Latin American Countries On How They Can Best Establish...

Final Think Paper Advis the Latin American Countries on how they can best establish ad fortify a new democracy while avoiding democratic decline and breakdown . Introduction This paper’s aim is to advise the Latin American countries on how they can best establish and fortify a new democracy while avoiding democratic decline and breakdown. The Latin American region is a colonial product of Spain and Portugal. Spain and Portugal controlled the region through a rigid class system, a social pyramid. The rigid class system, the high influence of the catholic church, and the rise of nationalism was some of the key factors in Latin American rebellion against their colonizers. Hence, the Latin America region has a strong military influence. The rigid class system established by Spain and Portugal still has a significant influence in Latin America today. The Latin America region is one of the most unequal regions in the world. Latin America’s strong military influence hinders its road to democracy. A civilian control of the military, a robust, fully enforced tax system, democratic bridging social capital, are the best three ways Latin America can ac hieve a new strong democracy. To prove these points, I will begin this essay by briefly assessing the state of democracy in Latin America today, mainly focusing on its successes, improvements, failures, and challenges. Furthermore, I will identify the most alarming problems with the state of democracy in Latin America so we couldShow MoreRelatedThe Main Theoretical Weaknesses of Mercantilism8168 Words   |  33 Pagesa mother countrys regulation over its societies. This power has both different gains and disadvantages. The property that rules the settlements can become much better-off and more controlling a great deal more speedily. Nevertheless, the settlements can feel like they are being taken advantage of and start rebelling; maybe even start their own country. 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Funny Thing About Sociology Time - 920 Words

Funny thing about sociology: Time, a lot of time is goes into coming up with a sociology question. The question is reworded over and over then checked for structure and sociologic imagination. The rewording may starts again with a few tweaks here and there. Finally, with a large sigh of relief the masterpiece is done, the question is asked. One will sit back and admire their question only to realize the real work is about to start. Attempt one at a sociology questions: Why do homosexual people â€Å"come out† about their sexuality verses naturally progressing into their sexual identity? â€Å"So, it will be the nature of the question to which you want to find answers that determines your choice of method.† (McIntyre p. 81) Research methods come in a number of styles including literary review, observation, surveys, and unobtrusive methods. No one-way is better then the other not to mention strength and weaknesses come with each research method. Ideally a sociologist will use a number of research methods known as triangulation, â€Å"When methods are combined so that the strengths of one method overcome the weaknesses of another method, we speak of triangulating research methods.† (McIntyre p. 95) For starter there must be a plan around the question to gain appropriate understanding. A more structured researcher may work well off and outline while others work well with grafts, balloons, and storyboards. For the purposes of this paper we will look at a simple outline.Show MoreRelatedFunny Thing About Sociology : Time Essay862 Words   |  4 Pages Funny thing about sociology: Time, a lot of time goes into coming up with a sociological question. Sociologists rework their questions multiple times, and then reviews for structure and sociological imagination; no surprise the rewording starts again. Finally, with great relief the masterpiece is done, the question is asked. 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Ads don’t always directly promote violence but when they turn a human into an object it is the first way to start. Jean talks about how we see it with racism as well the person is dehumanizedRead MoreEssay about Interviewing the Local Police521 Words   |  3 Pageswho cant even remember when was the last time he didnt bet on a game. Mom and dad are still eating, while my aunt recites a thanksgiving song for all the uninvited guests. The door bell rings, and what do you know its the local Police. Officers Bob Jacob and William Gould stop by on their neighbor-hood patrol. My aunt invities them in for some coffee, and they end up eating the rest of our thanksgiving dinner. For some strange reason I think of Sociology.( Do you think theyll arrest me if I asked

Professional practise in early years settings free essay sample

1.1 Explain how the range of early years setting reflects the scope and purpose of the sector. During the Second World War nurseries were set up for childcare so women could go and join the work force to replace their men who had to serve in the war. They needed women to work on farms, shops, factories etc, but when the men returned home and back to their jobs, women went back to caring for their children and therefore nurseries were closed. At that time the early year’s sector in the UK was complex, as opposed to European counties as they were not developed by government policy. During the second half of the twentieth century the focus was on parents who needed more help and came from deprived areas, from poorer backgrounds and â€Å"Family Centres† were established to give the support and advice needed because the only other support was given by the private sector and couldn’t be afforded by them, such as childminders, nannies and nurseries. We will write a custom essay sample on Professional practise in early years settings or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In 1948 nurseries and childminder acts monitored the private sectors for the early year’s provision, this lead to changes in children’s act in 1989 and the care standards act in 2000. Parents in the 1960’s wanted more for their children, so they set up and organised playgroups using church halls, and community facilities allowing the children to have fun while learning through play. Parent’s childcare needs varied. Here are a few examples of what they wanted from childcare: †¢Parent’s wanted full and part time child care cover enabling their child to learn and play in a safe environment, providing an opportunity to go back to work or study to gain some qualifications. †¢Parents thought it would be nice to stay with their child when attending playgroups. They could watch their child have fun while socializing with other parents. †¢Some parents like the idea of a setting where it was specifically aimed at children to play and learn. †¢Some parents thought their child would be suited for a smaller home based care. †¢Some parents were not in the position to pay for childcare provision. Now we have various forms of childcare for parents to choose from if they decide they wish to go back to work. There is good support for each parent’s individual needs to be met from babies, toddlers and school aged children. Here is a table I copied from Children Young People’s Workforce which highlights these forms. 2.1 Identify current policies, frameworks and influences on the early years. We have used a lot of theorists study results to identify and help guide us in how we should best set up our teaching and professional practices with regards to children. Theorists such as Vygotsky, Skinner, Maslow and Bowlby are still very influential in how we do this. Vygotsky is a cognitive theorist and influenced how we teach children by stating that it is important to work alongside children that they need to socialise and do activities with each other. He felt ‘direct teaching’ was very important but that equally important was that children are active in their own learning. Skinner was a behaviourist theorist and came up with 3 theories to do with actions and consequences; they were Positive Reinforcement, Negative Reinforcement and Continuous Reinforcement. Positive reinforcement is highly used in school teaching and within the child care profession. The use of positive reinforcement through attention, praise, stickers and sweets are used all the time as a way of getting the most out of children. He also worked out that these positive reinforcements had to be sporadic and not continuously given to get the best result as children tried harder all the time just in case this would be the time they would get a treat, as Continuous Reinforcement tends to be counter-productive in the long run. Also the reward would have to be immediate not held back until the end of the week. Negative reinforcement does not necessarily mean punishment, merely the removal of something annoying i.e. a noisy washing machine can be quietened by closing a door. The intervals between these reinforcements were also studied, a variable period being found to deliver the best results. Maslow theorised that people need their basic needs met first before they can achieve self-actualisation. His studies have helped people working with children understand that we must satisfy their basic needs such as food, warmth, love, affection, shelter and emotional support first. We have to consider the environment we put them in and build and strong relationship with them. Bowlby had a lot of theories about attachment and they are still used to this day. He understood the need in the early years for a child to have a strong bond with a carer and how a child’s life could be affected if they didn’t get that. Another thing that has influenced change is since the 1990’s more moth ers to under 5’s are working. Some of the reasons for this are: †¢a rise in expectations and aspirations due to better education and opportunities for girls †¢an increase in single parent families, with the  lone parent usually being a woman †¢the government is trying to reduce the number of people receiving benefits and the children who find themselves living in poverty by promoting training and work. Due to these the demand for childcare has massively increased since 1990. It has been private nurseries that have met this demand. 2.2 Explain the impact of current policies, frameworks and influence on the early years sector. It is now widely known that the early years are very important and have a huge impact on how a child’s life will pan out. Politicians, the government, parents and teachers have all realised the more help, intervention and parental input a child receives (in the early years more so) the better the outcome will be, they will be less likely to be involved in crime, addiction, teenage pregnancy or anti social behaviour issues. Help is being made available to all not just those who struggle or who are from low income families because of the knowledge of the above. However some people feel excluded from getting the help they need because of their â€Å"social situation†. It might be because they are lacking in education which leads to not getting offered good jobs. It might be because of poor housing opportunities, disability or prejudice. Any policies made to try to eradicate or overcome these feelings of exclusion will serve to promote inclusion. The Sure Start Program is trying to do this in the UK and is available in most communities. Its aim is to be â€Å"a one stop shop† giving help, advice and support with health, early education and social care. Below is the structural educational framework for England’s children aged 0-5 years old, the things we should be focusing on developing:- †¢Personal, Social and Educational Development †¢Creative Development †¢Physical Development †¢Knowledge and Understanding of the World †¢Communication, Language and Literacy †¢Problem Solving, reasoning and numeracy 2.3 Describe what is meant by evidence-based practice and give examples of how this has influenced work with children in their early years. Everybody  has knowledge about how we should teach and bring up children and we gain this information in a variety of ways. However if you are a professionally qualified child carer you have to use an evidence based practice. An evidence based practice is where there has been a full and big study of a given subject in order to find out what is best and true for the given subject. The idea is not to assume, it is to gather evidence to prove your findings. Theorists mentioned in 2.1 have done this and have proven their findings enough for us to use them in today’s life. As a professional you are expected to keep yourself up to date with all current studies and findings with regard to children and apply them within your setting. Sometimes though this can be difficult because of things such as contradictions, some findings could have been gathered with too small a number of children therefore not giving an accurate result and sometime the media can report findings badly giving the wrong interpretation and impression. The EPPE have done a vast study of 3000 children in the UK from different diverse backgrounds and given sound results that have confirmed that â€Å"guided play† is great for early years learning especially within low income families. They have also proven that those who attend pre-school have an enhanced development as oppose to those who don’t attend one. They say that an early educational start relates to better intellect, improved independence and concentration and will improve their socialising skills. Full-time children have no bigger gain than those who are part-time and they also state that children from disadvantaged backgrounds benefit greatly from good quality pre-schooli ng, especially if the centre has a diverse mixture of children. 3.1 Explain what is meant by:- Diversity- Diversity means a difference between people. It includes things like ethnicity, culture, religious beliefs, gender, disability, family structure, sexuality and appearance. The more you explore these diversities the better your understanding will be. The better you understand the more you promote equality. Inclusion- To include everyone equally regardless of diversity. Make sure they know they are included and feel included. Treat one child’s opportunity just as important as the next. Discrimination and prejudice will not help with equality and inclusion, it just helps solidify  things such as lesser value, inferiority, less significant and terms such as â€Å"they’re not normal†. Inclusion promotes diversity and equality. To include is to state there is no difference that is wrong. That a child is a child no matter what the differences, we have a duty to break down any barriers real or imagined Participation- Is including everyone who you are working with in your provision. Allow children, adults and elderly to have a voice to express their opinions. All this can be achieved by having meetings and discussing whatever is concerning them. Letting people participate can be done formally, asking the person what works for them. What kinds of things would they like to be put in place to achieve a good result in solving their problems? Or even to get involved in a task that is going on around them. People may want to get involved in the development of a project and they would all like to give some ideas towards it. 3.2 Explain the importance of anti-discriminatory/anti-bias practise, giving examples of how it is applied in practise with children Anti-Discrimination is where we treat all adults and children equally in their settings, such as workplace, school, nurseries etc. It is to give equal opportunities for every individual person regardless of their age, culture, gender and disability. It is to involve everyone that is in your setting and not to exclude t hem from an activity that you may be doing. For instance, if you have a child and they don’t celebrate Christmas and you are making Christmas cards for the parents, you can encourage the child to take part but make a picture instead. Every child is then taking part in the activity. If a child is left out in an activity and not encouraged to join in this could lead to low self-esteem and self-worth. A child could find it hard to mix in next time there is an activity going on in the setting. It is all about how we can adapt what we are doing in our settings and how we can involve everyone and identify any differences that may accrue during our provision. It is to take positive action towards other people’s feelings and not to discriminate against anyone. THE IMPORTANCE OF ANTI –BIAS It is important that children do not become biased or prejudiced. In our settings we should apply materials for children to see how different we are in our cultures. It will help children with their education on the world if  we supply them with as much information about life and where people live in different countries. How we can apply this in practise: Is to allow boys and girls to play with each other toys and not label it by saying to a boy, for example, â€Å"you can’t play with that pink pram as it’s for girls only†. We could have multicultural costumes for dressing up in and provide hand puppets for children to play with. We as carers or childminders can explain why we use different clothing for jobs and what that job entails. E.g. a chef would wear chef whites and may cook Pizza which originates from Italy and then you could expand on that, by showing pictures and books about the country, talk about the cities and what transport you need to see that part of the world. If children talk about family life then they can see that parent’s jobs vary from day to day and it’s not just one genders role. 3.3 Explain how the active participation of children in decisions affecting their lives promotes the achievement of positive outcomes. By including children in the decision making process we promote their self-determination and get them used to making decisions for themselves. By deciding for themselves what they want to do, or what they want to play with they are more likely to play longer at that activity and perhaps be more engrossed in what they are doing. This atmosphere of deciding for themselves is more likely to instil in the children a sense of decision making which will be of benefit to them in later life, rather than being used to ‘following the herd’ or being told what to do. In situations where the parents have separated consideration is given to the child’s wishes when deciding which parent they should live with. In the early years foundation stage we as childminders know it is important to work with the parents, getting them involved in their child’s activity. Having their parents show an interest in their play gives a positive impact on their learning and the child may become more confident in creating new ideas. We need to guide children in making the right decisions in life, for example, when discussing food or snacks, give them a choice between an apple or banana rather than a sugary sweet. All this may help when they get older, although it may not go down too well at the time. 4.1 Explain the importance of reviewing own practice  as part of being an effective practitioner As a childminder it’s important that we reflect back on the week and see what we have managed to achieve and that what we did that was effective in our settings. These will help us to analyse the way in which we have done things and how organised we were, and if all the children benefited from each session. When you reflect back on the past week you may realise that a child may have needed more â€Å"one to oneâ€Å" with you. Throughout your working life you should always reflect back as this will give you a clearer view on the running of your business going forward. We can always make improvements and amend things that don’t work and need to be changed. Showing parents that you are taking steps to improve and developing new ideas will help you to provide a better service for everyone, giving you, and the parents, confidence in your work role. Also, if a question was asked from a child and you were not quite sure how to answer it, or if you didn’t know how to explain it properly, then you will be able to reflect back to get the answer and have a clearer understanding and knowledge of the answer to give to the child the following week. Should the question arise again, or if the child even remembers the question. 4.2 Undertake a reflective analysis of own practise.

The Kite Runner Persuasive Essay Example

The Kite Runner Persuasive Essay The Kite Runner is a book all about the different choices Amir makes. Some choices he makes are good and some are bad. If Amir had chosen to make the right choices at the right time, he might not have gone through all he had to go through in The Kite Runner. In the end of the book, The Kite Runner, Amir and Soraya live with Sohrab in their house in California. Amir teaches Sohrab how to fly a kite and goes to catch the kite for Sohrab like Hassan had done for Amir. The ending of the book however had tuned out good for Amir. The Kite Runner does have a happy ending because Amir repaid Hassan for his loyalty at the end of the book by getting Sohrab out of Afghanistan and giving him a new life. The Kite Runner has a happy ending because Sohrab is alive and safe in Amir’s hands at the end of the book. Sohrab was treated really badly when he was with Assef but Amir took the risk to actually go into Afghanistan, even in its horrible condition, to go and get Sohrab. It was hard because Sohrab was nowhere to be found at first but then Amir got clues that led him closer to Sohrab. We will write a custom essay sample on The Kite Runner Persuasive specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Kite Runner Persuasive specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Kite Runner Persuasive specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Amir risked his life for Sohrab and he also risked his life for Hassan as well, because Sohrab was everything for Hassan and Amir went to go and save him. â€Å"I looked down at Sohrab. One corner of his mouth had curled up just so. A smile† (370). This quote supports this argument because it proves that Sohrab was also happy at the end of the book. A kid that was tortured, taunted, and used had been happy because he had a home and a family. Amir is happy because he repaid Hassan for his loyalty, Soraya is happy because she finally got the child she never had, and Sohrab is happy because he has a home, a life and a family. If all the main characters in the book are happy, then that supports that the book has a happy ending. Another example as to why The Kite Runner has a happy ending is because Amir had got beat up by Assef which was the first time he felt at peace since Amir and Hassan’s friendship was broken. Amir gained the benefit of saving Sohrab and of feeling at peace. Amir had been feeling guilty all his life because he watched his best friend get raped, he made his best friend leave his house, he had always let his best friend lie for him and save all his secrets, and because his best friend had died for him. Amir had been living with this guilt all his life and he had no way of getting rid of it because he couldn’t do anything to pay Hassan back for his loyalty. He went crazy just thinking about it and when he had the opportunity, he had to give it a second thought. He says â€Å"What was so funny was that, for the first time since the winter of 1975, I felt at peace† (289). This statement supports the fact that the book has a happy ending because Amir doesn’t have any more big problems to deal with because the biggest problem of his life was the guilt that had been eating him alive for years. Amir’s main problem was Hassan’s guilt and now, he doesn’t have to worry about it anymore and he finally feels free of a big burden he carried all his life. Many people might oppose that the book does not have a happy ending because most of the main characters died in the book. This could be a valid argument because it is sad that many of the main characters died and that they died in a very brutal way. The ending of the book is sad because Amir is the only person living out of everyone in the hospital room when Hassan got his cleft lip surgery. He’s alone and only has Soraya and Sohrab left in the world. The saddest part was that Hassan died without knowing that he and Amir were childhood friends. Ali died the typical Afghan way, in a mine accident in which his left leg had finally betrayed him. Baba died without seeing his half son Hassan for a long time. Rahim Khan died because of a horrible sickness. Amir is the only one left alive and he isn’t living the greatest life. Soraya and Amir don’t have any children and Sohrab feels alone in their house. Sohrab always feels lonely because he has no one in the world to get close to. This argument is not valid because at least Sohrab is alive and he is getting closer to Amir and Soraya. Sohrab is happy with the life he’s living because he doesn’t have to deal with Assef everyday and because he’s safe in Amir’s hands. Even though everyone in the hospital room is dead, Amir is still strong and he is happy with his life. The opposing argument is wrong because Amir had repaid Hassan for his loyalty and that he had gotten Sohrab out of Afghanistan. Also, Amir has a very good life at the end of the book because he had been successful in everything he had to do. The Kite Runner does have a happy ending because of the reasons given above. Amir and Sohrab end up happy at the end of the book. Amir finally repaid Hassan for his loyalty and he gave Sohrab a home. Everyone wins in the end because Amir is freed of the burden of his guilt that he felt because he watched Hassan get raped and Sohrab gets a nice home, a family and a new life in America. Soraya even has a part of happiness in this too because she got a child that she could never have. Everyone turns out happy in the end of the book. This does prove that The Kite Runner does have a happy ending.

Bollywood Phillums essays

Bollywood Phillums essays If the quality of Bollywood movies hitting the screens all over India these days isn't reason enough to feel disillusioned, the kind of bloopers they are full of, which are conveniently overlooked, are enough to make you pull your hair out in frustration. If scantily-dressed women dancing on snow-clad mountain tops and Sunny Deol fighting the entire Pakistani army one-handedly in Gadar aren't unrealistic enough, the sheer absent-mindedness of the people behind these movies is reflected in films in which wannabe-rock stars are seen playing electric guitars which, miraculously, make music without being connected to any source of electricity. Although that doesnt seem like a big deal and may be passed off as a mere technical error, it's enough to make your average heavy metal fan react indignantly. The fact remains that an electric guitar, when played like an acoustic guitar, makes no sound. Since it does not take an extraordinarily sharp or intellectual mind to interpret and analyze the non-existent intricacies of the love triangles most of these movies revolve around, the typical Hindi movie draws in masses to the movie theatres. The lack of diversity, when it comes to the storyline of most Bollywood movies has blinded the audiences to such an extent that it seems to have become impossible for them to distinguish between overacting or hamming, and acting with class. A pitiful movie, like Kaho Naa Pyaar Hai, Mohabbatein, and Kabhi Khushi Kabhi Gham becoming blockbusters is living proof of the fact. After watching the trailers of 16 Hindi films doing their rounds on the idiot box, and after analysis which was purely mathematical in nature (!), the lack of originality among just the NAMES of these movies was not only evident, but also worrying. Movies with 4 to 6 words in their titles seem to be the latest rage, constituting 56.25% of the movies, and those with 3 words in their title ranking seco ...

7 Tips to Surviving the First Year as a New School Principal

7 Tips to Surviving the First Year as a New School Principal The first year as a new principal at a school is a daunting challenge.  Everyone is trying to figure you out, testing your mettle, and attempting to make a good impression.  As a principal, you want to find a balance in making changes, building relationships, and figuring out what everyone is already doing well.  It takes a keen sense of observation and a significant investment of your time.  Even veteran principals taking over at a new school should not come in expecting things to be the same as they were at their previous school. There are so many variables from school to school that most of the first year will be a feeling out process. The following seven tips can help guide you through that critical first year as a new school principal. 7 Tips For Surviving the First Year As a New School Principal Understand your superintendents expectations. It is impossible to be an effective school principal at any point if you and the superintendent are not on the same page. It is essential that you always understand what their expectations are. The superintendent is your direct boss. What they say goes, even if you do not entirely agree with them. Having a strong working relationship with your superintendent can only help you be a successful principal.Create a plan of attack. You will be overwhelmed! There is no way around it. Although you might think you know how much there is to do, there is much more than you could have possibly imagined. The only way to sift through all the tasks that it takes to get ready and get through your first year is to sit down and create a plan of what you are going to do. Prioritizing is essential. Create a checklist of all the things you need to do and set a time table of when they need to be completed. Take advantage of the time you have when no students a re around because once they factor into the equation, the likely hood of a schedule working is highly unlikely. Be organized. Organization is key. There is no way you can be an effective principal if you do not have exceptional organization skills. There are so much many facets of the job that you can create confusion not only with yourself but with those you are supposed to be leading if you are not organized. Being unorganized creates chaos and chaos in a school setting especially from a person in a position of leadership can only lead to disaster.Get to know your teaching faculty. This one can make or break you as a principal. You do not have to be every teachers best friend, but it is critical that you earn their respect. Take the time to get to know each of them personally, find out what they expect from you, and let them know your expectations early. Build a solid foundation for a solid working relationship early and most importantly back your teachers unless it is impossible not to.Get to know your support staff. These are the people behind the scenes who do not get enough credit but es sentially run the school. The administrative assistants, maintenance, custodians, and cafeteria personnel often know more about what is going on with the school than anyone else. They are also the people whom you rely on to make sure the daily operations run smooth. Spend time getting to know them. Their resourcefulness can be invaluable. Introduce yourself to community members, parents, and students. This goes without saying, but the relationships you build with the patrons of your school will be beneficial. Making a favorable first impression will lay the groundwork for you to build on those relationships. Being a principal is all about the relationships you have with people. Just like with your teachers, it is essential to gain the communities respect. Perception is reality, and a principal that is not respected is an ineffective principal.Learn about community and district traditions. Every school and community are different. They have different standards, traditions, and expectations. Change a long-standing event such as the Christmas program and you will get patrons knocking down your door. Instead of creating additional problems for yourself embrace these traditions. If it does become necessary at some point to make a change, then create a committee of parents, community members, and students. Explain your side to the committee and let them decide so that the decision does not fall squarely on your shoulders.

The Rocking Horse Winner Essay Example | Topics and Well Written Essays - 1000 words

The Rocking Horse Winner - Essay Example The author has presented the theme of materialism and the negativities associated with the obsession for the attainment of materialistic satisfaction and how it leaves a negative impact on the life of an individual. The Rocking Horse is the story of a family which is living is discontentment despite of the fact that they are financially sound and have enough resources for the running of their family. Hester is particularly the character who is the most obsessed with money and her dissatisfaction and want for more money affects the entire family. The author has tried to explain how materialism fails to fulfill the emotional needs of the human beings and love and emotions are of great importance for a family. Lawrence explains this point by narrating the way in which the family lives and how their needs are not fulfilled despite of the increased money that comes home. He begins by explaining that Hester was a good looking woman who had beautiful children. He explained, â€Å"They live d in a pleasant house, with a garden, and they had discreet servants, and felt themselves superior to anyone in the neighborhood.† With these words, the author tries to express the fact that they had all the necessities which are needed for leading a healthy and happy life but the family was not leading a content life. Lawrence has then tried to explain the dissatisfaction that existed in the house and he has expressed the lack of love and emotions in the family. He has explained the basis for this discontentment which was mainly due to the greed on the part of the mother who wanted more money for the house. The children were not loved by her and she was also aware of this that she could not truly become attached to her children for some reason. There was always an aura of anxiousness in the house which was felt by all the family members in the form of whispers. All the members could hear the house whispering the lines, â€Å"There must be more money! There must be more money!† (Lawrence) These whispers best explain the main theme of the story that there was such an extreme desire for wealth in the house that the people living in the house could always feel this need around them in the form of whispers. This lack of love greatly disturbed Hester’s son who always wanted to be loved by her mother. He wanted to gain her attention which can clearly be seen when he converses with her about luck and tries to explain to her that he is lucky. Hester is blinded by her materialistic wants and she does not pay much heed to the innocent talks of the young boy. The young boy needs affection and care from his mother and this drives him to opt for betting on horse races at such an early age. Not only this, he discovers that if he rides a rocking horse, it assists him in knowing the winner of the race. He keeps on riding this horse frantically without caring about his health for the happiness and fulfillment of his mother’s worldly needs and in doing so he loses his life. The story further stresses upon the shortcomings of materialism and presenting that it not the most ideal way of living life by explaining the gloominess which still persists despite of money flowing into the house. This is narrated by the author when he explains how the mother is not happy to receive t housand pounds as her gift but she rather demands that she should

Air pollution in china Essay Example | Topics and Well Written Essays - 1750 words

Air pollution in china - Essay Example Indeed, the poor air quality threatens the power of the Chinese Communist Party which derives its authority from its social contract for providing better quality life to the people. The increase in both indoor and outdoor air pollution in China due to rapid industrialization, urbanization and economic growth adversely affects its people’s healthy, ecology and economy, thus the adoption of critical measures to curb the problem. The contributing factor to China’s air pollution is its rapid economic growth, urbanization and industrialization. He, Huo, and Zhang observe the proportion of China’s urban to total population grew from 18% to 31% between 1978 and 1999, this being three times the world’s average during the same period (398). The use of coal as a source of energy has been the main source of anthropogenic air pollution. Even so, Zhang and Smith observe that 60% of the population still lives in rural areas (848). This population uses biomass, which mainly includes crop residues and wood, in simple stoves. Thus, while the urban population heavily depends on coal for energy, the rural population depends on biomass. As such, China faces the problem of both indoor and outdoor air pollution. Despite the improvement in environmental protection requirements that have improved China’s air quality in the past decade as observed by Liu et al., the issue still remains a critical chall enge (281). SO2 and total suspended particulates, TSP, still remain ten times more concentrated in China’s air than recommended by the World Health Organization. Thus, it would be beneficial to understand the sources of this. The indoor air pollution in China is attributed to the rural population’s reliance on biomass as the source of household energy. Zhang and Smith observe that 80% of the energy that the rural households consumed in 2003 was from biomass, that is mainly wood and crop residues

Trident Submarine Case Study Essay Example for Free

Trident Submarine Case Study Essay In the fall of 1971, as President Nixon was attempting to convince The Soviet Union to include submarines and ballistic missiles in the Strategic Arms Limitation Talks (SALT), the US Navy was planning on introducing a new class of submarines called the Trident. The Trident submarines were to succeed the Polaris submarines, which was developed in the 1950s. The Trident submarines were not only physically larger than the Polaris submarines, they also possessed revolutionary propulsion components and weaponry. If the US could successfully launch the Trident program, Nixon felt it would generate progress in SALT by demonstrating the United States’ commitment to strategic submarines and missiles. However, if the Trident program was unable to deliver, Nixon would consider revamping the Polaris class, which could halt the Trident program indefinitely. In response to Nixon’s focus on the United States’ submarine capabilities, the Navy declared that they could assemble a Trident submarine just as quickly as building a Polaris. These bold claims introduced additional pressure on the people behind the Trident program, as the estimated build time had now been reduced. The updated time frame also shifted the discussion to the type of contract the Navy would use when dealing with contractors on the Trident. Instead of designing the contract to distribute risk equally and promote easy management, the Navy now needed a contract that would guarantee delivery of the first submarine within six years and would include strict controls over the project. The contract discussion quickly turned into a debate between the supporters for cost-reimbursement and fixed price contracts. A fixed price contract holds the contractor responsible for delivering a product that meets all of the performance specifications for an agreed price. A cost-reimbursement contract means that a contractor attempts to meet the customer’s performance, time, and cost requirements and will be reimbursed for the cost of the project. Both fixed-cost and cost-reimbursement contracts can be crafted in multiple forms. However, the Navy traditionally used fixed-cost contracts for products with known build times and little development effort. Cost-reimbursement contracts were typically used in first time development projects, where the time and costs could not be accurately estimated. The Navy has a history of using cost-reimbursement contracts on the first or lead ship and then using a fixed-cost contract for any additional ships. While the rationale behind using a cost-reimbursement contract on the lead ship in a class is understandable, I believe the Navy would benefit more from a fixed-cost contract in this situation. More specifically, by taking into account the shortened time frame, strict management requirements, and the desire to protect the government’s interests, I believe the Navy should use a Fixed Price Incentive (FPI) contract. A FPI contract establishes a final contract price that includes a target cost plus a profit adjustment. FPI contracts can use a formula to calculate the final cost allowing for an adjustment in profit if the cost and schedule changes. An FPI contract also contains a negative fee feature, which can be applied to adjust the profit of the contractor if the final cost or schedule exceeds the target cost or schedule. I believe the FPI is applicable because there is not enough information to set a firm target cost for the work, but there is enough information to establish initial target cost, initial target profit, and an initial profit adjustment formula. Moving forward after the lead ship is developed, the Navy can negotiate a firm-fixed-price contract when the actual cost is better defined. However, the fact remains that the Trident submarine is a new ship, and the shipbuilders could be faced with unrealized production challenges, such as mirror welds, which could slow down the build time and increase labor costs. These types of unexpected costs are the basis for the cost-reimbursement contract approach and remain a risk within every fixed cost contract. Fixed cost contracts also run the risk of reducing the quality of work in favor of remaining under budget. Considering the risks associated with a fixed-cost contract, I still believe that a fixed-cost contract in this situation will be more successful. It will allow the Navy to strictly enforce the contract, which will appease Admiral Rockover and bolster confidence in the House and Senate. The incentive portion of the contract is intended to ensure that the shipbuilders devote adequate time and resources to the Trident project as it directly impacts their profits. I also believe that risk associated with high development related costs is reduced by having the propulsion and weapons delivered to the shipbuilders as government furnished equipment (GFE), which are prefabricated systems that just require installation. The shipbuilders are experts in building submarines, so while the Trident ships will be larger the real development costs have already been experienced when creating the GFEs, so unexpected spikes in cost should be avoided.

Is Google Making Us Stupid?, by Nicholas Carr Essay -- internet, techn

The internet is our conduit for accessing a wide variety of information. In his article, â€Å"Is Google Making Us Stupid,† Nicholas Carr discusses how the use of the internet affects our thought process in being unable to focus on books or longer pieces of writing. The author feels that â€Å"someone, or something, has been tinkering with [his] brain† over the past few years (Carr 731). While he was easily able to delve into books and longer articles, Carr noticed a change in his research techniques after starting to use the internet. He found that his â€Å"concentration often [started] to drift after two or three pages† and it was a struggle to go back to the text (Carr 732). His assertion is that the neural circuits in his brain have changed as a result of surfing endlessly on the internet doing research. He supports this statement by explaining how his fellow writers have had similar experiences in being unable to maintain their concentrations. In analyzing Carr’s argument, I disagree that the internet is slowly degrading our capacity for deep reading and thinking, thereby making us dumber. The Web and Google, indeed, are making us smarter by allowing us access to information through a rapid exchange of ideas and promoting the creativity and individualization of learning. With one easy click on the search button, Google grants entry to a reservoir of information for our use. Carr acknowledges that the internet â€Å"has been a godsend to [him] as a writer† because of the ease of finding information rapidly (Carr 732). Before, he would spend days searching through lengthy articles for the same material. Thus, web-browsing proves that not only is the internet useful for finding relevant information, but it is a time-saving tool. In today’s gener... ... access to it from various forms of media. Instead of demolishing our ability to read and learn, the internet aids us by giving us rapid information that would otherwise take days of research through books to attain. Therefore, the internet should not be viewed as the cause for our lack of intelligence, but rather the reason for our vast knowledge. Technology has revolutionized our learning and will continue to serve as the prime tool in our education. Works Cited Carr, Nicholas. â€Å"Is Google Making Us Stupid?† The Atlantic.com. July/August 2008. 15 November 2013. http://www.theatlantic.com/doc/print/200807/google Wright, Sandra, April Fugett, and France Caputa. â€Å"Using E-Readers and Internet Resources To Support Comprehension.† Journal of Educational Technology and Society 16.1 (2013): 367- 379. Academic Search Complete. Web. 15 Nov. 2013.

About Type 2 Diabetes Essay

Around 2.6 million people in the UK have been diagnosed with diabetes. About nine in 10 of these people have type 2 diabetes. It usually affects people over the age of 40, but can develop at any age. People of African-Caribbean or South Asian origin are more likely to develop type 2 diabetes. It usually affects them earlier in life, from about the age of 25. Type 2 diabetes is becoming more common, particularly in children. Type 2 diabetes develops when your body can’t produce enough insulin or if your body doesn’t respond to insulin as it should. Insulin regulates the level of glucose in your blood. Glucose is a simple form of sugar found in foods and sugary drinks. It’s absorbed by your body as a natural part of digestion and is carried around your body in your blood. When glucose reaches your body tissues, such as muscle cells, it’s absorbed and converted into energy. Insulin is secreted into your blood by your pancreas, which is a gland located behind your stomach. If your cells don’t respond properly to insulin, it can cause glucose to build up in your blood. This is called insulin resistance. If this happens, your pancreas needs to produce more and more insulin to overcome the resistance and control your blood glucose levels. Types of diabetes There are two main types of diabetes: type 1 and type 2. There are about two million people in the UK who have diabetes. Type 2 diabetes is the common form, affecting nine out of every 10 people with diabetes. Symptoms of type 2 diabetes Many people with type 2 diabetes have no obvious symptoms. It’s often discovered during a routine medical check-up with your GP.If you do have symptoms of type 2 diabetes, you may: †¢pass more urine than usual See more: My Writing Process Essay †¢be constantly thirsty †¢have unexplained weight loss †¢be extremely tired †¢have blurred vision †¢have itchy skin around your genitals or get regular infections, such as thrush †¢notice that wounds such as cuts heal slowly If you have any of these symptoms, see your GP. nitially, some people find they don’t have any symptoms. So if you think you may be at risk of type 2 diabetes, speak to your GP about having a screening blood test.  Complications of type 2 diabetes If type 2 diabetes isn’t diagnosed or controlled properly, you can develop blood glucose levels that are either too high (hyperglycaemia) or too low (hypoglycaemia). Hyperglycaemia If type 2 diabetes is poorly controlled or you get an infection, glucose can build up in your blood and rise to high levels. This can cause you to: †¢be thirsty †¢pass urine excessively †¢have blurred vision †¢feel tired Very rarely, if you become dehydrated and your blood glucose rises to very high levels, you can develop a condition called hyperosmolar hyperglycaemic state. This can cause you to become drowsy and potentially unconscious. Hyperosmolar hyperglycaemic state is a medical emergency and needs to be treated in hospital. In the long-term, uncontrolled high blood glucose levels can increase your risk of: †¢kidney failure †¢blindness †¢nerve damage †¢heart disease †¢stroke Hypoglycaemia Sometimes, if your medication is too strong or you miss a meal, your blood glucose levels can become too low (hypoglycaemia). This only happens if you’re taking certain medicines such as gliclazide (or others of the same type), repaglinide or insulin (of any type). If your blood glucose is low, you may go pale, feel sweaty and become confused. If you develop hypoglycaemia, it’s important to eat or drink something containing glucose, for example fruit juice or some sweets. Causes of type 2 diabetes There are several risk factors that make you more likely to develop type 2 diabetes, including if you: †¢are overweight or obese – in particular, if you’re an ‘apple shape’ with lots of fat around your abdomen (tummy) †¢have a close family member with the condition †¢are of African-Caribbean or South-Asian origin †¢are over 40 – your risk increases with age †¢have high blood pressure or have had a heart attack or stroke †¢don’t exercise regularly †¢have severe mental health problems †¢are a woman and have polycystic ovary syndrome and are overweight †¢are a woman and have had diabetes that developed during pregnancy (gestational diabetes) If you have a condition such as impaired glucose tolerance or impaired fasting glycaemia, this means the level of glucose in your blood is naturally higher than normal and you’re more likely to develop type 2 diabetes. Diagnosis of type 2 diabetes Your GP will ask about your symptoms and examine you. He or she may also ask about your medical history. You may need to have some of the following tests. †¢Urine test. You will need to give a sample to be tested for glucose. †¢Fasting blood glucose test. You will have a sample of blood taken from your arm to test for glucose. You will need to fast overnight before having this test. You may have this with a glycosylated haemoglobin (HbA1C) test. HbA1C is a protein that is produced when you have high blood glucose levels over a long period of time. †¢Glucose tolerance test. This may be needed if your fasting blood glucose test is borderline. It measures how your blood glucose level changes over time after you have a sugary drink. You will need to fast overnight before having this test. Treatment of type 2 diabetes There isn’t a cure for type 2 diabetes but it can be controlled. Some people can control their condition with lifestyle changes alone. Others need to take medicines or use insulin injections. Self-help By making the following lifestyle changes, you can help control your blood glucose levels. †¢Eat a healthy balanced diet with regular meals, three times a day. Include carbohydrates, such as pasta or potatoes in each meal. †¢Aim to do 150 minutes of moderate exercise over a week in bouts of 10 minutes or more. This will help you to stay a healthy weight and control your blood glucose levels. †¢Only drink alcohol in moderation and stick within the recommended limits. †¢If you smoke, give up. Smoking is unhealthy for everyone, but it’s especially important to stop if you have diabetes because you already have an increased risk of developing circulatory problems and cardiovascular  disease. Oral medicines If lifestyle changes alone don’t keep your blood glucose levels under control, you may be prescribed medicines. Some examples are listed below. †¢Metformin works by reducing the amount of glucose that gets released into your bloodstream from your liver. It also improves the way glucose is used by your muscles. †¢Gliclazide, glipizide, glimepiride and tolbutamide help your pancreas to produce more insulin. †¢Repaglinide and nateglinide also help your pancreas to produce more insulin, but work more quickly and last for a shorter time. †¢Acarbose lowers your blood glucose by slowing down the rate at which some carbohydrates are absorbed by your body. †¢Pioglitazone reduces your body’s resistance to insulin. †¢Sitagliptin, saxagliptin and vildagliptin help your body to produce more insulin at mealtimes. These medicines are usually taken between one and three times a day. Injections You may be prescribed other medicines such as exenatide or liraglutide. These medicines are given by injection and work by helping your body to make more insulin when it’s needed. They can also reduce your appetite and help you lose weight. If lifestyle changes and medicines can’t keep your blood glucose levels under control, you may need to have insulin injections as well as, or instead of, tablets. You will usually inject yourself with insulin once or twice a day, using either a small needle or a pen-type syringe with replaceable cartridges. There are several different types of insulin that work at different rates and for different lengths of time. Ask your GP for advice on which type is best for you. If you have insulin injections, you will need to monitor your blood glucose levels with a home test kit. This involves taking a pinprick of blood from your finger and putting a drop on a testing strip. A meter will read the result automatically. Your GP or diabetes specialist nurse will show you how to monitor your blood glucose levels and tell you how often you need to check it. Monitoring your blood glucose level You may also need to have your levels of HbA1C tested at least twice a year. The test is done by taking blood from a vein in your arm or sometimes a drop of blood from a fingerprick. It’s used to see how well you’re controlling your blood sugar  levels.

SWOT and 4 P’s analysis

Fort Jesus is a company incorporated to manage and run Fort Jesus tourist attraction facility in a tourist attraction centre. The company has been in business for over years and it attracts customers from al over the world. The target market of the customers includes historians, holiday makers and other people who want to learn about slave trade and Arab-Portugal war. The company has much strength and weaknesses which make the company exist.   Fort Jesus at the time of incorporation was a viable concept in an industry that was growing in all sectors. The target customers want an actively engaged in exploration, learning, discovering, entertaining, and holiday making. Fort Jesus has an advantage as the only company with a vision of exploring history about the Arab and the Portugal war in the coastal towns of Africa. The industry they operate in ha very few competitors and growth has been observed in every company that is operating to the industry. The company has cashed in since it is infancy on the expanding and high growth of market to accumulate huge financial resources that enables them to collect traditional artifacts from various parts of the continent and other continents. The company offers services such as traditional dances including the Brazil samba dance, the Mijikenda dance, the Hindu dance and the Chinese acrobatics. This has assisted the company to move to greater heights in terms of market share. They have also contracted international media companies like CNN to market them as the best museum to visit to get what you cannot get somewhere else. Fort Jesus objectives are to consider what works and what does not work. Through this, they have carried out research about various museums and attractions to museum and discover that the best concept is to bring majority of collections from various parts of the world. The company has employed the best human resources in marketing and customer care who receives customers and markets the services of the company to various groups in various parts of the world. The company also has participated in various trade fairs, marketing, tourism attraction centers including the Chinese 2008 Olympic trade fair which was to market some tourist attraction centers in China. The services of Fort Jesus are well priced to attract customers of various categories. However, the market of the company is segmented into foreign and locals. The company is well positioned in an area that attracts tourists of all walks of life. It is also nearer to a university that specializes in Art and Museum education. It is at the center of an international airport and the second deepest port in the world. The road networks of the area where the museum is situated is well maintained thus any visitor thus any visitor will have no problem of accessing the facility. The company’s biggest challenge is competition from other facilities from similar companies operating in various parts of the world who are also collecting traditional artifacts from various parts of the world to create a niche of products. The growth in the industry is encouraging although there is a pattern that protects some of the artifacts from being accessed. REFERENCES Armstrong G. & Kotler P. (2007). Consumer Markets: Influences on consumer behavior, Principles of Marketing. ICMR Case Studies and Management Resources. (2007). Consumer Behavior. Retrieved January 20, 2008 from http://www.icmrindia.org/courseware/Consumer%20Behavior/CBC03.htlm      Kotler, P. (2005) Principles of Marketing. New York.Melbourne Press Schaik J.L., (2002); The Task of Marketing Management; J.L. van Schaik (Pity) ltd Winer, R.S. (2007). Marketing Management, Prentice Hall, Upper Saddle River, NJ.                                          

pKa Definition in Chemistry

pKa Definition in Chemistry If youre working with acids and bases, two familiar values are pH and pKa. Here is the definition of pKa and a look at how it relates to acid strength. pKa Definition pKa is the negative base-10 logarithm of the acid dissociation constant (Ka) of a solution.pKa -log10KaThe lower the pKa value, the stronger the acid. For example, the pKa of acetic acid is 4.8, while the pKa of lactic acid is 3.8. Using the pKa values, one can see lactic acid is a stronger acid than acetic acid. The reason pKa is used is because it describes acid dissociation using small decimal numbers. The same type of information may be obtained from Ka values, but they are typically extremely small numbers given in scientific notation that are hard for most people to understand. Key Takeaways: pKa Definition The pKa value is one method used to indicate the strength of an acid.pKa is the negative log of the acid dissociation constant or Ka value.A lower pKa value indicates a stronger acid. That is, the lower value indicates the acid more fully dissociates in water. pKa and Buffer Capacity In addition to using pKa to gauge the strength of an acid, it may be used to select buffers. This is possible because of the relationship between pKa and pH: pH pKa log10([A-]/[AH]) Where the square brackets are used to indicate the concentrations of the acid and its conjugate base. The equation may be rewritten as: Ka/[H] [A-]/[AH] This shows that pKa and pH are equal when half of the acid has dissociated. The buffering capacity of a species or its ability to maintain pH of a solution is highest when the pKa and pH values are close. So, when selecting a buffer, the best choice is the one that has a pKa value close to the target pH of the chemical solution.

Heres What You Need to Know About Lesson Plans

Heres What You Need to Know About Lesson Plans A lesson plan is a detailed step-by-step guide that outlines the teachers objectives for what the students will accomplish during the course of the lesson and how they will learn it. Creating a lesson plan involves setting goals, developing activities, and determining the materials that you will use. All good lesson plans contain specific  components  or steps, and all essentially derive from the seven-step method developed by Madeline Hunter, a UCLA professor and education author. The Hunter Method, as it came to be called, includes these elements: objective/purpose, anticipatory set, input modeling/modeled practice, check for understanding, guided practice, independent practice, and closure. Regardless of the grade level you teach, Hunters model has been adopted and used in various forms for decades by teachers across the nation and at every grade level. Follow the steps in this method, and youll have a classic lesson plan that will be effective at any grade level. It doesnt have to be a rigid formula; consider it a general guideline that will help any teacher cover the necessary parts of a successful lesson. Objective/Purpose Students learn best when they know what they are expected learn and why, says the  U.S. Department of Education. The agency uses an eight-step version of Hunters lesson plan, and its detailed explanations are well worth reading. The agency notes: The purpose or objective of the lesson includes why students need to learn the objective, what they will be able to do once they have met the criterion, (and) how they will demonstrate learning....The formula for the behavioral objective is: The learner will do what with what how well.   For example, a high school history lesson might focus on  first-century Rome, so the teacher would explain to students that they are expected to learn the salient facts about the empires government, its population, daily life, and culture. Anticipatory Set The anticipatory set involves the teacher working to get students excited about the upcoming lesson. For that reason, some lesson plan formats actually put this step first. Creating an anticipatory set means doing something that creates a sense of anticipation and expectancy in the students, says Leslie Owen Wilson, Ed.D. in The Second Principle. This can include an activity, a game, a focused discussion, viewing a film or video clip, a field trip, or reflective exercise. For example, for a second-grade lesson on animals, the class might take a field trip to a local zoo or watch a nature video. By contrast, in a high school class getting ready to study  William Shakespeares play,  Romeo  and Juliet, students might write a short, reflective essay on a love they lost, such as a former boyfriend or girlfriend. Input Modeling/Modeled Practice This step- sometimes called  direct instruction- takes place when the educator actually teaches the lesson. In a high school algebra class, for example, you might write an appropriate math problem on the board, and then show how to solve the problem in a relaxed, leisurely pace. If its a first-grade lesson on important sight words to know, you might write the words on the board and explain what each word means. This step should be very visual, as the DOE explains: It is important for the students to see what they are learning. It helps them when the teacher demonstrates what is to be learned. Modeled practice, which some lesson plan templates list as a separate step, involves walking the students through a math problem or two as a class. You might write a problem on the board and then call on students to help you solve it, as they also write the problem, the steps to solve it, and then the answer. Similarly, you might have first-grade students copy the sight words as you spell each out verbally as a class. Check for Understanding You need to make sure students understand what you have taught. One easy way to do this is to ask questions. If youre teaching a lesson on simple geometry to seventh-graders,  have students practice with the information you just taught, says the  ASCD (formerly the Association for Supervision and Curriculum Development). And, be sure to guide the learning. If students dont seem to grasp the concepts youve just taught, stop and review. For the seventh-graders learning geometry, you may need  to repeat the previous step by showing more geometry problems- and how to solve them- on the board. Guided and  Independent Practice   If youre feeling like the lesson plan involves a lot of guidance, youre right. At the heart, thats what teachers do. Guided practice provides  each student a chance to demonstrate her  grasp of new learning by working through an activity or exercise under the teacher’s direct supervision. During this step, you might move around the room to determine your students level of mastery and provide individual help as needed. You may need to pause to show students how to successfully work through problems if they are still struggling. Independent practice, by contrast,  can include homework or seatwork assignments, which you give to the students to complete successfully without the need for supervision or intervention. Closure In this important step, the teacher wraps things up. Think of this phase as a concluding section in an essay. Just as a writer wouldnt leave her readers dangling without a conclusion, so too, the teacher should review all key points of the lesson. Go over any areas where students might still be struggling. And, always, asked focused questions: If students can answer specific questions about the lesson, they likely have learned the material. If not, you may need to revisit the lesson tomorrow. Tips and Hints Always gather all needed supplies ahead of time, and have them ready and available at the front of the room. If youll be conducting a high school math lesson and all students will need are their textbooks, lined paper, and calculators, that makes your job easier. Do have extra pencils, textbooks, calculators, and paper available, though, in case any students have forgotten these items. If youre conducting a science experiment lesson, make sure you have all of the ingredients needed so that all students can complete the experiment. You dont want to give a science lesson on  creating a volcano  and find out once students are gathered and ready that youve forgotten a key ingredient like baking soda. To ease your job in creating a lesson plan, use a  template. The basic lesson plan format has been around for decades, so theres no need to start from scratch. Once you figure out what kind of  lesson plan  you will be writing, then you can determine the best way to use the format to fit your needs.

Impressionism and post-impressionism in the art institute of Chicago Essay

Impressionism and post-impressionism in the art institute of Chicago - Essay Example Baudelaire says that "pleasure ennobles the soul and softens the heart," and a quick glance through the works exhibited in the Impressionist Gallery of the Art Institute of Chicago brings out a wholehearted agreement with the statement. Pierre-Auguste Renoir's "Lunch at the Restaurant Fournaise," in Gallery 201 typifies the mood of the sentence where the artist has portrayed two young men, languorously enjoying the sun dappled afternoon. Giving them company is the young woman with her back turned to the viewer, decked out in the fashion of the day, a blue flannel dress. The faces have a look of ease and their casual way of sitting reveals that they have had a satisfying day, have enjoyed their lunch and a cigarette in the boater's hand is indicative of the end of their feasting. This painting has been called an image of "bourgeois leisure" (Impressionism and Post-Impressionism p. 45) and here we see men and women enjoying themselves, which in turn suffuses their selves and softens th e rough edges they might have possessed. The men and woman have an easy camaraderie, and they could be any of the vast multitudes who escaped the bustle of Paris to spend a day in the country, which was made possible by the new modes of transport like the locomotive.2. In Visions, Hannoosh cited Baudelaire as describing some major techniques (valuing color over line, depicting movement or "perpetual vibration," including "air" as an element, using minute strokes, etc to make a "unified whole") that Impressionism developed fully. Find an Impressionist painting here that does one of these, identify, and briefly tell how it does so. Baudelaire's analysis of the painting techniques of the Impressionists can be studied, once again, in Renoir's "Lunch at the Restaurant Fournaise," where we find a look of unhurried action. Colors play a very important role in here as can be seen in the color palette that he used, full of yellows and greens and blues, with a complete dissociation from black and grey. The brushstrokes he has used are light and feathery which reinforces the indolence that is a result of being sated. There are no clearly marked contours, so that the whole scene is softened and the afternoon sun dapples the painting and leaves its mark on the viewer too. There is an energy to the painting because of the minute strokes and a masterly use of light and shadow, seem sometimes on the table and at other times in the fold of the lady's dress. A very striking feature of the painting is that it depicts ordinary people in an ordinary surrounding and indulging in the most common recreations. 5. Choose any painting here that is more RURAL in emphasis than one you've already remarked on. Identify it, and briefly tell how it contrasts with any one thing from Baudelaire, Hannoosh's remarks, another Impressionist or Modernist work, or any of the art theory from Freeland. Van Gogh's The Poet's Garden can be studied as a contradiction of Baudelaire's vitriolic attack on his country in " Three Drafts of a Preface" when he says that " France is passing through a period of vulgarity," when in fact we see the flowering of some of the greatest minds in art and literature during this phase. I t is also a contradiction of the subject chosen by the Impressionists, which tended to depict Parisian life most of the time. The two main theories of art, i.e. expression theory and cognitive theory, realize the fact that art should and does communicate. It sends out the emotions, and ideas that led to the creation of the piece and the reasons that propelled the artist to paint it in a certain way. An artist has the ability to convey ideas in ways which are "original, apt and unique to a medium."(Freedland, 161) This painting by Van Gogh was created by him as a decoration for Paul Gauguin's bedroom which he would occupy during

Major Controversies on Human Trafficking Research Paper

Major Controversies on Human Trafficking - Research Paper Example According to the research findings, it can, therefore, be said that the IOM (International Organization for Migration) approximated in 2006 that there were about one hundred and ninety one million (191M) immigrants in the globe. These people (immigrants) are often treated by the host countries as outsiders thus impacting on how they are treated. For instance, most of them are denied the rights and protection as citizens of the host country. This is inflamed by their status as outsiders. Immigrants are frequently exposed to various harms and forms of exploitation such as human trafficking and basic human rights violation conceived as a form of modern-day slavery. Trafficking of human is a representation of an extreme way of labor exploitation. Furthermore, it is regarded as one of the negative impacts of globalization. Trafficking supplies people for purposes of street begging, prostitution, marriage, adoption, domestic work, construction, agricultural work and armed conflicts among o thers which form part of exploitative services or labor. Exploiting individuals for labor purposes has generated a lot of profits for those individuals involved in the acts. According to Feingold, the approximate gained benefit is about$32billion yearly. As a result, human trafficking was defined as the worlds’ fastest expanding criminal industry by the United States of America Department of Health and Human Services. In comparison to enterprises that are illegal, trafficking comes second after drug trafficking. Moreover, it is linked to industries dealing with illegal arms due to its capability of generating dollars.

Decision Making Process Model in Real Life Marketing Essay

Decision Making Process Model in Real Life Marketing - Essay Example The process involves a number of factors that influence the decision making of an individual and includes the various stages that a shopper goes through while purchasing a product thus outlining the flow of activities (both physical and psychological) from the beginning to the end. The interview conducted in this certain scenario was that of an individual who had decided to buy a new pull-out sofa to add to the furniture in their house. The individual needed the sofa for visiting individuals who wanted to spend the night and thus the subject was very particular about getting this particular type of sofa. By studying the decision making process that took place one is able to identify the various variables that were taken into consideration as well as other influences that a played a part in the formation of the final decision. The stages that the consumer went through during this process included: This was the first stage and the consumer identified the problem that they were faced with (the need that they had) and what was required in order to solve the issue once it has been pointed out (Blythe, 2008). In this case the main need of this particular consumer was the provision of a place to sleep for overnight guests that would not take up too much space due to the size of the individual’s living quarters. This could effectively rule out the need for a bed as another one would not be able to fit in the apartment and thus a pull-out sofa arose as the best alternative option on offer. The main issue was ensuring that the needs of the consumer will be satisfactorily met by the purchase of the product that they had in mind (Cheng, Luckett & Schulz, 2003).

Recombinant Green Fluorescent Protein Purification

Recombinant Green Fluorescent Protein Purification A series of experiments were performed on the E.coli strain BL21 pLysS pRSETA-GFPUV in order to express and purify a recombinant form of Green Fluorescent Protein (rGFP) using Ni2+-Agarose chromatography based on the rGFP His6 tag properties. A rGFP crude extract (GCE) was collected and later purified resulting in 10 washes and 10 elutions. A Bradford assay was performed on the first 6 samples of the washes and elutions to determine activity via relative fluorescent units (RFUs). A sodium dodecyl sulfate polyacrylamide gel electrophoresis (SDS-Page) followed to determine purity of the samples and a Western Blot verified the presence of rGFP. The sample with the highest activity was the E3 having 31,927 RFUs with an estimated purity of 10 percent and a molecular weight of 36 kDa. The estimated total yield of our protein is 2.07 ug. Introduction First discovered by Osamu Shimomura in 1961, the Green Fluorescent Protein (GFP) was isolated and identified as a protein that fluoresce green light. When calcium binds to the photoprotein aequorin, in vitro aequorin produces blue light (1). However, in the original jelleyfish A. equorea victoria green light was produced. The green light produced was the result of a second protein GFP driving its excitation energy from aequorin (2). After purification, GFP is a protein of 238 amino acids absorbing blue light at 395 nm and emitting green light at nearly 509 nm (2, 3, 4). This chromophore is very stable towards multiple harsh conditions including extreme pH and heat (5). The Aequorea GFP also measures to be at 30 kDa monomer (6). Purifying rGFP required a unique way of identifying the protein without isolating other protein contaminants. This particular rGFP was tagged genetically to the N-terminal of the protein sequence. This tag is useful due to the unique property of the chromatography technique used. Using Ni2+ -agarose affinity chromatography, the histadine tagged rGFP binds to the Ni2+ , thereby attaching this particular protein to the column. Next, the rGFP is eluted from the Ni2+ -agarose column by running a competitor compound that has a higher affinity for the Ni2+ called imidazole. The His6 tag unbinds from the column allowing the rGFP protein to be collected for experimental purposes (7). The purpose of this experiment is to express and purify the E. coli strain BL21(DE3) using Ni2+ -agarose affinity chromatography followed by the SDS-PAGE and Western Blot procedures to estimate purity and confirmation of the protein. Materials and Methods Expression of rGFP and Preparation of the rGFP Crude Extract (GCE) The BL21(DE3) bacterial culture referred to as G was used to inoculate 10 ml liquid LB [100ug/ml Amp;25ug/ml Cam] growth media and grown overnight at 37 degrees celsius with vigorous shaking. OD600 of .1 of 500 ml of liquid LB growth media was achieved after a second inoculation was achieved with the culture grown overnight. The 500 ml culture was allowed to grow to OD600 reached .5 by vigorous shaking at 37 degrees celsius. The bacterial pellet was stored at -20 degrees celsius and labeled as G0 while 1 ml of the culture was pelleted in a centrifuge tube and induced with IPTG. At the time of induction the cultures relative time is zero. Three hours post induction, the culture was labeled G3, stored at -20 degrees celsius after the supernatant discarded. The same procedure was done to the G3-15 ml with the exception of pelleting 15 ml of the culture. Next, the culture was vortexed at 37 degrees celsius to lyse the bacteria. A 1 ml breaking buffer was added, solution vortexed, and placed in a 37 degrees celsius water bath. After the centrifugation the supernatant was decanted into a new tube labeled GCE representing rGFP crude extract. (8). Purification of rGFP using Ni2+-Agarose Affinity Chromatography A plastic syringe with a luer-lock was blocked by glass wool to hold in the Ni2+ Agarose matrix. The syringe was then secured vertically using a ring stand and filled with approximately 100ul of buffer followed by 2 ml to ensure the removal of air bubbles trapped in the system. A 50 % slurry of Ni2+-agarose was added to 500 ul buffer on top of the glass wool. The system is then opened to ensure packing of the agarose matrix towards the bottom. The final step in setting up the column is the pre-equilibration step which is the addition of breaking buffer to the column while the leur-lock is open until the ethanol is out of the system. After storing away 100 ul of GCE for future use, 1 ml of breaking buffer was added to the centrifuge tube. The GCE was transfered to the Ni2+ -agarose column. After a 10 minute period the luer-lock was opened and .5 ml effluent liquid was collected and labeled W1 followed by W2 until W10. Meanwhile washing the unbound proteins with 4 ml of breaking buffer. After the 10th wash was collected, the column was washed with an additional 5 ml of breaking buffer. A similar process was followed collecting elution 1 through 10 in 1.5 centrifuge tubes, however by adding the elution buffer containing imidazole. The elution buffer formula available in the solution manual (8). Estimating Protein Concentration of rGFP Determine protein amount using the Bradford assay requires a standard curve using known amount of Bovine Serum Albumin (BSA). The Bradford assay was performed on six known amounts of BSA (0, 2.5, 5,10, 15, and 20 ug). 50 ul of solution containing the BSA was added with 1 ml of Bradford reagent to a glass tube. The solution was mixed and incubated at room temperature for 10 minutes. 200 ul of the 6 assays were transferred to a microtiter dish to read the absorbance at 595 nm in a microplate reader. A standard curve was plotted (Absorbance Vs BSA amount) to determine the highest absorbance reading that can be extrapolated from this curve. The same procedure was done on the first six washes and six elutions in triplicate. (9). SDS-PAGE/Coomassie Blue Analysis procedure Two recipes were followed in order to make a resolving gel and a stacking gel. The 12 % resolving gel consists of water, 4x resolving buffer, 30 % Acylamide, 10% ammonium persulfate, and TEMED. This solution was poured between two glass plates until polymerization. The 5 % stacking gel consisted of water, 4x stacking buffer, 30 % Acrylamide, 10 % ammonium persulfate, and TEMED. The Stacking buffer was added on top of the resolving buffer followed by the addition of a toothed comb until polymerization. Afterwards, the samples G0, G3, GCE, W2, W3, E2, E3 were loaded into the gel. The loading of the samples was done after the plates were placed in the electrophoresis tank. The electrophoresis tank then ran for 45 minutes at 200 volts. (10). Preparation and Development of the Western Blot Using the 7 samples from the previous procedure, we add 2-Me (Beta-mercaptoethanol) to each sample and developed another gel. After electrophoresis, the gel was to be used as a part of a sandwich for the Western Blot. The sandwich consisted of (from the top) a clear cassette lid, sponge, filter paper, nitrocellulose, gel, filter paper, and sponge that laid against the black cassette lid. After an incubation period, the protein transferred from the gel to the nitrocellulose. Removing the nitrocellulose to a container, the Ponceau S stain was added for two minutes and rinsed several times with distilled water. This was done until red bands appeared. The molecular weight ladder was marked with pencil for further review. Next a blocking step followed where the nitrocellulose membrane was placed in a Tupperware with 30 ml of 5% non-fat dry milk/TBS solution. The Tupperware was placed on a shaking platform for 30 minutes. Afterwards, the blocking solution was discarded and a washing step compromising of 30ml of .05% Tween 20/TBS solution was added. The Tupperware was placed on a shaking platform for 5 minutes. This process was repeated two more times. Following the washing step a primary probing step was performed by adding 7 ml of mouse IgG anti-Xpress epitope MAb solution and incubated on a shaking platform for 45 minutes. Another washing step followed using 30 ml of .05% Tween 20/TBS and repeated two more times. 7 ml of Sheep IgG anti-mouse IgG conjugated horse radish peroxidase polyclonal anti-serum solution was added in a secondary probing step that lasted 45 minutes on a shaking platform. The same washing step previous done followed and repeated two times. Finally, the final wash step with 30 ml of TBS was performed on a shaking platform for 5 minutes. For the final step, 7 ml of TMB substrate solution was added to the membrane until band color intensity was achieved. Then the membrane was moved into a Tupperware container filled with water to stop the development. The nitrocellulose membrane was then dried and results recorded. (11). Results The bacterial expression system of rGFP is presented in Figure 1. The Lac repressor is made from Lac1 of the bacterial chromosome. The lac repressor blocks the t7 RNA polymerase but after inducing it with IPTG, the Lac repressor itself will be blocked. Hence, T7 RNA polymerase will start being abundant and be the promoter to the expression for the His6-Xpress-GFPuv thereby resulting in rGFP (7). For a better understanding of rGFP a schematic diagram is provided in Figure 2. The elution of interest was E3 which had 31,927, the highest relative fluorescent units. We also see that from the combined elution profile in Figure 3 which displays the RFU for the first six washes and elutions. The samples were then run through a Bradford assay. The E3 sample had a 20.7 +/- 12.45 ug total amount of protein. The specific activity was 342,995 RFU/mg. The SDS-PAGE gel (Figure 4) presented the molecular weight of E3 standing at 36 kDa. We determined that using the ladder provided. The results gathered was off by 3 kDa from the verified experimental value of the rGFP. From the relative color density, it was determined that the rGFP band retains 10 % purity which resulted in a calculated yeild of 2.07 ug. Figure 5 presents the Western Blot assay which was used to verify the presence of rGFP. E3 and E2 showed a stronger color while G0 as expected did not show a band due to lack of rGFP. The washes also show a faint color. We have confirmed the presence of rGFP by comapring the E3 band to the ladder which approximates 36 kDa. Conclusion/Discussion The confirmation of rGFP was obtained though proceeding with a Western blot analysis. The experiments that were performed beforehand gave a good understanding of how rGFP was induced, expressed, and purified. To recap, Ni2+-agarose affinity chromatography was used to isolate our protein through the unique property having affinity to the His6 tag in the rGFP. Followed by the Bradford assay we estimated how much protein the samples contained. The SDS-PAGe gel gave us an estimation of the molecular weight and purity of the samples which was paramount in the bigger picture of identifying the protein. Even though the purity gained was very low, we proceeded and developed a Western Blot which confirmed the presence of rGFP through band intensities. Since the GFP protein is very robust to pH and temperature, one can transfect or transcribe this gene into other living bacteria or even human cells to possibly see movement. One follow up experiment would to do just that, seeing if we can insert the rGFP into cancer cells or enzymes like insulin for further studies. We already know that GFP changes color based on the excitation energy which might be altered to produce different colors. This can be used to study two systems or their interactions or lack of interaction. We can study the energy consumption of different bacteria and learn which colonies survive longer. We can apply this method in cancer research and find out how cancer fast certain cancers grow by studying the relative fluorescence given off. The impact of this finding may be similar to the impact of creating spectacles (glasses) that allowed millions to see clearly. This protein offers that unique new ability to visually track things we could not have tracked as easily. References O. Shimomura, F. H. Johnson, Y. Saiga. J. Cell. Comp. Physiol. 59, 223 (1962). J. G. Morin and J. W. Hastings, J. Cell Physiol. 77, 313 (1971); H. Morise, O. Shimomura, F. H. Johnson, J. Winant, Biochemistry 13, 2656 (1974). D. C. Prasher, V. K. Eckenrode, W. W. Ward, F. G. Prendergast, M. J. Cormier, Gene 111, 229 (1992) . W. W. Ward, C. W. Cody, R. C. Hart, M. J. Cormier, Photochem. Photobiol. 31, 611 (1980). Ward, W.W. and Bokman, S.H.: Reversible denaturation of Aequorea green-fluorescent protein: physical separation and characterization of the renatured protein. Biochemistry 21 (1982) 4535-4550. Prendergast, F.G. and Mann, K.G.: Chemical and physical properties of aequorin and the green-fluorescent protein isolated from Aequorea forskalea. Biochemistry 17 (1978) 3448-3453. R. Scott, and E. Picket. Biochemistry Laboratory Manual. United States. (2012). R. Scott, and E. Picket. Biochemistry Laboratory Manual. United States. 84-88 (2012). R. Scott, and E. Picket. Biochemistry Laboratory Manual. United States. 99-100 (2012). R. Scott, and E. Picket. Biochemistry Laboratory Manual. United States. 125-126 (2012). R. Scott, and E. Picket. Biochemistry Laboratory Manual. United States. 139-140 (2012). R. Scott, and E. Picket. Biochemistry Laboratory Manual. United States. (2012). R. Scott, and E. Picket. Biochemistry Laboratory Manual. United States. (2012). citations: Primary stucture of the aequorea victoria GRP Douglas prasher, virginia eckenrode-229-223 1992 GFP as a marker for gene expression martin chalfie, vuan tu vol 263, feb 1994 Wavelength mutations and post translational autoxidation of GFP vol 91, pp. 12501-1250 dec 1994

The Power of Love in Louisa May Alcott Little Women Essay -- Louisa Ma

The Power of Love in Little Women  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "Truly, love does work miracles!" (335)   The March family portrayed in Louisa May Alcott's Little Women, was the classic American family. The father is fighting in war, the mother is all knowing and wise and the four daughters are budding seeds of independence. In the beginning of the novel we are introduced to all four of the sisters. Meg, the oldest, is wise and very concerned with class and the styles of the times. Jo was the least like any of her sisters. She longs to be a boy and not have to worry about such petty things as her hair and what she is wearing. Beth is a kind gentle soul who is always contented with what she has. Amy, the youngest, is very conceited. She is always concerned with her looks and who she will marry. "'It's so dreadful to be poor!' sighed Meg, looking down at her old dress. 'I don't think it's fair for some girls to have plenty of pretty things and other girls nothing at all,' added little Amy, with an injured sniff. 'We have Father and Mother and each other,' said Beth contentedly, from her corner . . . . Jo immediately sat up, put her hands in her pockets, and began to whistle. 'Don't Jo-it's so boyish!'{Amy said} 'That's why I do it'" (p.3-4). Though different in many ways, they all loved each other. It was, however, love from, and for, other people that changed them all in so many ways. Being the oldest sister, Meg felt a lot of pressure on her to marry into the right class. She longed for pretty things and large house. She wasn't as conceited as Amy, but continually let Jo know how disappointed in her she was. Jo's unladylike tendencies disgusted her. After going to a coming out party for Annie Moffat, Meg was a changed pers... ...n any other love. In her short life she changed many people for the better. The March family survived many hardships and surpassed many obstacles. Without the love for each other, they wouldn't have made so far. Many years later, Mrs. an Mr. March are sitting back, watching their daughters and grandchildren romp in the orchard. They both see how much they have all grown and changed, Mrs. March turn to Mr. March and says, "Truly, love does work miracles! How very, very happy they must be"(335) Work Cited Alcott, Louisa May. Little Women. New York: Signet, 1983. Douglas, Ann. Introduction. Little Women. By Louisa May Alcott. New York: Signet, 1983. vii-xxvii. Elbert, Sarah. A Hunger for Home: Louisa May Alcott and Little Women. Philadelphia: Temple Press, 1984. Hollander, Anne. "Portraying 'Little Women' Through the Ages. New York Times 15 Apr. 1994.