Sample Apa Research Paper

Sample APA Research Paper Sample Title Page Place manuscript page headers one-half inch from the top. Put five spaces between the page header and the page number. Running on Empty 1 Full title, authors, and school name are centered on the page, typed in uppercase and lowercase. Running on Empty: The Effects of Food Deprivation on Concentration and Perseverance Thomas Delancy and Adam Solberg Dordt College 34 Sample Abstract Running on Empty Abstract This study examined the effects of short-term food deprivation on two The abstract summarizes the problem, participants, hypotheses, methods used, results, and conclusions. cognitive abilities—concentration and perseverance. Undergraduate students (N-51) were tested on both a concentration task and a perseverance task after one of three levels of food deprivation: none, 12 hours, or 24 hours. We predicted that food deprivation would impair both concentration scores and perseverance time. Food deprivation had no significant effect o n concentration scores, which is consistent with recent research on the effects of food deprivation (Green et al. , 1995; Green et al. , 1997).However, participants in the 12-hour deprivation group spent significantly less time on the perseverance task than those in both the control and 24-hour deprivation groups, suggesting that short-term deprivation may affect some aspects of cognition and not others. An APA Research Paper Model Thomas Delancy and Adam Solberg wrote the following research paper for a psychology class. As you review their paper, read the side notes and examine the following: ? The use and documentation of their numerous sources. ? The background they provide before getting into their own study results. The scientific language used when reporting their results. Center the title one inch from the top. Double-space throughout. Running on Empty Running on Empty: The Effects of Food Deprivation on Concentration and Perseverance 3 Many things interrupt people’s a bility to focus on a task: distractions, headaches, noisy environments, and even psychological disorders. To some extent, people can control the environmental factors that make it difficult to focus. However, what about internal factors, such as an empty stomach?Can people increase their ability to focus simply by eating regularly? One theory that prompted research on how food intake affects the average person was the glucostatic theory. Several researchers in the 1940s and 1950s suggested that the brain regulates food intake in order to maintain a blood-glucose set point. The idea was that people become hungry when their blood-glucose levels drop significantly below their set point and that they become satisfied after eating, when their blood-glucose levels return to that set point.This theory seemed logical because glucose is the brain’s primary fuel (Pinel, 2000). The earliest investigation of the general effects of food deprivation found that long-term food deprivation (3 6 hours and longer) was associated with sluggishness, depression, irritability, reduced heart rate, and inability to concentrate (Keys, Brozek, The introduction states the topic and the main questions to be explored. The researchers supply background information by discussing past research on the topic. Extensive referencing establishes support for the discussion.Henschel, Mickelsen, & Taylor, 1950). Another study found that fasting for several days produced muscular weakness, irritability, and apathy or depression (Kollar, Slater, Palmer, Docter, & Mandell, 1964). Since that time, research has focused mainly on how nutrition affects cognition. However, as Green, Elliman, and Rogers (1995) point out, the effects of food deprivation on cognition have received comparatively less attention in recent years. Running on Empty The relatively sparse research on food deprivation has left room for 4 urther research. First, much of the research has focused either on chronic The researchers exp lain how their study will add to past research on the topic. starvation at one end of the continuum or on missing a single meal at the other end (Green et al. , 1995). Second, some of the findings have been contradictory. One study found that skipping breakfast impairs certain aspects of cognition, such as problem-solving abilities (Pollitt, Lewis, Garza, & Shulman, 1983). However, other research by M. W. Green, N. A. Elliman, and P. J.Rogers (1995, 1997) has found that food deprivation ranging from missing a single meal to 24 hours without eating does not significantly impair cognition. Third, not all groups of people have been sufficiently studied. Studies have been done on 9–11 year-olds (Pollitt et Clear transitions guide readers through the researchers’ reasoning. al. , 1983), obese subjects (Crumpton, Wine, & Drenick, 1966), college-age men and women (Green et al. , 1995, 1996, 1997), and middle-age males (Kollar et al. , 1964). Fourth, not all cognitive aspects have been studied.In 1995 Green, Elliman, and Rogers studied sustained attention, simple reaction time, and immediate memory; in 1996 they studied attentional bias; and in 1997 they studied simple reaction time, two-finger tapping, recognition memory, and free recall. In 1983, another study focused on reaction time and accuracy, intelligence quotient, and problem solving (Pollitt et al. ). According to some researchers, most of the results so far indicate that cognitive function is not affected significantly by short-term fasting (Green et al. , 1995, p. 246).However, this conclusion seems premature due to the relative lack of research on cognitive functions such as concentration and The researchers support their decision to focus on concentration and perseverance. perseverance. To date, no study has tested perseverance, despite its importance in cognitive functioning. In fact, perseverance may be a better indicator than achievement tests in assessing growth in learning and thinking abilities, as perseverance helps in solving complex problems (Costa, 1984). Another study also recognized that perseverance, better learning techniques, and effort are cognitions worth studying (D’Agostino, 1996).Testing as many aspects of cognition as possible is key because the nature of the task is important when interpreting the link between food deprivation and cognitive performance (Smith & Kendrick, 1992). Running on Empty The researchers state their initial hypotheses. 5 Therefore, the current study helps us understand how short-term food deprivation affects concentration on and perseverance with a difficult task. Specifically, participants deprived of food for 24 hours were expected to perform worse on a concentration test and a perseverance task than those deprived for 12 hours, who in turn were predicted to perform worse than hose who were not deprived of food. Method Headings and subheadings show the paper’s organization. Participants Participants included 51 undergraduate-student volunteers (32 females, 19 males), some of whom received a small amount of extra credit in a college course. The mean college grade point average (GPA) was 3. 19. Potential participants were excluded if they were dieting, menstruating, or taking special medication. Those who were struggling with or had The experiment’s method is described, using the terms and acronyms of the discipline. truggled with an eating disorder were excluded, as were potential participants addicted to nicotine or caffeine. Materials Concentration speed and accuracy were measured using an online numbers-matching test (www. psychtests. com/tests/iq/concentration. html) that consisted of 26 lines of 25 numbers each. In 6 minutes, participants were required to find pairs of numbers in each line that added up to 10. Scores were calculated as the percentage of correctly identified pairs out of Passive voice is used to emphasize the experiment, not the researchers; otherwise, active voice is used. a possible 120.Perseverance was measured with a puzzle that contained five octagons—each of which included a stencil of a specific object (such as an animal or a flower). The octagons were to be placed on top of each other in a specific way to make the silhouette of a rabbit. However, three of the shapes were slightly altered so that the task was impossible. Perseverance scores were calculated as the number of minutes that a participant spent on the puzzle task before giving up. Procedure At an initial meeting, participants gave informed consent. Each consent form contained an assigned identification number and requested the participant’s GPA.Students were then informed that they would be notified by e-mail and telephone about their assignment to one of the Running on Empty three experimental groups. Next, students were given an instruction The experiment is laid out step by step, with time transitions like â€Å"then† and â€Å"next. † 6 sheet. These written instructions, which we also read aloud, explained the experimental conditions, clarified guidelines for the food deprivation period, and specified the time and location of testing. Participants were randomly assigned to one of these conditions using a matched-triplets design based on the GPAs collected at the initial meeting.This design was used to control individual differences in cognitive ability. Two days after the initial meeting, participants were informed of their group assignment and its condition and reminded that, if they were in a food-deprived group, they should not eat anything after 10 a. m. the next day. Participants from the control group were tested at 7:30 p. m. in a designated computer lab on the day the deprivation started. Those in the 12-hour group were tested at 10 p. m. on that same day. Those in the 24-hour group were tested at 10:40 a. m. on the following day.At their assigned time, participants arrived at a computer lab for testing. Ea ch participant was given written testing instructions, which were also read aloud. The online concentration test had already Attention is shown to the control features. been loaded on the computers for participants before they arrived for testing, so shortly after they arrived they proceeded to complete the test. Immediately after all participants had completed the test and their scores were recorded, participants were each given the silhouette puzzle and instructed how to proceed.In addition, they were told that (1) they would have an unlimited amount of time to complete the task, and (2) they were not to tell any other participant whether they had completed the puzzle or simply given up. This procedure was followed to prevent the group influence of some participants seeing others give up. Any participant still working on the puzzle after 40 minutes was stopped to keep the time of the study manageable. Immediately after each participant stopped working on the puzzle, he/she gave de mographic information and completed a few manipulation-check items. We then debriefed and dismissed each participant outside of the lab.Running on Empty Results The writers summarize their findings, including problems encountered. 7 Perseverance data from one control-group participant were eliminated because she had to leave the session early. Concentration data from another control-group participant were dropped because he did not complete the test correctly. Three manipulation-check questions indicated that each participant correctly perceived his or her deprivation condition and had followed the rules for it. The average concentration score was 77. 78 (SD = 14. 21), which was very good considering that anything over 50 percent is labeled â€Å"good† or â€Å"above average. The average time spent on the puzzle was 24. 00 minutes (SD = 10. 16), with a maximum of 40 minutes allowed. We predicted that participants in the 24-hour deprivation group would perform worse on the co ncentration test and the perseverance task than those in the 12-hour group, who in turn would perform worse than those in the control group. A one-way analysis of variance (ANOVA) showed no significant effect of deprivation condition on concentration, F(2,46) = 1. 06, p = . 36 (see Figure 1). Another one-way ANOVA indicated Figure 1. 100 â€Å"See Figure 1† sends readers to a figure (graph, photograph, chart, or drawing) contained in the paper.All figures and illustrations (other than tables) are numbered in the order that they are first mentioned in the text. Mean score on concentration test 90 80 70 60 50 No deprivation 12-hour deprivation 24-hour deprivation Deprivation Condition The researchers restate their hypotheses and the results, and go on to interpret those results. Running on Empty a significant effect of deprivation condition on perseverance time, F(2,47) = 7. 41, p < . 05. Post-hoc Tukey tests indicated that the 12-hour deprivation group (M = 17. 79, SD = 7. 84) spent significantly less time on the perseverance task than either the control group (M = 26. 0, SD = 6. 20) or the 24-hour group (M = 28. 75, SD = 12. 11), with no significant difference between the latter two groups (see Figure 2). No significant effect was found for gender either generally or with specific deprivation conditions, Fs < 1. 00. Unexpectedly, food deprivation had no significant effect on concentration scores. Overall, we found support for our hypothesis that 12 hours of food deprivation would significantly impair perseverance when compared to no deprivation. Unexpectedly, 24 hours 8 of food deprivation did not significantly affect perseverance relative to the control group.Also unexpectedly, food deprivation did not significantly affect concentration scores. Figure 2. 30 28 26 24 22 20 18 16 14 12 10 8 6 4 2 0 No deprivation 12-hour deprivation 24-hour deprivation Mean score on perseverance test Deprivation Condition Discussion The purpose of this study was to test how different levels of food deprivation affect concentration on and perseverance with difficult tasks. Running on Empty they would score on the concentration task, and the less time they would spend on the perseverance task. In this study, those deprived of food did 9 We predicted that the longer people had been deprived of food, the lower ive up more quickly on the puzzle, but only in the 12-hour group. Thus, the hypothesis was partially supported for the perseverance task. However, concentration was found to be unaffected by food deprivation, and thus the hypothesis was not supported for that task. The findings of this study are consistent with those of Green et al. The writers speculate on possible explanations for the unexpected results. (1995), where short-term food deprivation did not affect some aspects of cognition, including attentional focus. Taken together, these findings suggest that concentration is not significantly impaired by short-term food deprivation.The findings on perseverance, however, are not as easily explained. We surmise that the participants in the 12-hour group gave up more quickly on the perseverance task because of their hunger produced by the food deprivation. But why, then, did those in the 24-hour group fail to yield the same effect? We postulate that this result can be explained by the concept of â€Å"learned industriousness,† wherein participants who perform one difficult task do better on a subsequent task than the participants who never took the initial task (Eisenberger & Leonard, 1980; Hickman, Stromme, & Lippman, 1998).Because participants had successfully completed 24 hours of fasting already, their tendency to persevere had already been increased, if only temporarily. Another possible explanation is that the motivational state of a participant may be a significant determinant of behavior under testing (Saugstad, 1967). This idea may also explain the short perseverance times in the 12-hour group: because these participants took the tests at 10 p. m. , a prime time of the night for conducting business and socializing on a college campus, they may have been less motivated to take the time to work on the puzzle.Research on food deprivation and cognition could continue in several directions. First, other aspects of cognition may be affected by short-term food deprivation, such as reading comprehension or motivation. With respect to this latter topic, some students in this study reported decreased motivation to complete the tasks because of a desire to eat immediately Running on Empty took the tests may have influenced the results: those in the 24-hour 10 after the testing.In addition, the time of day when the respective groups group took the tests in the morning and may have been fresher and more relaxed than those in the 12-hour group, who took the tests at night. Perhaps, then, the motivation level of food-deprived participants could be effectively tested. Second, longer-term food deprivati on periods, such as those experienced by people fasting for religious reasons, could be explored. It is possible that cognitive function fluctuates over the duration of deprivation. Studies could ask how long a person can remain focused despite a lack of nutrition.Third, and perhaps most fascinating, studies could explore how food deprivation affects learned industriousness. As stated above, one possible explanation for the better perseverance times in the 24-hour group could be that they spontaneously improved their perseverance faculties by simply forcing themselves not to eat for 24 hours. Therefore, research could study how food deprivation affects the acquisition of perseverance. In conclusion, the results of this study provide some fascinating The conclusion summarizes the outcomes, stresses the experiment’s value, and anticipates further advances on the topic. nsights into the cognitive and physiological effects of skipping meals. Contrary to what we predicted, a perso n may indeed be very capable of concentrating after not eating for many hours. On the other hand, if one is taking a long test or working long hours at a tedious task that requires perseverance, one may be hindered by not eating for a short time, as shown by the 12-hour group’s performance on the perseverance task. Many people—students, working mothers, and those interested in fasting, to mention a few—have to deal with short-term food deprivation, intentional or unintentional.This research and other research to follow will contribute to knowledge of the disadvantages—and possible advantages—of skipping meals. The mixed results of this study suggest that we have much more to learn about short-term food deprivation. Running on Empty References All works referred to in the paper appear on the reference page, listed alphabetically by author (or title). 11 Costa, A. L. (1984). Thinking: How do we know students are getting better at it? Roeper Review, 6 , 197–199. Crumpton, E. , Wine, D. B. , & Drenick, E. J. (1966). Starvation: Stress or satisfaction?Journal of the American Medical Association, 196, 394–396. D’Agostino, C. A. F. (1996). Testing a social-cognitive model of achievement motivation. -Dissertation Abstracts International Section A: Humanities & Social Sciences, 57, 1985. Eisenberger, R. , & Leonard, J. M. (1980). Effects of conceptual task Each entry follows APA guidelines for listing authors, dates, titles, and publishing information. difficulty on generalized persistence. American Journal of Psychology, 93, 285–298. Green, M. W. , Elliman, N. A. , & Rogers, P. J. (1995). Lack of effect of short-term fasting on cognitive function.Journal of Psychiatric Research, 29, 245–253. Green, M. W. , Elliman, N. A. , & Rogers, P. J. (1996). Hunger, caloric preloading, and the selective processing of food and body shape words. British Journal of Clinical Psychology, 35, 143–151. Green, M. W. , Elliman, N. A. , & Rogers, P. J. (1997). The study effects of food deprivation and incentive motivation on blood glucose levels and cognitive function. Psychopharmacology, 134, 88–94. Hickman, K. L. , Stromme, C. , & Lippman, L. G. (1998). Learned Capitalization, punctuation, and hanging indentation are consistent with APA format. ndustriousness: Replication in principle. Journal of General Psychology, 125, 213–217. Keys, A. , Brozek, J. , Henschel, A. , Mickelsen, O. , & Taylor, H. L. (1950). The biology of human starvation (Vol. 2). Minneapolis: University of Minnesota Press. Kollar, E. J. , Slater, G. R. , Palmer, J. O. , Docter, R. F. , & Mandell, A. J. (1964). Measurement of stress in fasting man. Archives of General Psychology, 11, 113–125. Pinel, J. P. (2000). Biopsychology (4th ed. ). Boston: Allyn and Bacon. Running on Empty 12 Pollitt, E. , Lewis, N. L. , Garza, C. , & Shulman, R. J. (1982–1983). Fasting and cognitive function.Journal of P sychiatric Research, 17, 169–174. Saugstad, P. (1967). Effect of food deprivation on perception-cognition: A comment [Comment on the article by David L. Wolitzky]. Psychological Bulletin, 68, 345–346. Smith, A. P. , & Kendrick, A. M. (1992). Meals and performance. In A. P. Smith & D. M. Jones (Eds. ), Handbook of human performance: Vol. 2, Health and performance (pp. 1–23). San Diego: Academic Press. Smith, A. P. , Kendrick, A. M. , & Maben, A. L. (1992). Effects of breakfast and caffeine on performance and mood in the late morning and after lunch. Neuropsychobiology, 26, 198–204.

Comparison Essay: in Cold Blood

Comparison Essay: â€Å"In Cold Blood† Film & Book In Cold Blood is a 1967 film directed by Richard Brooks. The film is based on the book by Truman Capote, having the same title as the film. The closeness and accuracy of events between the book and the film are tied closely together. Some of the film was actually shot on location where the fatal Clutter murders took place. While reading the book, the reader learns that Capote uses a form of writing that could be difficult to portray in a film setting.As the storyline in â€Å"In Cold Blood† progresses, Capote shifts scenes to show the Clutter’s in their everyday routine, as well as the killers as they approach their victims. Brooks does an excellent job shifting scenes in the film, but not so much that it becomes confusing to the viewer. Although the book and film are closely related, there are a couple of differences that are quite noticeable and could in fact change a viewer/reader’s opinion of the book and or film.The character descriptions in Capote’s book are much stronger than those of Brooks’. The two sources also have two different endings. The character descriptions by Capote are very strong. Almost the entire first half of the book is dedicated to describing the Clutter family and the two killers. By describing in such depth, Capote allows the reader to form some sort of feeling towards the character. For instance, Herb Clutter was described as a good friend, boss, husband, and father.Capote writes, â€Å"He was, however, the community’s most widely known citizen, prominent both there and in Garden City and his name was everywhere respectfully recognized among Midwestern agriculturists, as it was in certain Washington offices† (6). He not only does this with Mr. Clutter, but he describes every family member in great detail. Nancy Clutter was widely known throughout Holcomb, and was basically the All-American child. As for Mrs. Clutter, her descri ption was rather important.The fact that she was not mentally stable and remained sick most of the time aided in her vulnerability at the time of the murders. The analysis of each character enables the reader to feel for the Clutter family and come to the realization that they were just like any other American family; not criminals, wrong-doers, or anything of the sort. Not only does Capote describe the Clutter family, he takes a lot of time to figure out the criminals behind the murders. Dick Hickcock and Perry Smith are very well analyzed in throughout the novel.Basically their whole life stories and every move they made in order to reach the Clutter’s were documented in Capote’s book. In the film, on the other hand, the viewer sees slightly into the lives of the Clutter family, but the director does not describe each character individually. Without this insight, a viewer who has not read the novel may not feel the same way about the family’s tragedy. Knowing more about them would give the viewer a better understanding of what the family was like, and as to why exactly the killers went through with the awful act.The character descriptions in both the movie and the book are in fact different and cause different reactions to each. Not only are the details different in the film and the book, they actually have different ways of ending. Capote closes his novel with a scene located at a cemetery. This scene differs from the movie in that Brooks ended his work with the hanging of Dick and Perry. This conclusion was probably done for dramatic effect, as are most films. Capote’s ending to the novel was a more emotional approach to concluding the Clutter case.

A Paper on the Market Pull and Technology Push Factors

UNIVERSITY OF TECHNOLOGY Faculty of Business & Management: School of Business Administration Management of Innovation Technology CASE #2 â€Å"Innovation at 3M† Name: Ronald McLeod (0908851) Tutor: Mr. S. Whittle 3M Corporation takes pride in being a culture of innovation. I will be reporting on just one of 3M’s many innovative products the post-it notes. I will also highlight the market pull and technology push factors that were considered in developing the innovation. The key terms to be identified in this report are innovation, technology push, and market pull.Innovation refers both to the output and the process of arriving at a technically feasible solution to a problem triggered by a technological opportunity or customer need. Technology push describes a situation where an emerging technology or a new combination of existing technologies provide the driving force for an innovative product and problem solution in the market place. Market pull is the advancement of t echnology oriented primarily toward a specific market need. Post-it notes are pieces of stationery with a re-usable adhesive strip on the back, designed for temporarily attaching notes to documents and other surfaces.The release of post-it notes in 1980 in the United States was one that was not only innovative for its time but one which captured the needs of consumers in a whole new way. Post-it note became a big success for 3M and was adored by customers. The first and probably most important technology push that resulted in post-it notes is senior scientist Spencer Silver’s 1968 discovery of an adhesive that didn’t act like any others. Instead of forming a film, it is a clear, reusable and pressure-sensitive adhesive. For five years, Silver promoted his invention within 3M, both informally and through seminars, but without much success.In 1974 Art fry perceived the idea of coating the adhesive on paper. He soon realized that this technology would serve well as a note pad. 3M conducted a direct-mail program to the secretaries of CEOs of Fortune 100 companies, and got back letters from CEO’s of companies such as Chrysler and Phillip Morris telling them how much they loved this product (Post-it notes) and asking how they could get more. This was a major market pull factor as 3M now realized that this advancement in technology would satisfy a specific market need. Fry encountered serious technical problems very early.First, there was the problem of getting the adhesive to stay in place on the note instead of transferring to other surfaces. The company didn’t have coating equipment that could be precise on an imprecise backing such as paper. This resulted in further technology push as advances in the technical performance of 3M allowed for the post-it notes adhesive to be perfected as well as a manufacturing process was developed. Fry made sure that secretaries of 3M senior executives got them. Before long, their bosses were borrowing the little yellow pads. This Market pull factor illustrated the need for this innovation in the business place.In 1978 samples of numerous post-it was given out in the city of Boise. 3M discovered that more than 90 percent of the people who tried them would buy them. This market pull factor showed the general market need for this product. After success in Boise, 3M was convinced that the market potential for the yellow note was enormous and, in 1980, post-it notes were introduced nationally. The Managerial Implications * Technical and Market considerations * How to sustain new innovations * Time consumption * How to protect innovation from competitors. Recommendations Managers must take into account during problem solving within a firm, the technical and market factors in order to achieve successful management of technology. * Managers must invest time and money in research and development and other efforts to not only make improvements to commercialized technologies but to continuo usly endeavor to come out with new technologies/innovations. * Managers must respond to time consumption and shorten the time it takes them to design, develop and put new innovations on the market. They must decide when to innovate, update, or replace previous technology .They must also develop methods to cope with shorter product life cycles. This can be done through continuous improvement. * Managers must protect new innovations from competitors through the use of patents, trademarks, copyrights, and designs. This will also result in higher profitability for the organization. Conclusion The development of post-it notes was driven both by technological push and market pull factors. These factors resulted in; the recognition of a potential problem, decision of which technologies to use, a feasible solution to the problem, and the final commercialization of the innovation.Managers must learn to cope with the implications that will face them. References http://www. innovation. lv/ino2 /publications/leonardo_manual/en/www. innosupport. net/webhelp/wso/ind http://multimedia. 3m. com/mws/mediawebserver? 77777XxamfIVO&Wwo_Pw5_W7HYxTHfxajYv7HYv7H777777– ex. [email  protected]_id4240pl_id3558. htm http://www. tu-harburg. de/tim/downloads/arbeitspapiere/Working_Paper_5. pdf http://en. wikipedia. org/wiki/Post-it_note http://www. 3m. com/us/about3M/innovation/archive. html

Engineering - Quality Management Research Paper

Engineering - Quality Management - Research Paper Example Looking back to the early 1980s a revolution, which can be perceived as a not-so-quiet, has been in effect in the global business. This has been an ideas revolution involving the questions of how to do business. The revolution can be said to be largely spearhead by three individuals, that is, Joseph Juran, Philip Crosby as well as W. Edward Deming. Thesis Statement The purpose of this paper is to access the similarities and the differences from the works of Deming and Crosby in quality management. On similarities, the paper will address; Customer Requirement as an important standard, the responsible quality management, goal of Quality as well as management Perspective. On the aspect of differences, the paper will address; The Basic orientation to quality, the question of what is Quality, implementation’s chief elements, inspection/ Defect control, improvement Basis, management perspective and cost of quality Discussion Similarities Customer Requirement as an important standard According to the work by Deming, he is of the view that the presence of a consumer is brought about by a necessity and as such, it is the most vital aspect of a system of production, that is, where there are no consumers, what then is the need for production? Crosby’s work define quality as conforming to certain set of specifications, which have been stipulated by the management of an organization and not some concept of goodness full of vagueness. The specifications entailed in quality are not made arbitrary either (Baxter & MacLeod, 2008). As such, they ought to be set in accordance with the needs as well as wants of the customers. The responsible quality management team According to the work advanced by Deming, it advances that quality is designed in the boardroom. In his notion of quality, he says that ideas such as; sincerity, hard work, personal responsibility as well as decency, indeed are responsible for the changed management world. He says that it is unsubstantial to just perform a task to the best of your capacity. It is necessary that one becomes aware of what he is working on. Crosby work indeed shares the same notion (Baxter & MacLeod, 2008). According to him, improvement in quality ought to commence from the top. In order to come up with a manufacturing process, with no defect, or what he term as zero defects, then the management of any organization must then set the suitable atmosphere and the tone whereby the employees will easily follow. If the management fails to establish a production system with zero defects, then it is not closer enough to a quality product. Goal of Quality In both works, they advance that quality improvement is an unending process. In Deming’s work, it is suggested that in order to meet and exceed the needs of a customer, it is necessary that there are continuous improvements. In the same notion, Crosby points out that the continuous improvements must be enhanced and as such, it should be done by setting a production with zero defects (John & Barnes, 2006). Though both works share common grounds in regard to the quality management, the largest part they share are the differences on the notion of quality management. Management Perspective In both works, drawing of comparison is mentioned

Case Analysis Essay Example | Topics and Well Written Essays - 750 words

Case Analysis - Essay Example As I read the case study I remembered some writings on sexuality, porn debates and mass media messages for young people I had read not long before. Certainly, CK advertising wasn’t ethical. Yet, I felt it can be named ‘normal’ for our society. The problem with that advertising campaign was about the controversies in the society itself. To understand the situation it is necessary to examine social attitudes and perceptions of sexuality and porn, which must have been necessary prerequisites for the ads release. It is necessary to take into account the historical background and social processes of that time. In fact, CK’s advertising has always been provocative and revealing. The company’s target market consists of teenagers, young people under 30, and those, who want to be sexually attractive and stylish. As far as I remember, I have always associated CK with rather shocking unreserved sexual appeal. It has become their brand image. The company usually uses very young models, whose postures and gestures reveal splashing-out sexuality. Their advertising is rather pedophilic and gay-appealing. Each time, as you see their ads, you feel slightly shocked. Sex is marked as dirty and evil in our society. It is not decent to speak of sex. It is not customary to reveal you sexual desires. Frank expression of one’s sexuality is viewed as unethical and improper. Especially, if sexuality is untraditional or teenage. The debates around pornography are still hot. In times of CK’s campaign they were at their peak. The war on porn started in 1980s guided by feminists Andrea Dworkin, Susan Brownmiller and Gloria Steinem. Church joined in. The anti-porn campaign was so aggressive that another feminist wing even started to oppose the anti-porn movement. Dworkin’s famous Pornography: Men Possessing Women was met with a mixture of trepidation and inner protest and anger. Many women were caught into double bind: they felt that watching pornography was

The American Experience from 1865 to 1945 Assignment - 1

The American Experience from 1865 to 1945 - Assignment Example With the deprived agriculture in the South, the industrial North became powerful and dominate both politically and economically. Although the North played a vital role in slave freedom, the problem came in the readjustment of vanquished South and victorious North politically and economically. Reconstruction process which focused in states returned in full status passed in four stages such as the appointment of Andrew Johnson as president, Freedmen Bureau which was active in helping refugees, setting employment contract of freedmen. Thirdly, came Radical or Black Reconstruction whereby Republic coalition governed the states under President Ulysses Grant and in fourth stage Redeemer won political control in most states which made all federal troops withdraw, hence the collapse of Republican state governments. "Congressional Radicals strongly disagreed with Andrew Johnson over securing the place of African-Americans in American society." (J.W. Davidson, W.E. Gienapp, C.L. Heyrman, M.H. Lytle and M. B. Stoff, Nation of Nations, Vol I, Chapter 17, 2001). Moderate Republicans who fought for black rights were overpowered by Presidential vote in alliance with radicals.Reconstruction came to an end in 1868 after Rutherford B. Hayes elected as President who withdrew all federal troops which led to Southern states. Black Americans struggle did not end with the collapse of reconstruction, racism and white resistance took charge which led to the loss of land for some of Black American to white farmers. The vivid example is in 1878 when Benjamin Montgomery the first ex-slave to purchase land lost it to Jefferson Davis. White Southerners designed laws to keep blacks uneducated, propertyless but agricultural laboring class. Racism became rampant whereas in Jim Crow's legal codes segregate blacks from whites. The code forbade blacks from mingling with whites; furthermore, due to racism blacks could not compete and secure most jobs. The problem was aggravated by the lack of education and skills for most black Americans and no rights to the legal system. The black American struggle had undergone several obstacles and with the collapse of reconstruction, the philosophy of protecting black rights, subjected them into more racial segregations. Racial segregation did not recede, and despite the fact that male blacks were granted voting freedom, women were not allowed to do so. Blacks now were not permitted to board third class in the trains which were the main transportation after the war. Despite the good documentation of black struggle history in Nation and Nations book, such events were not mentioned. Supreme Courts passed laws that made blacks to have separate accommodations and not mingle with whites accommodations and public schools for blacks and whites.

TORT LAW - F Essay Example | Topics and Well Written Essays - 2500 words

TORT LAW - F - Essay Example The difference between the two thus far developed has been a cause of grave concern for common law, but the distinction has been made evident by recent cases to a great extent, especially with the presence of principles laid out in Alcock v Chief Constable of Yorkshire Police [1992]1 and McLoughlin v O’Brian [1983]2. What is Nervous Shock? Nervous shock is described as an array of recognizable psychiatric diseases which are over and beyond the usual distresses a person encounters upon witnessing the scene of an accident. Mere emotional setbacks that are considered ordinary, including fear, grief and worry are not considered sufficient at law3. Thus, ailments such as clinical depression, anxiety neurosis, and post traumatic stress disorder fall into the category of nervous shock, which admittedly is a label underplayed as it represents a larger than normal degree of psychiatric damage4 than simply suggesting an element of shock. As Lord Jauncey clarified in Alcock at 419, the c laimant must suffer a â€Å"recognizable psychiatric illness† in order to justify cause for action (Chadwick v British Transport Commission [1967]5). Thus, it must be observed that nervous shock is more aptly treated as personal injury to the mind as different from personal injury to the body. It follows that the first step to determining whether a claim of psychiatric damage is valid at law would be to categorize the kind of harm experienced, and whether it was serious enough to give rise to a duty of care on the part of the defendant, as normal fear and anxiety is exempt from such duty and people are expected to be of reasonable firmness capable of dealing with normal distresses6. Negligently Inflicted Psychiatric Harm If a claim for psychiatric harm stems from one in negligence, the same principles of establishing a claim apply. Thus, the four requirements of a negligent act must be present, namely the duty of care, breach of that duty, causation and the damage resulting f rom that breach which must not be characterized as too remote. The law related to duty of care is illustrated well by the principles established in Donoghue v Stevenson7 and Caparo Industries v Dickman8. The duty of care is established when a sufficient relationship can be established by virtue of neighborhood and proximity of relationship so that the claimant can be reasonably foreseen to be injured by the defendant’s act and whether establishing such a duty would be fair, just and reasonable in the present case9. In order to establish this duty, the courts take heed from recognized duty situations (Sutherland Shire Council v Heyman [1985])10. Thus, a manufacturer may be sued by a consumer for a defective product which causes physical harm (Donogue), the driver of a car who engages in an accident but only causes psychiatric damage but no physical damage to the victim he collides with may also be liable (Page v Smith [1995])11 but the employee-employer relationship does not g ive rise to an automatic duty of care in terms of psychiatric injury suffered by rescuers after an incident (White v Chief Constable of South Yorkshire Police12). Since the damage we are concerned with is psychiatric, the harm may not just extend to the victims who are immediately affected by a risk of personal injury resulting from the negligent act, but also

Week 5 discussion Assignment Example | Topics and Well Written Essays - 250 words - 2

Week 5 discussion - Assignment Example The employer is the coach who executes coaching actions to his or her employee. The results of a successful coaching process include acquisition of new skills, improvement in performance and development of profession (Kloster, Teresa and Wendy 6). Young employers suffer from inadequacy of experience hence needs to undergo a coaching period to help orient them in the line of duties by more experienced personnel. After undergoing the coaching sessions, the young employers should set up an employee relations department to start to enable them coach the employees. Coaching is essential in such a circumstance in the sense that it allows the young employer to ascertain the majors and weaknesses of their employees. Coaching effects conflict resolution mechanisms like mediation and dialogue at personal level amongst the employees. However, time factor may limit the coaching session thereby undermining the quality and efficiency of the coaching in the workplace. Coaching process should focus on an improvement plan that aims to improve workplace efficiency. The impact of this is an improvement in service delivery and competence amongst the workers (Butteriss 19). Coaching, therefore, is essential, and every organization should embrace it to realize an increase in output thereby attracting more

The Tylenol Murders, Ch. 2 Essay Example | Topics and Well Written Essays - 750 words

The Tylenol Murders, Ch. 2 - Essay Example All through the period of Tylenol murder case trial, company maintained constant communication across its different public, displaying innate honesty, ethical considerations and concern for the welfare of the people at large. It disseminated critical information regarding the Tylenol capsules and projected a credible image of ethical and responsible behavior. The company had addressed the critical issue of Tylenol murder that would have affected the performance of the company and significantly impacted its credibility amongst the various stakeholders. In the case, two types of public were involved. The internal public consisted of management and workforce and the external public comprised of various stakeholders and shareholders, users of company’s products, distributors, media and all those who were directly or indirectly impacted by the product. The timely communication to the public by the chairman was vital factor that helped to inculcate confidence and trust amongst them. His assurance to the public regarding fair investigation and withdrawal of the lot from the market was highly effective way to boost company’s falling credibility amongst its various public. ... It had the desired affect and company triumphed over the crisis without any adverse impact on its market. Tools used in PR The company had used different tools of public relation. Public relation briefing was constantly used to announce important information regarding company’s position with regard to the product, extra-strength Tylenol capsules that was used in the murder case. Indeed, publicly acknowledging that cyanide was used in its premises was an important step that helped establish its credibility in tough times and highlighted its transparent way of functioning in the eyes of its various stakeholders. The company also removed its advertisement of the product and announced reward for killers through widespread advertisements. It also issued warning to doctors, hospitals and distributors about the Tylenol capsules. Media, in different formats, has a powerful influence on the public at large. Using media is therefore essential part of effective public relation exercise ( Wilcox & Cameron, 2009). The company had also exploited media’s potential when the Chairman, Burke appeared on the investigative new program and effectively communicated company’s stance on the issue and the steps taken by it. The PR tools helped to forge closer bonds with its investors and various stakeholders, including customers. The periodic press releases were essential part of PR exercises that maintained constant communication with the public and kept them updated with the Tylenol murder case and the company’s role in facilitating investigation. The risk of bad publicity can have huge long term ramifications on company’s future and adversely impact its credibility and market (Sietel, 2007). But Johnson & Johnson was able to change public

Poetry changed alongside wider society Essay Example for Free

Poetry changed alongside wider society Essay We learn that Arnold can no longer draw comfort from the sea of faith or religion which encompassed him and like the folds of a bright girdle furled. Instead, the coast and sea is an analogy for religious trend. Christianity is ebbing away because of scientific dispatch. This results is the naked shingles of the world; a place that is unprotected and fragile with no supreme power to guide man. This confusion is emphasized the informality of its structure. The lack of a coherent rhythm and rhyme scheme creates the illusion of tide, But now I only hear, Its melancholy, long, withdrawing roar, Retreating to the breath, which swashes and washes along the coast just like the different line lengths. As we can see, Arnold is hesitant of change and acceptance for him results in apprehension. This is unusual in the sense that, conventionally, acceptance results in peace of mind. Ironically, in gods Grandeur, when Hopkins refutes absolute science, he is more buoyant and cheerful towards which is not the usual characteristics of denial. In the poem, despite the fall of contemporary Victorian society, nature is never spent and permeates the world with the dearest of freshness. Hopkins conveys an image of god being a regenerative force who is able to bring morning following the last lights of the black west. He is defiant of the theory of evolution and instead believes in the holy ghost. Gods Grandeur ends with: World broods with warm breast and with ah! Bright wings. This imagery is inspired with hope and resembles the techniques by Romantic poets where an animal would be used as the vehicle to escape misery; for example the skylark in Keats poem. On the other hand, Dover Beech is not optimistic but instead shares the pessimism associated with poems in the 1900. Arnold depicts the world as a stagnant site with neither joy, nor love nor light. In the last stanza, he talks personally to his wife: Ah, love, let us be true In a place of no faith, Arnold wishes to pin their faith on each other- the language becomes poetic with a series of semantically related adjectives: So various, so beautiful, so new The Victorians lived through a time of change however change in the near future results in neither certitude, nor peace, nor help for pain. This apprehension is felt by Arnold who is swept with confused alarms; the complete antithesis of Hopkins.

Microphase Separation of Miktoarm Star Copolymers

Microphase Separation of Miktoarm Star Copolymers Abstract: Miktoarm star shaped copolymers have attracted much attention due to their unique shape and intriguing properties compared to the linear block copolymers, including compact structure, higher critical micelle concentration, lower viscosity, efficient synthetic routes and wide range of morphologies. The different synthetic routes such as anionic polymerization and controlled radical polymerization have made it possible to synthesis diverse molecular architecture of copolymer and these diverse architectured copolymers give numerous morphologies. For example, Archimedean tiling patterns and cylindrical microdomains at symmetric volume fraction for miktoarm star copolymers, which have not been reported for linear block copolymers. This paper summarizes the morphology and microphase separation of miktoarm star copolymers with nonlinear architecture. Introduction: Block copolymers have attracted considerable attention because of their morphologies and nanophase structures such as spheres, cylinders, bicontinuous, and lamellae. These morphologies show due to the interacting repulsive force between the components, which particularly affected by the phase separation, which strongly depends on volume fraction of the blocks, the degree of polymerization, entropy variation with molecular weight, the Flory-Huggins interaction parameter, and the molecular architecture of the block copolymers.1–4 All of these nanostructure have been widely used in various field such as optoelectronics, microelectronics, and nanotechnology for various applications such as templates, nanoreactors, membranes, optical materials, and data storage media.5–15 6–8 In particular, in the field of pharmaceutical, vesicles of miktoarm star shaped copolymer have been used as drug delivery vehicles. In comparison to any other linear block copolymers, star shaped or miktoarm star shaped copolymers show diverse morphology and physical properties due to their different molecular architecture. For instance, unimolecular micelles of star copolymers displayed much higher stablility than the micelles of linear block copolymers because in the star shaped copolymer the arms are covalently connected to the central core. These highly stable micelles of star shaped copolymer have been using to synthesis monodisperse colloidal nanocrystal. 19-22 In the linear diblock copolymers (AB) and linear triblock terpolymers (ABC), the morphologies or microphase structure are mostly governed by the volume fraction of one of the blocks (fA, fB = 1- fA) and one interaction parameter (χAB), and two volume fraction parameters (fA, fB, fC = 1- fA fB) and three interaction parameters (χAB, χBC, χCA), respectively. For example, spherical or cylindrical microdomains are only observed at asymmetric volume fractions, while lamellar microdomains are shown at symmetric volume fractions in diblock copolymers. However, nonlinear or mitoarm star shaped copolymers showed cylindrical microdomains even at symmetric volume fraction due to the molecular architecture. Miktoarm star copolymers (sometimes called asymmetric star copolymers, heteroarm star copolymer or simply miktoarm copolymer) are star shaped copolymer, consist of heteroarms covalently joined to a central core with different chemical compositions or molecular weights For example, AmBn miktoarm star copolymer where, m arms of A homopolymer and n arms of B homopolymer are linked to a central core, while in the star-shaped copolymers homoarms with identical chemical compositions are covalently joined to a central core. For instance, (A-b-B)n star-shaped copolymer where, n arms of A-b-B diblock copolymer are connected to a central core. Here the first written A block represents the inner block (core) and B block is the outer block (shell) of star shaped copolymer, as shown in Fig: 1. Fig: 1 Schematic architectures of (a) miktoarm star copolymers (AmBn) and (b) star-shaped copolymers ((A-b-B)n). Miktoarm star shaped copolymers morphologies and their characterization: The effect of molecular architecture on miktoarm star shaped copolymers morphologies has been extensively investigated theoretically and experimentally. Theoretical investigation: In 1996, Milner 36 first reported theoretical phase diagram of AnBn miktoarm star shaped copolymers at the strong segregation limit. The morphology and microphase separation are determined by the competition between reduction of interfacial tension and the increase in stretching free energy as the copolymer blocks stretch away from the interface. Fig 2: Phase diagram of AnBn miktoarm star shaped copolymers at the strong segregation limit as a function of volume fraction of the B monomer (φB), with increasing asymmetric parameter ÃŽ µ = (nA/nB)(lA/lB)1/2, where nA, nB are the numbers of A and B blocks, and lA, lB are characteristic lengths of A and B, respectively. In 1997, Floudas 37 calculated spinodal curves for the series of ABn miktoarm star shaped copolymers based on mean field theory. The results of the lower number of the series are plotted in Fig 3. The plot indicates that the critical value of the χNt (Nt = Na + nNb) of ABn miktoarm star copolymers is higher than that of diblock copolymers. Therefore, the microphase separation for ABn miktoarm copolymers becomes more difficult. It also indicates that the maximum critical value of χNt appears at n=3 (for AB3 miktoarm copolymers). Fig 3: (a) The spinodal curves (χNt vs. fA) for diblock and ABn miktoarm star copolymers with three different values of n (2, 3, and 4). (b) Critical values of χNt plotted as a function of the number of arms of the B block. In 2004, Grason and Kamien38 have calculated phase diagrams of AmBn miktoarm star copolymers for m = 1 with n = 2, 3, 4, and 5 using self consistent field theory (SCFT), but they did not consider the perforated lamellar (PL) and Fddd (O70, orthorhombic and single-network structure) phases. Later, in 2012, Matsen39 calculated the phase diagram for AB2 miktoarm star copolymer and found perforated lamellae (PL) and Fddd (O70), phases near gyroid phase (Fig 4). Fig 4: Theoretical phase diagram of AB2 miktoarm star copolymers with PL and Fddd phases. Experimental investigation: ABC Miktoarm Star Terpolymer: Matsushita and coworkers74–76 have investigated microphase separation of AxByCz miktoarm star terpolymers. For that they classified the molecular architecture into different series like I1.0S1.0Px1, I1.0SyP2.0, and I1.0S1.8Px2 where I = polyisoprene, S = polystyrene and P = poly (2-vinylpyridine) and 0.2≠¤ x ≠¤ 10, 1.1≠¤ x ≠¤ 2.7 and 3.2≠¤ x2 ≠¤ 53. In all the TEM images and morphologies, I domain represented by black, S domain by white and P domain by gray color. Fig. 5 compares TEM images for the series, I1.0S1.0Px1. In figure 2(a) for the sample, I1.0S1.0P0.2, spheres of the highly minor component P are sandwiched with lamellae of two major components, I and S, which is called spheres sandwiched with lamellae. Figure 2(b) is a tiling structure as a cross-sectional view of a cylindrical structure from the sample, I1.0S1.0P0.7. This is one of the 12 Archimedean tiling structures. Figure 2(c) is a lamellar structure for the sample I1.0S1.0P3.0, where one of the lamellae is composed of other lamellae, which is called lamellae-in-lamella structure. Figure 2(d) for the sample I1.0S1.0P10 shows cylinders composed of alternating columnar I and S discs, the cylinders being packed hexagonally in a P matrix: this pattern is called a lamellae-in-cylinder structure. Fig 5: Various morphologies of the type I1.0S1.0Px1. X1 values are (a) 0.2, (b) 0.7, (c) 3 and (d) 10. Fig. 6 compares the TEM images of structures series, I1.0SyP2.0, where two Archimedean tilings, (4.6.12) and (4.8.8) can be recognized easily in figure 6(a) for I1.0S1.3P2.0 and in figure 6(c) for I1.0S2.3P2.0 while another (3.3.4.3.4) tiling is seen in figure 6(b) for (I1.0S2.7P2.0) where the I (dark) and S (bright) domains are opposite to Fig 5(a) because of the composition difference. Fig 6: Tiling structures for I1.0SyP2.0. (a) I1.0S1.3P2.0 (b) I1.0S2.3P2.0 and (c) I1.0S2.7P2.0 Fig 7(a) is the SAXS diffraction image for I1.0S2.3P2.0, in this pattern there are 12 diffraction spots in the lower q region, four of which belong to {20} and the other eight to {21}. From careful data analyses, it shows that this pattern is corresponded to the Archimedean tiling (3.3.4.3.4) (Fig 7(b)). Fig 7: (a) SAXS diffraction image for I1.0S2.3P2.0. and (b) the corresponding real-space image. The TEM images for the series, I1.0S1.8Px2 are reported in Fig 8, where Fig 8(a) for the sample, I1.0S1.8P3.2, shows I and S domains form gyroid membrane in the P domain. Figure 8(b) for I1.0S1.8P6.4 and 8(c) for I1.0S1.8P53 show cylinder-in-lamella and hierarchical structure, respectively. Fig 8: TEM images for (a) I1.0S1.8P3.2 (b) I1.0S1.8P3.2 and (c) I1.0S1.8P3.2 Fig 9 summarizes microphase separation observed for IxSyPz miktoarm star terpolymers with different volume ratios between the arms. Fig 9: Kaleidoscopic morphologies from the IxSyPz miktoarm star shaped block terpolymer system. (a) Lamellae-in-sphere, (b) lamellae-in-cylinder, (c) cylinder-in-lamella, (d) hyperbolic tiling, (e) zinc blende, (f) sphere-sandwiched-with-lamella, (g) Archimedean tiling and (h) lamellae-in-lamella.

Donor-transmitted Melanoma Case Study

Donor-transmitted Melanoma Case Study Lakshmi Rangaswamy, D.O., Kim Jordan, MD., FACP, Ronald deAndrade, MD Introduction Organ transplant recipients are at an increased risk of developing malignancy, estimated to occur in 15-20% of graft recipients after 10 years. Most malignancies occur de novo or as recurrence of previously treated disease, related to immunosuppression and oncogenic viruses. Donor-transmitted tumors are rare. From 1994 – 2001, the US Transplant tumor registry reported 18 donor-related cancers in 108,062 recipients. Case Presentation History A 66-year-old female presents with abdominal fullness, fevers, chills and malaise for 1 week’s time. Admitted to transplant service to rule out rejection. Past Medical History End Stage Renal Disease status post cadaveric renal transplant 3 months prior Hypertension Diabetes Mellitus Type 2 -Anemia of chronic disease Social History: No tobacco, alcohol, or drug abuse Medications: (do I really need strength and frequency?) Amlodipine 10 mg daily Aspirin 81 mg daily Bactrim 160 mg daily Carvedilol 25 mg twice daily Clotrimazole 10 mg troche three times daily Insulin Lispro 10 units with meals Lantus 20 units in AM Myofortic 360 mg 2 tablets twice daily Prednisone 10 mg daily Tacrolimus 2mg twice daily Valcyte 450 mg 2 tablets daily Physical exam VITALS: T 100.1, BP 133/60, HR 71, Resp 18, SpO2 99% on RA, nonoliguric Neck: no lymphadenopathy, no carotid bruits Cardiovascular: regular rate and rhythm, no clicks, gallops, rubs, no lower extremity edema Lungs: clear to auscultation bilaterally, no rales or wheezes Abdomen: soft, well healed Gibson incision in RLQ, no graft tenderness, no organomegaly Skin: no rashes or lesions noted on skin Laboratory and Diagnostic Studies (insert images) WBC 3.94 K/mcl; Hgb 9.8 g/dL (patient’s baseline); platelets 104 K/mcl LDH 747 U/L Creatinine 1.72 mg/dL on the day of admission (baseline 1.02 two months prior, after transplant). During the hospital course, her renal failure worsened with creatinine reaching 8.08 mg/dL and patient requiring intermittent hemodialysis CT of the abdomen with contrast and PET scan Findings compatible with metastatic disease to the liver, spleen, bones, and probably lungs. MRI Abdomen/pelvis A few indeterminate T1 and T2 hyperintense lesions in the periphery of the transplant kidney, suspicious for neoplasm. Innumerable bone marrow and splenic lesions, suspicious for hemorrhagic metastasis MRI of brain Diffuse bony metastases, no signs of intraparenchymal metastasis PET: Positive for multiple lesions in the transplant kidney, bone, and spleen. CT guided Bone marrow biopsy: Metastatic malignant neoplasm, quite consistent with metastatic malignant melanoma **Within days of patient’s admission, it was discovered that the recipient of the liver from the same donor developed melanoma within the transplanted liver and the recipient of the mate kidney had developed melanoma in the renal allograft. **The transplant center reported no known history of donor melanoma and normal visual inspection of donor organs at time of transplant. Clinical Course Patient elected to undergo allograft nephrectomy. Surgical pathology of removed donor kidney confirmed malignant melanoma that was BRAF-V600E mutation positive (insert histo slide of melanoma in kidney) Patient was taken off of all immunosuppressive therapy and was started on chemotherapy with zelboraf and immunotherapy with ipilimumab (completed 4 months of zelboraf and 4 cycles of ipilimumab) Patient currently off of chemotherapy, and undergoes repeat imaging every month. At 6 months, CT body from 6 months â€Å"demonstrates basically stable disease.† This patient is now undergoing hemodialysis for her end stage renal disease The two other recipients died from metastatic melanoma found in the transplanted liver and renal allograft; this patient is the sole survivor of the transplanted melanoma. Transmission of melanoma by organ transplantation (VIPER) Not only is melanoma the most common fatal form of skin cancer, it is the most common tumor responsible for donor-derived malignancy. The late disease recurrence of melanoma is related to the dormancy of melanoma. Major theories for the dormancy of melanoma include cell-cycle arrest and blocked angiogenesis. Per Lancet article entitled â€Å"Transmission of donor melanoma by organ transplantation,† late recurrence of dormant melanoma can occur because of micrometastases or solitary dormant cells. Dormant micrometastasis occurs because of the inability for angiogenesis; therefore there is an equilibrium between cell proliferation and apoptosis and thus an inability of malignant cell growth. In dormant solitary cells, there is an absence of proliferation or apoptosis, in essence a pause in cell growth. Because of these theories, it is possible that these dormant cells stay latent in immunocompetent individuals for decades and even forever, but the immunosuppression of the organ recipient can reactivate the melanoma cells. Transplantation for end-stage organ disease has become routine care with resultant increased demand for donor organs. With increased public awareness and donor pool expansion, many transplant programs are easing criteria for selection by accepting older donors and those with remote history of low-grade skin cancers and/or remote â€Å"cured cancers.† A recent study reported 23 cases of donor-transmitted melanoma from 12 separate donors between 1972 and 2006. Only 2 donors had known history of melanoma and one case of fatal melanoma occurred from a donor who had surgically removed melanoma sixteen years prior to donation. History of melanoma remains a contraindication to organ donation given melanoma high transmission rate of 74% and mortality of 58%. Treatment of donor-related melanoma involves withdrawing immunosuppression and allowing the body to reject the transplanted organ, followed by explantation of the allograft carrying the melanoma cells. Summary Melanoma incidence in the general population is increasing, but whether this will translate into increased incidence of donor-transmitted melanoma and resultant increased mortality remains to be determined. Physicians must not only discuss risks of malignancy with transplant candidates, but also carefully question all donors and their family about recent and remote malignancy, particularly melanoma, given its high transmission rate and mortality. Patients with any history of melanoma, whether it be in the early stages or cured, showed not be considered as organ donors. References Geller, A.,et al (2013). Melanoma Epidemic: An Analysis of Six Decades of Data From the Connecticut Tumor Registry.Journal of Clinical Oncology,31, 4172-4178. Geller, A.,et al (2014). Screening and early detection of melanoma. Retrieved January 1,  2014, from http://www.uptodate.com/ Morris-Stiff, G.,et al (2004). Transmission of Donor Melanoma to Multiple Organ  Transplant Recipients.American Journal of Transplantation,10, 444-446. Strauss, D. (2010). Transmission of donor melanoma by organ transplantation. Lancet  Oncology, 11, 790-796. Retrieved from www.thelancet.com/oncology

Lord Of The Flies: Can Someone Be Innately Evil Or Innately Good? :: essays research papers

The difference in the way humans perceive things is part of the complexity of mankind. What is thought of as evil to one person can be seen as good to another, and vice versa. The issue of good and evil is brought up in William Golding’s Lord of the Flies, when innocent boys are set on an island to bear the weight of society on their backs. What happens to them? How do past influences effect them? Are their actions good or evil? The actions of the boys were not a matter of being good or evil, but were actions for survival. A man’s environment does not influence him towards good or evil, nor is he born with it inside. Man has instincts and inner drives that are not matters of good and evil, but of survival.   Ã‚  Ã‚  Ã‚  Ã‚  Humans are always, by natural instinct, going to do what is best for them and their survival. Animals, much like men, kill when in need. For instance, when they feel they are backed into a corner, they will attack, and when they need food, they will kill to eat. In Lord of the Flies, Ralph was being hunted by Jack’s tribe, and in a desperate attempt in his defense, he thrust his spear through a crack at the inspecting savages. Ralph attacked someone of his own kind for his own survival. It can be believed that man is the derivative of others animals, and as such, they have certain instincts that were instilled from birth. The boys on the island later began to resemble the behavior of animals. â€Å"At once the crowd surged after it, poured down the rock, leapt on to the beast, screamed, struck, bit, tore. There were no words, and no movements but the tearing of teeth and claws† (153). William Golding’s description of this scene leads a reader to believe that these boys took on animal like qualities. What kind of human tears with teeth and claws? The boys mistake Simon for their beast and result in ruthlessly killing him. In their state of mind of savagery and hunting, they saw themselves in danger of this â€Å"beast† and their first instinct was to kill anything in sight that had the possibility of being it. Humans and animals have a natural instinct to protect themselves in the face of danger, like attacking when backed into a corner. Lord Of The Flies: Can Someone Be Innately Evil Or Innately Good? :: essays research papers The difference in the way humans perceive things is part of the complexity of mankind. What is thought of as evil to one person can be seen as good to another, and vice versa. The issue of good and evil is brought up in William Golding’s Lord of the Flies, when innocent boys are set on an island to bear the weight of society on their backs. What happens to them? How do past influences effect them? Are their actions good or evil? The actions of the boys were not a matter of being good or evil, but were actions for survival. A man’s environment does not influence him towards good or evil, nor is he born with it inside. Man has instincts and inner drives that are not matters of good and evil, but of survival.   Ã‚  Ã‚  Ã‚  Ã‚  Humans are always, by natural instinct, going to do what is best for them and their survival. Animals, much like men, kill when in need. For instance, when they feel they are backed into a corner, they will attack, and when they need food, they will kill to eat. In Lord of the Flies, Ralph was being hunted by Jack’s tribe, and in a desperate attempt in his defense, he thrust his spear through a crack at the inspecting savages. Ralph attacked someone of his own kind for his own survival. It can be believed that man is the derivative of others animals, and as such, they have certain instincts that were instilled from birth. The boys on the island later began to resemble the behavior of animals. â€Å"At once the crowd surged after it, poured down the rock, leapt on to the beast, screamed, struck, bit, tore. There were no words, and no movements but the tearing of teeth and claws† (153). William Golding’s description of this scene leads a reader to believe that these boys took on animal like qualities. What kind of human tears with teeth and claws? The boys mistake Simon for their beast and result in ruthlessly killing him. In their state of mind of savagery and hunting, they saw themselves in danger of this â€Å"beast† and their first instinct was to kill anything in sight that had the possibility of being it. Humans and animals have a natural instinct to protect themselves in the face of danger, like attacking when backed into a corner.

The Downfall of Macbeth :: essays research papers

Macbeth's love for Lady Macbeth, in William Shakespeare's tragedy Macbeth, caused Macbeth to feel the need to prove his manhood, which eventually lead to his downfall. Macbeth was not secure in his manhood, so he felt the need to prove himself to Lady Macbeth. After he proved he was a man by killing Duncan, and he felt he had a lot of power to do whatever he wanted. Macbeth became desensitized between all the killing and the hype of being the King. In the beginning of the play Macbeth showed his love for Lady Macbeth in many different ways. He told her his feelings toward her "My dearest love" (act I, scene v, l 58). Macbeth listens to what Lady Macbeth has to say, and takes her advice into consideration every time he makes a decision. He also has great love for her and tries his best to make her happy no matter what it takes. Then Lady Macbeth convinced Macbeth that he wasn't a man unless he went through with the murder of Duncan. She threatens his manhood by saying "When you durst do it, then you were a man;/ And to be more than what you were, you would/ Be so much more the man" (act I, scene vii, l 49-51). This made Macbeth begin to think, and slowly but surely Lady Macbeth had manipulated his mind to think the right thing to do was kill Duncan. Macbeth had decided in order to prove his manhood he must go through with this horrible act. Barta 2 After Macbeth had committed the crime he felt that his soul could never be cleansed no matter what he did. He said "They pluck out mine own eyes!/Will all great Neptune's ocean wash this blood/Clean from my hand? No; this my hand will rather/The Multitudinous seas incarnadine, /Making the green one red" (act II, scene iii, l 58-62). This shows that he really didn't want to kill Duncan, but he did it in order to prove himself to Lady Macbeth, and to become the king. By the end he had no fear, and had killed not only Duncan but also many other people. He now had different views from which he had in the beginning of the play. Macbeth realizes that he is no longer afraid "no, nor more fearful. (Act V, scene vii, l 9). He is now considered a man, but he doesn't like the fact that he has killed all these people.

Development through life stages Essay

Discuss the nature-nurture debate in relation to the development of the individual (M1) & Evaluate how nature and nurture may affect the physical, intellectual, emotional and social development of two stages of the development of the individual (D1). Nature can be loosely defined as genetic inheritance or the genetic makeup (the information encoded in your genes) which a person inherits from both parents at the time of conception and carries throughout life. Several things in an individual genetically inherits include; ranging from gender, eye colour, risks for certain diseases and exceptional talents to height. The concept of nature thus refers to biologically inherited tendencies and abilities that people have and which may get revealed later on as they grow up. Nurture can be defined as the different environmental factors to which a person is subjected from birth to death. There are many environmental factors. They include both physical environments and social environments. Some t heorists believe that people behave as they do according to genetic predispositions or even because of ‘animal instincts.’ This is known as the ‘nature’ theory of human behaviour. Other theorists believe that people think and behave in certain ways because they are taught to do so. This is known as the ‘nurture’ theory of human behaviour. (www.yourenglishlessons.wordpress.com) Nature refers to the inherited (genetic) characteristics and tendencies that influence development. Some inherited characteristics appear in virtually everyone. All children have a set of universal human genes that, when coupled with a reasonable environment, permit them to develop as reasonably capable members of the human species. Inherited characteristics and tendencies are not always evident at birth. Many physical features emerge gradually through the process of maturation, the genetically guided changes that occur over the course of development. Environmental support, and responsive care from others, is necessary for maturation to take place. Children’s experiences in the environment affect all aspects of their being, for example the health of their bodies or the curiosity of their minds. Nurture affects children’s development in many ways. With good environmental support, children thrive. Unfortunately, the conditions of nurture are not always nurturing. For example, children who grow up in an abusive family must look outside the family for stable, affectionate care. It is known that your genetics determine what you will look like and even your height. However your height  and looks can be changed if a person doesn’t eat properly or are in an accident. People can become anorexic, obese, anaemic etc. And all of these can affect how a person looks and their height. If a child is malnourished then this can cause their growth to deteriorate and they may develop problems like rickets. By looking at adoption studies it is shown that identical twins share similar intelligence whether they are brought up together or not. With this data we can make an argument that genetics has a greater influence in the intelligence of identical twins as well as the environment. Your IQ which is determined by your genes can also be af fected by the environment around an individual. If a person has not got as good school opportunities as another person with the same determined IQ, if they perhaps cannot go to a good as school as them or if their teachers are not as good as the other then they’re IQ will not be as developed as the other person which means that nurture also plays a part in a person’s IQ. (www.boundless.com) However in recent years there has been a growing realization that the question of â€Å"how much† behaviour is due to heredity and â€Å"how much† to environment may itself be the wrong question. Take intelligence as an example. Like almost all types of human behaviour it is a complex, many-sided phenomenon which reveals itself (or not!) in a great variety of ways. The â€Å"how much† question assumes that the variables can all be expressed numerically and that the issue can be resolved in a quantitative manner. The reality is that nature and culture interact in a host of qualitatively different ways. (McLeod 2007) Nature vs. nurture could refer to really intelligent people. One reason given for their being so gifted at learning and acquiring information might be that it’s in their genes. They have really intelligent parents; a high IQ†¦ i.e. their genetic makeup has enabled them to be intelligent. And likewise, you might argue the opposite for very u nintelligent people. (Nature) Whereas some people might argue that it’s how that person is raised. The child’s parents gave him all kinds of means to learn with, or encouraged his education from an early age, etc. The ‘less intelligent’ child’s parents, on the other hand, kicked him outside all day, kept him from school, called him stupid, etc. (Nurture) In my opinion, both nature and nurture have an effect on the development of an individual. Having read both sides, I personally believe that indeed nature does have a significant impact on the holistic development of the  individual. In my opinion, our personalities are related to our genetics. I have a very similar temperament to my father, which supports my view. My sister on the other hand, has a temperament which is very similar to my mum’s. Also, I believe that our intelligence is genetically driven. Some people are naturally more intelligent than others and this cannot be disputed. Of course, nurture with regards to intelligence and personality is also important. If a child experiences a lack of support with their education, they may not perform to the best of their ability. With that being said however, the level of support that the child receives does not actually alter their natural ability. Also, an individual may suffer a negative experience in their upbringing. This may result in their development being ‘altered’ or ‘different.’ Peer pressure also exists and therefore we must consider all of these extra factors regarding the development of individuals. Researchers have uncovered convincing links between parenting styles and the effects these styles have on children. During the early 1960’s, psychologist Diana Baumrind conducted a study on more than 100 preschool-age children (Baumrid, D. (1967) child-care practices anteceding three patterns of preschool behaviour. Genetic psychology monographs, 75, 43-88). Using naturalistic observation, parental interviews and other research methods, she identified four important dimensions of parenting; disciplinary strategies, warmth and nurturance, communication styles and expectations of maturity and control. Based on these dimensions, Baumrind suggested that the majority of parents display one of three different parenting styles. Further research by Maccoby also suggested the addition of a fourth parenting style (Maccoby, E.E. (1992). The role of parents in the socialization of children: An historical overview. Developmental psychology, 28, 1006-1017) The four parenting styles are: Authoritarian parenting: in this style of parenting, children are expected to follow the strict rules established by the parents. Failure to follow such rules usually results in punishment. Authoritarian parents fail to explain the reasoning behind these rules. If asked to explain, the parent might simply reply, ‘because I said so.’ These parents have high demands, but are not responsive to their children. Authoritarian parenting styles generally  lead to children who are obedient and proficient, but they rank lower happiness, social competence and self-esteem. Authoritative parenting: like authoritarian parents, those with an authoritative parenting style establish rules and guidelines that their children are expected to follow. However, this parenting style is much more democratic. Authoritative parents are responsive to their children and willing to listen to questions. When children fail to meet the expectations, the parents are more nurturing and forgiving rather than punishing. Authoritative parenting styles tend to result in children who are happy, capable and successful (Maccoby, 1992.) Permissive parenting: permissive parents, sometimes referred to as indulgent parents, have very few demands to make of their children. These parents rarely discipline their children because they have relatively low expectations of maturity and self-control. According to Baumrind, permissive parents ‘’are more responsive than they are demanding. They are non-traditional and lenient, do not require mature behaviour, allow considerable self-regulation, and avoid confrontation’’ (1991). Permissive parents are generally nurturing and communicative with their children, often taking on the status of a friend more than that of a parent. Permissive parenting often results in children who rank low in happiness and self-regulation. These children are more likely to experience problems with authority and tend to perform poorly in school. Uninvolved parenting: An uninvolved parenting style is characterized by few demands, low responsiveness and little communication. While these parents fulfil the child’s basic needs, they are generally detached from their child’s life. In extreme cases, these parents may even reject or neglect the needs of their children. Uninvolved parenting styles rank lowest across all life domains. These children tend to lack self-control, have low self-esteem and are less competent than their peers. It is extremely important for a parent to demonstrate good parenting skills. How parents interact with their child affects their development in a significant way. How a child is brought up could affect the child’s social skills, they could turn out to be too shy, suffer anxiety, get nervous around people or even become mute depending on their situations at home. If a child is bought up in a home with violence, they could grow up thinking that it is the normal thing to do. Similarly, if a child is brought up in a very stable and loving household, this could  enable them to be happier and enjoy life more and this could also help bring out their personality and feelings. I believe that this suggests that a person’s personality does take an effect on how they deal with their environmental surroundings and the person that they will grow to become. Nurture can significantly impact an adult’s emotional and social development. If someone was treated badly as a child, this may reflect on their personality and behaviour as an adult. The individual may be withdrawn and depressed. This could be caused by the negative experiences they had in their childhood. Also, if an adult is obese it may be as a result of nurture. If a child is brought up being allowed to eat nothing but junk food, they will consider this type of eating as ‘normal’. As a result of this, nurture has a significant impact on the physical development of a child and indeed an adult, with regards to obesity. We could argue however, that obesity is genetic and that is where nature is to blame. In a study that included more than 5,000 identical and non-identical twin pairs, researchers found heredity to be a much bigger predictor of childhood obesity than lifestyle. They concluded that three-quarters of a child’s risk for becoming overweight is due to genetic influences, while just under a quarter of risk can be attributed to en vironment. Either way, both nature and nurture can have an impact on the physical development of an individual. (www.webmd.co.uk) I believe that if a child has grown up in a ‘rough area’ then it will be more likely that they might get into trouble with the police, in school etc. This may be because they have seen older children or maybe even adults do something they shouldn’t and this influences them to do the same. Drink and drugs may influence antisocial behaviour. If antisocial behaviour is seen as normal you may end up repeating the cycle. However, it is the parent’s responsibility to make sure that their child is safe. Therefore, I believe that environmental factors can change how a child behaves depending for example on where they live and what kind of people they are exposed to. I personally do not believe there is a correct answer to this debate. There is no way to prove how much influence each has in forming who we are, so we have to rely on logic and researc h that has been conducted regarding the issue. But each side has different interpretations of what evidence is available. I do believe however, that both nature and nurture play a significant part in our personal development but I believe  that they are equally as important, there is no ‘better’ theory. I believe that you are born with certain genetic traits and predispositions which influence how you react to your environment. Your environment shapes the person you are because it presents you with choices, challenges, and opportunities. Your genetic traits provide you with strengths and weaknesses. It is how you utilize those strengths to overcome the challenges, and take advantage of the opportunities, and of course the choices that you make that ultimately make you who you are. How does nature/nurture affect the development of Miya at 5 years old? Nature has a significant impact on the physical, intellectual, emotional and social development of Miya. During this stage of childhood, Miya will be going through a p eriod of growth. Miya’s physical development will be determined by her genes and this cannot be controlled. Growth is pre-determined by nature and therefore, it cannot be changed or stopped. Nurture also has a significant impact on Miya’s holistic development during this stage of her life. Parenting has a huge impact on her intellectual, emotional and social development. If Miya is fed a lot of junk food by her parents, then nurture would be responsible for her becoming overweight. Unless Miya is genetically programmed to become overweight, this would be at the fault of her parents for allowing her to eat too many unhealthy foods, and not providing her with a balanced diet. Also, nurture will impact significantly on Miya’s intellectual development. If she is encouraged to complete her homework e.g. by doing reading or simple maths with her parents, Miya will benefit intellectually. Also, if Miya’s parents did not take the time to do these activities with Miya her intellectual development may negatively be affected by nurture. In terms of emotional and social developmen t, nurture is significantly important at this stage of Miya’s life. If Miya is shown love, she will feel emotionally secure and accepted by her parents. Miya will be able to trust her parents and will expect affection and love from others if she is used to getting that at home. On the other hand however, if Miya experiences abuse from her parents, this can have devastating consequences on her emotional and social development both at this stage in her life and in the future. If Miya experiences abuse, she may have problems trusting people and this could continue on to her adulthood. How does nature/nurture affect the development of Miya at 14 years old? Nature/ Nurture have a  significant impact on Miya’s physical, intellectual, emotional and social development during this stage of the lifespan. In terms of her physical development, Miya will be going through puberty during this stage of her life. Puberty is controlled by nature. Puberty is genetically programmed, Miya cannot change that puberty will happen as it is determined by nature; the individual cannot change that it will eventually occur. Nature also affects Miya’s intellectual development. Miya will have a specific IQ which will determine her natural intelligence. Of course, through nurture, Miya can make the most of her IQ e.g. by encouragement to study, parents providing resources etc. but, her IQ cannot actually be changed as it is determined by nature. Miya’s IQ will be developed by nature, but it will be supported through the nurture she receives in her life. For example, by her parents and teachers supporting her to achieve her best possible outcomes in school. Nurture will have a major impact on the emotional and social development of Miya. During this time, peer pressure and the influence of her friends will be huge. As a result of peer pressure, Miya may engage in activities that she otherwise may not have considered (drinking, drugs etc.) With regards to her development, this may have a negative impact as Miya will most likely not be truly happy with the decisions she makes. The internet and social media will also have a significant impact on the development of Miya both socially and emotionally. Facebook will be a very important part of Miya’s life as she will want to keep in contact with friends by using this social networking site. If Miya uses Facebook correctly, it could be a positive experience. However, sometimes Facebook can result in bullying which could negatively impact on her social and emotional development at this point in her life. Nurture can also have an impact on the type of friends Miya may have. If Miya’s parents are strict, they may choose who she is allowed to/ not allowed to be friends with. This will affect Miya’s emotional and social development. If Miya is not allowed to socialise with certain people, she may become upset with the decisions her parents have made for her. Miya may rebel against her parents if she feels she hasn’t got enough freedom. If her parents are too strict, she may withdraw from talking to them as she might feel they will ‘judge’ her. As a result of this, Miya may not discuss concerns/worries she has and this could have a very negative impact on her emotional development. On the other hand  however, if Miya’s parents set reasonable boundaries the relationship may be better. Miya may feel more comfortable talking to her parents if they are not too strict. Also, Miya may be happier socially too. If she is allowed to socialise with who she wants, she will not feel the need to rebel against the restrictions that her parents create. References: McLeod, S. A. (2007). Nature Nurture in Psychology. Retrieved from http://www.simplypsychology.org/naturevsnurture.html (accessed 17/11/14) https://www.boundless.com/psychology/textbooks/boundless-psychology-textbook/intelligence-11/measuring-intelligence-62/genetic-and-environmental-impacts-on-intelligence-243-12778/) (accessed 19/11/14) http://yourenglishlessons.wordpress.com/2009/10/25/nature-vs-nurture-are-we-really-born-that-way/ (accessed 19/11/14) http://www.webmd.co.uk/children/news/20080211/nature-trumps-nurture-in-child-obesity (accessed 24/11/14)

Chemistry in Our Dailylife Essay

Our entire universe is made up of matter which is constantly changing forms and evolving into other forms of energy. Chemistry is defined as the study or science of this ever changing matter. The other sciences which we study commonly like biology, physics and mathematics are all dependent on chemistry and are known as specific studies under the elaborate subject of chemistry. Since there is chemistry seen in biological forms as well as physical states of nature, there are subjects called biochemistry and physical chemistry which help study these changes. There are many chemical changes which occur around us everyday but we are never aware of them. But this is a great way of teaching children how magical the world of chemistry is! With these real examples you can teach them by taking a chemistry in everyday life quiz, as practical studies are always fun to learn. To make this job easier for you, mentioned below are a few such examples of chemistry in everyday life, take a look! Examples There are chemical reactions in daily life like, in the way you breathe, the food you eat, the water you drink and in every motion which is taking place around you at every second of the day. It is a very important and interesting concept which could be taught to your children as they have to know, how their world works. The best way to explain this to them is to show them practically how and why are a few things in nature the way they are! You can do this by demonstrating a few kids chemistry experiments for them. An essay on this topic can be a great start to teach these kids, what a wonderful thing, chemistry is. Find out what these intelligent mechanisms of nature are, that define presence of chemistry in daily life, read on. Water, which occupies 70% of the earth’s surface is made by two chemical elements, hydrogen and oxygen. Soap is an emulsifier which allows oil and water to mix and so the oily mixtures on body and clothes can be removed after application of soap and water. Chemistry in kids’ life can also include why vegetables are colored. Colored vegetables consist of chemical compounds called carotenoids which have an area known as the chromophore. It absorbs certain wavelengths of light and thus there are colored vegetables. Food is cooked because of the steam that’s present either in the water added or that which is present inside the food items. Onions make you cry due to the presence of sulfur in the cells which break after the onions are cut. This sulfur gets mixed with moisture and thus irritates your eyes. You feel hungry because of the satiety center in your brain falls short of particular hormones to function and then sends the signal of hunger. You fall in love, get attracted and have a feeling of belonging because of certain monoamines present in your brain which get stimulated through nerve sensors. If you have wondered, why is the sky blue, it is due to a phenomenon called the â€Å"Rayleigh scattering†, which depends on scattering of light through particles which are much smaller than the wavelength. Hence when light passes through gases, there is scattering and the sky appears blue. Coffee keeps you awake because of the presence of a chemical called adenosine, in your brain. It binds to certain receptors and slows the nerve cell activity when sleep is signaled. Anaerobic fermentation is also a great concept which is present in the chemistry of everyday life. It is present in yogurt, breads, cakes and many other baking products. It is the multiplication of certain useful bacteria which increase the size of the food and make it more filling and soft. The food chain present in every ecosystem is also a major part of everyday life chemistry. Even though it has more biological background, it eventually works because of its chemistry. With these great examples, there is no other explanation of the existence of earth and its components other than chemistry. Thus, through so much to learn from, you can easily teach your children the importance of chemistry in our day-to-day life!

Jung

The American Commonwealth, James Bryce talks about equality in America when he visited the united States in the asses. Bryce provides his own view of the different equalities that all Americans possess. He states that in America, equalities are present as listed: legal equality, material conditions-wealth, education and intelligence, social status, and estimation. Legal equality is that all are equal under the law whereas material condition equality means that everyone has equal wealth.Educational and Intellectual equality means that everyone has equal Intellect and equal education. Social status equality means that no one is socially higher or lower than another. And finally, equality of estimation is the value which men set upon each other. Out of all of these types of equalities the three that Bryce list that all Americans have are wealth, education, position. Brace's listing of wealth, education, and position as American equalities brings up a valid position on whether or not Ame rica had actually possessed these equalities.In all honesty, It's all how It's perceived by different people that determine equality. Did all Americans have equal wealth, education, and position back in the late asses? Well, compared to most countries America was a land full of equality. I don't necessarily believe that these views of equality were as glorious as Bryce had perceived them to be, however seeing that he came from Britain- a land of big inequalities between those of upper, middle and lower class- America was seen as a land with greater equal opportunity.As this was written during the Gilded Age, Americans all lived In salary lifestyles as barnacles powered through the Industrial revolution. People worked mostly for big industries receiving little pay, little to no education and the same position as the country labor force therefore they were all equal. In today's world, without the fact that America is no longer the major industrial power it was one was, these equalitie s of education, position, and wealth still exist and can even be taken further In depth.Now everyone is entitled to equal wealth, education, and position but they determine their own equality. For example, two people share the same type of position as everyday citizens with the same type of education and the same wealth. One person decides to go to college and becomes a politician after he graduates while the other person goes out and parties. They both had the same equalities at one point in their lives but it was when they decided to either expand or hinder themselves that truly determined their equality.A student an attend a high rated school and could care less about education as well as a student who can attend an average public school and become the top of their class. Even Americans chose their own position in life, they can decide to be the owner of a multimillion dollar company or be a manager at McDonald's. All these things are available to all Americans as long as they ar e willing to want and work for these things. Americans will always be granted the same equalities of wealth, education, and position but they get to choose their own wealth, education, and position.

Organization and Induction Essay

Introduction In this assignment we will analyse the importance of induction in making a good impression about the company on the employee. We will enumerate the various steps in induction at workplace and finally conclude our study. The process of induction is the basic requirement for an employee to learn the organizational culture and familiarize with the organization. The process of induction is important to bring new employees into an organisation. This process of induction helps the employee understand his rights within the organization and the expected terms of an employee in the working environment. The company’s impression is improved on an employee if the organization covers all the medical and legal requirements of the employee along with the his or her safety. An induction program primarily focuses on the enabling an employee to fit correctly within the organisation’s duties and responsibilities. He is made aware of his roles and what the company expects. A useful induction programme will be able to improve the productivity of the employees and in turn try and reduce the turnover of the employees within a short time. Induction has also shown to improve the process of socialization, confidence and commitment of an employee towards the organization. Induction at workplace The process in a workplace primarily targets at improving friendliness and increasing a feeling of acceptance. Introduce the organizational culture by explaining â€Å"how things really work around here† and the importance that is attached to issues such as punctuality, dress codes, work hours and codes of behaviour. Outline the organizational Vision and Mission: new appointees need to have a sense of the big picture in relation to the organization’s current focus and future directions and have some insight to the organizational achievements. Clarify job role and responsibilities by discussing the expectations of parties, explaining reporting relationships, delegations, levels of authority and decision making, and outlining how good performance will be assessed, measured and rewarded. Familiarize employees with conditions of employment, facilities and amenities, policies and procedures (such as OHS), whilst avoiding information overload by prioritising what needs to be done  and providing information in a staged approach. New employees are expected to remember a lot of new faces, names and facts about their new job, and to prevent an information overload, it’s important to use different mediums to communicate the information, including face to face exchanges, on-line tools, videos, self-directed work exercises and formal and informal meetings and seminars. Obtain feedback on the effectiveness of the induction process by encouraging feedback from inductees throughout the induction process, supporting continuous review and improvement to existing induction policies and procedures and ensuring that the objectives of the induction are met. Conclusion As our workforce grows and becomes more diversified, the quality and consistency of key messages at induction will become even more crucial; this is the key opportunity to engage new employees and contractors and demonstrate and reinforce desired culture and safe behaviors. Is a just in time, just enough approach to induction easier said than done? Maybe, but our experiences have shown that it can be achieved by completing a thorough Induction Needs Analysis; using skilled Instructional Designers to create the program and its resources, and finally ensure active site / organisational involvement in managing the quality of delivery and program content.