Biology †Characteristics of Life and Principles

What is biology? Simply put, it is the study of life, in all of its grandeur. Biology concerns all life forms, from the very small algae to the very large elephant. But how do we know if something is living? For example,  is a virus alive or dead? To answer these questions, biologists have created a set of criteria called the characteristics of life.   The Characteristics of Life Living things include both the visible world of animals, plants, and fungi as well as the invisible world of bacteria and viruses. On a basic level, we can say that life is ordered. Organisms have an enormously complex organization. Were all familiar with the intricate systems of the basic unit of life, the cell. Life can work. No, this doesnt mean all animals are qualified for a job. It means that living creatures can take in energy from the environment. This energy, in the form of food, is transformed to maintain metabolic processes and for survival. Life grows and develops. This means more than just replicating or getting larger in size. Living organisms also have the ability to rebuild and repair themselves when injured. Life can reproduce. Have you ever seen dirt reproduce? I dont think so. Life can only come from other living creatures. Life can respond. Think about the last time you accidentally stubbed your toe. Almost instantly, you flinched back in pain. Life is characterized by this response to stimuli. Finally, life can adapt and respond to the demands placed on it by the environment. There are three basic types of adaptations that can occur in higher organisms. Reversible changes occur as a response to changes in the environment. Lets say you live near sea level and you travel to a mountainous area. You may begin to experience difficulty breathing and an increase in heart rate as a result of the change in altitude. These symptoms go away when you go back down to sea level.Somatic changes occur as a result of prolonged changes in the environment. Using the previous example, if you were to stay in the mountainous area for a long time, you would notice that your heart rate would begin to slow down and you would begin to breath normally. Somatic changes are also reversible.The final type of adaptation is called genotypic (caused by genetic mutation). These changes take place within the genetic makeup of the organism and are not reversible. An example would be the development of resistance to pesticides by insects and spiders. In summary, life is organized, works, grows, reproduces, responds to stimuli and adapts. These characteristics form the basis of the study of biology. Basic Principles of Biology The foundation of biology as it exists today is based on five basic principles. They are the cell theory, gene theory, evolution, homeostasis, and laws of thermodynamics. Cell Theory: all living organisms are composed of cells. The cell is the basic unit of life.Gene Theory: traits are inherited through gene transmission. Genes are located on chromosomes and consist of DNA.Evolution: any genetic change in a population that is inherited over several generations. These changes may be small or large, noticeable or not so noticeable.Homeostasis: ability to maintain a constant internal environment in response to environmental changes.Thermodynamics: energy is constant and energy transformation is not completely efficient. Subdiciplines of BiologyThe field of biology is very broad in scope and can be divided into several disciplines. In the most general sense, these disciplines are categorized based on the type of organism studied. For example,  zoology deals with animal studies, botany deals with plant studies, and microbiology is the study of microorganisms. These fields of study can be broken down further into several specialized sub-disciplines. Some of which include anatomy, cell biology, genetics, and physiology.

A Research Study On Sex Education - 808 Words

Greslà ©-Favier, and independent researcher writing in the peer reviewed journal Sex Education, investigates childism, or systematic discrimination against children, which stems from conservative beliefs that parents have high authority and children belong in the private sphere. Within the context of sex education, childism is a primary factor in programs that place the values of parents and society over the needs and rights of the child. While including discussions about the importance of personal and family values in sex education is reasonable, it is unreasonable to completely diminish the concerns of the individual. A prime example of the value based approach, violation of rights, and bias, presented by abstinence education is the†¦show more content†¦By addressing homosexuality only within the context of â€Å"promiscuity and disease,† most abstinence programs create an unwelcoming environment for homosexual students (â€Å"ACLU Memo† 30). The best way t o promote teenage sexual health is to create a supportive environment with a wealth of accurate, holistic information. If students do not receive accurate information about sexual health from reliable institutions such as schools, they will find such information, albeit inaccurate, elsewhere. Adolescents often rely upon peers and mass media for sexual information (Igras et al. 558), which poses problems because peers are equally uninformed and the media presents distorted or inaccurate portrayals of sexual activity. Like abstinence programs, television, movies, and the Internet perpetuate gender stereotypes, but by demonstrating how the genders are supposed to act in sexual situations rather than teaching about it (Kittleson and Howard-Barr 73). Additionally, the media includes abundant sexual references without the necessary health information to back them up. The average teenager encounters over 14,000 sexual references each year, but only 1 in 85 discuss serious matters such as â€Å"abstinence, contraception, or marriage† (Kittleson and Howard-Barr 73). Abstinence only education programs and the media may be on opposite ends of the spectrum as far as attitudes toward sex, but are both equally uninformative because they

Manufacturing Process Workshop Technology -Myassignmenthelp.Com

Question: Discuss About The Manufacturing Process Workshop Technology? Answer: Introduction Lightly loaded high-speed roller bearings are in most cases prone lubricant starvation and slip especially at the interface where the inner circle comes into contact with the rollers. The bearing life of the roller is affected therefore by these two factors, slip and starvation of the lubricant, as these factors affect the thickness of the film of oil. Of the most important life factor is the speed of the cage in the estimation of the contact pressure. This is because any modification that happens to the bearing-inner race interface is affected by the speed at which the cage moves(Weisenberger, 2013). Finite Element Analysis The stress developed when the two surfaces come into contact is defined by Hertzian contact stress. The extent of deformation on the point of contact when the two surface come together is dependent on the normal contact force, the elasticity modulus of the two surfaces coming into contact as well as the radii of curvature of the two surfaces that have come into contact. Using the equation , the maximum contact pressure between the two surfaces can be established(Singh, 2006). Points of deformation on the inner circle of the roller Depending on the magnitude of the stress, there is deformation caused, either elastic or plastic to the surface of contact. A need thus arises to calculate the stress that is developed at the point of contact. Among the assumptions made while calculating the contact stress, include; Homogeneity of the materials that are in contact and that the yields stress is not surpasses A load, which is normal to the tangent of the contact plane, is responsible for the contact stress. This means there are no tangential forces that could be acting in between the two solids, which are intact(Castillo-Len, 2014) The area of the contact is small in comparison with the dimensions of the solids whose surfaces are coming into contact Surface roughness has negligible effect on the overall contact stress The solids, which are coming into contact, are at equilibrium and at rest during the time of contact. It is recommended that analysis of non-metallic components is done through nonlinear stress analysis as a result of the complexity of the relationships in load deformation(Committee, 2010). Finite element analysis can then be used in the calculation and estimation of the stresses and the displacement of the final products resulting from such operational loads as contact between surfaces, pressures, temperatures, accelerations or even forces. Multiphysics analysis can be performed from loads imported from simulation, thermal and flow studies. Being that the roller bearings and the roller race are made of metallic components, the analysis of the components of this solid can be done using either linear or nonlinear stress analysis. The analysis chosen depends upon the extent of push that the design is to be taken. In cases where there is need to keep the geometry in a linear elastic range, then linear stress analysis would be deployed. Keeping the geometry of the design in a linear elastic range would mean the components would be able to regain their original shape upon the withdrawal of the load. This would occur for as long as the geometry of the components is relatively larger than the rotations and the displacements. Such analyses normally aim factor of safety(Engineers, 2005). On the other hand, in cases where the pot-yield load cycles the geometry, nonlinear stress analysis is conducted to analyze the forces and the loads. Under such circumstances, the impact of permanent deformation and hardening of strain on the residual stresses are given a priority and thus the goals of the analysis. For the case of the presented problem, it is deducible that the geometry of the design is suitable. The boundary conditions of the components have clearly been defined, and from the provided information, the linear analysis would be deployed in the analysis of the forces of the components. The main aim of the design would be to ensure the roller bearings are able to contain the forces and the stress when it comes into contact with the roller race along the raceway(Lee, 2017). Most of the metals that are used in the manufacture of components are ductile. This loosely means metals occasionally react with loads in a linear way when loaded to a point called the yield strength beyond which the metal would behave non-linearly thereby resisting a very small amount of load before it can finally hit its point of ultimate strength where it breaks. The point at which there is conversion from linearity to non-linearity is called the plastic zone. It is not mathematically and computationally possible to describe into details this region(Kotzalas, 2006). Another limitation of this analysis is the stress concentration. In a bid to eliminate the plastic zone effects that result from non-linearity, Linear FEA version of computing is used in the simulation exercise. This version assumes that all materials used in the making of components would behave in a linear way even beyond the yield strength. Linear FEA tends to be inaccurate when it comes to stress concentrations. There tends to be very large stress over a very small area in a material at stress concentration(Gokhale, 2008). This is caused by abrupt changes in the geometry of the component and such areas are able to experience stress that is beyond the yield strength of the material. Due to this abrupt increase, linear FEA has been found to be inaccurate in the prediction of the possible effects that can come with these stress concentrations. Despite stress concentrations being a common phenomenon in finite element analysis, it is not accurately portrayed what happens in these regions with the assumptions that are used in the linear finite element analysis. It not correct and precise that the failure of the entire component of the system to be pegged purely on stress concentration on a linear analysis. Experimental findings have determined that there exists an acceptable allowance for stress just before stress concentration can have a relatively significant impact on the entire strength of the structure(Castillo-Len, 2014). One of the simplest ways of determining the maximum contact stress of the roller bearings and the roller race in the component provided is by assuming that the bearings make contact with the race over its full circumference. It is also assumed that as the roller moves along the raceway, the contact pressure over the area it moves remains constant throughout the time it moves(Esam, 2009). In so doing, contact pressure is created which is equivalent to the quotient of the loaded and the projected area of contact of the two surfaces Since the roller does not make contact with the roller race over the whole diameter, the contact pressure will not be constant throughout the area of contact. Instead, in case there is no deformation the roller bearings would end up only contacting the roller race along a line down its thickness. The elastic deformation experienced between the roller bearings and the roller race can be calculated using Hertz analytic solution, mostly called Hertzian contact. This method of calculation would yield the stress that would account for the actual geometry of the component: Conclusion This experimental design of a cylindrical roller and race design is almost similar in characteristics and conditions with that of numerical and analytical models. In as much as the data and the signals used in the analysis of this model are seemingly borrowed from and almost similar to real known model(Dieter, 2013). This experimental design model is can be validated by the use of Harrison Joness analytical model with minimal differences observed between the two models. Any differences that can be noted between this model and Jones would be due to asymmetrical load zone of by the numerical dynamic. This experimental model provides an avenue for further exploration into the various possible events that may result into or can be termed as chaotic behaviour of elements the roller. Numerical models are capable of generating the geometry of the load zones, which are adaptive to the dynamism of the bearing elements that are in contact with the geometry. Such allows for prediction of the fa ilure and location of critical areas as well as the behaviour of the various components(Schell, 2014). References Alawadhi, E. M. (2015). Finite Element Simulations Using ANSYS, Second Edition. London: CRC Press. Castillo-Len, J. (2014). Lab-on-a-Chip Devices and Micro-Total Analysis Systems: A Practical Guide. Oxford: Springer. Committee, A. I. (2010). ASM Handbook, Volume 22, Part 1. Chicago: ASM International. Dieter, G. E. (2013). Handbook of Workability and Process Design. Oxford: ASM International. Engineers, A. S. (2005). Proceedings of DETC, Volume 3, Parts 1-2. New York: American Society of Mechanical Engineers. Esam, A. (2009). Finite Element Simulations Using ANSYS. New York: CRC Press. Gokhale, N. S. (2008). Practical Finite Element Analysis. Kansas: Finite To Infinite. Kotzalas, M. N. (2006). Advanced Concepts of Bearing Technology,: Rolling Bearing Analysis, Fifth Edition. New York: CRC Press. Lee, H.-H. (2017). Finite Element Simulations with ANSYS Workbench 17. Sydney: SDC Publications. Schell, J. (2014). The Art of Game Design: A Book of Lenses, Second Edition. New York: CRC Press. Singh, R. (2006). Introduction to Basic Manufacturing Process and Workshop Technology. Beijing: New Age International. Weisenberger, N. (2013). Coasters 101: An Engineer's Guide to Roller Coaster Design. Macnhester: Nick Weisenberger.

Organizations Law Business and Trade Activities

Question: Discuss about the Organizations Law for Business and Trade Activities. Answer: Introduction With the growth of the business and trade activities within the society the necessity of the appropriate governess for the business activities and the business organization was felt by the governments across the world. Moreover, for this reason several governments of different countries introduced corporation governance rules and Acts in order to govern the business activities performed by the business entities within the specific nation (Hansmann Kraakman, 2000). Afterwards, the rules, regulations, and Act related to the corporate governance has been changed and amended as per the needs from time to time. Global Financial Crisis was one of the most significant event for the world that forces the economist, academic scholars and the head of the nations to think about the monetary policies of the nations and to revaluate the policies and refurnished the policies as per the new situations need and demand. In Australia the corporate and business entities are governed by the Corporate A ct 2001. `The Act provides requisite rules and regulations in order to govern and control the huge number of business organizations within the country (Hilb, 2005). In Australia the important accounting tasks are performed according the standards provided by Australian Accounting Standard Board (AASB), however, in the changing business circumstances the necessity of requisite amendment to the accounting standards and financial reporting standard has been immensely felt. Moreover, the accounting tasks and the requisite accounting standard are vital for the companies and play vital role in the governance of the organization (Kim Nofsinger, 2007). This paper is on the accounting standard followed by the Australian companies and their competences with the international standard. Main body Corporate governance has drawn attention from the entire academic scholars, researchers, economist, and policy makers across the globe when the big organizations like UKs Enron and USAs WorldCom has been collapsed in 2001 and 2002 consecutively. Moreover, from then the researchers and economist across the globe provide great attention in developing more efficient corporate governance policies and the various nations are applying the new rules and policies in order to improve the governance and control within the business organizations around the nations (Kimmel, Weygandt, Kieso, 2010). The nation all across the world are trying to set efficient practices as a guidelines for their corporate governance. The economists and researchers all across the world are trying to explore several new perspectives in the field of corporate governance and the authorities are trying to apply various rules and regulation in order to overcome the significant issue. There are several different reports p roduces by organizations such as Cadbury Report in United Kingdom, Sarbanes Oxley in USA, The Day Report in Canada provide important guidelines and principles on the corporate governance (Lehman, Tinker, Merino, Neimark, 2005). The aim of maximum numbers of rules and regulations is to enhance the corporate governance environment of the organizations. In Australia the ASX Corporate Governance Councils provide the essential principles, guidelines and recommendations for the he companies performing business activities in this country for effective corporate governance within the organization. Good corporate governance can be referred to the corporate establishments, which leads to optimize the value of the entire stakeholders of the organization and it should be legally, ethically as sustainably competent (Mallin, 2004). Moreover, it should ensure equity as well as transparency to each stakeholders of the company including the employees, customers, suppliers, vendors, the government as well as the society. Therefore, in current business context the corporate governance is becoming the determinant factors to several matters in detecting the organizations strength and functionalities. One of the most vital functions of corporate governance is the accounting standard and financial reporting standard of the organization. In Australia the Australian Accounting Standard Board (AASB) is responsible to provide the essential accounting standards to the business organizations perform their business activities within this country (Reckers, 2001). The structure and practice of corporate governance play vital role in deciding the cost of the capital in the international capital market. The Australian business organizations should be equipped in order to compete internationally as well as to maintain and encourage the investors in Australia as well as in overseas. The corporate governance policies should be maintained strictly in order to promote high standards, values and transparency about the practices of corporate governance policies adopted by the companies. The ASX Corporate Governance council has amended the Principles 6 and 8 in order to make it apparent that a listed company is not need to comply with the Section 250RA and 300A of the Corporations Act, AASB 124. The boards of directors are mainly responsible for the external financial reporting function of the business organizations. The chief executive officer of the company along with the chief financial officer play crucial role in preparation of the financial report of the business organization and the boards has high degree of confidence and trust on them for integrity as well as disseminate of the accounting information of the organization (Steane Christie, 2001). They keep an eye on the internal accounting system of the orga nization and are reliant on the accountant of the organization as well as the chief executive officer and chief financial officer dependent on the internal auditors of the organization. The present accounting rules in Australia permit the managers little selection in order to determine the methods of measurement and condition to recognize several different financial reporting elements. Frauds in financial reporting inclusive of non-disclosure as well as deliberate falsification of the values provide significant information risk to the users of the financial reports (Weygandt, Kimmel, Kieso, 2014). For many reasons the AASB is going to implement the standards of the International Accounting Standard Board (IASB) and adopt the International Financial Reporting Standards (IFRS) in order to comply with the international standard and improve the acceptance of the Australian companies all across the world so that the investors take interest on the Australian company and make considerable investment in the Australian company. Conclusion Corporate governance is one of the most crucial aspect of the organizations and it play vital role in the effective operation of the organization as well as it helps in further growth and development plan of the organization. Accounting is one of the key elements of corporate governance and providing effective mechanism and accounting standard the organizations can improve its standard and reputation in the industry. Like other developed countries Australia is also great emphasis on developing effective corporate governance policies in order to compete with the international standard so that improve the reliance and trustworthy of the organizations in Australia (Wink Corradino, 2011). In this matter, the government has taken several effective steps such as the Australian Accounting Standard Board (AASB) has adopted several standards, rules and regulation from the International Accounting Standard Board (IASB) as well as adopted the International Financial Reporting Standards (IFRS) in order to prepare the financial reports of the Australian organization so that the Australian organization can compete internationally. References Hansmann, H. Kraakman, R. (2000).The essential role of organizational law. Cambridge, MA: Harvard Law School. Hilb, M. (2005).New corporate governance. Berlin: Springer-Verlag. Kim, K. Nofsinger, J. (2007).Corporate governance. Upper Saddle River, N.J.: Pearson/Prentice Hall. Kimmel, P., Weygandt, J., Kieso, D. (2010).Accounting. Hoboken, N.J.: Wiley. Lehman, C., Tinker, T., Merino, B., Neimark, M. (2005).Corporate governance. Amsterdam: Elsevier JAI. Mallin, C. (2004).Corporate governance. Oxford: Oxford University Press. Reckers, P. (2001).Advances in Accounting. Burlington: Elsevier. Steane, P. Christie, M. (2001). Nonprofit Boards in Australia: A Distinctive Governance Approach.Corporate Governance,9(1), 48-58. https://dx.doi.org/10.1111/1467-8683.00225 Weygandt, J., Kimmel, P., Kieso, D. (2014).Accounting principles. Hoboken, N.J: John Wiley Sons. Wink, G. Corradino, L. (2011).Intermediate accounting demystified. New York, NY: McGraw-Hill.=

10 Fascinating Facts About Dung Beetles

10 Fascinating Facts About Dung Beetles Is there anything cooler than a dung beetle pushing a ball of poo? We think not. But lest you disagree, please consider these 10 fascinating facts about dung beetles. 1. Dung Beetles Eat Poop Dung beetles are coprophagous insects, meaning they eat excrement of other organisms. Although not all dung beetles eat poop exclusively, they all eat feces at some point in their life. Most prefer to feed on herbivore droppings, which are largely undigested plant matter, rather than carnivore waste, which holds very little nutritional value for insects (and really, who could blame them for that preference). Recent research at the University of Nebraska suggests dung beetles may be most attracted to omnivore excrement, since it provides both nutritional value and the right amount of odor to make it easy to find. 2.  Not All Dung Beetles Roll Their Poop When you think of a dung beetle, you probably picture a beetle pushing a ball of poop along the ground. But some dung beetles don’t bother rolling neat little dung balls at all. Instead, these coprophages stay close to their fecal finds. Aphodian dung beetles (subfamily Aphodiinae) simply live within the dung they find, often cow patties, rather than investing energy in moving it. The earth-boring dung beetles (family Geotrupidae) typically tunnel below the dung pile, making a burrow which can then be easily provisioned with poop. 3. Dung Beetles Provision Their Nests With Poop for Their Offspring When dung beetles do carry or roll the dung away, they do so primarily to feed their young. Dung beetle nests are provisioned with poop, and the female usually deposits each individual egg in its own tiny dung sausage. When the larvae emerge, they are well-supplied with food, enabling them to complete their development within the safe environment of the nest. 4. Many Dung Beetles Are Good Parents Dung beetles are one of the few groups of insects that exhibit parental care for their young. In most cases, child rearing responsibilities fall on the mother (surprise!), who constructs the nest and provisions it with food for her young. But in certain species, both parents share child care duties to some degree. In the Copris and Ontophagus dung beetles, the male and female work together to dig their nests. Certain Cephalodesmius dung beetles even mate for life. 5. Most Dung Beetles Are Particular About the Poop They’ll Eat For most dung beetles, not just any poop will do. Many dung beetles specialize on the dung of particular animals, or types of animals, and simply will not touch the poo of other critters. Australians learned this lesson the hard way, when the outback was nearly buried in cattle dung. Two hundred years ago, settlers introduced horses, sheep, and cattle to Australia, all grazing animals that were new to the native dung beetles. The Australian dung beetles were raised on poop from Down Under, like kangaroo poo, and refused to clean up after the exotic newcomers. Around 1960, Australia imported exotic dung beetles that were adapted to eating cattle dung, and things got back to normal. Phew. 6. Dung Beetles Are Really Good at Finding Poop When it comes to poop, the fresher the better (at least from the dung beetles perspective). Once a dung patty has dried out, it’s less palatable to even the most dedicated poop eater. So dung beetles move quickly when an herbivore drops a gift in the pasture. One scientist observed 4,000 dung beetles on a fresh pile of elephant scat within 15 minutes after it hit the ground, and shortly thereafter, they were joined by an additional 12,000 dung beetles. With that kind of competition, you have to move quick if you’re a dung beetle. 7. Dung Beetles Navigate Using the Milky Way With so many dung beetles vying for the same pile of poop, a beetle needs to make a quick getaway once he’s rolled his dung ball. But it’s not easy to roll a ball of poop in a straight line, especially when you’re pushing your ball from behind using your hind legs. So the first thing the dung beetle does is climb atop his sphere and orient himself. Scientists had long observed dung beetles dancing on their poo balls, and suspected they were looking for cues to help them navigate. New research confirmed that at least one species of African dung beetle, Scarabaeus satyrus, uses the Milky Way as a guide to steering its dung ball home. The researchers placed tiny hats on the dung beetles, effectively blocking their view of the heavens, and found the dung beetles could only wander aimlessly without being able to see the stars. 8. Dung Beetles Use Their Poop Balls to Cool Off Have you ever walked barefoot across a sandy beach on a scorching hot summer day? If so, you probably did your share of hopping, skipping, and running to avoid painful burns to your feet. Since dung beetles often live in similarly hot, sunny places, scientists wondered if they, too, worried about burning their tootsies. A recent study showed that dung beetles use their dung balls to cool off. Around noon, when the sun is at its peak, dung beetles will routinely climb atop their dung balls to give their feet a break from the hot ground. The scientists tried putting tiny, silicone booties on the dung beetles, and they discovered the beetles wearing shoes would take fewer breaks and push their dung balls longer than the beetles that were barefoot. Thermal imaging also showed that the dung balls were measurably cooler than the surrounding environment, probably because of their moisture content. 9. Some Dung Beetles Are Surprisingly Strong Even a small ball of fresh dung can be hefty to push, weighing 50 times the weight of the determined dung beetle. Male dung beetles need exceptional strength, not just for pushing dung balls but also for fending off male competitors. The individual strength record goes to a male Onthphagus taurus dung beetle, which pulled a load equivalent to 1,141 times its own body weight. How does this compare to human feats of strength? This would be like a 150 lb. person pulling 80 tons! 10. Millions of Years Ago, Ancient Dung Beetles Cleaned up After Prehistoric Giants Because they lack bones, insects rarely show up in the fossil record. But we do know that dung beetles existed around 30 million years ago, because paleontologists have found fossilized dung balls the size of tennis balls from that time period. Prehistoric dung beetles collected the poop of South America’s megafauna: car-sized armadillos, sloths taller than modern houses, and a peculiar long-necked herbivore called Macrauchenia.

Complete List of Mary Higgins Clark Books

Complete List of Mary Higgins Clark Books Mary Higgins Clark began writing short stories as a way to supplement her familys income. After her husband died in 1964, she wrote radio scripts until her agent persuaded her to try to write a novel. When her first novel- a fictional biography of George Washington- didnt sell well, she turned to writing mystery and suspense novels. More than 100 million books later, it is safe to say she made the right choice. All of her suspense novels- some written with her daughter Carol Higgins Clark- have become bestsellers. Mary Higgins Clark is the acknowledged queen of psychological suspense. Here is a list of the books and stories she has written over the years. 1968-1989: The Early Years After the lackluster sales of the fictional biography Aspire to the Heavens, Higgins Clark faced several family and financial crises before finally delivering her second book Where Are the Children? to her publisher. The novel became a bestseller and Higgins Clark had no financial worries for the first time in many years. Two years later, Higgins Clark sold A Stranger Is Watching for $1.5 million. The litany of work that would result in her title The Queen of Suspense was firmly underway. In time, many of her novels would become big-screen movies. 1968 - Aspire to the Heavens (later retitled Mt. Vernon Love Story)1975 - Where Are the Children?1977 - A Stranger is Watching1980 - The Cradle Will Fall1982 - A Cry in the Night1984 - Stillwatch1987 - Weep No More, My Lady1989 - While My Pretty One Sleeps1989 - The Anastasia Syndrome and Other Stories 1990-1999: Recognition Higgins Clark has won many awards for her work including the National Arts Clubs Gold Medal in Education in 1994 and the Horatio Alger Award in 1997. She has been awarded 18 honorary doctorates, and was chosen as Grand Master for the 2000 Edgar Awards. 1990 - Voices in the Coal Bin and Thats the Ticket (Short stories available as an audiobook)1991 - Loves Music, Loves to Dance1992 - All Around the Town1992 - Lucky Day (Audiobook)1993 - Ill Be Seeing You1993 - Death on the Cape and Other Stories1993 - Mother (With Amy Tan and Maya Angelou)1993 - Milk Run and Stowaway (Short stories)1994 - Remember Me1994 - The Lottery Winner and Other Stories1995 - Let Me Call You Sweetheart1995 - Silent Night1995 - Pretend You Dont See Her1996 - Moonlight Becomes You1996 - My Gal Sunday1997 - The Plot Thickens1998 - You Belong to Me1998 - All Through The Night1999 - Well Meet Again 2000-2009: Higgins Clark Co-Writes With Daughter Higgins Clark added several books a year during this decade and began to write occasionally with her daughter Carol Higgins Clark. Their partnership began with Christmas-themed books and has expanded to other topics. 2000 - Before I Say Good-Bye2000 - Deck the Halls (with Carol Higgins Clark)2000 - Mount Vernon Love Story2000 - The Night Awakens2001 - On The Street Where You Live2001 - He Sees You When Youre Sleeping (with Carol Higgins Clark)2001 - Kitchen Privileges, A Memoir2002 - Daddys Little Girl2003 - The Second Time Around2004 - Nighttime Is My Time2004 - The Christmas Thief (with Carol Higgins Clark)2005 - Where Are the Children?2005 - The Classic Clark Collection2005 - No Place Like Home2006 - The Night Collection2006 - Two Little Girls in Blue2006 - Santa Cruise: A Holiday Mystery at Sea (with Carol Higgins Clark)2007 - I Heard That Song Before2007 - Ghost Ship2008 - Where are You Now?2008 -2009 -Â   2010 to Present: Higgins Clark Books Reign as Bestsellers Astonishingly, all Higgins Clark suspense books have been bestsellers and most are still in print. She continued to write several books a year to add to her impressive portfolio of work. 2010 - The Shadow of Your Smile2011 - Ill Walk Alone2011 - The Magical Christmas Horse2012 - The Lost Years2013 - Daddys Gone A Hunting2013 - Inherit the Dead2014 - Ive Got You Under My Skin2014 - The Cinderella Murder2015 - Silent Night2015 - The Mystery Writers of America Cookbook2015 - Death Wears a Beauty Mask and Other Stories2015 - The Five-Dollar Dress (short fiction)2015 - The Melody Lingers On2015 - All Dressed in White2016 - As Time Goes By2016 - The Sleeping Beauty Killer2017 - All By Myself, Alone

Recruitment methods Coursework Example | Topics and Well Written Essays - 1000 words

Recruitment methods - Coursework Example They would believe that their chances of getting the said job are minimal since there are a number of other applicants also trying for the same vacancy. Hence these two reasons suggest how a firm should always avoid the discussion of generating large applicant pools for a firm and must never emphasize on bringing together so many people at the same time. Its policy should be such that it asks very few people to fight for the same vacancy and then select the very best in the end. 2) What implication exists for recruitment methods? The recruitment methods depend a great deal on how the organization views the entire discussion of recruitment and selection, and what kinds of measures are adopted by the firm to get in success with the tasks of the firm in the long run. The implications come in because the firm wants to know whether or not these recruitment methods would bring in the success that has been envisaged by the human resource management domains and the people who are at the back end of such measures (Nelson, 1997). They want to be 100 percent sure that all their steps within the aegis of recruitment methods are taken care of and that they are able to hire the very best at the end. Also the reason for these recruitment methods to be taken seriously by the organization lies in the fact that it can have a good say within the related industry as per its recruitment and selection methods, and thus be taken as an organization that is on the right footing all said and done. The implications for the recruitment methods raise quite a few questions about the legitimacy of an organization to adopt them and hence gain an understanding into the ways and means through which success could be achieved within such recruitment ranks. References Nelson, J., 1997. The Boundaryless Organization: Implications for Job Analysis, Recruitment, and Selection. Human Resource Planning,

Buyer Behaviour Case Study Example | Topics and Well Written Essays - 1750 words

Buyer Behaviour - Case Study Example The youth today is not lured by goods that are merely expensive. They want value for money and they purchase luxury goods for self-identity and well-being. Purchasing certain branded luxury goods help them to display their own tastes and values. For some it serves to fulfill the emotional needs where they see luxury as an indulgence of their senses. Luxury goods are premium goods with high quality products, aesthetic design supported by excellent service, purchased by people from the higher income bracket (Cheng, 2006). In the earlier days the term ‘luxury’ was applied to products that were rare and scarce and available to a small segment of the people. The luxury items were out of reach of the ordinary people and considered rare. Today the luxury product market has increased manifold. The young are spontaneously aware of the luxury brands with the men focusing on cars and motorbikes and women’s focus on beauty and food. These reflect the desires and fantasies tha t are conditioned by the social environment and associations with well-being.Interpretation of the word ‘luxury’ depends upon their socio-economic background. The youth greatly represent the hedonistic effect in their attitude towards luxury items. This implies that they are not influenced by group norms. On the other hand they purchase luxury goods that give them self-fulfillment. They look for exclusive benefits and if products create an emotional value for consumers it represents that the product has been beneficial. The emotional value that the youth look for include pleasure, excitement and aesthetic beauty. They indulge in luxury items as it gives them a sense of well-being and self-respect and would also go the extent of using their credit cards for them. They prefer these luxuries against bringing up a child while the elders indulged in luxury only after their basic responsibilities were fulfilled (Hamilton, 2004). The elders seek more than value when considerin g purchasing a luxury brand. They try to balance the product’s tangible and intangible value with price. They assess discretionary purchases as either dispensable or indispensable, based on more deeply held core values (Salzman, 2009). While the youth focus on increasing their influence, power and wealth, the elders seek new priorities driven the fundamentals of human development. The traditional materialistic values are less important for the elders. The elders look for self-actualization in the luxury brand which as per Maslow’s hierarchy of needs comes only after all the other needs have been satisfied. Culture has a strong impact on the purchasing decisions. The youth are well aware of the luxury brands in areas like perfumes, clothing, fashion, leather goods, accessories, costume jewelry but not so in tableware. However they are very conscious of the modern sports cars and other different models of cars that emerge everyday. The attitude of the youth towards cars has definitely undergone a sea change from the 1980s. Marketing communications used by car

WaterAid UK. Operational Management Essay Example | Topics and Well Written Essays - 1000 words

WaterAid UK. Operational Management - Essay Example The global strategy for WaterAid is to offer strategic perspective for building on this experience and integrating equity, as well as, inclusion in all areas of operation The company implemented the global strategy, with four significant aims of carrying out effective business to address sanitation and water crisis. One of the main objectives is to ensure that more than 25 millions of people across the globe have access to safe and clean water. They also focus on hygiene improvements, sanitation objective and also influencing government policies and practices in order to reach more than 100 million people globally. The organizational mission is transforming lives of people across the areas where they operate. The crucial services emphasizes human development and transform lives; thus enabling people to overcome poverty, as well as, enable them to access their human right effectively. The organization operates in more than 23 countries and the company offer support to their local part nership organizations. This is crucial because they aim to deliver sustainable water and services to all areas; thus improving sanitation. They also operate alongside their partners in order to influence effective decision making vital for improving investments and delivery of sanitation and water services to the population living under poverty level; therefore, to achieve their objectives, the company focuses to a wider context impacting sanitation and water services including marginalized communities, urbanization, unpredictable climatic changes, and political instabilities, as well as, stressed water resources. The company operates in unique way by focusing the challenges they face; thus finds solution of overcoming them through offering effective service delivery. They also have unique ways of developing and monitoring performance level. This strategy has been implemented through detailed operational plans and monitored with an aim of increasing effective performance. The human resource manager of the organization has made significant efforts of implementing a sustainability framework, which was piloted through the 2011 to 2012 post-implementation studies. Bratton and Gold (2010. P. 34) reveal the significance roles that manager play in an organization including training, encouraging teamwork, communicating effective and effective listening; thus contributing to successful performance of the company. Therefore, the WaterAid human resource manager has made significant efforts of partnering with others in creating an efficient operational management team in order to deliver sustainable services. Staff and volunteer management The company has varied staff workers and other volunteer groups who work together as a team to deliver effective services. Subba and Kumar (2010, p. 23) argue that working together as team in the management of resources of company activities can contribute to effective business performance. This is crucial because it has enabled the com pany to deliver equitable services across the regions where they operate. Moreover, the current company manager, Jeremy Pelczer employs unique leadership styles of managing both tangible and intangible resources of the company. Gold (2010, p. 102) argue that successful leaders should employee effective leadership styles that can enable them to deliver valuable services. They also have the board of directors who offer great opportunities and the shareholders also played key significant roles of supporting the company towards achieving the organizational mission. In addition, they have volunteer groups of people including the

Introduction To Teaching And Learning

Introduction To Teaching And Learning 1.1 Analyse the role of initial assessment in the learning and teaching process. Initial assessment should take place before a student commences a course to ensure they are on the right path (Ann Gravells 2007). It is about establishing your learners starting points and is a crucial part of the learning journey. It provides the information needed to decide a learners starting point and is the benchmark from which learners progress and measuring achievements. Doing an initial assessment not only allows the teacher to identify the learners needs, but also helps removes any barriers to learning they may have. Initial assessment should be done with the learner involved, it should be centered on the learner. As Green (2003, pp 5) states: Initial assessment needs to be done with learners rather to them. It should be of benefit to learners and help them feel positive about themselves and their potential to learn The outcomes of initial assessment help to form the individual learning plan (ILP). In fact, it would be difficult to supply all the information needed for an ILP without carrying out a thorough initial assessment. The obvious roles of initial assessment to summarize is to: Agree starting points Identify learning goals Plan routes towards these goals Help learners to feel positive about their potential 1.2 Describe and evaluate different methods of initial assessment for use with learners. Methods of initial assessment vary but it is important that they contain some form of skill/knowledge assessment, which can be validated by the teacher. Methods of initial assessment involve: Observation Interviews Discussions Questions Tests Observation Getting learners to do tasks / exercises to perform a certain skill and observing them lets you see how they are doing. Learners can do presentations about an exercise they have had to do on a topic covered in a lesson, you can observe them doing this and see how well they are doing. Interviews and Discussion Discussing with learners, asking them questions and listening to what they say provides information about how they are and any issues they might have. The interview process could cover things such as: Reasons for applying Previous experience Prior achievements Career aims and aspirations Questions These could be written or oral. If using the same questions for different learners, this could be a problem, as they may pass on the answers. Asking questions can be used to assess knowledge and understanding. Questions should be open which require an answer that demonstrates knowledge. (Ann Gravells 2007). Tests Not all learners are keen on tests; they are seen as very formal methods of assessing learning. A gapped handout can be a useful way of testing knowledge. Learners are presented with information with missing words that they need to fill in. 1.3 Evaluate ways of planning, negotiating and recording appropriate learning goals with learners. As part of initial assessment goals would have been recognised that the learner wants to work towards and achieve. The teacher and the learner would have formally negotiated and agreed upon them. Mager(1984) states: If you dont know where you are going, it is difficult to select a suitable means for getting there A supportive and respectful relationship between learners and the teacher will ensure that realistic goals and targets are agreed, and how their progress will be assessed and recorded (Gravells and Simpson 2008). When targets are being agreed with the learner, these should always be SMART (specific, measurable, achievable, realistic and timebound). By doing this, everyone is clear about what is to be achieved and why, when, where and how (Gravells and Simpson 2008). Recording the learning goals involves getting the learner involved, getting them to take ownership of them and to agree and negotiate them. All the goals and targets need to be recorded. After doing an initial assessment the information gathered from it allows a teacher to device an Individual Learning Plan (ILP). An ILP provides a record of the 5 stages of RARPA (Recognizing and Recording Progress and Achievement) and allows the learner to reflect on their own learning and achievements. The process of creating an ILP needs to involve the learners. They have to be individual to the learner and embed literacy, language, numeracy and ICT goals. By using regular tutorials and review sessions with the learner, allows the ILP to be updated and amended as needed. 2.6 Identify and evaluate opportunities for learners to provide feedback to inform practice. Reviewing the progress of a learner regularly gives them the opportunity to have a one-to-one with the teacher and gives the learner the opportunity to review where they are up to and to discuss their goals and achievements. Any problems they have can be discussed and evaluated and goals can be amended if needed. Having reviews is an informal way for the learner to give any feedback they may have about how the course is going on a personal level. Learners can be encouraged to give feedback by directly asking them questions. If classes are small and interactive and there is mutual trust and respect on the part of the learners and teacher, then posing questions directly to a class may be feasible. However, there is no scope for anonymity of learner responses and some learners may feel uncomfortable voicing less popular opinions in such a public manner. Learners could give anonymous feedback by means of a questionnaire handout about the course, they would fill it in and put into a box at the end of a lesson. Getting feedback online is a possibility. Learners could email the teacher at particular points in the course with their questions, and some brief comments about what they find useful or arent sure about. Obvious downfalls of using any online method is learners need to have internet access, but if the education establishment has this in place, it doesnt possess any problems. 3.1 Select/adapt, use and justify a range of inclusive learning activities to enthuse and motivate learners, ensuring that curriculum requirements are met. Once schemes of work and lesson plans are devised you need to begin delivering learning. Addressing the diversity of learners by selecting appropriate curriculum and course content is a critical aspect of inclusiveness. Using a mixture of visual, aural and kinaesthetic methods of delivery will help reach all the learning styles of your learners(Ann Gravells, 2007). By using learning activities that use the aforementioned delivery methods you can include all learners learning styles within the class. Remembering that lesson plans will have the courses curriculum learning objectives and outcomes on them we can identify what activities we can use. Some learning activities are: Demonstration Coaching Group exercises Role play By using activities that use a mixture of visual, aural and kinaesthetic methods, we can enthuse all learners. Demonstrations can motivate the learners by getting them to do something practical, for instance, get the learner to put a computer together by actually doing this rather than just discussing about it. The learner would be more enthusiastic and motivated as they are physically doing something; they are not passive, silent learners. Rewarding the student when they have successfully done their activity will motivate them to learn more. Demonstrations can be supported with handouts and other activities to support all learning styles. As Petty states: What the learner does is more important than what the teacher does. Coaching is a one-one or small group activity, which would involve the teacher giving a demonstration, which is then followed by an observation of the learners performance. Using coaching takes into account the needs of the individual. Group exercises could involve members of a group who have a certain skill mixing up with learners who have different skills. This would motivate the learners to work together and gain knowledge from each other and allow inclusive learning to take place. Ginnis(2002) pointed out that learners are more motivated, engaged and open when they have some control over their learning. 3.2 Analyse the strength and limitations of a range of resources, including new and emerging technologies, showing how these resources can be used to promote equality, support diversity and contribute to effective learning. The following are a few resources teachers generally use: OHPs Handouts Information and learning technology(ILT) OHPs have a great strength in the fact they can be used in daylight; you face the class and can therefore more easily control the group, get all the learners involved; it can be used with other aids; material can be prepared before a lesson or as the lesson develops and the material can be stored and used again. Limitations of using OHPs are learners cannot interact with them. They need to be positioned in a classroom so everybody can see the material being presented. If the classroom is large, learners sitting at the back may not be able to see the material clearly. Handouts are useful in the presentation of information or worksheets. Using presentation handouts have the limitation of the fact that learners may take them home and not read them. A handout can be a straightforward record of the teaching that has taken place, evidence indicates that handouts that are solely used in this manner rarely lead to sustained learning. (Armitage et al, 2003). Care must be taken if any learners are dyslexic with the use of colours on the handouts. Gapped handouts are a good way to evaluate if learning has taken place by getting the learners to fill in the missing words. It must be noted that handouts need to promote equality by not using words on them that are gender specific for example, male dominated wording. ILT refers to the use of information and communication technologies to support the core business of your organisation (Gravells and Simpson, 2008). ILT is a term used for the entire computer industry and covers a wide range of technologies. As all learners are individuals with different needs, from different cultural backgrounds, gender, race and different ages the use of ILT promotes equality and supports diversity. E-learning includes the use of electronic learning technologies; as previously mentioned this would include interactive whiteboards and data projectors and virtual learning environments. As each learner has different learning needs, there are different e-learning teaching methods. Some learners may prefer to learn when and where it is convenient for them, this can be achieved by distance learning from home or somewhere else. Learners are able to interact with their teachers and resource materials at a time of their choosing. The obvious limitation is that the learner needs to be self-motivated and may feel they miss out on one-to-one communication with their teacher, they can feel isolated. Using virtual classrooms that duplicates what is found in a real classroom provides teachers and learners to meet virtually; they dont have to be physically in the same room. This is known as asynchronous learning. Learners can engage with each other when it is most convenient for them to do so. They can leave a trail of their postings much like a blog for other learners and the teacher to see. Of course this has its limitations and is open for abuse. Limitations such as the learner could get somebody else to enter the virtual classroom for them; the learner needs to be computer literate and needs access to the internet. The use of audio aids help support diversity, if somebody in the classroom was partially sighted, they would hear the information that is being presented. The teacher could have an induction loop system in the classroom to include learners with a hearing impairment. By providing different environments and a range of resources, effective learning can take place. It is evident that by using a range of resources in teaching, different learning styles can be used which supports equality and diversity. 3.4 Select/adapt, use and justify a range of inclusive resources to promote inclusive learning and teaching. The education establishment should promote inclusive learning for everybody. Having easy access to classrooms by means of having lifts for wheel chair users is an important resource. Classrooms should be laid out in such a way that wheel chair access is easily established. Handouts are a clear way of showing if your learners are actually listening and learning. Consideration must be taken when designing handouts if some of your learners are dyslexic or have sight impairments use different colour paper and use a larger-sized font. You may need to photocopy handouts in order to give out to the class, but you may have run out of the budget allocated to you for photocopying. Instead of photocopying them you could email them to the learners and get them to print them out or you could use the education establishments learning platform such as WebCT and encourage learners to access them here. The use of the internet is a great resource for learning and teaching. Most learners would have access to computers at their place of study and have access to the internet. As we all know, the internet has a wealth of information and is a great learning tool. Teachers can use the internet to find lots of free resources by carrying out a search on their particular subject (Gravells and Simpson, 2008). Most educational establishments have access to library resource facilities; learners would be encouraged to use this to help with their learning and assignments. If there is no library resource you could adapt and use the local public library, which would have books, ICT and other useful resources for your learners. Some educational establishments have expert help available to both learners and those teaching them, responding to them and supporting their learning. These are often referred to as disabilities unit or equality unit and will usually contain personnel trained in identifying and responding to specific learning needs (Race, 2007). Their should be departmental help within the teachers department on such issues as ICT assistance, this could come from technicians to help with ICT equipment or a programme leader who could assist with helping the teaching get up to speed with new ICT equipment such as an interactive board. 4.1 Use and evaluate different communication methods and skills to meet the needs of learners and organisations. Communication is a means of passing on information from one person to another. It is also a manner of expression, for example, your body language, voice and gestures you make (Ann Gravells, 2007). Methods of communication involve: Verbal Non-verbal Written Feedback is a verbal communication skill that identifies clearly that learners are actively listening. Speaking clearly at the right pace is an important verbal communication skill. If some of the learners first language is not English, you need to be careful with use of words they may not be familiar with. Non-verbal communication includes such things as your body language, gestures, and even the way you sit. It is important you dress appropriately, act professionally and confidently, as the learners will observe your dress, manner and attitude. Written communication can be in the forms of a handout, email, computerised presentation to name a few. It can be used to direct the learners to do something such as direct them to a given location. Listening is an important communication skill. You need to be able to listen to what your learners say when giving responses and answering your questions. Not being able to listen to what your learners are saying and answering their questions satisfactory causes communication to break down. Empathy and sympathy are also skills of communication. You can express empathy when you have personally experienced something your learners have gone through. You can sympathise when you havent (Gravells and Simpson, 2008). 4.2 Evaluate own communication skills, identifying ways in which these could be improved including an analysis of how barriers to effective communication might be overcome. During part of my team-teach, I tried to communicate clearly and not use any jargon that could have misunderstood the learners. The information that was presented using the data projector was clear and not cluttered. I asked appropriate questions and listened to the learners responses. I felt I spoke too quickly during the team-teach and should have spoken slightly slower than normal. By speaking slightly slower would give the learners time to take in and assimilate what is being conveyed. When giving handouts, I made sure there werent any spelling mistakes or grammatical errors on them, failing to do this would lead to confusion for the learners. A skill to communicating effectively is to project confidence. Asking the right questions at the right time to get the information we need allows us to communicate effectively. Oral communication must be clear and not heavily accented. It must be accurate, not ambiguous or biased and be expressed in a professional manner. We must be aware of what the learners currently know, no point aiming a lesson at too high a level if the learners arent at that point this would lead to confusion. As Nickerson, (1999, 2001) stated: The curse of knowledge leads us to overestimate what others know. Testing communication prior to use can help overcome communication barriers. Learners may have cultural differences, which may have an impact on their literacy learning. Initial assessment may help here, once you are aware of any issues, you can work on them and communicate in a way that enables learners to interpret what you are conveying. The learners body language can help overcome barriers to communication. By using regular eye contact with all learners you can see the expressions on their faces and this helps identify if there is any communication problem. The learners themselves may have barriers; they may have preoccupations, which lead to lapses in concentration, or they may not understand the terminology being used, they may be colour blind thus handouts need to be adapted for them. Physical factors in the classroom play an important part in effective communication. The classroom layout needs to be correctly laid out in order for the learners to see and hear you, the lighting has to be good, and noise levels to a minimum. Introducing a complex topic can cause communication problems to the learners, to overcome this, you need to break the topic down and present it in logical manner. 6.1 Use regular reflection and feedback from others, including learners, to evaluate and improve own practice, making recommendations for modification as appropriate. Prior to doing the team-teach I had to do a micro-teach session and reflect on it. Having kept a reflective journal it was noted that I had to look at timing issues as I was trying to cram too much information into the session that made me run over time. With this taken on board, the team-teach session was done as to not cram too much information in and to try and get the timings more precise. I feel the information content was better, the timings were a little better, although the team-teach still went over time but I believe that was down more to the questions being asked from my peers. At the end of the team-teach, feedback handouts were given out to my peers, which provided me with an evaluation of the session and allowed me to look at possible modifications for future sessions I plan on doing. All the feedback was positive, everybody stated that they had learnt from the session, that the handouts had been clear, that a variety of teaching styles had been used and the visual aids had been used effectively. Some of my peers had commented on how the session may have been improved upon such as not to make the session too subjective and try not to use own opinions without providing evidence. These have been noted in my reflective journal and will allow me to improve my own practice. As well as using a handout for feedback I informally spoke to some of my peers to help me realise if the delivery of the team-teach had been successful or not. My communication skills need improving to make sure I speak clearly, and a little more loudly and slowly than normal. I have learnt that some of the words used in communicating verbally need to reflect equality and inclusiveness and not be biased in any way. I also need to identify which elements of the minimum core is being addressed, especially the specific ones and to add these to my lesson plans and scheme of work in future.

Essay --

Expression System: Combination of host and expression vector and its DNA clone, induce the function of foreign gene within host cell that yield proteins in larger amount in called as expression system. pET Expression System: pET is a vector that is used for cloning of desired proteins within host cell. Introduction: pET expression system is widely used method for cloning for creation of No. of clones for most wanted proteins. For this purpose expression vector or recombinant vector is introduced within host cell. This recombinant vector carry all gene essential for manufacturing of proteins, having promoter suitable for host cell, it also carry terminal sequence for transcription, and also have ribosome binding sites. One pET expression system was introduced by W.F. Studies and B.A. Moffatt in 1986 that was expression system of T7 polymerase. Two methods were used for stability of T4 RNA polymerase. One of the method uses lambda bacteriophage for induction of coding gene for T4 RNA polymerase and another method involved in direct insertion of gene within chromosome. It is most used method due to production of proteins in large quantity, that present in T7 promoter and have only binding sites for RNA polymerase. (Moffatt. B.A, et. al. 1986) Control of levels of Basal Expression: There are six vector-host unions that are produced by pET expression system. These are essential because only one condition is unfavorable for protein that are targeted. (Resenberg. A.H, et. al. 1987) Host Strains: In non-expression host, after production of plasmids, they are interconverted into T7 polymerase gene (ÃŽ »DE3 lysogen) that carry host to express target protein. The lac UV5 promoter control the gene of T7 RNA polymerase in ... ...ide bond in cytoplasm is induced by strains of OrigamiTM. Rapid: †¢ System that uses E.coli gives results rapidly. †¢ Other vectors provide appropriate restriction sites that are used for subcloning. †¢ Targeted proteins are purified in single step, methods that contain no antibody are selected. Versatile: †¢ Fusion tags of N-Terminal and C-terminal are preferred to purify, purify and locate. †¢ Replication originated at f1 in sequencing and mutagenesis. †¢ Sites for multiple cloning are of wide range. Complete: †¢ Number of useful products †¢ Various shapes of systems. (Imotaka. H. et. al. 2009) Collusion: It is concluded that pET expression system is helpful in synthesizing of proteins. It induce transcription as well as translation. pET vector inserted within host cell carry desired gene to be cloned. pET expression system help in cloning of desirable gene or product.

Playing sports

My favorite sandwich is a peanut butter sandwich which is quite simple to make. First I obtain the three ingredients of two slice of bread, peanut butter, and Jelly. I carefully spread Jelly on one slice of the bread and the peanut butter on the other slice. Then I meticulously line up the corners of the bread and lightly press them together. Last, I cut my sandwich in half as is ready to be eaten. 6. Advance in technology are making people less social. In our rapidly changing society, technological advances have made people less social.As a result of computer enhancements, an individual can do Just about everything from their home such as pay bills, send emails, shop for items, such as clothes, cars, furniture's, and house hold appliances, make travel reservations and even attend school by taking online classes in a distance learning environment. Additionally, the usage of cell phones has risen especially with the text messaging feature which adds to our being less social. Gone are the days of calling up acquaintances Just to say a simple' â€Å"hello. Rutherford when contacting many businesses, an individual travels on a Journey of recorded messages before actually speaking to a â€Å"live† person. Businesses even use video conferencing instead of physically meeting with the employees. Also many billboards post electronic ads and schools even post important daily messages on their marquees. Nonetheless, our advances in technology are most appreciated but social interactions is still important to maintain much needed relationships with each other because, â€Å"no man is an island. †

Sport Development and Governance Essay

Sport Development and Governance Essay Sport Development and Governance Sociology Essay Sport Development and Governance Sociology Essay Sport development programmes have significantly developed in many higher learning institutions over the past few years. Modern colleges are using programmes to run sport activities in the United Kingdom (UK). In fact, British Universities and Colleges Sport has taken full responsibility and accountability of governing university sport in the UK (BUCS, 2015). This measure explains how essential sport is to these accredited educational institutions. Because of this, learning institutions should develop effective sport development programmes to offer sport opportunities to students. This paper outlines an appropriate sport development plan that will tackle the social problems, such as mental health, anxiety, and depression, in Lambeth Clapham College. Definition of the Problem A large number of students in the college are experiencing social problems. Like any other accredited learning institute, cases of depression, anxiety, and mental health are becoming common in this institution. According to a survey conducted in the UK, one out of roughly four undergraduate endures some form of mental affliction such as depression and anxiety (Mental Health Foundation, 2015). The majority of these students do not seek medical aid for mental health dilemmas. Perhaps, college education is quite stressful to these students in comparison to their previous high school experiences. Since the majority of the students are not able to work under extreme pressure, such a situation contributes to mental health deterioration, depression and anxiety. Significance of the Social Problem among the Students Excessive depression among these students may cause the students to simply leave the college (Boyraz et al., 2015). Those who are not able to endure the academic pressure and assignment workload may find it hard to study and concentrate in class. This situation may force them to leave school since they will feel helpless and despondent. Others may drop college with the depressing fear that they are not very sharp or brilliant in class. Because of this, the decision to abandon college generates substantial relief once made. Depressed and anxious students are more vulnerable to developing social dilemmas such as drug abuse. (Colleges, 2015) .They may use harmful drugs to probably relieve academic stress and forget their college experiences. According to the research conducted in universities of the UK, more than two thirds of students with drug abuse problems suffer from the recognisable psychotic disorder such as depression (Mental Health Foundation, 2015). This situation shows that academically depressed college students are at a greater risk of engaging in substance abuse. Persons with mental health issues, anxiety and depression are more likely to engage in excessive drinking, smoking marijuana and indulging in risky sexual behaviours (Colleges, 2015). Persons, including students, will probably engage in negative behaviour to control emotional pain. Besides, in case academic work becomes too challenging and demanding, they are more liable to have these social dilemmas since the majority have nothing else to rely on to free their minds. Interim Impacts and Desired Behavioural Change College students suffering from anxiety, mental health deterioration and depression may develop harmful habits. These common practices include poor diet, poor sleeping patterns and stress (Boyraz et al., 2015). Such behaviours obstruct student’s intra and interpersonal activities, academic and social assimilation and retention. Additionally, the form of emotional stress, an outcome of depression and anxiety among college students, may adopt physical shape and produce weakness. In some extreme cases, the physical form taken by stress may cause digestive complications and immune system vulnerability. Consequently, the mental pressure may take an emotional toll and produce anger, confusion and, to some extent, cause hysteria attacks from endless anxiety. Developing a positive mindset and participating in stress outlet is the primary behavioural change for college students suffering from depression and high levels of anxiety (Boyraz et al., 2015). The students can engage in sport development programmes where they may join a sport of their choice, for instance, football, athletics, gymnastics, etc. If a student develops a positive mindset after joining these programmes, they will handle and manage any academic stress that comes along. The students should incorporate a stress outlet to cope with routine academic pressure (Gambetta, 2007). They may change their usual behaviour of neglecting scholarly work and be in social activities instead, such as engaging in college’s intramural sport. Another behavioural change is to find co-curricular activities to ease their minds from pressure. Target Group The plan will target college youths aged 16 to 24, and it will deliver opportunities for sport activities. The approach will focus on groups of individuals regardless of their background experience, gender, age and geographic location (Nair, 2015). Besides, if youth develops active sporting behaviour while in college, they are more likely to progress through life and be professionals in their sport of interest. The youths with an interest in sport will be primary targets for the programme. For instance, the institution has individuals that have a keen interest in sport activities such as basketball, hockey, etc. It will present opportunities to those with sport talents. The implementation of the programme will allow students to explore, practice and sharpen their sport skills (Bramham, 2007). The programme will target people of all genders aged 16 to 24 within Lambeth Clapham institution and Borough. It will outline sport training programmes for men and women. Additionally, it will guarantee female’s physical, sentimental and sexual safety. It will serve to safeguard their reputation, honour, respectability and marriageability (Kremer and Moran, 2008). Sport student council will deliver programme’s pen portrait to students on a weekly basis. They will give their feedback on the programme once they participate in sport activities. Needs and Wants The college needs to have sport facilities and equipment to implement the programme. The institution should establish long-term financing sources to cater for relevant sport equipment and facilities (Kremer and Moran, 2008). The money will finance the necessary training equipment, first aid kits utilised in cases of injuries, team jerseys, etc. Moreover, the institution should establish the programme based on evidence-based models. The college should have an efficient funding management system to finance the sport facilities and equipment (Kremer and Moran, 2008). The institution needs to implement a monetary management system that is error-free since the Treasury Department will use it in financing sport equipment. Again, the failure to have an effective financial system may cause the programme to decline in the future. The college should ensure that they have a good fiscal management system that meets the financial needs of this sport programme. Barriers Disability barrier prevents students from participating in college sport. A significant number of undergraduates with impairment issues do not have experience in sport. However, this situation varies among people since some acquired disability problem from birth while others developed the defect later in life. Issues of misunderstanding and experience of how to integrate individuals with a disability in sport programme are prevalent in the learning institution (Lapchick and Lapchick, 2001). Social and cultural barriers hinder students from engaging in collegiate sport (Lapchick and Lapchick, 2001). Some students will not join sport programmes because of their religious beliefs. This group of students, especially girls, fears to participate in sport such as hockey or football since the society perceives it as a male game. Others fear to join sport because of their cultural backgrounds. For instance, Muslim students face many impediments to sport and training, including hijab bans, and religious prejudice. A significant number of people in the college do not participate in athletics because of the colour barrier. Although the issues of racial discrimination are rare in contemporary colleges, some races dominate in various types of sport (Lapchick and Lapchick, 2001). For instance, the Whites may control football or swimming clubs. Such situations may make students from other races feel neglected and rejected by sport programmes. Facilitators and Motivators The programme will utilise coaches for instructing students during the training sessions and managing appropriate kits and equipment. Coaches will ensure that students connect with members of their team since sport requires teamwork (Nair, 2015). They will experience a sense of inclusion to these teams. The qualified teacher will ensure that the programme promotes skills development among students. The plan requires students’ parents to inspire their sons and daughters to participate in sport activities. Enrolling in this programme will make them compete at a higher level and perhaps become sport professionals later in life. The programme recommends the youth to get motivation from influential sport figures. For instance, the youth can get motivation from the UK’s sport professionals or Olympians. This approach will enable them to appreciate the importance of sport for their personal development. The plan will provide games opportunities that promote personal enjoyment. Sport activities will provide personal enjoyment to college youth. Consequently, the students will improve their physical fitness through complying with the training programme and engaging in sport. Solution and Product Market Fit Dynamic clubs will offer opportunities such as safe environment for all persons to participate in games activities. They will accommodate wide opportunities for youth to engage in physical activities and sport. They will deliver sport plan for ball games, such as football, netball and basketball. They will not require any form of payment, especially for students (Gambetta, 2007). The programme will incorporate a coaching plan, which will highlight the required elements of the coaching process in a particular sport. The required principles of the coaching process are planning, conducting and assessing (Gambetta, 2007). The coach will establish short and long-term training programmes for students by using the planning principle. Comparatively, the conducting policy will require the coach to deliver the training programmes to the participants. Finally, the assessing principle will allow him to evaluate the training programme, athlete improvement and strategies of his coaching style. Equity plan is another relevant section of the programme. This procedure will highlight important strategies to guarantee that all people have a favourable opportunity to engage in sport irrespective of age, prowess, religion, cultural background or sexual orientation (Gambetta, 2007).. Holiday plan will cater for students on long-term holidays. The programme realises the significance of establishing a broad range of sport activities plan to collaborate with other notable organisations to prevent the students from falling to substance abuse (Gambetta, 2007). Additionally, the holiday plan will prevent students from getting bored during holidays and keep students who are not on internship programmes busy. Sport comprehensive programme will focus on increasing available sport activities to a certain level. Besides, it will be adjusting the physical activities to a certain extent on a weekly basis. The plan will deliver possible opportunities for students tightly held with academics to have ample time for engaging in sport (Gambetta, 2007). It will include football, basketball, tennis and netball. The swimming plan will present ample opportunities for students to exercise in the water. With this, the college will organise swimming galas that will enhance the number of college youth taking part in swimming competitions (Kremer and Moran, 2008). Besides, the newbies will have an opportunity to learn new swimming skills and perhaps become professionals. Those who complete the programme will get a certificate. Meeting Needs and Wants The programme delivers sport opportunities essential for reducing social problems such as depression and anxiety. It presents opportunities for students to participate in active sport clubs that require physical activity. According to a health survey conducted in the UK, stressed-out people involved in regular physical activity, such as sport, have fewer anxiety and depression symptoms (Mental Health Foundation, 2015). The physical exercises relieve the brain from stress and keep one’s mind away from daily pressure. Additionally, the sport is fun; it requires students to concentrate and has social significance, which is relevant for persons dwelling on depression. For instance, a student should join a dynamic club, such as football or tennis, as it will help him to reduce academic stress and any other form of abjection emerging from college activities. Participating in regular sport activities will improve students’ self-esteem, which is a decisive psychological benefit of continuous physical activity. In fact, when a person exercises, the body produces endorphins (Colleges, 2015). The chemicals communicate with brain receptors that minimise the perception of pain. Moreover, endorphins produce a positive sensation in the body, identical to that of morphine. With this, college students suffering from mental depression and any other form of psychotic illness will benefit much from this sport programme. Removing Barriers The programme integrates equity plan that presents critical approaches to allow all students irrespective of their gender, disability, age, sexual orientation or religion to have a fair opportunity to participate in sport of their choice. This practical measure will eradicate disability and colour barrier from the ongoing programme. Because of this, students will participate in sport club without fear and will have an opportunity to explore their talents and skills (Nair, 2015). With this, students will cope with issues of despair, anxiety and psychological health deterioration. Promoting Facilitators and Motivators The coaching staff will evaluate athletes performance in training and collegiate competition. They will control the teams within dynamic clubs, which allows all students to participate in sport regardless of their gender, sex orientation, race or religion. It will enhance student affiliation as students connect with their team members (Nair, 2015). The social interaction will play a significant role in drawing others to sport. For instance, a coach will act as a counsellor by settling emotional problems with the perspective that sharing anxieties with others can alleviate stress and promote calmness. A student that controls his mental health, anxiety and depression issues via sport will motivate other students with similar problems to engage in sport. With continuous participation in sport, they will acquire feelings of identity, the sense of acceptance to a team and development of social skills. The coach will sustain the motivation of youth throughout the semester. The programme will present sport opportunities that promote personal enjoyment. For instance, swimming clubs will allow the youth to experience fun with their peers, attain self-referenced skills and improve in the team. However, students can get individual satisfaction in case the activity of the team contributes to the positive outcomes, such as winning matches (Nair, 2015). The parents will motivate their sons and daughter to engage in physical fitness since sport require regular physical exercises from athletes (Gambetta, 2007). The activities will play a crucial role in enhancing athletes’ health and well-being. Borough will summon dignitary sport professionals to motivate the youth by means of presenting the benefit of engaging in collegiate sport and regular physical activities. It is also an ideal approach for stemming youth obesity within the institution. Such healthy activities will improve cardiovascular and musculoskeletal health (Nair, 2015). Because of this, they are less likely to suffer from chronic diseases such as heart ailments, hypertension and diabetes. Barclays Spaces for Sport (BS4S) Alignment Dynamic clubs will collaborate with BS4S in identifying young talents across the UK to participate in this programme (Football Foundation, 2015). The dynamic club offers an opportunity for people to engage in sport such as football, basketball, tennis and hockey. It provides a favourable opportunity for college students to determine sport areas of interest. The club will put more emphasis on football for its national marketability and overall health benefit (Nair, 2015). The coaching staff will benefit from coaching kits and equipment packs issued by BS4S. The programme aims to presents students with opportunities of participating in sport. It intends to utilise the power of sport to issue programmes that engage college youth. For instance, dynamic clubs plan will integrate football, basketball, etc. Participation in these activities will allow students to handle issues of depression and anxiety. Additionally, the programme aims to develop students’ skills such as teamwork, communication and time management (Football Foundation, 2015). It will guarantee professional coaches who will train students to improve in sport. Finally, it aims to keep the current support for sport in the college for the future. The coaching staff will continue to offer mental and physical support as the students enter the next stage of their growth and development, especially if they focus on professional sport. Delivery The Sports Development Unit (SDU) will collaborate with accredited sport institutions, including,Redditch Schools Partnership, Worcestershire County Council and Herefordshire and Worcestershire Sport Partnership, to allow more people to participate in sport and finance ball games equipment in the college. It will allow SDU to meet its objective of ensuring that college students participate in games and physical activities (Bramham, 2007). Moreover, the plan specifies clear objectives to involve and deliver a wide range of sport activities to the faculty that are reachable to all people in the institution. The plan will be viable to all persons in the college regardless of race, sexual orientation, ability and ethnicity. SDU will collaborate with notable sport institutions, such as Youth Services, Student Council and YMCA, to control and assess games activities in the college. SDU will hear students’ voices and grievances on sport. In conclusion, new colleges are incorporating sport programmes that promote overall development of the youth. Social interaction, personal enjoyment and physical fitness are essential benefits of sport presented by the sport development programme. Moreover, the plan will eradicate barriers, such as disability, ethnicity and colour, in the society. The removal of these barriers will allow students of all races, gender, sexual orientation and cultural background to participate in sport activities that the institution offers. Mostly, students with academic stress, depression and anxiety will benefit from regular sport activities. They will develop high self-esteem, social skills and physical fitness, which is significant for reduction of stress levels. Concerning this, the college can strive for the best standards of the programme by tutoring and training coaches, integrating sport into the academic curriculum and complying with the guidelines developed by interstate sport governing bod ies. This practice will facilitate the programme to have optimum benefit for all students, regardless of sexual orientation, ability, race and religion.

Empirical research o n rti in Central Information Essays - India

Empirical research o n rti in Central Information Essays - India empirical research o n rti in Central Information commission Contents TOC \o "1-3" \h \z \u Chapter I: Introduction PAGEREF _Toc373924028 \h 1 1.Overview PAGEREF _Toc373924029 \h 1 2.Review of Literature PAGEREF _Toc373924030 \h 1 3.Research Questions PAGEREF _Toc373924031 \h 3 4.Hypothesis PAGEREF _Toc373924032 \h 3 5.Objective of Research PAGEREF _Toc373924033 \h 3 6.Rationale of Research PAGEREF _Toc373924036 \h 3 7.Research Methodology and Design PAGEREF _Toc373924037 \h 3 8.Scheme of research PAGEREF _Toc373924038 \h 4 chapter II: Theoretical analysis PAGEREF _Toc373924039 \h 5 chapter III: Empirical analysis PAGEREF _Toc373924040 \h 10 Chapter IV- Recommendations and Suggestions PAGEREF _Toc373924041 \h 12 Bibliography PAGEREF _Toc373924042 \h 13 Annexure I.14 Chapter I: Introduction Overview The Right to Information Act, 2005 came into force after the Freedom of Information Act, 2002 was repealed. This act came in with the basic objective to promote openness, transparency and accountability in administration. In the case of S.P. Gupta v. President of India, the Supreme Court first mentioned that "The right to know, receive and import information has been recognised within the right to freedom of speech and expression. A citizen has a fundamental right to use the best means of imparting and receiving information and as such to have an access to telecasting for the purpose." Thus, the right to information has been considered as a basic feature of the Constitution fundamental right under article 19 (1). Corruption which had taken root at all levels of governance had prevented a clear and uninhibited flow of information from the state to the government. Unlike many other countries (for e.g. UK) which took several years to operationalise the Act post the enactment, India took only a few months to bring it into force. This time was inadequate to change the mindset of the people in Government, create infrastructure, develop new processes and build capacity to deliver information under this Act. Thus, the aim of the paper is to see if there are any shortcomings to the RTI Act and what can be done to mend the loopholes left by the legislature. Review of Literature To make this paper the researcher has used the help of various books, articles and cases to come up with a suitable research and a conclusive answer Books Articles Subhash C. Kashyap , Constitutional Law of India, 3rd Ed, Volume 2, 2008, Wadhwa and Wadhwa , Nagpur . Key Issues and Constraints in implementing the RTI Act, Final Understanding the "Key Issues and Constraints" in implementing the RTI Act, PricewaterhouseCoopers. Final Understanding the "Key Issues and Constraints" in implementing the RTI Act, PricewaterhouseCoopers, Annexure I. RIGHT TO INFORMATION- A STUDY, Orissa Review , Nov ., 2006. http://rajyasabha.nic.in/rsnew/Parliament_of_India.pdf . Abhinav Garg , Private schools fall under RTI: Court, Times of India, Published on May 3, 2013, 02.45AM IST, accessed at http://articles.timesofindia.indiatimes.com/2013-05-03/news/39008319_1_ews-quota-private-unaided-schools Press Release by Ministry of Personnel, Public Grievances Pensions, Amendment to the Right to Information Act, 2005, Accesed at http://pib.nic.in/newsite/erelease.aspx?relid=97577 . Guide For Public Authorities, accessed from http://ccis.nic.in/WriteReadData/CircularPortal/D2/D02rti/1_4_2008_IR(Eng).pdf Cases S.P. Gupta v. President AIR 1982 SC 149 Tamil Nadu Road Development Co. Ltd. Vs. Tamil Nadu Information Commission and Anr (2008) 145 CompCas 248(Mad) Ravneet Kaur v. The Christian Medical College AIR 1998 PH 1 D.A.V. College Trust and Management Society and Ors. Vs. Director of Public Instruction and Ors AIR2008P H117 Chandigarh University, Village Gharuan v State of Punjab others AIR 2013 PH 187 Shri Nisa Ahmed Srika and others v. LIC housing Finance Limited and Others CIC/AT/A/2007/0735, 729, 1370 and .CIC/AT/A/2008/1420 Shri Subhash Chandra Aggarwal and Anr v. Indian National Congress/ All India Congress Committee (AICC) and Others CIC/SM/C/2011/001386. Research Questions What is the scope of Public Authority under section 2 (h)? Should political parties be included under the scope of Public authority? Hypothesis The researcher thinks that the scope of public authority can be expanded through interpretation and should be expanded to cover all possible public bodies. Objective of Research To see how the scope of "public authority" is expanding and why there is a need to expand this word. To see why political parties should come within the scope of "Public Authority" Rationale of Research The reason why the researcher took such an endeavour because as much as understanding the efficacy of the Act is essential, an even more essential aspect is

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The Main Functions and Responsibilities of the Manager - Case Study Example It seeks to find out the ethical questions that managers may have to ask themselves as they make decisions. This report seeks to draw insight on management theories and elaborate on how they work in the real world. The report will attempt to draw conclusions based on interviewee’s experiences. It will examine how working relationships affect the execution and coordination of an organisation’s activities. Responsibilities of A Manager The interviewer began by asking the manager his responsibilities at his current position. He asked the manager to describe his areas of accountability, responsibility, and delegation. The manager described his responsibilities as divided into three main categories (Tripathi & Reddy, 2005, pp. 12-35). The operational responsibilities are in line with the organisation’s mission. The manager also deals with financial and administrative issues, which mainly relate to the organisation’s resources and how they are allocated and util ised. These include the human resource element where the manager is responsible for the allocation and distribution of staff and the tasks they handle. The third category of responsibilities in matters of compliance. It is upon the manager to ensure all the organisation’s activities adhere to set laws, regulations, standards, and ethics. The manager has the responsibility of implementing established policies and procedures to ensure the smooth, fair, and lawful running of the organisation. A manager usually has staff reporting to them. The interviewer asked the manager if the manager had ever had to deal with an underperforming member of staff, how the manager dealt with the matter and the result. Was there an improvement in the employee’s performance? Where there was no improvement, the interviewer asked about the steps the manager took.

Starting a Business Online, Part 1 Assignment Example | Topics and Well Written Essays - 750 words

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