Lord of the Flies Coursework

‘The principle characters in the Lord of the flies are like world pioneers that have managed through history’. I concur that the principle characters from Lord of the flies are like the world heads that have administered through history. There are four fundamental characters in the film ‘Lord of the Flies’ and they are Jack, Simon, Piggy and Ralph. Every one of these characters have an individual perspective and they all have various characters. Jack is entirely equivalent to the world chief called Adolf Hitler. Adolf Hitler was outright insidious, all-incredible, distraught, and detested by others, brilliant, profoundly strict and stubborn.Adolf Hitler was a pioneer since he had the option to persuade individuals and cause them to do what he needs them to do. Jack needed to be a pioneer too and after the votes when he wasn’t picked to direct the children he convinced Ralph that he would get him out. Jack thought he was almighty since everybody follow ed what he said. Part of the way through the film Jack was getting undesirable since individuals viewed him as excessively bossy so he utilized he’s abilities to persuade individuals that he is the best chief and that he is far superior to the pioneer that they picked which was Ralph.I think Jack wasn’t so splendid yet he realized how to persuade individuals to trust him and this made him difficult and intense. He was extremely certain about him self and he was a sure individual. At the point when the children joined his gathering since they had a decision of joining Jack or Ralph they picked Jack and he turned extremely forceful and slaughtered two individuals from the contrary gathering. Jack took his indignation on creatures and different individuals from the plane accident. Piggy helps me to remember Martin Luther King as he needed to change the entire of America to make harmony. Piggy needed to change the individuals that contended and he was strong towards the pi oneer Ralph.When Jack was a very pioneer Ralph wasn’t sure what to do to stop him and Piggy helped him and appeared to be steady and amicable. He was additionally entirely artless and he figured he could trust Ralph by revealing to him a mystery that individuals used to call him ‘Piggy’ and he never enjoyed him. He asked Ralph not to enlighten anybody however Ralph told everybody concerning it. Piggy continued being decent towards Ralph. Piggy was exceptionally shrewd and bold simply like Martin Luther King and he expressed his real thoughts and concocted various thoughts. By: Natalia Jozwiak 10EA

Act I of the Crucible Essay Example for Free

Act I of the Crucible Essay In perusing the suggestion, before any exchange happens, we are given a little look into the universe of the Salemites. Mill operator talks quickly of the town and the encompassing wild. The position of Salem, encompassed by the impervious backwoods as of now begins building pressure. The straightforward reality that woods is available keeps escape from Salem and along these lines the occupants of Salem can't truly expel themselves from their issues and clashes inside the network. The timberland itself is depicted as: dim and undermining, by Miller. This presents a practically elusive risk and steady danger to the play. This by itself will cause the Salemites to feel caught; this compelled feeling being reflected all through the play. Progressively critical is the manner by which the timberland is supposed to be: over their shoulders. This makes an inclination that the occupants of Salem are being dominated by this extraordinary danger. As the play is a fight among light and dull, great and shrewdness, this is especially important as it shows Salem being overwhelmed by the obscurity. It likewise adds to the sentiments of danger and threat the Salemites feel since it infers an inconspicuous something watching them. When seen in a recorded setting the backwoods fills another need. At the hour of composing McCarthyism was clearing America. Albeit progressively evident equals are attracted later the play I accept the backwoods speaks to the approaching danger of being denounced a socialist supporter. The crowd would identify with the Salemites through this common danger; this connection would have been utilized by Miller to give the whole play more effect. Another manner by which Miller makes a sentiment of strain is through the language utilized in both stage headings and in the discourse of the characters. Mill operator utilizes power words to make an environment of strain all through the play. On the primary page with discourse, page six, words, for example, scared, inconvenience and rage. It is clear from the beginning that Salem isn't the ideal pioneer town it is implied, and utilized, to be. The way that something isn't right in this town, sufficiently wrong to cause a pastor to sob, and respond with such savagery catches the eye of the crowd immediately. The stage bearings are especially recounting the states of mind of characters. Page seventeen sees Abigail and Proctor alone just because and the strain between them is obviously noticeable. For instance Abigail has remained just as stealthily, engrossing his quality, when somebody is stealthily their whole body goes tense as if envisioning something. This might be a strict method of giving us pressure among Proctor and Abigail. Afterward, on the same wavelength, Abigail springs into his way. Again the word spring recommends she has been curled, tense, anticipating his development and it is this expectation that Miller uses to extraordinary impact when giving us science between two characters. For goodness' sake, maybe the dread of the obscure is the most powerful. Mill operator utilizes this from the beginning and assembles strain around the way that the crowd has as meager or less data about the former occasions as the characters. As both the crowd and characters are obviously in obscurity about occasions encompassing Bettys condition there is again a connection draw up between the two, this is utilized to a similar impact as the McCarthyism interface. Discourse designs additionally show the pressure of the characters in question. For instance, most characters begin to abbreviate their words and express in an unmistakably more inflexible manner than expected when feeling undermined or furious. These monosyllabic expressions litter the play and show the crowd the rising clashes in the network. On page twenty-six this is particularly evident. He reserved no option to sell it, says Putnam to Proctor. All the words in this sentence are monosyllabic, sharp and to the point. It is these progressions that show the crowd how the characters are truly feeling. Mill operator utilizes these expressions to both show strain and to make it between characters all through the play. Redundancy has a monstrous impact in The Crucible. Explicit words, for example, malicious, unnatural and most clearly Devil are rehashed to where they are showing up pretty much every page. Just Proctor and Paris appear to be set against the possibility of otherworldly altering and in any event, when the town is confronted with a mass of proof which bolsters increasingly unremarkable clarifications of occasions the calls of black magic are still as boisterous. It shows up as though the Salemites need to trust Lucifer himself is compromising them. There is most likely a ton of truth in that announcement. The Salemites had fled England yet a couple of ages back and had done as such to evade oppression in view of their convictions. Presently the Salemites are caught and alone. It is amusing maybe that their trip to opportunity has in all actuality expanded their confinement. Presently they have nobody to battle either. They were genuinely alone; maybe the hyper faith in Lucifers victory of Salem was a discharge, a foe against which they could stay the course. Without the unconverted rapscallions England offered it what was left however battling the Devil himself or seeking your neighbor for whatever could be viewed as an unholy imperfection? The Salemites confidence in the Devils power in Salem may have been begun by the young ladies however was conveyed onwards and taken higher by practically the entirety of the occupants of Salem, potentially in light of the fact that they needed to trust in the defilement of their town. This situation, as introduced by Miller in Act I of The Crucible is at the center of all strain all through the play. Mill operator makes us perceive how unbelievably risky society can be when in the grasp of delirium, the crowd of then would have known very well. Through employments of various gadgets Miller feeds and expands the hidden pressure at key minutes until we understand that some unpleasant demonstration must happen before the town will acknowledges what it has done. What activity could be deciphered as the Devils work in a general public gone distraught? As we see from Goody Nurses and Proctors hanging, anything.

MATERIALS TECHNOLOGY Example

MATERIALS TECHNOLOGY Example MATERIALS TECHNOLOGY â€" Assignment Example > Since the first man used an airplane, air travel has been a complicated and risky as the equipments and operations involved are prone to failure with fatal outcomes. Human error and technical hitch has been attributed to a number of regrettable air accidents in the past. During travel the plane is subject to increased risks due to operating altitude of more than 20, 000 feet above ground. The risk is also magnified if the facilities available such as airports are not in good conditions (Flynn 1961). This paper analyses the report prepared by Australian Transport and Safety Bureau. Case Study: Qantas Flight 32Background and Literature Review of the caseAccording to Australian Transport Bureau, the particular Airbus aircraft, took off from Changi airport, Singapore and destined to Sydney Australia. On board there were 440 passengers, 24 and five cabin and flight crew. As a norm, immediately after taking off successfully from the airport, the flight crew retracted backs the flaps and landing gear. After stabilizing at 250knots and having attained an altitude of 7,000 ft above sea level, the crew overheard two coincident loud bangs and subsequently the engine No2 inboards indicated some characteristics of failure. The crew experienced a slight yaw and the plane levelled off immediately as per the selected attitude. The autopilot option was no longer active at that point as well as the flight directors. An error message showing “overheat” danger sign in the engine No. 2 turbine was displayed on the Electronic Centralized Aircraft Monitor (ECAM) (Australian Transport Safety Bureau 2010). After informing the Singapore Air Traffic Control back in Changi Airport, the flight crew was provided with radar vectors necessary to hold the plane in a defined pattern. After realizing that the damage on this particular engine was major, they discharged two bottles of fire extinguisher but not confirmation was received. They then opted to automatically transfer fuel from the outer wing tanks to the inner tanks. At this type engine No. 2 displayed a “failed mode”; while engines No. 1 and 4 had lapsed to a degraded mode and engine No. 3 was working in alternate mode, amongst other warning and error messages. The crew gallantly performed certain actions before descending safely back to Singapore. There were no injuries to the passengers and crew on board (Wikipedia 2012). However, there were some injuries sustained by two peoples on Batam Island, where the incidence occurred. Condition of Engine No. 2 upon landingDamage to the planeAs a result of failure of the No. 2 engine, a number of engine turbine components were liberated overboard at a high speed and landed on the aircraft body. The pieces of the intermediate pressure (IP) turbine struck the edge inboard of the left wing of the engine No. 2, leading to structural damage of the leading edge structure. A number of system components were also severed by the thrown-out turbine disc (Australian Transport Safety Bureau 2010). Aircraft Systems The freed debris struck and penetrated the lower structure of the left wing, leading into damage of number of operation systems such as hydraulic system, electrical wiring, flight controls and landing gear, landing edge slat coordination, and fuel leak on both inner tank and feed tank that serves the No. 2 engine as shown in fig. 2 below.

Krik Krak By Edwidge Danticat Essay - 2405 Words

Past Present The book â€Å"Krik Krak† written by Edwidge Danticat contains a story of Danticat in the past and how could she became a famous author today. She was born Haiti and a survivor who escaped oversea to the United States. Danticat’s past is painful and horrible but it influenced her present. The Haitian politics repressed certain group of women and the fear surrounded them everyday. To find her own freedom and her rights, Danticat got on board then arrived at New York. The racist weighed on her but she didn’t give up on the path that she chose. She learned English and had a dream to become a writer but that also an issue for Danticat. The Haitian writer often killed but it didn’t quench Danticat’s desire to keep their history†¦show more content†¦Many struggles but I believe if you I work hard, it will paid off in the future. Logic or Intuition Decisions are important and hard to make. People maybe decide quickly without thinking about the consequences but on the other half, they will think about it back and forth then they will reply. Christopher makes his point that people rely on their intuition so much, but I’m kindly disagree with him because it usually based on the ages. As people get older, they become more aware of they’re doing. Intuition usually evolves in easy decision, without any reasons they just decide as quickly as possible to get out of that problem. I can’t say which one people rely on more because they are different and they solve the problem with their way. Did I used mostly logic or intuition to make the decision? My answer is I used mostly logic to decide something. I feel like to have the comfortable feeling, I should think back and forth, then use reasons so I don’t have to hold any consequences later. The way I solve the problem should comfortable others too because I don’t want anyone get in trouble. One time, I had to decide the money I have left, should I buy my favorite shoes or birthday gift for my friend then I decided to buy birthday gift because shoes I can buy at anytime but my friend’s birthday happens only once a year; so I want to put my selfish aside and make everyone is happy. Your own selfish will make you move to the intuition side,Show MoreRelatedA Brief Note On The Women s Suffrage1383 Words   |  6 PagesDetails 14 Pages 3529 Words Printer Friendly Version Saved Papers Save your essays here so you can locate them quickly! Topics in this Essay Gender Women S Suffrage Haitian Revolution Gender Role Rape Woman Sophie New York North America Recently Viewed Haitian Women in History Krik Krak Krik Krak KRIK KRAK Popular Topics Acceptance Essays Arts Custom Papers English Foreign History Miscellaneous Movies Music Novels People Politics Religion Science Sports Technology Haitian Women in History HaitianRead More The Effects of Caribbean Colonization on the Family: Through the Eyes of Caribbean Women Writers2439 Words   |  10 Pagesto become more like the British (white) and therefore, more accepted in the strict color based hierarchical society in which she lives. By the end of the novel, Lilla has come to a self realization, perhaps caused by Bekas winning the essay contest or the injustice and sadness surrounding the death of her daughters best friend Toycie, or even a combination of the two. It is if these events have allowed her to come full circle and embrace the differences in her culture and heredity

What Are The Four Types Of Database And Their Pros And Cons

Introduction: In this document I am going to explain what database is and then I am going to list four different types of database and their pros and cons (Advantages and Disadvantages) for all databases that has been listed. And finally I am going to give an example of each database when it can be used. What is a Database? A database is a group of data and ii is often shortened DB. They are mainly or normally used for two purposes. Storing data and sorting data. You can save different types of information that is organised so that you could easily access in a database. Databases usually have a lot of information kept in it and you can filter through the data very simply. Database work very similar to spreadsheets as, spreadsheets have got rows and columns, similarly, database also have. For example, the company stores all the names of employers and employee with their personal information. Company can separate their employee and employer by giving each individual an ID number which symbolizes an individual. This is mainly stored into the database and it is the basic method of filtering. Now I am going to talk about the different databases. Which are 1) Flat File, 2) Relational Database, 3) Network Database and 4) Hierarchical Database? And I am going to talk about them and their pros and cons and also I am going to give an example for each of them. Flat File: A flat file is a collection of data stored in one big table. It is a fairly simple and straightforward databaseShow MoreRelatedAnnotated Bibliography On Non Relational Databases Essay1072 Words   |  5 Pagesof NoSQL databases has risen in the past decade as traditional relational databases cannot handle the vast amount of data as it was not designed to effectively manage such a large data collection. The following research paper gives an introduction to non-relational databases otherwise known as NoSQL. 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Organizational Psychology Paper Psy 428 Free Essays

Organizational Psychology Paper Shanna Brookins PSY/428 12/12/2011 Organizational Psychology Paper Introduction Organizational psychology is the study of a formal organization and how individuals and groups act within that organization; in other words, the scientific study of the workplace. The goal of organizational psychology is to help organizations function the best way possible. This is achieved by helping people understand their interactions with each other and create an environment where everyone can work together to accomplish important goals. We will write a custom essay sample on Organizational Psychology Paper Psy 428 or any similar topic only for you Order Now When an organization is successful, the employees have better job satisfaction. In turn, this creates better productivity which allows products and services to be produced at a lower price. This savings can be passed along to the customers therefore having a positive effect on everyone. (Jex, 2008). An industrial-organizational psychologist studies different aspects of the work environment, such as leadership, job satisfaction, on the job stress, and communication among employees. An industrial-organizational psychologist is brought in by organizations as consultants to solve particular problems. They apply research methods and psychological principles to improve productivity, management and marketing problems, as well as facilitate organizational development and change, and identify training and development needs. I/O psychologists often work for more than one organizational setting; they may also choose to teach in universities and colleges (Jex, 2008). Two Sides of I/O Psychology The industrial side of I/O psychology concentrates on organizational policies and processes that affect the employees on a personal level, it is sometimes called the â€Å"personnel psychology† (McCarthy, 1999). Industrial psychology uses statistics, psychometrics, as well as quantitative tools to develop rating scales, interview techniques, and psychological test. These tests are used to measure skills for the purpose of hiring, placement, and promotion within an organization. In addition, the industrial side handles performance appraisals and feedback, as well as training and development (Industrial and Organizational Psychology , 2008). The organizational side of I/O psychology focuses on making the most of organizational performance. This focuses on interpersonal relationships at work, how individual differences affect an organization, leadership, motivation, team and group dynamics, and organizational change and development. In addition, the organization side concentrates on job satisfaction, attitudes, and dealing with job stress such as balancing work and family (McCarthy, 1999). The Use of Research Research methods are used in I/O psychology to answer question about why employees behave the way they do. Analyses of behavior in qualitative studies involve discussions of how people experience and feel events in their lives and can be a good means of generating hypotheses and theories of what happens in organizational settings â€Å"(Ehigie, 2005, p. 621). Qualitative methods of research are used by I/O psychologist in organizational studies. I/O psychological may use methods such as test, questionnaires, rating scales, observation, ethnography and physiological measures to answer questions about behavior (Ehig ie, 2005) Observation is a research method used in I/O psychology to understand employee’s culture and behavior. There are three observational methods that may be used, simple observation, participant observation, and archival data sources . The observational technique is best used when observing routine jobs that require apparent behaviors, for example waiting tables. This method cannot be used for jobs which require intellectual or cognitive processing for example making decisions or planning. In participant observation the observer may be a part of the event being studied. The researcher must be able to ethically preform the job; this method is used for job analysis. Archival data sources uses records or any form of data that exist, it is an important supplement to more conventional data collection methods. This method allows researcher to study issues that could not be studies in any other way (Ehigie, 2005). The Use of Statistics When data is collected by organizational researchers the data must be analyzed. The statistics, mean median, and mode are known to be the most common measures of central tendency. An average value of the item in the series or some characteristic of members in a group is a measure of central tendency. Mean represents the average for an ungrouped data . The sum of the scores divide by the total number of the scores gives the value of the mean. Median is the score or value of that central item which divides the series in exactly two equal halves. Mode is defined as the size of the variable that occurs most frequently in the series (Jex, 2008). Conclusion Organizational psychology can be used in organizations to assess job performance, training, and making hiring decisions. In addition, it can help employees develop the capabilities they need in an organization for promotions. Organizational psychology can also be used in an organization to explore why certain employees may not work well together, why some are not preforming well, as well as job satisfaction. Organizational psychology also may study why dissatisfaction is among certain employees and how it contributes to negative outcomes, such as turnover and absenteeism. Organizational psychology is applied through the human resources department or consultants. It can be used to assess any problem or issue that is related to work or careers (Industrial and Organizational Psychology , 2008) References Industrial and Organizational Psychology . (2008). Retrieved December 11, 2011, from AllPsychlogyCareers. com http://www. allpsychologycareers. com/topics/industrial-organizational-psychology. html Ehigie, B. . (2005). Applying Qualitative Methods in Organizations: A Note for Industrial/Organizational Psychologists. The Qualitative Report Volume 10 Number 3, 621-638. Jex, S. . (2008). Organized Psychology. Hoboken,NJ: Wiley. McCarthy, D. (1999, December 8). I/O Psychology Overview notes. Retrieved December 10, 2011, from MTSU: http://frank. mtsu. edu/~pmccarth/io_ovrvw. htm How to cite Organizational Psychology Paper Psy 428, Essay examples

Support Literacy and Numeracy Activities free essay sample

Support literacy and numeracy activities K8 the strategies and resources used at your school for developing pupils: a reading skills b writing skills c speaking/talking and listening skills d mathematical knowledge, understanding and skills The classes in my school are of mixed ability and key stage 1 year 1 and 2 contain pupils from two adjacent year groups. Throughout the school, we use a variety of teaching styles including whole class, group and individual teaching, depending upon the task and needs of the pupils. In line with government requirements, the school lays particular emphasis upon the teaching of basic skills of reading, writing and numeracy. All children in the main school have an hour of numeracy and an hour of literacy each day but these periods are frequently supplemented by further activities leading to the development of these vital, basic skills. Strategies and resources for developing reading skills Teachers, parents and teaching assistants should all be working together to encourage pupils to enjoy and benefit from reading. The main focus of development will be through the Literacy lesson, although reading will be promoted through all areas and curriculum subjects. Shared reading This takes place in the classroom and everyone looks at a text together. The texts include various types, such as plays, fiction, non-fiction and are on a range of different subjects and themes. Guided/group reading This takes place in small groups within the class while other pupils are working independently. Individual reading This usually involves pupils quietly reading books from the classroom or library, or those used during guided reading, which pupils can read without adult support. I hear individual pupils read as much as possible as it is an important way of developing their reading skills. For those pupils who need extra help, they are taken out of the class by an assistant and have one to one time to encourage and help them with their reading. When supporting pupils reading, I use a range of strategies and check with the teacher whether any pupils have specific targets. However, it is important to involve all pupils if I am working with a group and to be aware if I have pupils who are reluctant to talk about what they are reading. I ensure I give them plenty of praise and encouragement to build up their confidence and reassure them when putting their ideas forward. Careful questioning also helps me find out about pupils understanding of texts so they can tell me what they are reading about. Strategies and resources for developing writing skills As pupils develop writing skills, they need support both in English/Literacy lessons and in other subject areas as they form basic words. I therefore need to help them with the technical aspects of writing, including spelling, grammar and handwriting. Strategies for developing writing skills can be done by carrying out shared writing activities. Using pictures and key words or phrases. Using workbooks to encourage writing skills. Strategies and resources for developing speaking/talking and listening skills Pupils who are not confident when speaking need to be aware that I value what they have to say. I can show them that I am interested by- Giving them eye-contact when they are talking to me Smiling or encouraging them to continue while they are talking Repeating back what they have told me Asking them open-ended questions to encourage them to answer in more detail I can also support pupils by allowing them time to think about and formulate ideas before they give their answers. Some pupils find it very difficult to sit quietly and listen to what others are saying. Young pupils find activities such as â€Å"carpet time† where they need to spend a long time listening to others, quite difficult or easier in a smaller group. Pupils who lack confidence in speaking and listening situations in class, for whatever reason, are given opportunities to develop these skills in smaller groups, which they find less threatening. We can develop speaking and listening skills in many different situations, not necessarily as planned events. Literacy resources I am able to identify the location of literacy resources within individual classes. These support basic writing with younger pupils for example lists of words or sound cards or may be books such as dictionaries. The school also has a range of technical resources such as computer programs and software to support literacy activities. Strategies and resources for developing mathematical knowledge, understanding and skills When working with pupils on Maths tasks, I will use different strategies to support the development of their skills. It is likely that I will adapt how I do this depending on the needs of the pupil, so I need to know about individual pupils targets for Maths. I might use some of the following strategies. Helping pupils to interpret and follow instructions Some pupils find it hard to recall instructions or follow a series of points given by the teacher. I may need to help them follow what is required. Reminding pupils of teaching points made by the teacher Some pupils may find a task challenging because of their individual learning needs or ability to focus on it. I may need to remind them about specific teaching points to enable them to continue. Questioning and prompting pupils It is likely that I will use this strategy regularly with all pupils, as they often need to be refocused or have specific questioning to redirect their hinking. Helping pupils to select and use appropriate mathematical resources I may need to prompt or encourage pupils to think about resources available to them when working on Maths activities. Explaining and reinforcing the correct use of mathematical vocabulary – to reinforce vocabulary used by the teacher, extend pupil vocabulary and check pupil s understanding of the terms used. Introducing follow-on tasks to reinforce and extend learning The teacher may have given additional tasks for pupils to work on if they have finished the initial activity. More able pupils may be asked to develop concepts and find their own objectives, but it is likely that I will still need to check these with them. Numeracy resources I know how to use any resources that I need and where they are kept. All pupils are given the opportunity to look at and explore resources before starting to use them, and some pupils may need help if they are unfamiliar with particular resources. Resources for Maths may range from measuring apparatus for length and weight to number equipment, such as number lines, cards or cubes and games to develop different Maths skills. There is also numeracy software on our computers.

Six Benefits of Written Standard Operating Procedures (SOPs) - The Writers For Hire

SIX BENEFITS OF WRITTEN STANDARD OPERATING PROCEDURES (SOPS) From training and hiring to communication to work policies and procedures, standard operating procedures or SOPs help companies stay organized, operate smoothly, and ensure that employees understand how to accomplish their assigned tasks. But here’s one thing we’ve learned from more than a decade of working with companies of all sizes: Even though nearly all companies have some sort of SOPs in place, they don’t always have them written down. Or if they do have them written down, it’s been years since they’ve reviewed or updated them. In most cases, it comes down to time. When day-to-day operations get hectic, internal projects are often the first to fall to the wayside. And while it’s true that writing, reviewing, and updating your company’s SOPs can be time-consuming, we think it’s worth it in the long run. Need a few reasons to make written SOPs a priority? Here are just a few benefits of having written SOPs? Try these: 1. Reduce employee training time. Training-related SOPs help standardize orientation and training. A written set of guidelines helps ensure that all new hires get the same training, on the same topics and responsibilities, in the same amount of time. Not only will this help ensure that new employees settle in quickly, it will also help save time and money in the long term. 2.Maintain consistency across your brand. You’ve worked hard to establish a very specific personality, look, feel, and tone for your brand. Protect that hard work by establishing a set of written branding standards.Tweet this A few possible items to cover:†¢ Use of your company’s logo, colors, and tagline†¢ Policies for employee social media use†¢ A style guide to ensure uniformity in written communication†¢ Guidelines for email formatting and signatures†¢ Rules for speaking to the media 3. Reduce errors and enhance productivity. Written SOPs can take the guesswork out of day-to-day operations and help ensure that all of your employees understand the processes, policies, and procedures associated with their jobs. And because they provide clear, written examples of what is expected from employees, SOPs are also helpful when developing employee review or development plans. 4. Meet legal requirements. Depending on your industry, you may be required to have written SOPs that protect your employees and/or customers and ensure that you won’t be held legally responsible if something goes wrong. 5. Establish a chain of command. Everyone in your company should have a clear idea of your company’s leadership structure, and this is especially important in situations where work products go through multiple stages of review and approval. 6. Transfer work easily. Most employees take a sick day here and there, but in the case of an extended absence, written SOPs make it easier to transfer work to another employee.By outlining how a task or project should be done, you’re making sure that any employee can complete the work with a little direction. Of course, these six benefits are only the tip of the SOP iceberg but you can probably see where we’re going with this: Written SOPs are an indispensable part of any organization.

Narrative on Culture Essay Example

Narrative on Culture Essay Example Narrative on Culture Essay Narrative on Culture Essay Culture Crossing Do you ever look at a complete stranger and immediately categorize that person? I will be the first to admit that I have done so more than I would care to acknowledge. I was definitely raised to look down upon people, especially the Jewish, in spite of what my parents will tell you. Although I was never actually told not to like or associate with a Jewish person, the adults in my family made it known that it was unacceptable by saying unpleasant things about them. I heard the jewish would come to nice neighborhoods, take them over, and ruin them. I also heard that they killed Jesus. It was inevitable that I too would see Jewish people as inferior to me. With all the bad things I heard, it only seemed natural. I thought Jewish people were arrogant, greedy, conniving, and uneducated. I thought they should leave our country because their religion and cultural beliefs were un-American. From the time I was a little girl through my early twenties I looked down upon Jewish people until I met Joel one day while I was working. It was a typical Friday at the Department of Motor Vehicles. It was fifteen minutes until closing time and the place was packed. I was about to call my next customer when a short man dressed in black and white from head to toe with long chin-brushing curls as sideburns wearing a black hat approached my window. He was a Hasidic Jew and I was not happy. I acknowledged him. Yes? Are you going to call this ticket number? Nope. Have a seat, I said annoyed. Im sorry to have bothered you. As he was sitting back down I noticed the ticket number he had in his hands. It was a dealer ticket. We stop calling dealers at 4:30 p. m because its time consuming. I was contemplating if I was going to tell him this or let him find out the hard way. There was a big sign by the ticket machine that clearly states that we dont accept dealer paperwork after 4:30 p. m. Some of my coworkers noticed him and started making fun of his clothes, yiddish accent and, stupidity for not reading the sign. Although I tended to agree with them, I decided to be nice and help this man because I was sick and tired of hearing my coworkers ridiculing him. He was, after all, in hearing distance. I motioned the Hasidic man up to my window with my index finger. Sir, I normally would not help you because we dont accept dealers after 4:30 p. m but, I see you only have one deal so I will help you just this one time. He smiled from ear to ear and thanked me. I knew from experience that Hasidic men are not allowed to touch an object at the same time as someone from the opposite sex so, I was very surprised when he handed me the papers through the bars rather than sliding th em underneath the window barrier. I didnt know what to do. Should I let the papers fall to the desk? I did not want to be impolite so I took the papers from him. After looking at his papers I soon realized that I would be unable to process the transaction and I delivered the bad news to him. Expecting the worst, I was ready for the hostile reply I usually get from anyone I give unpleasant news to. Instead, he was polite and humble. He thanked me over and over for taking him. I was pleasantly surprised and smiled. I told him the additional papers he needed and even wished him a good evening. He was walking away when he turned and asked, What is your name? Ann I suspiciously replied. My name is Joel. Have a great weekend Ann! I will see you first thing on Monday, he said cheerfully as he walked towards the door. I wondered what was wrong with him. I had never came across a Hasidic man like him. As the metal gates lifted to the D. M. V entrance Monday morning, I noticed Joel was the first in line. He waved. Oh, geez. That was weird. My coworkers took notice of him and started to tease me. Look, theres Annies special friend, said one. Annies curly locks is here, snorted another. I chose to ignore their snide remarks and called him up to my window. Good Morning Ann! How was your weekend? Joel asked. He placed a small tin of cookies on the counter. These are for you. They are from my brothers bakery in Brooklyn, he joyfully said as he slid the tin underneath the window bars. I told him that I couldnt accept them and thanked him. You have kids? Yes? Please take them home to your children then, he insisted. I took the cookies and hid them in my desk draw. Thank you Joel, that was very kind of you. My children will love the cookies. I hoped no one noticed the exchange. I did not want to be teased my coworkers. While editing and processing his paperwork, Joel started telling me jokes. They were funny but I didnt dare laugh because they were about the Jewish. Not all Hasidics are extremists, Ann, he laughed. I didnt know how to respond. I never met a Hasidic man that was as friendly and talkative as Joel. I wondered if he was from Kiryas Joel, the village within the town of Monroe where its residents strictly observe the Torah and its commandments. If he is, Im thinking he shouldnt be talking to me like this. Hasidic men are proscribed from associating with woman who are not their wives or relatives. What if another Hasidic witnessed him talking to me? Joel, do you live in Kiryas Joel? I shyly asked. Yes, I do. Why do you ask? Um, cant you get in trouble for talking to me? I had a hard time getting the words out. I was embarrassed. I have many rules but it doesnt mean that I follow them to a T? I was intrigued. I knew little about Hasidism. I determined this would be an excellent opportunity to learn. Would you mind if I asked you questions about your religion? I quietly asked. Joel gave me permission to ask him anything. As time went on, I called him right up to my window. None of my coworkers wanted to help him anyway and, I looked forward to our conversations. I asked him questions about everything from having sex through a hole in the sheet to having a holiday that they are ordered to get drunk. Joel eagerly shared his experiences in detail leaving nothing out. He explained holidays, the importance of tradition, and beliefs. I learned the life of a Hasidic from birth through marriage. Joel educated me on why they dress all in black, what kind of education they receive, gender roles, acceptable entertainment, and any other aspect that I thought to ask him about. He explained the discipline involved to abstain mainstream American culture. When he spoke about his arranged marriage, I began to understand and respect the idea behind it. It did seem safer in the big picture because partners were picked that were good for a lifetime not short infatuations. I was amazed how open-minded I was becoming. I had gained respect for his religion and became quite fond of Joel. I saw him as a whole person rather than the Hasidic Jew I once seen. My religious and cultural upbringing fostered my ignorance. I grew up feeling superior to people outside my culture and religion because I simply didnt know any better. Meeting Joel changed my view on culture and religion. Through sharing his traditions and beliefs, I realized that other cultures interact differently and its often misconceived as rudeness, anger and, foolishness. Getting to know Joel made me see that our cultural and religious beliefs didnt make us any less or any more of a person. Based on our common humanity, I learned to respect cultural and religious diversity.

Appraise Statistical Data in Conducting a Quantitative Study - Essay

Appraise Statistical Data in Conducting a Quantitative Study - Criminal Justice - Essay Example k, Ousey, Fisher & Wilcox (2012) present a vivid description of their research findings within the article â€Å"Examining What Makes Violent Crime Victims Unique: Extending Statistical Methods for Studying Specialization to the Analysis of Crime Victims†. The objective of their study was to determine if the risk factors in violent victimization are different from those that are associated with nonviolent victimization. The research findings of the statistical research reveal that victims demonstrate varied or divergent outcomes related to their attitudes and views on victimization. However, on the basis of their findings, the researchers conclude that violent victimization is a predictable tendency, which characterizes violent crime victims, within the criminal justice system. The article â€Å"Linking the Crime and Arrest Processes to Measure Variations in Individual Arrest Risk per Crime (Q)† as presented by Blumstein, Cohen, Piquero & Visher (2010) analyzes the relationship which exist between the likelihood of arrest and the number of criminal activities that a criminal perpetrates. The researchers based their research on a paradoxical hypothesis that criminals who commit more crimes are less likely to be arrested. Through statistical approaches, the researchers analyze the frequency of offenses against aggregate data on arrests. The central variables in the research by Banks, Pandiani & Boyd (2009) include mental health disorders, behavioral disorders and criminal activity. These are the independent variables that the researchers used in their study. They used these variables to determine how the mental health of women and women, who were involved in criminal activities, determined thee criminalization or diverting behavior of the criminal justice system. The researchers did so by manipulating the independent variables. The diverting and criminalization behavior of professionals within the criminal justice are the dependent variables that were measured in

Equine Rhinopneumonitis (EHV-1) Essay Example | Topics and Well Written Essays - 500 words

Equine Rhinopneumonitis (EHV-1) - Essay Example Respiratory symptoms are the most common manifestation in young horses but the outbreaks reported in many areas are usually due to the neurologic form. Frequent outbreaks of the respiratory form occur in young foals in areas where concentrated populations exist. The disease is highly contagious and spreads by the aerosol route through the inhalation of virus laden respiratory secretions. Horses under three years of age are particularly susceptible and the virus quickly spreads and multiplies in the respiratory epithelium. 2-8days post exposure, symptoms of depression; inappetance, nasal discharge and fever are manifested (www.oie.int). Laboratory examination reveals neutropenia and lymphopenia with serous nasal discharge, pharyngitis, malaise, cough and inflammation of lymph nodes. Foals suffering from EHV1 show diphasic fever patterns (merckvetmanual.com). If complications of secondary bacterial infection don’t occur, the disease is usually followed by complete recovery after 1-2 weeks but causes substantial distress to animals which affect their training and racing schedules. Abortions occur in infected pregnant mares 2-12 weeks after initial exposure to the virus. This usually happens between the 7-11th month of gestation (merckvetmanual.com). Aborted fetuses appear fresh with minimal autolysis unlike abortions with EVA (Equine Viral Arteritis). There is no damage to the reproductive tract of the mares and they usually recoup to attain normal conception ability after recovery. Outbreaks with neurological symptoms result in symptoms which may range from mild incoordination to posterior paralysis with the animals assuming recumbent positions. There is a loss of bladder control and tail function. Paralysis in its severest form can result in quadriplegia with eventual death. It is difficult to make distinction from clinical symptoms between EHV1, Equine Influenza and EVA. Virus isolation from nasopharyngeal swabs,

What Is A Buffer Biology Essay

What Is A Buffer Biology Essay A  buffer  is an  aqueous solution  that has a highly stable  pH. If you add  acid  or  base  to a buffered solution, its pH will not change significantly. Similarly, adding water to a buffer or allowing water to evaporate will not change the pH of a buffer. A buffer is a substance in a solution that can neutralize either an acid or a base. A substance is said to be naturally buffered if it has a buffering action in its natural state .Buffers are used in chemistry to modulate and stabilize the pH of a solution. A buffered solution can be made in a variety of ways, most simply by creating a mixture of a weak acid and its conjugate base. Buffers are chemicals that, when added to water, tend to maintain a certain pH. This is due to the buffers ability to either accept or donate a proton (hydrogen ion, H+) or hydroxyl (OH-) to keep the pH in a certain range. Buffers are different than strong acids and bases because buffers do not donate all of their protons or hydroxyls within their buffering range. A buffer is a substance, usually a salt, that can bind with either the positively-charged hydrogen ion of an acid or the negatively-charged hydroxide ion of a base. If a solution is buffered, acids or bases can be added to the solution without changing its pH as drastically as if the acid or base were added to an unbuffered solution Natural Buffers A solution is said to be naturally buffered if it contains buffering compounds as it exists in nature. Blood is an example of a naturally buffered solution. Blood must maintain a pH close to 7.4 in order to carry oxygen effectively and contains compounds that react to acids or bases in order to neutralize them.   PREPERATION OF BUFFER A compound can buffer the pH of a solution only when its concentration is sufficient and when the pH of the solution is close (within about one pH unit) to its pKa.   To make a buffer you must first pick a compound whose pKa  Ã‚   is close to the pH   you want for the solution, and then decide what the buffer concentration should be.   Typically, buffer concentrations are between 1 mM and 200 mM, depending on the desired ionic strength and the buffering capacity required.   If the pH is expected to decrease during the experiment, choose a buffer with a pKa  slightly below the working pH.   Conversely, if the pH is expected to increase during the experiment, select a buffer with a pKa  slightly above the working pH.   Having decided on the total buffer concentration, you must adjust the ratio of the protonated and unprotonated forms of the buffer in your solution so as to give the desired pH.   Typically, buffers are composed of   weak acids and their salts, or w eak bases and their salts.   If the protonated form is uncharged, it is an acid (like acetic acid), and its unprotonated form is a salt (e.g., sodium acetate).   Conversely, if the unprotonated form is uncharged it is a base (like Tris base), and its protonated form is a salt (e.g., TrisHCl). Four practical ways to make a buffer are described below: The Slow and Stupid Method    To avoid adding extra salt to a solution, prepare a buffer composed of an acid and its salt by dissolving the acid form of the buffer in about ~60% of the water required for the final solution volume.   Adjust the pH using a strong base, such as NaOH.   When preparing a buffer composed of a base and its salt, start with the base form and adjust the pH with strong acid, such as HCl.   After the pH is correct, dilute to just under the final solution volume.   Check the pH and correct if necessary, then add water to the final volume.   Advantages:  Easy to understand.   Disadvantages:  Slow.   May require lots of base (or acid).   If the base (or acid) is concentrated, it is easy to overshoot the pH. If the base (or acid) is dilute, it is easy to overshoot the volume.   Ionic strength will be unknown. Adding a strong acid or base can result in temperature changes, which will make pH readings inaccurate (due to its dependence to temperature) unless the solution is brought back to its initial temperature.   (2)The Mentally Taxing Method   Using the buffer pKa  , calculate the amounts (in moles) of acid/salt or base/salt present in the buffer at the desired pH.   If both forms (i.e., the acid and the salt) are available, convert the amount required from moles to grams, using the molecular weight of that component, and the weigh out the correct amounts of   both forms.   If only one form is available, you can prepare the buffer by adding all of the buffer as one form, and then adding acid or base to convert some of the added buffer to the other form.   Decide what the total concentration of buffer will be in the solution, and convert the concentration to amount (in moles) using the volume of solution, and then to grams, using the molecular weight of the buffer form available.   Then calculate the amounts (in moles) of each form that will be present in the final solution, using the buffer pKa  Ã‚  and the desired pH.  Ã‚   Then calculate how much strong acid or base must be added to convert enough of the buffer form added to the other form,   to give the correct amounts of each form at the pH of the final solution.   Dissolve the buffer and strong acid or base in slightly less water than is required for the final solution volume.   Check the pH and correct if necessary.   Add water to the final volume. Advantages:  Fast.   Easy to prepare.   Additional pH adjustment is rarely necessary, and when necessary, the adjustment is small. Ionic strength easily calculated. The Two Solution Method   Make separate solutions of   the acid form and base form of the buffer, both solutions having   the same buffer concentration (and ionic strength, if required) as the concentration of total buffer in the final solution.   To obtain the desired pH, add one solution to the other while monitoring the pH with a pH meter.   Advantages:   Easy to do.   Disadvantages:  Requires both forms of buffer.   The required solution volumes are proportional to the ratio of buffer components in the final solution at the desired final pH, so making equal amounts of each form may waste a lot of one solution. The Completely Mindless Method   Find a table of the correct amounts of acid/salt or base/salt required for different pHs, and dissolve the components in slightly less water than is required for the final solution volume.   Check that the pH and correct if necessary. Add water to the final volume.   Advantages:  Easy to do (with appropriate table).   Convenient for frequently prepared buffers.   Disadvantages:  May be impossible to find table.   Table may be incorrect.   Requires both forms of buffer.   Component amounts from table will need to be adjusted to give the buffer concentration and volume in your solution. Ionic strength is unknown.   Common Buffer Preparations   Buffer Stock Soln Components Amount per Liter Soln. Conc. Stock Soln Final Conc.   PBS  Ã‚   (Phosphate Buffered Saline)  Ã‚   adj. pH ~7.3   10X NaCl  Ã‚   KCl  Ã‚   Na2HPO4Æ’Æ’-7H2O  Ã‚   KH2PO4   80 g  Ã‚     Ãƒâ€šÃ‚   2 g  Ã‚     11.5 g  Ã‚     Ãƒâ€šÃ‚   2 g   1.37 M  Ã‚     Ãƒâ€šÃ‚   27 mM  Ã‚     Ãƒâ€šÃ‚   43 mM  Ã‚     Ãƒâ€šÃ‚   14 mM 137 mM  Ã‚     Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   2.7 mM  Ã‚     Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   4.3 mM  Ã‚     Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   1.4 Mm   SSC  Ã‚   adj. pH ~7.0   20X NaCl  Ã‚   Sodium citrate   175 g  Ã‚     Ãƒâ€šÃ‚   88 g   3 M  Ã‚     0.3 M   150 mM  Ã‚     Ãƒâ€šÃ‚   15 Mm   STE   (Saline Tris EDTA)     1X Tris base  Ã‚   NaCl  Ã‚   EDTA (acid)    1.2 g  Ã‚      0.6 g  Ã‚      0.29 g   10 mM  Ã‚     10 mM  Ã‚     Ãƒâ€šÃ‚   1 mM   10 mM  Ã‚     10 mM  Ã‚     Ãƒâ€šÃ‚   1 mM   TAE  Ã‚   (Tris acetate EDTA)  Ã‚   pH ~8.5   50X Tris base  Ã‚   Acetic acid (glacial)  Ã‚   EDTA   242 g  Ã‚     Ãƒâ€šÃ‚   57.1 mL    37.2 g     2 M (Tris acetate) 0.1 M      40 mM (Tris acetate)  Ã‚     Ãƒâ€šÃ‚   2 mM   TBE   (Tris borate EDTA)  Ã‚   pH ~8.0   10X   Tris base  Ã‚     Boric acid  Ã‚     EDTA   108 g  Ã‚     Ãƒâ€šÃ‚   55 g  Ã‚     Ãƒâ€šÃ‚   40 mL   (0.5 M pH 8)     0.89 M  Ã‚     0.89 M  Ã‚     0.02 M   89 mM  Ã‚     89 mM  Ã‚     Ãƒâ€šÃ‚   2 mM   TE  Ã‚   (Tris EDTA)  Ã‚   pH ~7.5   1X Tris base  Ã‚   H2  EDTA (acid)   1.2 g  Ã‚     0.29 g   10 mM  Ã‚     Ãƒâ€šÃ‚   1 mM   Useful buffer mixtures Components pH range HCl,  Sodium citrate 1 5 Citric acid,  Sodium citrate 2.5 5.6 Acetic acid,  Sodium acetate 3.7 5.6 K2HPO4,  KH2PO4 5.8 8  [3] Na2HPO4,  NaH2PO4 6 7.5  [4] Borax,  Sodium hydroxide 9.2 11   Universal buffer mixtures By combining substances with pKa  values differing by only two or less and adjusting the pH a wide-range of buffers can be obtained.  Citric acid  is a useful component of a buffer mixture because it has three pKa  values, separated by less than two. The buffer range can be extended by adding other buffering agents. The following two-component mixtures (McIlvaines buffer solutions) have a buffer range of pH 3 to 8. 0.2M Na2HPO4  /mL 0.1M Citric Acid /Ml pH 20.55 79.45 3.0 38.55 61.45 4.0 51.50 48.50 5.0 63.15 36.85 6.0 82.35 17.65 7.0 97.25 2.75 8.0 A mixture containing  citric acid,  potassium dihydrogen phosphate,  boric acid, and  diethyl barbituric acid  can be made to cover the pH range 2.6 to 12.[6] Other universal buffers are  Carmody buffer  and  Britton-Robinson buffer, developed in 1931. Significance:- An important number for any aqueous solution is its pH. The pH is the negative logarithm of the concentration of hydrogen ions (often represented as a hydronium ion, which is a water molecule with an extra proton attached). Anything with a pH of less than 7 is considered to be acidic, and a solution that has a pH of greater than 7 is basic. Pure water, which has an equal amount of acid and base in it, is defined as having a pH of 7. Identification:- Buffered solutions are used to make a solution that exhibits very little change in its pH when small amounts of an acid or base are added to it. A buffer can be made by addition of a weak acid and its conjugate base to a solution. Alternately, a weak base and its conjugate acid can be used. Buffers are most effective when the amounts of the weak acid/base and the conjugate base/acid are usedgenerally to be effective, neither quantity should be more than 10 times that of the other. Control of ph by buffer Buffers are chemicals that, when added to water, tend to maintain a certain pH. This is due to the buffers ability to either accept or donate a proton (hydrogen ion, H+) or hydroxyl (OH-) to keep the pH in a certain range. Buffers are different than strong acids and bases because buffers do not donate all of their protons or hydroxyls within their buffering range. Background:- The measure of pH gives the concentration of hydrogen ions in a solution. Pure water has a pH of 7.0 and has an equal balance of hydrogen ions and hydroxyl ions. The pH will be lower if an acid is added and higher if a base is added. For various purposes, it is useful to add a buffer so that the pH remains constant even if an acid or base is added to the solution. Buffers are used to maintain constant pH. Buffer Equilibrium:- Different buffers  work  at different pHs. A buffer is most efficient at maintaining a constant pH when the pH equals its acid dissociation constant, its pKa. At this pH, the buffer consists of an equal solution of protonated and de-protonated conjugate base. This often denoted by a theoretical buffer molecule, AH, dissociating into a proton, H+, and the conjugate base, A-. The pKa is determined by the pH where the concentration of AH equals the concentration of A-. Buffering Acids:- At its pKa, a buffer can maintain a constant pH by accepting free protons. Adding an acid to the solution, such as HCl, will cause free protons to enter the solution. The conjugate base will accept the free protons, causing the pH to be unchanged. The solution will remain at the same pH as long as there is enough conjugate base to accept the additional protons. The reaction can be written as the dissolution of the acid: HCLH+ + Cl- leading to free H+ in the solution. The further reaction with the buffer occurs: H+ + A- HA. This removes the free protons and constant pH is maintained. Buffering Bases:- Adding a base such as sodium hydroxide to a solution will cause an increase in the hydroxyl concentration. In a buffered solution, the protons attached to the undissociated buffer are donated to the solution, forming H2O with the free hydroxyls. This counters the effect of the base and maintains the pH of the solution as long as there is undissociated buffer available in the solution. In this case, the reaction can be written as the dissolution of the base: NaOH Na+ + OH- leading to the second reaction of OH- + HA H2O + A-. Different Buffers:- Different buffers have different pKas and can be used to buffer solutions at a wide range of pHs. Chemicals used as buffers often have the ability to donate or accept multiple protons or bases. These buffers hence have two or more different pKas corresponding to how many protons or hydroxyls per molecule they can donate or accept. Different buffer molecules can be combined to form customized buffer ranges. For a list of biological buffers, see Resources. WORKING OF BUFFER When hydrogen ions are added to a buffer, they will be neutralized by the base in the buffer. Hydroxide ions will be neutralized by the acid. These neutralization reactions will not have much effect on the overall pH of the buffer solution. When you select an acid for a buffer solution, try to choose an acid that has a pKa  close to your desired pH. This will give your buffer nearly equivalent amounts of acid and conjugate base so it will be able to neutralize as much H+  and OH-  as possible. PURPOSE OF BUFFER:- A buffer solution is used to resist changes in pH when a certain amount of strong acid or base is added to the solution. It is an important part of biological systems in living organisms as well as in the laboratory. The reason a buffer works to maintain a certain pH is that the concentration of weak acid and base is kept in a specific ratio in line with the acid titration curve. The titration curve A titration curve is a graph that relates the relative concentrations of a weak acid to its conjugate base by graphing pH versus amount of base added. In the region of the titration curve where the graph is almost flat, the pH changes very little with added base and therefore this would be a good pH for the buffer. Buffer in cells and blood The main buffer found in living cells is the H2PO4/HPO4- buffer pair. In blood, the main buffer is the H2CO3/HCO3- pair. This system relies on dissociation of carbonic acid, which has a pKa of 6.37. The pH of human blood needs to remain at around a pH of 7.4 and therefore the system also involves carbon dioxide transported to the lungs. Phosphate buffer The phosphate buffer is based on tris (hydroxymethyl) aminomethane or TRIS. This buffer has a pKa of 8.3 and is found both in living organisms as well as used in the laboratory. It is a good buffer because it does not tend to interfere with the system being studied. Buffers in enzymatic reactions Laboratory methods to isolate an enzyme use buffered solutions because an enzyme can only function in a narrow pH range. Enzymes are very sensitive to pH as well as salt concentrations. Therefore, it is important to use a buffer with a very good buffering capacity for the specific pH in order for the experiment to be successful. Physiological consequences Respiration plays a role in buffering of blood by controlling the rate of respiration depending on the need for hydrogen ions or increased acidity. Increasing the rate of respiration is helpful when there is a buildup of hydrogen ions or acidity in the blood. The H+ ions bind to bicarbonate to form carbonic acid. This raises the level of carbon dioxide in the lungs. Increasing the level of respiration removes the excess carbon dioxide. Therefore, here the buffering system is used to keep pH level of the blood within the required narrow range. Features:- The pH of a buffered solution is defined by the Henderson-Hasselbalch equation, which states that the pH of a solution is equal to the acid dissociation constant of the weak acid plus the logarithm of the ratio of the concentrations of conjugate base to the weak acid. The acid dissociation constant is a number that defines the tendency of an acid to dissociate and form hydrogen ions. A strong acid will have a very low dissociation constant, whereas a weaker one may have a significantly higher one, around 5. Considerations:- Buffered solutions have many applications in chemical manufacturing for processes that require a specific pH range to  work. This is also true for the human body, which contains many enzymes that are only functional at a specific pH. Outside of this range, the enzymes are either unable to catalyze reactions, or in some case will misfold and become broken down; thus, a mixture of carbonic acid and bicarbonate is used by the body to keep pH of the blood between 7.35 and 7.45.

In the Heart of the Sea

In the Heart of the Sea The novel â€Å"In the Heart of the Sea: The Tragedy of the Whaleship Essex,† by Nathaniel Philbrick, successfully tells the story of the whale ship Essex that was attacked by a sperm whale 1,500 nautical miles west of the Galapagos, 40 miles south of the equator. Many people know this as the story of â€Å"Moby Dick†, which was based off this event. The novel highlights three themes: man versus nature, survival, and suffering. The novel starts out in the town of Nantucket, an island off the eastern coast of New England.Nantucket, at this time, is known as one of the most successful whaling ports. Docked on the port was the famous Essex, a 20 year whaling boat. The Essex is the pride of Nantucket. It is 87 feet long, 238 tons, equipped with 12 sails and carried several smaller whaling boats that were used when a whale was spotted. After lasting many years, the Essex developed a reputation for being a lucky ship. Many voyages lasted around two to three years in the Pacific Ocean. Many young boys, such as Thomas Nickerson, joined whaling crews at a young age.These crews were mixed of experienced whalers and â€Å"green hands,† men who have never sailed on a whaling ship. Usually, these new crew members would earn around $150 for two years work, so the experienced workers made the most of these â€Å"green hands. † Nantucket was known for its whale products, and was considered the whaling capital of the world. Whale oil was used to fuel lamps and making lamps (because there is no electricity, gas or kerosene). It is also used in margarine, shoe polish and soap. Baleen is a substance that comes from the mouths of the whale.They can be found in many women’s clothing. These two important goods come from whales and the only way to obtain the oil and baleen is to make a voyage out to see and find the whales. At the beginning of the novel, we are introduced to the town of Nantucket and whaling business. His disc ussions of this set us up for the events following later in the book. Philbrick also talks about the relationship between the colonists in Nantucket. They are very close, drawn together by their Quaker religion, similar experiences, and their interests in whaling.In the town, there is a hierarchy within the people. Where a person lived in the town was based on what rank they are in their society. The captain’s home would usually have the best view of the harbor. The seven black crewmen who were brought over to the crew were out casted, and relied on each other. The novel highlights the dangers of being a whaler. Young crewmen, such as Nickerson, were there to gain experience for future journeys. Nantucket was brought together by the whaling industry, and the community would usually see ships off before they took off.The Essex sailed off from Nantucket on August 12, 1819 under the command of 28 year-old Captain George Pollard, Jr. He spent the last four years on the Essex, and knew it very well. However, Philbrick points out that Pollard was not ready for be a captain, and we see why later on in the book. Owen Chase is the captain’s first mate, and Matthew Joy was the second mate. The Essex was operated with a 21-man crew. In chapter 2, Philbrick describes the ship. Also, in this chapter, we get a feel for the isolation of the â€Å"outsiders. The captain and his mates would sleep in cabins that were in the back of the ship, next, the Nantucket colonists would stay in the steerage, and the blacks, separated by the blubber room, stayed in front of the boat. After they embark on their journey, the men begin to complain about their rations. Pollard, was able to talk them into settling for what they had, establishing his power and authority. In chapter 5, on November 20, the crew spots whales 40 miles south of the equator. Chase and his crew go after a whale, which destroys their boat with its tail.When they bring their boat back to the Essex, they s pot a huge sperm whale near the bow of the ship calmly and quietly floating along the surface of the water. The whale began to move quickly towards the ship. The men try to steer Essex away from the whale, but are unsuccessful. The whale rams the ship with its head, and the men are amazed. After the whale revives itself, it struck the ship again, causing the Essex to sink bow-first. The men board their whaleboats after a night of preparation of leaving the Essex. They stripped the sails of the ship and attached them to their boats.The waves splashed over the boat, causing the work to be more difficult. The next morning, the boats take off. Chase and Pollard talk of where to go now that their ship has sunk. They speak about going to the Galapagos Islands, but Pollard noticed the wind direction would not allow them to go there. Next, they speak about the Marquesas, in the west. The men had heard that the inhabitants of the island were cannibals. South of the Marquesas were the Tauamot u Archipelago Islands, but the men had also heard that the islands have a bad reputation.In this conversation, we notice the colonist’s outlook on the unknown. They share a sense of togetherness within each other and no one else. We see this in the attitude of the colonists towards the black crewmen. Pollard decides to sail towards the Society Islands. There, Pollard saw a safer environment with little threat. Chase and Joy argue that the Society Islands would not be a good place to sail towards, and they could sail towards Chile or Peru instead. Pollard conforms to this decision. Here we see that Pollard has become less authoritative after the Essex sinks.In their first three weeks in the boats, the men faced many hardships. They faced thirst and hunger. Their skin had been burnt, salt water burned their sores, and the men, being as weak as they were, were unable to row the boats. On top of all that, another whale attacks Pollard’s boat. The men spot an island in the distance and conclude that they have arrived at Henderson Island. There, they found fresh water and ate crabs and birds. They were able to revive themselves, and this gave them a fighting chance of survival. Three men chose to stay on the island while the others left.Pollard promised he would rescue them after he reached South America. They return back to the ocean, and the men face the same obstacles they faced before they found Henderson Island. The men faced hunger but were still hydrated from the water collected at Henderson Island. Many accepted they weren’t going to live, and gave up their rations. Joy dies in the voyage, and the men bury him at dead. Bad turns to worse when the men realize there is only enough hardtack to last a day or two. On January 20, Lawson Thomas, a black crew member, dies, and the crew contemplates turning to cannibalism.The men concluded that in order to survive, they must eat the dead crew members. It is ironic that the men turned to cannibali sm, because they feared the inhabitants of the Marquesas. Three months after the Essex sank; the remaining two whaleboats are rescued in different areas along the South American coast. Two men were left alive in Pollard’s boat and three men in Chase’s boat. Nickerson, Chase, and Lawrence arrive in Valparaiso, Chile on February 25, 1821, and are taken back to Nantucket aboard whale ship Hero.Both Nantucket and the survivors of the Essex changed after the ship’s sinking. The whaling industry quickly fell to other towns. A fire that burned nearly a third of the town added to the difficulties. The men of the Essex were haunted when recalling what happened. Even Chase was deemed insane. This event caused the town of Nantucket to separate. The townspeople were no longer bonded by whaling, because the industry made a fall. The surviving men of the Essex became hypocritical, turning to cannibalism, one thing they feared and frowned upon. This event helps us understand w hat these men had to do when they are stranded, and teaches us the meaning of nature, survival, and suffering.Bibliography â€Å"Alone in the Pacific. † Salariya Publishing. Web. 18 Oct. 2010. <http://www. salariya. com/web_books/whaling/alone/alone. html>. â€Å"Nantucket Island History. † Nantucket Island Chamber of Commerce. Web. 18 Oct. 2010. <http://www. nantucketchamber. org/visitor/trivia. html>. Philbrick, Nathaniel. In the Heart of the Sea: The Tragedy of the Whaleship. New York,NY: Penguin, 2000. Print. In the Heart of the Sea Nicole Hart HIST 2300- Christopher Trobridge Writing Assignment One October 16, 2010 â€Å"In the Heart of the Sea: The Tragedy of the Whale ship Essex† In order to understand the ramifications of an event such as the sinking of the Essex one needs too understand the community that produces the crew. Nantucket was an island community much more than the literal sense of word. The islanders of Nantucket saw themselves differently than the rest of the word. They learned the skills of whaling from the original Wampanoag tribe. They were Quakers with a stoic sense of standards and community.The whale men from Nantucket saw themselves as superior to most other sailors of that time period. Hardship and perseverance were virtues held by the whale men and the women. The women ran the town while the whale men were at sea for years at a time. This type of work ethic and fortitude, and the worlds desire for oil, combined to make â€Å"the village of Nantucket one of the richest towns in America. † â€Å"In the Heart of the Sea† It also created a close-knit community with a few very successful and influential families that married with each other maintaining a strong central hierarchy.The sinking of the Essex directly affected the community of Nantucket but it was also far reaching to the rest of the country. America was growing as a Nation and its consumption of oil was expanding. The events of the Essex were not only interesting to sailors of the world but also to the mainlanders that consumed the oil. America in the eighteenth century and the early nineteenth century were considered â€Å"†¦a consumer revolution. † â€Å"Of the People† No one knew this fact better than the owners of the whale ships. They understood that whale oil was a commodity to be sold.In order to harvest it at a profit they had to balance their expenses. Every mate on a whale ship received a fraction of the profit that the whale ship would return with the oil it found. The more responsibility a sailor had on a whale ship, the larger his cut. Every expense, food, gear, clothing, water had to be factored in of doing business. For example the captain received the largest share, due to him having the most responsibility, while Thomas Nickerson’s share was the experience he received at a young age on a whale ship plus the room and board that he would receive for two to three years.A situation that occurred early in their journey was a foreboding of things to come. Weeks into there journey the Essex experienced a â€Å"Knockdown†, a knockdown is a severe weather event that led to damage of the Essex. Captain Pollard was slow to respond to the weather issue at hand. The result was damage to half of their whaleboats that they used to harpoon whales. After the damage was done Pollard felt it would be best to return to Nantucket to replenish the ship with a new compliment of whaleboats.First mate Owen Chase convinced the Captain to p roceed on with the whale boats they had with hope of getting more whaleboats of the coast of Africa. This dynamic exposed the type of sailor Captain Pollard was and the type of sailor first mate Chase was. Captain Pollard was proving to be â€Å"a Captain that had the skills of a first mate and first mate Owen was showing to have the skills of a Captain. † â€Å"In the Heart of the Sea. † These two personalities would continue to show themselves later in there journey after the Essex had sunk. When the Essex was rammed and destroyed by the sperm whale, the crews Nantucket heritage served them well.The officers of the Essex were able to maintain order and stifle any panic by the crewmen. They devised a strategy that first mate Chase had championed. Once again Captain Pollard’s initial plan was shelved for fist mate Chase’s plan. The remaining twenty-crew members of the Essex were split into three twenty-five foot whaling boats. Captain Pollard, First mate Chase, and Second officer Hendrix were in charge of the three boats. Even in this situation, a strong sense of the Nantucket community was resident in the division of each boat.The majority of the Nantucketers ended up in Captain Pollards boat. A few of the remaining Nantucketers ended up in First mate Chase’s boat and the majority of African American sailors ended up in second mate Hendrix’s boat. First mate Owen Chase proved to be a relentless advocate for hope. Thomas Nickerson saw another side of First mate Chase when their journey first began by seeing how curt Chase was to the crew. On the island of Nantucket Owen Chase was a gentlemen but at sea Chase took a role of being very demanding and wanting things done correctly.After the sinking of the Essex the crewmembers were struggling with the situation they were in and Chase changed his method of handling of the crew. When Chase saw the crew was losing spirit he showed a more â€Å"maternal† side. This chan ge in attitude was critical in the survival of the crewmembers that made it. The events that led to the cannibalism of crewmembers of the Essex were presented differently to Captain Pollard’s boat and first mate Chase’s boat. Captain Pollards and Hendrix boat became separated from Chases boat.The African American crewmembers having a low body fat content and a mineral deficient diet became prone to death before the Nantucket crewmembers. As the African American crewmembers died the living crewmembers consumed them. When there only living crew members left on Pollards boat they resorted to drawing lots to see who would give up their life as food and who would kill that sailor. On first mate Chase’s boat one of the sailors passes and the elect to consume his body. It appears that cannibalism was a common event that occurred in these situations.To this day human beings get presented with this dilemma, such as the plane crash in the Andes. As for me I would rather c hose death than the consuming of my mates. Spending months at a time with these men I would feel as though I was eating a family member and would rather wait for death than eat a fellow mate. Although I would have the pressure of supporting my family and wanting to return home, eating a human being I believe would be a lot easier said then done. In the grief that Captain Pollard experienced having to eat his nephew then facing his Aunt would be something I don’t think I could endure or ever live with.For Nantucket and the men involved in whale hunting it is more than just a hunt. It was a way of life, a way of survival, and the entire focus of a town. This novel contained more than just the story of the ramming of the Essex, it was more of a story of the hardships faced, the dedication that comes with the job of whaling, and the raw emotions of the men involved. This novel proved the importance of whaling in that time period to not only Nantucket but to the entire Nation, and how it foreshadowed how our economy would be today.Lastly to end with the mission of the Nantucket Quakers â€Å"†¦to maintain a peaceful life on land while raising bloody havoc at sea. † This was their life, their survival and it now is their history. Works Cited James Oakes, Michael Mcgerr, Jan Ellen Lewis, Nick Cullather, Jeanne Boydston. â€Å"Of the People: A history of the United States. † New York: Oxford University Press. Nathaniel Philbrick. â€Å"In the heart of the sea:The tradgedy of the Whaleship Essex† New York: Penguin Books, 2000.

Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle Essay

There is often an assumption that, if we give people some training it’s bound to do some good and often simply experiencing a training event can result in learning. However the chances are far greater when a systematic approach to teaching is applied. The ‘teaching/training cycle’ is the classic method of carrying out the teaching process. It is a logical and structured approach to teaching which ensures that the needs of the learner are effectively met. The teaching cycle is a cyclical model of experiential learning which consists of a five stage learning sequence which encourages continuity from one experience to another. It can be approached at any stage, but it needs to be followed through to be effective. Taking shortcuts at any stage can lead to ineffective teaching/training. It is paramount that the role, responsibilities and boundaries as a teacher are understood and integrated within the parameters of the cycle for learning to be effective. A teacher’s role in the Lifelong Learning Sector is broad; indeed Harden and Crosby (2000:334) identified twelve distinct roles of the teacher, however this falls short of the nineteen roles identified by Wilson (2008:6). Some of the functions sit within specific stages whilst others embrace the whole of the training cycle. Identifying learners’ specific needs is critical because if these are not identified, the training will not achieve the intended outcome. It is vital to ensure that the training has the correct purpose. At this stage it is important to assume nothing. Stage One- A diagnostic assessment (Training Needs Analysis) evaluates what is already known whilst exploring learning outcomes. This is accompanied by initial assessment (S4L screening); an analysis of Learning Styles and ICLP (learning plan). At this first stage it is key to establish boundaries with  the learner; Bluestein (2010 Online) identifies eleven reasons to use boundaries including â€Å"being able to express your limits and to communicate the conditions or availability†. The teacher must foster integrity and confidentiality in order to establish trust and respect with the learner. It is also important to remember the teacher’s role as a role model and that you only get one opportunity to create a good first impression. As a teacher it is imperative that you are punctual; dress appropriately; use appropriate language and feedback at the appropriate times. It is important to portray a professional image and to be seen to work within the boundaries of the law, professional codes, values and ethics. Teachers are responsible for pastoral care; for looking after the personal and social wellbeing of the individual including the health and emotional support of the learner. Often issues can be picked up early in the cycle and the teacher can then support the individual. The learner may need financial, health and learning support which can be gained via referral to a support service. Occasionally they may need a break from the programme in order to resolve personal issues and only then is the individual able to reach their full potential. The needs and objectives of the learner should be routinely examined throughout the programme through direct and indirect feedback so that the individual feels supported and valued and is able to reach their full potential. Stage Two – The teacher is responsible for planning and designing a programme of study that responds to these needs. This involves the teacher designing a scheme of work and model of delivery; individual lesson plans and sourcing resources. Stage Three – Stage three focuses on delivery with the teacher providing appropriate methods, resources and support while facilitating learning. Approaches to learning will depend on the number of students and learning styles of the group. Stage Four – Giving learners access to fair assessment; the teacher assesses and checks learning and monitors progress. This is an opportunity to feedback on success or initiate change. Stage Five – Involves gaining feedback as part of the evaluation process; the teacher and the learner review the effectiveness of the course and consider any information, advice and guidance (IAG) the learner may need to progress with their development. The teacher analyses retention and success levels. The teacher is responsible for contributing towards the administration of the programme and contributing to Quality Assurance. The teacher has a duty of care to facilitate learning to everyone without discrimination within a safe learning environment and to ensure that all learners receive a positive learning experience and achieve their goals. References Bluestein, J. ( © 2010), 11 Reasons to use Boundaries. http://www.janebluestein.com/handouts/bound_reasons.htmlDeerfield each, FL: Health Communications, Inc., Harden et al (2000) Medical Teacher. Volume 22, Issue 4 July 2000, pages 334-347. London: Informa Plc. Wilson, L. (2008) Practical Teaching: A Guide to PTLLS & CTLLS. London: Cengage Learning Bibliography Bluestein, J. ( © 2010), 11 Reasons to use Boundaries. http://www.janebluestein.com/handouts/bound_reasons.htmlDeerfield each, FL: Health Communications, Inc., Fox, R. (2005) Teaching and Learning. Oxford: Blackwell Publishing Ltd. Harden et al(2000) Medical Teacher. Volume 22, Issue 4 July 2000, pages 334-347. London: Informa Plc. Petty, G. (2006) Evidenced Based Teaching. Cheltenham: Nelson Thornes Ltd. Wilson, J. (2000) Key Issues in Education and Teaching. London, New York: Cassell Wilson, L. (2008) Practical Teaching: A Guide to PTLLS & CTLLS. London: Cengage Learning

Electronic Structure and the Aufbau Principle