the military can be seen. In the second part of the meeting the atmosphere becomes more serious when Heydrick suggests gas chambers and the rest of the men find out that S. S have already begun building extermination camps. The film should have clarified that Jews were already being murdered on an organised scale, Pierson slightly neglected that point. Film makers’ face the same problems Historians face when using the Wannsee protocol document, it is very open to interpretation when translated into English. Holocaust deniers have used the document to argue that Hitler had no involvement in the planning or implementing the final solution. Furthermore, Holocaust denier David Irving has argued the Wannsee conference was about immigration of the Jews, when testify during his trial he pointed that words such ‘killing’ or extermination of the Jews were not used in the conference. However in the film words like kill or exterminate were used, which is another inaccuracy because in the actual document killing euphemism are used instead. However Eichmann did confirm in his 1962 trail that after the meeting had ended the men became less restrained and freely discussed killing methods however this was deleted the official summary and replaced with one sentence. The film overplays the role of the Wannsee conference; Gerlach argues that the meeting occurred not to discuss the fate of Jews in Europe but for Heydrick to seek support from other senior officials. The conference was originally schedule for the 9th of December but happened on the 20th of January giving Heydrick time to prepare the new task based Hitler’s ‘basic decision’. Unlike other Historical source the film industry seem to have shallow research which it tends to exaggerate, this is one of the issues with this film. For this film to be an adequate historical source it should have not put so much emphasis on the conference and also focused to the prior events. Also the film does not address Hitler’s role in the final solution, most historical sources on this topic have done so, and Hitler’s role is one most controversial aspects of this topic. The relevance of the conference is widely debated amongst scholars, with conventional Historian arguing that the murdering of Jews had begun at the latest in December 1941 long before the conference. When focusing on the origins of the final solution the film gives an inaccurate perspective because although it mentions that the extermination camps were being built it fails to mention a mobile version of the gas chamber was already in use. In June 1941 the Soviet Union territory that was under Germany saw Jewish men of military age being executed by special mobile forces. On the 8th December an SS command unit used gas vans to kill Jews from neighbouring districts of Wartherland, clearly the preparations of the final solution began before the Wannsee conference. Clearly the final solution was already in place before the conference so there is no need place too much emphasis on it like Pierson. In conclusion, overall this a good film however if it is used as a historical source it should not be taken at face value. It is very good in delving into the bizarre Nazi psychology and behaviour and sophisticatedly highlights how their belief of the Nazi ideology had led them to dehumanise the Jews.

History of the West Nile Virus Essay -- Biology Medical Biomedical Dis

History of the West Nile Virus Abstract West Nile virus (WNV) is a virus that is transmitted by mosquitoes. It has been found in humans, birds, and other animals, typically in Africa, Eastern Europe, and the Middle East. In 1999, WNV was detected in the United States for the first time, and since then it has spread across the U.S. According to the U.S. Centers for Disease Control and Prevention (CDC), over 15,000 people in the U.S. have tested positive for the WNV infection since 1999, including over 500 deaths. Many more people have likely been infected with WNV, but have experienced mild or no symptoms. What is the history of the West Nile virus? West Nile virus is an emerging infectious disease that can cause encephalitis (inflammation of brain tissue) and or meningitis (swelling of the tissue that encloses the brain and spinal cord). West Nile virus is a newly emergent virus of the family Flaviviridae, found in both tropical and temperate regions. Its group is classified in Group IV (gram(+) single stranded, RNA). Its genus is Flavivirus. It?s commonly found in Africa, West Asia, the Middle East, and more recently; North America. It may result to serious illnesses if not reported to the hospital in time. Knowing its history, how it?s transmitted, symptoms, treatment, and prevention will probably keep one from getting it. In 1937, West Nile virus was first discovered in a feverish woman in the West Nile district of Uganda in Central Africa. The virus became recognized as a cause of severe human Meningoencephalitis (inflammation of the spinal cord and brain) in elderly patients during an outbreak in Israel in 1957. In the early 1960?s, Eastern Equine Encephalitis (affecting horses) was first found in Egypt and France (We... ... people may need to go to the hospital where they can receive supportive treatment including intravenous fluids, help with breathing, and nursing care. To help prevent WNV: Empty plastic wading pools at least once a week or store in a position that water will drain. Make sure your backyard pool is maintained properly. It is though that once a person has recovered from WNV, they are immune for life to future infections with WNV. This immunity may decrease over time or with health conditions that compromise the immune system. As long as people get older or immune system is weak you may end up getting it again. This is very important because just to know if people can get it again when there immunity isn?t work very good. The U.S. government and its citizens should care WNV 4 because there is no vaccine to cure it or it can mutate and get even harder to fight it off.

Bio Lab

The reactions and Results of Using Enzyme Turnip Root Peroxidase Lab results from: Andrew Compton, Mickey. Results published 9/29/2012. TA: In this series of laboratory experiments, my lab partner and I were to conduct an experiment about the oxidation rate of the enzyme peroxidase in the presence of its substrate guiacol. Also we used other substrates, such as hydroxylamine an enzyme inhibitor, to observe the weather the reaction rate was slowed down, sped up, or stopped reactions all together.These results were recorded by taking the materials in a test tube, then inserting them into a spectrophotometer to record the oxidation (intensity of color change from clear to reddish-brown) over a course of two minutes to observe color change. After all of the experiments that we ran we could conclude the enzyme oxidation rate (mmoles/min) depending on the amount of each product that was used in a single cubit test tube. The following materials and Concepts were used to achieve oxidized/non -oxidized guaiacol: Boiled peroxidase (show the results of denatured enzymes/proteins when guaiacol is added) * Guaiacol (toxic substrate, common byproduct of cellular respiration) * Hydroxylamine (an extremely toxic carcinogen that is an enzyme inhibitor to peroxidase) * Peroxidase (enzyme from Turnip Root) * PH buffer of PH? * Spectrophotometer (record results of oxidation rate over two minutes. The main objective of this lab was to observe the activity of enzyme peroxidase in real time under different experimental conditions. To see how peroxidase reacts with its substrate guaiacol under different conditions.We measure the amount of substances per test tube and then combine all of them together. Each test tube contains a measured amount of any listed substances including H? O. Each measured amount of peroxidase along with its substrate guaiacol, and other listed substances will show how actively the enzyme oxidizes the substrate. To measure the amount of oxidized substrate (amoun t of Hydrogen and electrons removed from guaiacol). As the measured substances are quickly and properly added to the test tubes, the test tube is then quickly inserted into the spectrophotometer.Then the results of oxidized guaiacol was measured and recorded over a course of two minutes. This allows us to digitally use precise measurements on how intense the color oxidation has become. Peroxidase, a common enzyme within many forms of life, helps catalyze the detoxification reaction of H? O?. H? O? is a common toxic byproduct of cellular respiration. One such substrate of H? O? is guiacol, a compound that my partner and I used during this experiment. As a result of the guiacol being oxidized, a reddish-brown color is formed indicating oxidized guaiacol has been formed.However, if a substrate inhibitor such as hydroxylamine inhibits the guaiacol by competing for the activation site most likely preventing color change. Therefore, depending on the amount of peroxidase, hydroxylamine, an d guaiacol in a cuvette, it will determine activity of guaiacol oxidation. Each experiment required a specific amount of substances within a cuvette. After each test tube is filled with all of the samples, the cuvette is immediately covered with perafilm and inserted in the spectrophotometer to be recorded for guaiacol oxidation rate over two minutes (A/min).Once the (A/min) was recorded, those results were then calculated to find the graph equation of reactions per minute. By finding the equation we took the change in 20 seconds multiplied by 3(seconds) in order to give us our results on graphs. Experiment one was to measure the oxidation depending on the concentration of peroxidase in five separate cuvettes. Also, it was to see what the effects of a concentrated amount of denatured enzymes (boiled enzyme) has on its substrate in a separate cuvette. The enzyme solutions were prepared as described on page 5 of the Lab Handout. Experiment two was to measure the effect of pH on peroxi dase activity.Using buffers pH3, 5, 7, and 9 the same amount of water, enzymes, and substrate was added to each solution. The amount of each substance is given on page 6 of the lab handout. Experiment three was to measure the effect of substrate concentration instead of peroxidase concentration from experiment one. Four test tubes are to each have different concentrations of guaiacol to see how much oxidation occurs. The amount of each substrate is given in page 7 of the lab manual. The fourth experiment required the results of oxidation levels with the presence of hydroxylamine. It was to dd specific amounts of inhibitor hydroxylamine to two cuvettes in given amounts. Ex1 test tube| 1| 2| 3| 4| 5| A/min| 0. 816| 0. 039| 1. 65| 0. 594| 0. 606| ?L Enzyme| 150| 0| 350| 50| 25| Experiment one shows that, as the enzyme concentration is increased, in A/Min. Meaning the more the enzyme the more oxidation that tends to occur. Ex 2 test tube| 6| 1| 7| 8| pH| 3| 5| 7| 9| A/min| 0. 093| 0. 81 6| 0. 672| 0. 021| Experiment two shows what rate of activity is shown with different levels of pH. The graph concludes that the neutral pH of 7 shows the optimal rate of A/min oxidation. Ex 3 Test tube| 1| 9| 10| 11| 12|A/min| 0. 816| 0. 729| 0. 516| 0. 315| 1. 551| substrate ? L| 500| 300| 200| 100| 1000| In experiment three, guaiacol concentration is changed to show the different amounts of oxidation reactions or A/min. The graph concludes that cuvette twelve that contains the highest concentration of substrate. Will create the highest amount of oxidation reactions. Ex4 Test tube| 13| 14| 1*| A/min| 1. 473| 1. 758| 0. 816| Inhibitor| 500| 100| 0| Experiment number four was supposed to show the negative effect of an inhibitor on an enzyme. The experiment shows invalid results. However, if the results were accurate, the 500?L concentration of hydroxylamine should have produced the least amount of a/min. The main objective within the experiments is to determine the activity rate of oxidation. With the instructions given, we are to predict how each reaction will occur. Weather there be a small amount of reactions, major amounts of reactions or none at all. In experiment one our results showed that the higher concentration of an enzyme the higher the activity of reactions occurred with the substrate. The experiment was to show if the concentration of enzyme would have a major effect in reaction activity if the amount of substrate stayed the same.From the results, you can clearly see that the enzyme activity was at its most optimal when at 200uL. However, the denatured enzymes had hardly any activity because they aren’t natured proteins. Also, cuvette 3 showed that even with an extremely high concentration of enzyme it still does not have as high of activity rate because of the chances it will combine with its substrate is low because of the amount of H2O. Experiment two was to see what level of pH buffer was the most optimal for enzyme activity with its s ubstrate. The results of the experiment showed that the enzyme was most optimal at pH 7.Since pH 7 is a neutral pH, it shows that the other pH’s that are basic or acidic tend to hinder the activity of the enzyme activity. Weather donating H+ or adding H+. Experiment three was the opposite of experiment one. It was to see what the effects of substrate concentration had on peroxidase activity. From the spectrophotometer results, the most optimal activity rate occurred with 1000uL of substrate. With cuvette twelve being the highest amount of activity, this shows that the more substrate you have creates an even faster rate of activity with the same amount of enzyme in any cuvette.The more substrate the more of a chance there is to react with the enzyme. Experiment four was the only one containing peroxidase’s competitive inhibitor hydroxylamine. Hydroxylamine is an inhibitor therefore it is supposed to either stop or slow the activity rate of enzymes. Cuvette 13 had a high er concentration of hydroxylamine. Therefore, the higher concentration of hydroxylamine the less enzyme oxidation activity is occurring, and more competitive inhibitors are attaching to peroxidase. Overall, these experiments show what amounts of concentrations have on enzyme oxidation activity upon its substrate, what temperature/pH is ctivity most optimal in, and what shows how much an inhibitor can affect an enzymes reactivity rate. With increasing enzyme concentration, there was more of a chance for it to come into contact with its substrate therefore increasing activity. However, enzyme activity will slowly diminish once the substrate has been oxidized. On the other hand, if you have an extreme amount of substrate. The experiment shows that the reaction rate is much higher due to the amount of oxidation occurring. These experiments had to be done a few times to receive valid results.The spectrophotometer had varying A/min and the test called for constant changes in variation of substance measurements to receive valid results. Also, the whole laboratory experiment for experiment number four was invalid. The hydroxylamine was tainted and therefore unable to inhibit peroxidase. Therefore, giving invalid results. In this lab, we investigated how much substrate and enzyme concentration affected the rate of oxidation reaction. We investigated what the optimal pH was for basic enzyme activity/guaiacol oxidation, and what happens when an inhibitor is added to an even solution of enzyme and substrate.We can conclude that substrate and enzyme concentrations are most optimal when one is much higher than the other. However, higher substrate concentration showed that the activity is higher due to the likelihood of reactions with its enzyme. Also, even amounts of enzymes and substrate shows highest activity rates when at a neutral pH instead of in a more basic or acidic solution. The enzyme inhibitors clearly show the slowing of activity rate when more of it is applied to a solution of enzymes and substrate.The relationships of all of these procedures was to show us under what conditions does the oxidation of guaiacol from enzymes become most optimal, and what has the highest reactivity rates. References Campbell, N and Reese, J. B (2006) Biology, p. 142-149, Pearson/Benjamin Cummings, San Francisco CA Marrs, K (2007) K101 Laboratory Manual, Ex. 5 â€Å"Characterization of Turnip Root Peroxidase† KhanAcademy (2012) â€Å"Oxidation and reduction cellular respiration† http://www. khanacademy. org/science/biology/cellular-respiration/v/oxidation-and-reduction-in-cellular-respiration.

Introduction to Spectrophotometry Essay

This lab will teach me how to use a spectrophotometer. The use of the spectrophotometer is to measure the concentration of solute. The solute being measured must be colored and is determined based on the adsorption of light photons on a wavelength. The spectrophotometer uses a beam of light that strikes the diffraction grating that basically forms of prism of light. Then only a specific wavelength of light shines through the spectrophotometer and interacts with the solute. The light that continues past the solute hits the phototube. The spectrophotometer then digitally shows the amount of units that have been absorbed or transmitted. Transmittance is the amount of light that gets through the sample. This is shown as a percent of all the possible light that could’ve gotten through. Absorbance is the opposite of transmittance and the reciprocal of it. This shows how much light got trapped in the solute. In this lab we will use a few different solutions in the spectrophotometer to get a basic feel on how it works. We will record the absorbance as well as do calculations using mean and standard deviation. We will then graph our results and compare them with the class values of the three unknown Methylene blue samples. At the end of the lab the actual concentrations of each unknown will be shared. We will then compare how accurate and precise our results are with the actual. This lab will teach me how to use a spectrophotometer. The use of the spectrophotometer is to measure the concentration of solute. The solute being measured must be colored and is determined based on the adsorption of light photons on a wavelength. The spectrophotometer uses a beam of light that strikes the diffraction grating that basically forms of prism of light. Then only a specific wavelength of light shines through the spectrophotometer and interacts with the solute. The light that continues past the solute hits the phototube. The spectrophotometer then digitally shows the amount of units that have been absorbed or transmitted. Transmittance is the amount of light that gets through the sample. This is shown as a percent of all the possible light that could’ve gotten through. Absorbance is the opposite of transmittance and the reciprocal of it. This shows how much light got trapped in the solute. In this lab we will use a few different solutions in the spectrophotometer to get a basic feel on how it works. We will record the absorbance as well as do calculations using mean and standard deviation. We will then graph our results and compare them with the class values of the three unknown Methylene blue samples. At the end of the lab the actual concentrations of each unknown will be shared. We will then compare how accurate and precise our results are with the actual. This lab will teach me how to use a spectrophotometer. The use of the spectrophotometer is to measure the concentration of solute. The solute being measured must be colored and is determined based on the adsorption of light photons on a wavelength. The spectrophotometer uses a beam of light that strikes the diffraction grating that basically forms of prism of light. Then only a specific wavelength of light shines through the spectrophotometer and interacts with the solute. The light that continues past the solute hits the phototube. The spectrophotometer then digitally shows the amount of units that have been absorbed or transmitted. Transmittance is the amount of light that gets through the sample. This is shown as a percent of all the possible light that could’ve gotten through. Absorbance is the opposite of transmittance and the reciprocal of it. This shows how much light got trapped in the solute. In this lab we will use a few different solutions in the spectrophotometer to get a basic feel on how it works. We will record the absorbance as well as do calculations using mean and standard deviation. We will then graph our results and compare them with the class values of the three unknown Methylene blue samples. At the end of the lab the actual concentrations of each unknown will be shared. We will then compare how accurate and precise our results are with the actual. This lab will teach me how to use a spectrophotometer. The use of the spectrophotometer is to measure the concentration of solute. The solute being measured must be colored and is determined based on the adsorption of light photons on a wavelength. The spectrophotometer uses a beam of light that strikes the diffraction grating that basically forms of prism of light. Then only a specific wavelength of light shines through the spectrophotometer and interacts with the solute. The light that continues past the solute hits the phototube. The spectrophotometer then digitally shows the amount of units that have been absorbed or transmitted. Transmittance is the amount of light that gets through the sample. This is shown as a percent of all the possible light that could’ve gotten through. Absorbance is the opposite of transmittance and the reciprocal of it. This shows how much light got trapped in the solute. In this lab we will use a few different solutions in the spectrophotometer to get a basic feel on how it works. We will record the absorbance as well as do calculations using mean and standard deviation. We will then graph our results and compare them with the class values of the three unknown Methylene blue samples. At the end of the lab the actual concentrations of each unknown will be shared. We will then compare how accurate and precise our results are with the actual. This lab will teach me how to use a spectrophotometer. The use of the spectrophotometer is to measure the concentration of solute. The solute being measured must be colored and is determined based on the adsorption of light photons on a wavelength. The spectrophotometer uses a beam of light that strikes the diffraction grating that basically forms of prism of light. Then only a specific wavelength of light shines through the spectrophotometer and interacts with the solute. The light that continues past the solute hits the phototube. The spectrophotometer then digitally shows the amount of units that have been absorbed or transmitted. Transmittance is the amount of light that gets through the sample. This is shown as a percent of all the possible light that could’ve gotten through. Absorbance is the opposite of transmittance and the reciprocal of it. This shows how much light got trapped in the solute. In this lab we will use a few different solutions in the spectrophotometer to get a basic feel on how it works. We will record the absorbance as well as do calculations using mean and standard deviation. We will then graph our results and compare them with the class values of the three unknown Methylene blue samples. At the end of the lab the actual concentrations of each unknown will be shared. We will then compare how accurate and precise our results are with the actual. This lab will teach me how to use a spectrophotometer. The use of the spectrophotometer is to measure the concentration of solute. The solute being measured must be colored and is determined based on the adsorption of light photons on a wavelength. The spectrophotometer uses a beam of light that strikes the diffraction grating that basically forms of prism of light. Then only a specific wavelength of light shines through the spectrophotometer and interacts with the solute. The light that continues past the solute hits the phototube. The spectrophotometer then digitally shows the amount of units that have been absorbed or transmitted. Transmittance is the amount of light that gets through the sample. This is shown as a percent of all the possible light that could’ve gotten through. Absorbance is the opposite of transmittance and the reciprocal of it. This shows how much light got trapped in the solute. In this lab we will use a few different solutions in the spectrophotometer to get a basic feel on how it works. We will record the absorbance as well as do calculations using mean and standard deviation. We will then graph our results and compare them with the class values of the three unknown Methylene blue samples. At the end of the lab the actual concentrations of each unknown will be shared. We will then compare how accurate and precise our results are with the actual.

Gender Roles in Same-Sex Relationships and our Countrys Res essays

Gender Roles in Same-Sex Relationships and our Countrys Res essays Gay rights have been an issue for many years. Although there is much progress being made on eliminating the discrimination of gays, one issue still remains: marriage. Society has become more accepting of same sex marriages; however, most of society still views same sex relationships as morally wrong. It is a life-style that is practiced by millions which has touched all levels of society including the well educated, the sophisticated, the business and industries, and even the government. Many homosexuals become devious as they attempt to cover up their behavior, and fear of discovery becomes an obsession and a heavy load of guilt is carried by many as they realize the moral implications of the practice. Such behavior cannot be dismissed simply as an alternate life-style or a different sexual orientation. Neither can it be argued that any gay person was born this way. The establishment and perpetuation of the human race through the sexual union of a man and a woman is the basis for our society, consisting of a father, mother, and a child. If gay marriage beco mes legal, it would go against every family value that this country was founded on. Furthermore, we as a society are still fighting to understand the legal theory of a gays rights law. We have decided, for instance, that racial equality is so important weve given up our freedom to discriminate against another person on the basis of race. That decision is widely supported by the American people. We have similar laws banning discrimination on the basis of gender, national origin, or religion. This does not mean that homosexuals should not have rights as individuals. On the contrary, they should have equal rights with everyone. Democracy is about expanding the rights of individuals. While collective action and strong government are essential in securing the blessings of liberty, the rights of the individual are the foundation of ...

Cement and Concrete - An Overview

Cement and Concrete - An Overview If you think of bricks as artificial rocks, cement might be considered artificial lava- a liquid stone that is poured into place where it hardens into solidity. Cement and Concrete Many people talk about cement when they mean concrete. Cement is a fine-grained compound that turns into a solid when mixed with water. Cement is used to bind mixtures of materials into a composite solid.Concrete is a mixture of cement, sand, and gravel. That is, cement is the glue of concrete. Now that thats clear, lets talk about cement. Cement begins with lime. Lime, the First Cement Lime is a substance used since ancient times to make useful things like plaster and mortar. Lime is made by burning, or calcining, limestone- and thats how limestone gets its name. Chemically, lime is calcium oxide (CaO) and is made by roasting calcite (CaCO3) to drive off carbon dioxide (CO2). That CO2, a greenhouse gas, is produced in great quantities by the cement industry. Lime is also called quicklime or calx (from Latin, where we also get the word calcium). In old murder mysteries, quicklime is sprinkled on victims to dissolve their bodies because it is very caustic. Mixed with water, lime slowly turns into the mineral portlandite in the reaction CaO H2O Ca(OH)2. Lime is generally slaked, that is, mixed with an excess of water so it stays fluid. Slaked lime continues to harden over a period of weeks. Mixed with sand and other ingredients, slaked lime cement can be packed between stones or bricks in a wall (as mortar) or spread over the surface of a wall (as render or plaster). There, over the next several weeks or longer, it reacts with CO2 in the air to form calcite again- artificial limestone! Concrete made with lime cement is known from archaeological sites in both the New and Old World, some more than 5000 years old. It works extremely well in dry conditions. It has two drawbacks: Lime cement takes a long time to cure, and while the ancient world had lots of time, today time is money.Lime cement does not harden in water but stays soft, that is, it is not a hydraulic cement. So there are situations where it cannot be used. Ancient Hydraulic Cement The Pyramids of Egypt are said to contain a hydraulic cement based on dissolved silica. If that 4500-year-old formula can be confirmed and revived, it would be a great thing. But todays cement has a different pedigree that is still quite ancient. Around 1000 BCE, the ancient Greeks were the first to have a lucky accident, mixing lime with fine volcanic ash. Ash can be thought of as naturally calcined rock, leaving silicon in a chemically active state like the calcium in calcined limestone. When this lime-ash mixture is slaked, a whole new substance is formed: calcium silicate hydrate or what cement chemists call C-S-H (approximately SiCa2O4Â · xH2O). In 2009, researchers using numerical modeling came up with the exact formula: (CaO)1.65(SiO2)(H2O)1.75. C-S-H is still a mysterious substance today, but we know it is an amorphous gel without any set crystalline structure. It hardens fast, even in water. And it is more durable than lime cement. The ancient Greeks put this new cement to use in new and valuable ways, building concrete cisterns that survive to this day. But Roman engineers mastered the technology and constructed seaports, aqueducts and temples of concrete as well. Some of these structures are as good as ever today, two thousand years later. But the formula for Roman cement was lost with the fall of the Roman empire. Modern research continues to uncover useful secrets from the ancients, such as the unusual composition of Roman concrete in a breakwater built in 37 BCE, which promises to help us save energy, use less lime and produce less CO2. Modern Hydraulic Cement While lime cement continued in use throughout the Dark and Middle Ages, true hydraulic cement was not rediscovered until the late 1700s. English and French experimenters learned that a calcined mixture of limestone and claystone could be made into hydraulic cement. One English version was dubbed Portland cement for its resemblance to the white limestone of the Isle of Portland, and the name soon extended to all cement made by this process. Shortly thereafter, American makers found clay-bearing limestones that yielded excellent hydraulic cement with little or no processing. This cheap natural cement made up the bulk of American concrete for most of the 1800s, and most of it came from the town of Rosendale in southern New York. Rosendale was practically a generic name for natural cement, although other manufacturers were in Pennsylvania, Indiana, and Kentucky. Rosendale cement is in the Brooklyn Bridge, the U.S. Capitol building, most 19th-century military buildings, the base of the Statue of Liberty and many other places. With the rising need to maintain historic structures using historically appropriate materials, Rosendale natural cement is being revived. True portland cement slowly gained popularity in America as standards advanced and the pace of building quickened. Portland cement is more expensive, but it can be made anywhere the ingredients can be assembled instead of relying on a lucky rock formation. It also cures faster, an advantage when building skyscrapers a floor at a time. Todays default cement is some version of portland cement. Modern Portland Cement Today limestone and clay-containing rocks are sintered- roasted together at nearly melting temperature- at 1400Â ° to 1500Â °C. The product is a lumpy mixture of stable compounds called clinker. Clinker contains iron (Fe) and aluminum (Al) as well as silicon and calcium, in four main compounds: Alite (Ca3SiO5)Belite (Ca2SiO4), known to geologists as larniteAluminate (Ca3Al2O6)Ferrite (Ca2AlFeO5) Clinker is ground to powder and mixed with a small amount of gypsum, which slows down the hardening process. That is Portland cement. Making Concrete Cement is mixed with water, sand, and gravel to make concrete. Pure cement is useless because it shrinks and cracks; its also much more expensive than sand and gravel. As the mixture cures, four main substances are produced: C-S-HPortlanditeEttringite (Ca6Al2(SO4)3(OH)12Â · 26H2O; includes some Fe)Monosulfate ([Ca2(Al,Fe)(OH)6] Â · (SO4,OH,etc) Â · xH2O) The details of all this are an intricate specialty, making concrete as sophisticated a technology as anything in your computer. Yet basic concrete mix is practically stupid-proof, simple enough for you and me to use.

Human Resource Management Assignment Example | Topics and Well Written Essays - 3000 words

Human Resource Management - Assignment Example Employees have started relating their career success in terms of their upward mobility in the organization. The major vehicle for climbing up the ladder is the promotional system of the organization. The study would mainly focus on promotional decisions of the organization and present different facets of promotional system in the companies. Stumpf and London (1981) had developed a representation that included the influence of the organization and the individuals on the promotion decisions. It also involved the types of promotion decisions, such as potential of the individuals, performance level, etc. Later Stumpf and London (1981), found that the promotional decisions should be based on the potential ratings of the employee. The other research states that there are many other informal and formal criteria of evaluation for taking the promotional decisions based on the ability and the seniority (Halaby, 1978; Mills, 1985). Other features like performance, education and demographic char acteristics also matter in this case (Taylor, 1975). The two major inputs considered by most of the organization for taking promotional decisions are potential of the employee and the performance. Still the question remains unanswered, as how can we understand that an employee has potential. The well-designed tool for the measurement of potential can be done at the assessment center. According to the results from a study, bad hiring and poor promotion in organizations are increasing and about 51 percent of the survey respondents in the survey agreed to the fact. Poor promotion decisions include undeserved promotions, favoritism, etc. Among all the reasons that can be stated for poor promotion decisions, favoritism is the most common. In US, about 92 percent agreed that favoritism takes place in almost all large organizations. 75 percent have witnessed this and about 23 percent have practiced this. The surprising element is that about 83 percent executives agreed that favoritism lead s to poor promotion decisions, yet they follow it blindly. The promotion decisions include searching competencies of the employee to fit in to the new job profile and match up to the manager's expectations. However, it is difficult to identify competencies. Managers face the dilemma while selecting the appropriate candidate. If they consider new candidates or even the existing employees, they have to evaluate, assess and monitor their performance and potentials. This is a time taking and laborious method, though the most efficient one. In this scenario poor promotion decision-making creeps in. Ineffective promotion can increase the inefficiency of the organization as well. Poor Promotional decisions can rouse suspicion, and fear among the employees. For example, promotions given to those employees who have good relation with the upper management are often seen in organizations. When such employees are given promotion, they might threaten the managers to complain against them to the members of the top level management. It can also become a major issue for discrimination. After considering the significance of promotional decisions and the general factors that affect the poor promotional decisions in the organization, further study on the issues related to poor promotion decisions would be done in context of Peter Principle. Peter Principles states that the individua

Contemporary Issues in Business Essay Example | Topics and Well Written Essays - 2500 words

Contemporary Issues in Business - Essay Example These approaches evidently require some changes in order to finally establish a relevant achievement rate on the part of an organisation. However, in implementing them, there are difficulties that organisations have had in the past when trying to implement new approaches to performance improvement in business management operations. The work at hand tries to provide TQM and BPR as common examples of modern business approaches which have had high failure rates with the discussion why this took place and its probable impact on the attempts of companies to become lean. In reality, organisations are very able to make changes in the way they operate or when they introduce new systems. This is evident in the idea that every organisation has relevant management system that they follow or initiate. In fact, in the presence of tough competition, organisations have felt the necessity to do the right thing, in order for them to establish a market share and remain in the competition. Doing the right thing, in modern time means embracing change. This allows the organisation to do what is essential. In fact, there are various organisations at present that try to implement new business approaches such as TQM and BPR. However, in implementing these, it is also evident that organisations face remarkable difficulties too. These difficulties in general are in line with how the organisations operate, how they will implement the actual new approaches or changes and how they will evaluate and initiate the necessary corrective measures or control. These are some of t he most important issues that the work at hand specifically emphasises. In the first place, some difficulties when organisations need to change the way they operate include finding the right actual approach on how the human resource should respond to change. For instance, changing the basic outlook and orientation of