Urease Essay Example For Students

Urease Essay An experiment to determine the amount of urea in a specimen of urine. Introduction. Metabolism produces a number of toxic by-products, particularly the nitrogenous wastes that result from the breakdown of proteins and nucleic acids. Amino (NH2)groups are the result of such metabolic reactions and can be toxic if ammonia (NH3) is formed from them. Ammonia tends to raise the pH of bodily fluids and interfere with membrane transport functions. To avoid this the amino groups are converted into urea, which is less toxic and can be transported and stored to be released by the excretory system. Urea is the result of two amino groups being joined to a carbonyl (C=O) to form CO(NH2)2, the process of which is called the ornithine cycle and takes place in the liver. The ornithine cycle was developed by Hans Krebs in 1932 and is similar to the Krebs cycle through the use of oxaloacetate. One of the steps in the cycle the breakdown of arginine into ornithine and urea, a reaction catalysed by the enzyme arginase. (See below) (Fig 1.0) Arginine Orthinine UreaUrease is the enzyme w hich catalyses the hydrolysis of urea according to the following equation:(NH2)2CO(aq) + 3H2O(l) #61614; CO2(g) + 2NH3(g)The acidic ammonium carbonate is formed because the carbon dioxide dissolves in water to produce carbonic acid (H2CO3), which immediately reacts with ammonia to form the ammonium carbonate. This is shown by the following equation:2NH3(g) + H2CO3(aq) #61614; (NH4+)2CO3(aq)The resulting solution can then be titrated against hydrochloric acid with methyl orange as the indicator in order to determine how much urea was present initially. We will write a custom essay on Urease specifically for you for only $16.38 $13.9/page Order now The point of neutralisation using a methyl orange indicator is determined using the following colour changes. #61623; Acid #61614; Red. #61623; Neutral #61614; Yellow. #61623; Alkali #61614; Orange. Enzymes are nearly all made up of globular proteins. The structure of enzymes can be divided into three categories:1. The primary structure, which is the sequence of amino acids. 2. The secondary structure, which is the coiling of the protein into an alpha helix3. The tertiary structure, which is the 3D shape into which the protein is folded. This shape gives the enzyme its properties and specificity. The shape is held together by ionic bonds, disulphide bridges and the weaker hydrogen bonds. Method. Six urea solutions were prepared an placed in conical flasks one of which was of unknown concentration. The flasks were sealed to prevent CO2 and NH3 gases from escaping and then placed in a water bath at 35oC for 1 hour. The temperature was kept at 35oC as each enzyme has an optimum temperature at which it works best, so it was important that the temperature remained constant for the duration of the reaction. After 1 hour all the flasks were removed. A burette was washed first with distilled water to remove any impurities. Then with HCl to prevent the acid from being neutralised by the remaining water, as this would increase the pH of the acid and give a less accurate titre. It will also remove any impurities not dealt with by the water. The burette was then carefully filled to the top with HCl. A 10cm3 pippet was used to place portions of the urea solution into a beaker, into which a few drops of methyl orange were placed to act as an indicator. The beaker was arranged on top of a white tile so that the end-point of the titration could be determined more accurately. At the start of the titration the solution was yellow and at the end-point it turned red. This process was repeated for each solution, and the volume needed to completely neutralise 10cm3. Each time the procedure was repeated 3 times and the average titre would be calculated. Results. .u7f4787e74cff4f2d1e16bd75600e38ba , .u7f4787e74cff4f2d1e16bd75600e38ba .postImageUrl , .u7f4787e74cff4f2d1e16bd75600e38ba .centered-text-area { min-height: 80px; position: relative; } .u7f4787e74cff4f2d1e16bd75600e38ba , .u7f4787e74cff4f2d1e16bd75600e38ba:hover , .u7f4787e74cff4f2d1e16bd75600e38ba:visited , .u7f4787e74cff4f2d1e16bd75600e38ba:active { border:0!important; } .u7f4787e74cff4f2d1e16bd75600e38ba .clearfix:after { content: ""; display: table; clear: both; } .u7f4787e74cff4f2d1e16bd75600e38ba { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7f4787e74cff4f2d1e16bd75600e38ba:active , .u7f4787e74cff4f2d1e16bd75600e38ba:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7f4787e74cff4f2d1e16bd75600e38ba .centered-text-area { width: 100%; position: relative ; } .u7f4787e74cff4f2d1e16bd75600e38ba .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7f4787e74cff4f2d1e16bd75600e38ba .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7f4787e74cff4f2d1e16bd75600e38ba .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7f4787e74cff4f2d1e16bd75600e38ba:hover .ctaButton { background-color: #34495E!important; } .u7f4787e74cff4f2d1e16bd75600e38ba .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7f4787e74cff4f2d1e16bd75600e38ba .u7f4787e74cff4f2d1e16bd75600e38ba-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7f4787e74cff4f2d1e16bd75600e38ba:after { content: ""; display: block; clear: both; } READ: Willy Russell uses Liverpool Essay(Fig 2.0)Concentration of urea (g/100cm3)Volumes of 0.1M HCl Required (cm3) Mean volume of 0.1M HCl required (cm3) (1dp)0.329.2, 9.3, 9.39.30.4810.9, 11.0, 10.910.91.013.1, 13.5, 13.613.42.015.3, 15.2, 15.715.44.018.8, 18.4, 18.518.6Unknown11.4, 11.0, 11.111.2Discussion. My average titre for the unknown sample was 11.2cm3. When I applied this to the graph I found the concentration of urea to be 0.58g/100 cm3. Figure 2.2 clearly shows that as the concentration of urea increases, the volume of HCl required for neutralisation also increases. This is to be expected as there are more moles of urea being hydrolysed, which would mean more HCl would be required. However the curve definitely indicates that the rate of increase decreases as the amount of urea present initially rises. This means that the concentration of urea is not directly proportional to the amount of ammonium carbonate produced, as the equations shown earlier suggested. This leads me to believe that it is the activity of the enzyme, which has caused this result. It may be due to availability of the active site on the enzyme, i.e. because the Urease causes the release of CO2, which dissolves in the water forming carbonic acid. This in turn reacts with ammonia forming ammonium carbonate, which is then titrated with HCl. So the availability of the active site would dictate how much ammonium carbonate would be produced, and hence the volume of HCl required to neutralise it. In which case I would expect to see the graph level off if solutions of greater concentration were used. Temperature could not have been a factor as this was kept constant through the use of a water bath at 35oC. The pH is a likely factor as throughout the reaction there are acids being produced. The precise 3-dimensional shape of the enzyme is partly the result of hydrogen bonding. However these bonds may be broken by the concentration of hydrogen ions (H+) which are present when acids are in solution. The CO2 being produced formed carbonic acid, which then went on to form ammonium carbonate. Both of which are relatively weak acids, however it need not be strong to affect the enzyme as pH is a logarithmic scale and a change of one pH point represents a tenfold change in the H+ concentration. By breaking the hydrogen bonds, which give shape to the enzyme, any pH change can effectively denature it. Every enzyme has an optimum pH at which it functions at its best and in this case the enzyme is likely to have been affected by the change in pH that occurred. The enzyme Urease has fallen victim to what could either be toxic accumulation, or a kind of feedback inhibition, which resulted from its own waste products. Limitations. As described the fact that the pH changed during the course as a result of the products formed, could have affected the activity of the enzyme. If I were to repeat the experiment I would try using a buffer solution to overcome this problem. The time could have been a factor as the enzyme may not have had sufficient time to catalyse the reactions. Again if I were to repeat the experiment I would leave the reaction for 2 or more hours. Judging the end-point with the naked eye is not sufficiently accurate and human error is more than likely, especially when the colour change is so gradual. The best way to overcome this in future investigations would be to use a colorimeter. This would give more accurate titration readings. Biological significance. When patients undergo pregnancy and other urine tests they are asked for an early morning sample. This is because no water has been drunk for a very long time and a great deal of reabsorbtion has occurred in the kidneys. This is due to an increase in ADH (antidiuretic hormone) secretion from the pituitary gland. Such reabsorbtion has caused the urine to be more concentrated with urea than normal. During the day water will taken in so the reabsorbtion of water in the kidneys will be unnecessary. This will result in a decrease in the concentration of urea during the day. .u13fb05da137102bc250c4df07f58febb , .u13fb05da137102bc250c4df07f58febb .postImageUrl , .u13fb05da137102bc250c4df07f58febb .centered-text-area { min-height: 80px; position: relative; } .u13fb05da137102bc250c4df07f58febb , .u13fb05da137102bc250c4df07f58febb:hover , .u13fb05da137102bc250c4df07f58febb:visited , .u13fb05da137102bc250c4df07f58febb:active { border:0!important; } .u13fb05da137102bc250c4df07f58febb .clearfix:after { content: ""; display: table; clear: both; } .u13fb05da137102bc250c4df07f58febb { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u13fb05da137102bc250c4df07f58febb:active , .u13fb05da137102bc250c4df07f58febb:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u13fb05da137102bc250c4df07f58febb .centered-text-area { width: 100%; position: relative ; } .u13fb05da137102bc250c4df07f58febb .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u13fb05da137102bc250c4df07f58febb .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u13fb05da137102bc250c4df07f58febb .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u13fb05da137102bc250c4df07f58febb:hover .ctaButton { background-color: #34495E!important; } .u13fb05da137102bc250c4df07f58febb .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u13fb05da137102bc250c4df07f58febb .u13fb05da137102bc250c4df07f58febb-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u13fb05da137102bc250c4df07f58febb:after { content: ""; display: block; clear: both; } READ: Gypsies EssayUrease can also be used by plants, which take in urea from the soil and obtain the nitrogen from its decomposition to CO2 and NH3. The plant then uses this tomake nucleic acids or amino acids.

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buy custom Learning Curves essay Nowadays some people decide not to get higher education, finding such excuses as high unemployment rates and low salaries. However, studying is as significant as it was several decades ago. Hence, uneducated people will probably regret not getting a degree. The older a person gets, the harder it becomes to memorize much information. Thus, it is advisable not to delay studying. Although life circumstances are not always favoring for studying, there are such factors as parenting, socioeconomics, and technology that contribute to the enhancement of students learning process, and a person should take advantage of them. Parents influence their child's learning process. First of all, parents are the closest people for a child. Thus, a child often copies the behavior of parents. To exert a strong impact on childs willingness to study, parents should set a good example. For instance, they may show their child that even though they are grown-up, they still want to learn something new about the world. They may watch interesting documentaries and read scientific journals. In this case, the child will realize that it is never late to learn something. Parents should also teach their child how to be fond of studying. Undoubtedly, it is not easy, and somebody may argue that it is teachers but not parents task. However, it will be easier for teachers not to start from the very beginning. Parents should turn studying into a play, and the child will be more interested in this activity. It is more than significant for parents not to push their child hard. All parents would like their offspring to become the best and the smartest. To achieve it, they often start to deprive a child of childhood and make him or her study hard instead of playing or going for a walk. People observe that the result is quite the contrary: the child will start hating the studying process. Instead of pushing hard, parents hould explain that learning is significant. They should not underestimate the child. When it comes time to choose a future career, parents should let their child make a decision. They should not interfere into this process because, at that age, the offspring should realize that it is his or her life, and it is time to know how to live it. Parents should understand that if they make this choice, then it is doubtful that the child will like the future occupation or even manage to obtain a degree. Another way for parents to facilitate the childs learning process is to remain understanding. If a child loves studying, parents should not overload him or her with household duties. If a child starts to was h the dishes instead of writing a report, then it will probably have a negative effect on his or her studying process. Parents should realize that a day is limited, and their child does not have time for accomplishing all the tasks. Technology also positively influences a students learning process. Firstly, technologies save much time. Nowadays, few students think that their lives are easy. However, they do not even imagine the way they would perform if there were no technologies. If the Internet did not exist, a student would have to spend hours sitting in libraries and looking for the necessary information. It is observed that students do not often visit libraries anymore. Instead, they use the Internet. Secondly, technological development allows a student to receive more information. The existence of large databases and online libraries allows learners to gain as much knowledge as they wish. Technologies let people get familiar with and analyze different views. The usage of technologies is also beneficial because it makes it possible for instructors to check students papers for plagiarism. Without doubt, an instructor is not able to know everything in the world, so the absence of technologies would create man y opportunitiies for students to cheat. Lastly, technologies make a studying process more engaging. Technologies allow instructors to diversify assignments that they give to students. For example, a professor may ask students to make a PowerPoint presentation. Thus, the task will be interesting and creative, not a boring one. Socioeconomics impacts on the learning process in a good way as well. Nowadays, a person who has a degree is more likely to find a job with a high salary. Companies that hire people take into account their education because it ensures that a person has certain basic skills, required knowledge, and some experience. Thus, the possibility to receive good money after graduation inspires students to study harder. Fortunately, there is a variety of job opportunities due to the existence of the market economy. It makes a student feel confident that he or she will have a chance to send resumes to other companies in case one of them disagrees to hire him or her. It is observed that a student studies better if he or she realizes that companies require different specialists to work for them. Therefore, their profession will certainly be useful in the future. Moreover, the possibility of further development also encourages students to learn more while studying. In case an individual does not hav e a degree, he or she realizes that it is almost impossible to become a manager of a restaurant after working as a waitperson for two years. Socioeconomics opens more doors for a person. This way, students know that they may climb the career ladder. To sum up, parents, technology, and socioeconomics have a positive impact on students learning process. All factors under consideration create a positive environment for a person to develop and gain much information. They also make a person sure about the reasons to study and possible outcomes of this difficult and time-consuming process. Buy custom Learning Curves essay

Redundant Object Pronouns in Spanish

Redundant Object Pronouns in Spanish Although by definition, pronouns are words that stand for nouns, it is common in Spanish to use a pronoun, particularly an object pronoun, in addition to the noun it stands for. Such use of redundant object pronouns occurs most commonly in the following situations. When the Object of a Verb Precedes the Verb Placing the object before the verb, while certainly common in Spanish (and possible in English to give a sentence literary flavor), can be at least slightly confusing to the listener. So placing a redundant object pronoun helps make it clearer which noun is the subject of the verb. The redundant object pronoun in these cases is mandatory or nearly so, even when the form of the verb (such as it being plural) might seem sufficient to indicate what the subject and object of the verb are. For example, in the sentence El buffet de desayuno lo tenemos de mià ©rcoles a domingo (We have the breakfast buffet from Wednesday to Sunday), buffet de desayuno is the object of the verb tenemos. The lo (which isnt translated but in this case would be the equivalent of it) is redundant but still required. Some examples, with the redundant object and pronoun in boldface: Al presidente le vamos a preguntar quà © es lo que ha ocurrido. Were going to ask the president what it is that has happened.La piscina la encontramos muy sucia. We found the swimming pool very dirty.Los instrumentos los compraron gracias al apoyo financiero de su madre. They bought the instruments thanks to the financial support of their mother. Youll probably come across the redundant object pronoun most often with gustar and verbs similar to gustar, which normally put the object ahead of the verb. Note that when these verbs are used, they are usually translated with the object in Spanish being the subject of the English translation. A Cristal le gusta estar rodeada de gente. Cristal likes to be surrounded by people.A Sakura le encantaba ir al parque a jugar. Sakura loved going to the park to play. To Provide Emphasis Sometimes, especially in Latin America, the redundant pronoun may be used even when the object appears after the verb in order to provide emphasis. For example, in Gracias a ella lo conocà ­ a à ©l (thanks to her, I met him), the lo remains even though the speaker added a à ©l to call attention to the person the speaker met. We might convey a similar thought in English by placing strong stress on him. When the Object of the Verb Is Todo   Although not required, todo (or its variations) as an object is sometimes accompanied by a redundant pronoun that matches it in number and gender. En sus ojos lo puedo ver todo. In your eyes I can see everything.Tengo mucha fà © que los van a rescatar a todos vivos. I have a lot of faith that they are going to rescue everyone alive. To Repeat the Object of a Verb in a Relative Clause   Sometimes people will use a grammatically unnecessary object pronoun in a relative clause (one that follows a  subordinate conjunction). For example, in Hay otros aspectos del gobierno que los aprendemos (There are other aspects of the government that we learned), the los isnt needed, but it helps link aprendemos to aspectos. This usage isnt particularly common and is sometimes considered grammatically incorrect.

Corporate Tax Policy between USA and Ireland Article

Corporate Tax Policy between USA and Ireland - Article Example The policies also vary from country to country, as they are formed to suite the existing environment. Therefore, this manuscript will compare the tax policies of USA and Ireland using the opinions of various scholars. In the article by Sinn, the author suggests that corporate tax policy in Ireland is more effective in creating jobs and tax revenue than United States. He mentions Ireland as one of the European nations that have improved their corporate tax collection through alterations in the Irish tax Code. The author further explains the different techniques applied by most European countries in corporate tax collection to generate revenue and create more jobs. For instance, the use of proportional taxes called ‘flat taxes’ are utilized to attract foreign investors. In addition, the earnings retained in the corporate sector are not taxed while those on distributions are. The article continues to applaud the corporate tax policy system of Ireland as a source of tax reve nue with a potential of creating numerous job opportunities than the US. In other words, Sinn maintains that with increased foreign investment because of friendly taxation policies, revenue is increased which in turn generates jobs (Steinmo, 1989). The author also proposes two defensive mechanisms that can help in tax collection including the corporate tax especially in European countries. For instance, Sinn talks about tax harmonization such as that of indirect taxes to the import country and de-taxation of the income earned through corporate profits. This, he argues will boost the revenue collection in Ireland, which is transformed into job opportunities across the country. It is also significant to note the observation by the author concerning tax harmonization in the corporate world and other sectors of the economy in return for an increase in Gross Domestic Product (GDP). Sven Steinmo, on the other hand, explains the advancement of taxation policy especially in developed countr ies such as the United States and those from Europe. The author continues to explain the development of the theory of historical institutionalism in relation to the taxation policy. This is in the form of the connection of taxation policy with ideas, policy outcomes and interests. Sven proceeds to analyze the history of current taxation techniques. In this analysis, he explains the reason of how the issue of ‘good’ tax policy arose because of capitalism. In other words, the Sven reveals that many nations discovered several areas of generating revenue through utilization of fresh ideas. As a result, the government jumped in the advancement of the economy because of the new revenue resources such as corporate organizations and other sectors. The writer explains that this was not possible during the old days hence such a move attracted many policy makers and other stakeholders. Sven further analyses the politics involved in the tax policy system of the United States especi ally during the 1980s. This article puts emphasis on the Tax Reform Act that swept America in 1986 (TRA ’86). The author describes how the influence of this historic Act under the presidency of Ronald Reagan influenced other states around the world in the implantation of their tax reforms. Such tax reforms led to improved corporate tax policy systems in Europe especially in Ireland. This helped generate revenue and create job opportunities for their citizens. The author further points that, the integration of corporate taxes, and progressive income had several influences on the proceeding taxation developments. This led to the transformation of many nations into modern states because of increased

Old Spice case studey Study Example | Topics and Well Written Essays - 500 words

Old Spice studey - Case Study Example h of â€Å"The Man Your Man Could Smell Like’ campaign which involved a former NFL player whose role was to convince women to buy the products so that their partners would be like him or smell like him (Rowe, n.d). Although this advertisement was a success after realizing more than 26 million views on YouTube, the company devised the most successful advert incorporating social media so as to make the brand more successful. Through â€Å"the Response Campaign†, the organization was able to engage with the potential customers on a more personal level (Rowe, n.d). In this campaign, the organization made a post on the two main social media websites, Facebook and Twitter, which sparked responses and questions that were answered through videos. Creativity was used in response videos that were at least 180. Between these alternatives, the â€Å"the Response Campaign† would still have been the best. This is because of the strategies involved in its creation and communication to the potential customers. The aspect of being personal contributed to its success, as the customers require prompt reply. This was fulfilled by the many short videos released in a span of two days answering the questions and replying to the comments from the customers. In addition, the extensive usage of the social media was a way of boosting the campaign because social media comprises the group of the population that the company was targeting; the young generation. Furthermore, active involvement was a key aspect towards the success of the campaign. This is because it got the customers invested in the brand while not including direct advertising to the customers. Such strategies made sure that the campaign was a success leading to increase in sales and the brand name was saved. From a personal perspective, I would have taken a similar approach in the implementation of the solution. As a golden rule, a company should ensure that customer involvement is taken seriously for a brand name to remain

Theories of Cognitive Development by Piaget and Vygotsky Essay Example for Free

Theories of Cognitive Development by Piaget and Vygotsky Essay Jean Piaget’s and Lev Semionovich Vygotsky’s theories on cognitive development both play a significant role in addressing the intellectual growth of children (Lain, 2006). Psychologists and educators alike, rely on these theories in constructing the standards by which children are being brought up and taught today. Essentially, cognitive development is the process by which our intellectual ability grows and progresses. Slavin (2003), maintains that cognitive development, â€Å"is the gradual and orderly changes that occur making ones mental process more complex and sophisticated† (as cited in Lain, 2006, Cognitive Development section, para. 1). As the children’s learning process is crucial to the development of their learning ability and critical thought process, educators must have a good grasp of these theories to fully address the children’s individual learning needs. Jean Piaget’s theory is marked by several developmental stages that define the child’s corresponding cognitive level. On the other hand, Lev Vygotsky developed the Zone of Proximal Development (ZPD) based on the assumption that children learn more quickly under the guidance of a more experienced adult (Maccarelli, 2006). Considered as constructivists, both renowned theorists believed that children learn by formulating new ideas by combining old ones. The Hawaii Department of Education E-School also claims that, â€Å"constructivists believe that learning is affected by the context in which an idea is taught as well as by students beliefs and attitudes† (as cited in Davison, 2006, Piaget vs Vygotsky: The Cognitive Development Theory section, para. 1). As society determines the amount of knowledge a child gains, it also sets the limit to the students’ cognitive development. However, the principal ideas between the two theorists vary greatly. Piaget strongly believed that learning occurs after development. He indicated that a child will start the learning process after the child has reached a certain developmental stage. Contrarily, Vygotsky claimed that the child develops as a result of learning. Furthermore, Vygotsky placed a large amount of emphasis on the importance of outside influence to the child’s overall cognitive development, where as Piaget barely acknowledged the significance of outside influence on the child’s development in his theorems. Moreover, while Piaget’s theory has four distinct and set standards of development, Vygotsky’s theory does not support predetermined stages at all. Instead, he stressed the importance of private speech and ZPD on the child’s development. Living in a society that is an integration of multiple cultures, classified by age, race, gender, ethnicity, religion, and economic status, each of us is a product of our social interactions to these various cultures. If we examine Vygotsky’s theory, a large part of a child’s development is placed on the input of others, it is therefore reasonable to assume that a multicultural society places a great deal of input on the child’s development. However, since a child’s development is limited to his or her surroundings, and his thoughts and ideas mainly influenced by that of his early caregivers, sometimes the child is not exposed to different cultures other than his own. This gives rise to multicultural issues that we see nowadays. And as the study of multicultural psychology is greatly concerned with exploring, understanding, and appreciating the differences in culture, based on Piaget’s and Vygotsky’s theory, these multicultural issues could be avoided if children are exposed or introduced to diverse cultures early in life. References Davison, B. (2006). Piaget vs Vygotsky: The Cognitive Development Theory. Associated Content. Retrieved on January 01, 2009, from http://www. associatedcontent. com/article/94974/piaget_vs_vygotsky_the_cognitive_development. html? cat=4 Lain, (2006). Cognitive Development: A Comparison Between the Work of Piaget, Bruner, and Vygotsky. Associated Content. Retrieved on January 01, 2009, from http://www. associatedcontent. com/article/41531/cognitive_development. html? cat=4 Maccarelli, S. (2006). Vygotsky’s Theory of Cognitive Development: The Socio-Cultural Perspective. Associated Content. Retrieved on January 01, 2009, from http://www. associatedcontent. com/article/29997/vygotskys_theory_of_cognitive_development. html? cat=4 Uncgrad, (2006). Piagets Stages of Cognitive Development. Associated Content. Retrieved on January 01, 2009, from http://www. associatedcontent. com/article/452881/piagets_stages_of_cognitive_development. html? cat=4

Use of Leisure Time Essay -- Working Ecology Vacations Essays

Use of Leisure Time Most people would agree that Americans are workaholics. Sixty- and seventy-hour workweeks are nearly the norm in this society. College students carry eighteen credit hours plus a part-time job. Therefore, what people choose to do with their precious free time says a lot about them. Knowing the relative amount of time that they spend with their friends or family, shopping, or sitting at home with the TV is a good indication of the entire state of the culture. Even the types of public places people go for recreation are signs of what is important to them. I have my own theory of what people mostly do with their free time. My theory is similar to what Ray Oldenburg said in The Problem of Place in America. Oldenburg bemoans the loss of public places where people go to socialize. He said, and I agreed, that people mostly live in their houses and never go out. When they do go out, they mostly shop. When they are home, they socialize with those who are home with them: their family (Oldenburg, 1989). Oldenburg focused on suburbs, but I believed that it would also apply to people who lived in other places as well. I devised a small 5-question survey, which I hoped would summarize people’s behavior on this topic. My survey asked the following questions. (1) What percent of your leisure time do you spend at home? (2) What percent of your leisure time do you spend shopping (not for necessities)? (3) Is there a public place you can go where you are likely to run into someone you know? (4) What percent of your leisure time do you spend socializing with people outside your family? (5) How old are you. For questions 1, 2, and 4 the possible answers were 100 percent, 75 percent, 50 perc... ... people to see that they and their neighbors are not really so cut off from everyone. If most people are like Mr. Oldenburg, and me then they believe that our society is in a sad state of affairs -- that they are selfish and self-serving and have no interest in socializing with our neighbors. This study, though limited, seems to prove otherwise. I had set out to show the true nature of how people tend to use their leisure time, and I found it. It was not what I intended to show, but I am not disappointed. If anything, there seems to be a renewed sense of humanity and community among the people who responded to the survey, and how could anyone be disappointed in that? References Oldenburg, R. (1989). A forest of voices: Conversations in ecology. In C. Anderson & L. runciman (Eds.), The problem of place in America (pp. 94-109). Mountain View: Mayfield.

Assess the Short Term Significance of the Suez War of 1956

Assess the short term significance of the Suez War of 1956 The Suez War had profound short term significance in many aspects. It can be argued to be one of the first wars in the Arab-Israeli conflict which involved substantial foreign involvement. Although Britain and France were humiliated and lost their influence in the Middle East, it highlighted the rising importance of Cold War politics in the Middle East. Egypt and Israel can be considered as winners of the Suez War; Egypt gained complete control of the Suez Canal and Israel had access to the Straits of Tiran.However, both countries were to remain hostile and the legacy of the Suez War will be conflict, not peace. First of all, the Suez War in 1956 played a significant role in Nasser’s Egypt. There were many gains for Egypt from the Suez War. American Historian, William Polk states ‘in western eyes, the Suez War made Nasser a hero’ and ‘claimed a political victory within a military defeat’, this comment clearly infers to the unsuccessful attempt of Britain and France to ‘destroy’ Nasser which made him became a symbol of anti-colonial movement.This statement is reinforced by the words of Nasser, where he wrote that the Suez War ‘regained the wealth of the Egyptian people’ and ‘it was clear for the Egyptian people that they could defend their country and secure its independence’, while this comment is partly accurate, as Egypt did manage to gain complete control of the Suez Canal and obtained a large quantity of British military stores, the source here is clearly biased because Nasser had deliberately failed to describe Egypt’s casualties from the war. He had done this to promote his position as not only the Egyptian leader, but a leader which all the Arab nations looked up to.Despite their success, Egypt had suffered the highest casualty with total death up to 1600, while Israel, Britain and France’s death were well below a hundred. Additionally, Egypt had failed to control the Gaza Strip and Photograph A shows despite control of the Suez Canal, Egypt was unable to use the canal efficiently to fund the country; for instance, by collecting toll fees. The Suez War critically damaged Egypt’s relations with America. In response to America’s cancellation of a promised grant of 46 million dollars towards building the Aswan dam, American aid was replaced by Russian aid.However, one should always be mindful that Nasser did not want Egypt to be tied to the Soviet Union as he wanted Egypt to be neutral. Conversely, in American eyes, Egypt became part of the Cold War; as any country which was not part of Western alliance and which bought arms from Eastern Europe was just as bad as the USSR. The Suez War 1956 was of great significance for Israel. We can reinforce Avi Shlaim’s interpretation on the Sinai campaign to help discuss the impact on Israel. Despite an Israeli, Avi Shlaim gives a ne utral point on the impacts to Israel.The origin of the Sinai campaign was initially planned by Ben Gurion and its leaders such as Moshe Dayan. It’s 3 ‘Operational Objectives’ were to defeat the Egyptian Army, to open up Straits of Tiran to Israeli shipping and to put an end to Fedayeen attacks across Israel’s southern border. Moshe Dayan, in his memoirs, the Story of My Life, was confident that the three main objectives were achieved by the end of the Suez War. The Israeli army won a clear military victory which proved the Israeli Defense Forces the strongest in the Middle East; this was further reinforced by Moshe Dayan as ‘Nasser learned the respect the power of Israel’s army. Although Shlaim’s view that damage to Egypt was ‘slight and quickly repaired’ due to timely withdrawal from Sinai, Historian Normal Lowe argues that the inflicted heavy losses on Egypt in men and equipment would take ‘years to make goodâ€℠¢. Furthermore, Israel managed to gain access to the Straits of Tiran, allowing them to trade with Asia and Africa. The end to Fedayeen attacks proved immense success, the Sinai Peninsula became effectively demilitarized guarded by UN troops which would allow Israel to enjoy eleven years of security and stability along the border with Egypt.As well as the Three ‘Operational Objectives’ from the Sinai Campaign, it consisted of three political aims; to overthrow Nasser, expand Israeli borders and establishment of a new political order in the Middle East. Unlike the successes from their operational objectives, they failed to achieve the political aims. In the first political aim, Israel paid a heavy political price for ganging up with Britain and France against the emergent forces of Arab nationalism. In the second political aim involving Israel’s borders, Israel was forced to disgorge all the territory it had conquered.The third aim however, written by Shlaim tends to contradict Moshe Dayan’s view that the ‘victory in Sinai meant that Israel emerged as a state that would be welcomed as a friend and ally. ’ While this may not be directed at Arab nations, it may have been implied in terms of relations with foreign powers. Although Ben Gurion failed to topple Nasser and achieve his political aims, the Suez War had allowed Gurion to force Sharett’s resignation which initially gave him the option of launching a war against Egypt. Moreover, Shlaim contends that Israel and Ben Gurion learned two important lessons from its experience in the Suez War.Firstly, Israel must rely on nuclear deterrence to protect its borders rather than expanding it. Secondly, Israel was to depend on the US in future decision making and must deal and directly consult with the US before engaging in future wars; this is evident in the Suez War, where Israel was pressured by US withholding aid and expulsion from the United Nations to withdraw from S inai. The impact of Suez War led to a high tide of Arab Nationalism in the Middle East. When Nasser regained control of the Suez Canal he destroyed the statue of De Le Sepp's; a clear message of Egypt’s contempt for western imperialism.Arabs reduced oil supplies to Western Europe showing they have become more anti-western. Syria and Saudi Arabia also broke off relations with Britain and France. In 1957, a ‘Treaty of Arab Solidarity’ was signed by Egypt, Syria, Jordan and Saudi Arabia. Despite the mistrust remaining between the Arab states, this treaty highlighted the Arab nations all had a united aim to overthrow Israel and support the Palestinians. This is supported by Ian J. Bickerton and Carla L. Klausner as they discuss how Suez war ‘only deepened the Arab desire for revenge’.Furthermore, William Cobban argues that the legacy of the Suez Crisis will be ‘war not peace’, and that Nasser would rally the Arab nations to a full scale war against the Israelis. This view of Arab Nation’s continual avenging attitude towards Israel is reinforced by Andrew Goldsmith, as he argues that the result of the Suez War resembled a ‘hiccup rather than a true turning point in the history of Egypt and Israel’s internal politics’. It was one of many conflicts in which Arab countries and Israel have failed to solve any existing tensions.Another short term significance of the Suez War was that it greatly damaged leading European colonial powers particularly Britain. Keith Kyle argues that Suez confirmed to the world that Britain was ‘no longer a superpower’, as Britain’s failure to overthrow Nasser and secure the Suez Canal had cost them world degradation. With a clear indication of Britain’s end of imperialism, it led to a further decline of British and French influence around the world such as in Africa and South-East Asia. The Suez War encouraged rebels in Algeria, where the Alg erians gained their independence from France in 1962.Britain’s failure had cost them to lose foreign allies; the Israelis now looking towards the USA as their main supporter. Britain’s decreasing influence in the Middle East is further supported by Normal Lowe, where Britain’s ally in Iraq, premier Nuri-es Said came under increasing attack from other Arabs for his pro-British attitude. Britain’s damage from the Suez War then led to financial trouble where its international reserve was seriously depleted. Because of the blockage of canal and the disruption of pipeline caused by the Suez War, gas rationing was introduced in Britain.This meant Britain had no choice but to become more obedient and less reluctant to oppose any US policy for its financial support . While Mordechai Bar-On, the Bureau Chief- General of Moshe Dayan states in hindsight that from the view of Britain and France, the Suez war was a major mistake. From Israel’s point of view, it was ‘perhaps lucky’ that they made the mistake, because it was to this mistake, Israel ‘became more ready for the next round in 1967. ’ France on the other hand went its own way, opposed to Britain’s decision to side with the US.Led by de Gaulle, it left NATO and turned to leading Europe alongside a newly prosperous Germany. The Suez War had a profound impact on the Cold War. President Eisenhower explained that as a result of Suez, ‘The Middle East, which had always been coveted by Russia, today be prized more than ever by international communism’, this outcome was perhaps made by President Eisenhower himself as Timothy Naftali, author of Khrushchev’s Cold War explains that Nikita Khrushchev was able to get away with â€Å"nuclear bluff†, showing weakness of the US that the Soviet Union exploited.As Egypt turns towards the Soviet Union for aid, Eisenhower was to become even more determined in containing communism. He set u p the Eisenhower Doctrine which offers economic aid and military protection to Arab states that agree to reject communism. He even stated, ‘Since we are about to get thrown out of the [Middle East], we might as well believe in Arab nationalism’, showing Eisenhower’s awareness that the Middle East was to become the ‘arena’ of the Cold War.However, his comment cannot be fully relied on as it was perhaps an excuse for America to enter the Middle East with dual objectives, as in Canada’s point of view, supported by William Cobban, Eisenhower‘s beginning to commit US troops to the Middle East – ‘what he said he would never do’ – was to replace Britain with its ‘own brand of imperialism’. In conclusion, despite major losses inflicted on Egypt, Nasser was able to turn the defeat into a political victory in which Nasserism influence, where a blend of Pan-Arabism, positive neutralism and Arab socialism was to extent throughout the Arab nations.The results of the war have also proved Israel’s strength and determination in securing its position in the Middle East. Britain and France was to be humiliated and the Suez War accelerated decolonization and had caused them to lose influence in the Middle East. Relations between the USSR and USA have evidently resulted in a freeze rather than a thaw. However, the Suez War was just one of many events that had failed to resolve peace between Israel and Egypt. Andrew Goldsmith argues that the ‘internal politics of the Middle East were affected much less significantly than its external politics by the events of 1956. , Israel’s gain from the opening of Straits of Tiran and its peaceful border with Egypt were all reversed in 1967. Nasser still refused to recognize Israel. The contradiction is made by Moshe Dayan where he confirms that the result of Suez War stated ‘Reactionary and aggressive’ nature of Israel, and be cause it made Nasser the definite leader of the Arab World. Word count -1986 Appendix Photograph A obtained from http://www. theegyptianchronicles. com/Article/1956Jubilation. html Bibliography Secondary 1. Michael Scott-Baumann , Crisis in the Middle East: Israel and the Arab States 1945-2007, 2009 2.Normal Lowe, Mastering Modern World History,2005 3. Avi Shlaim, The Iron Wall Israel and the Arab World 4. Kirsten E. Shulze, The Arab-Israeli Conflict,1999 5. Andrew Goldsmith, http://www. hillel. upenn. edu/kedma/05/goldsmith. pdf 6. Paul Reynolds, http://news. bbc. co. uk/2/hi/middle_east/5199392. stm, 7. http://israelipalestinian. procon. org/view. answers. php? questionID=000472 Contemporary 1. Michael Scott-Baumann, Conflict In the Middle East : Israel and the Arabs, 2007 2. http://millercenter. org/president/speeches/detail/3360 3. http://www. spartacus. schoolnet. co. uk/COLDsuez. tm 4. http://www. historylearningsite. co. uk/suez_crisis_1956. htm 5. William Cobban, Mission Sue z. The Canadian Experience 6. National Geographic : Suez Crisis 7. The Egyptian Chronicles 1956, Photograph in Appendix http://www. theegyptianchronicles. com/Article/1956Jubilation. html , 8. Council on Foreign relations, http://www. cfr. org/content/meetings/hungary_suez-summary. pdf ——————————————– [ 1 ]. Conflict in the Middle East: Israel and the Arabs page 23. By Michael Scott-Baumann [ 2 ]. http://www. theegyptianchronicles. com/Article/1956Jubilation. html [ 3 ].The Iron Wall Israel and the Arab World – page 143-185 by Avi Shlaim [ 4 ]. Mission Suez. The Canadian Experience by William Cobban [ 5 ]. http://israelipalestinian. procon. org/view. answers. php? questionID=000472 [ 6 ]. http://www. hillel. upenn. edu/kedma/05/goldsmith. pdf [ 7 ]. Modern World History page 238-289 [ 8 ]. National Geographic : Suez Crisis [ 9 ]. http://news. bbc. co. uk/2/hi/middle_east/5 199392. stm- Paul Reynolds [ 10 ]. http://millercenter. org/president/speeches/detail/3360 [ 11 ]. http://www. cfr. org/content/meetings/hungary_suez-summary. pdf [ 12 ]. Mission Suez. The Canadian Experience by William Cobban

MCI case study

June 1972, MIMIC began construction of Its telecommunications network. Funding: MN shares (common stock) @SO, In total after commission $27. 1 MN; Summon of credit from banks; $6. Man from private investors; MIMIC still rely on AT&T facilities to carry calls from its subscribers to MIMIC transmission centers in each metropolitan area. PAYOFF, MIMIC revenue $6. MN, losses of $38. 7 MN. MIMIC has exhausted its credit from its banks. MIMIC sold shares for $8. MN. 1976, ‘exeunt' service. And revenue started roaring. 1976 revenue, 28. N, first profit $100,000; 1977, 62. MN; Between 1976-1978, lease financing of new fixed Investment was the only substantial source of funds available. 1978, withdrawal of the court's ‘exeunt' DCE. 1978, public market to issue convertible preferred stocks. Preferred offerings allowed MIMIC to retire its short to intermediate term bank debt and to issue further debt of a longer term kind. 1980, MIMIC provided ‘executions residential customers . Strong growth but constrained only by a lack of investment capital. July, 1980. Leasing actuality decreased.FYI 981 , demand for investment fund Intensified. Offer convertible bonds. Jan. 1982: Antitrust settlement between AT&T and LIST. Department of Justice. AT&T will need to break up before 1984. Economics of scale and scope are important; basic call service and value added services. Increase In access charge after the AT&T antitrust settlement 1 . What are the business problems facing MIMIC? After the settlement of antitrust case of AT&T, the differential In access charges will be phased out through charging MIMIC 80% more and this In turn Increased Mi's operation expense.MIMIC could lose its cost advantage to the competitors and lead to decreasing sales and profits. AT might also reduce its price to prevent its erosion in market share. AT communications was the main competitor. MIMIC need dial 20 digits ATT dial 11 digits. 2. How do these business problems translate Into fina ncing problems? More we can see the graph, we saw a sharp rise in both external financing and internal financing, with external financing even a bit higher than internal financing. 3. To what extent can traditional financing strategies work for MIMIC?It is getting more expensive for MIMIC to acquire further funding through issuing debts and MIMIC will become more risky if take on further debts; If MIMIC simply issue equity, public might read this move as the stock has been overpriced and now the firm is trying to push down the price. Thus, the share price of the firm might go down. 4. Based on projected financial statements in the case – income statements, balance sheets, and projected capital expenditures calculate Mi's projected needs for external financing during the years 1984 through 1988 inclusive, for each year.Analyses the consequences of alternative financing policies of MIMIC during these years – as sequences, such as first debt, then equity, then debt again as needed –on the projected financial condition of MIMIC in the (fiscal) year 1990, in terms of measures such as debt to equity ratios and interest coverage ratios. 5. Suppose that for its initial financing â€Å"trance† of $1 Billion by the end of 1984, MIMIC decides to choose NOW between a Straight Debt issue of 20 year maturity with an interest rate of 12. 5%, with no sinking funds (early repayments), versus a ConvertibleDebt issue of the same size, of notional maturity 20 years with an interest/Coupon rate of 7. 75%, and a conversion price of $ 55 per share. Assume further that IF the conversion option is not exercised within the following 5 years then it would expire (unlike in the case), and this would continue as (cheap) debt. Which of these two debt issues should MIMIC choose in March 1983, to maximize shareholder value? Assume that annual standard deviation of returns on Mi's equity value are either 20% or 30% and that the interest rate on (safe) MIMIC debt eq uals 12. 5%.

It Isnt About Luck

It Isnt About Luck You were lucky to have FundsforWriters to sell your books. I dont have that luxury. I hear this so much, in one version or another. First of all, there is no serious luck in this business. Its a matter of constantly putting yourself out there in terms of writing, publishing, appearing, working social media, fighting to be current, taking chances. There is no one right way or best way, only the way that happens to work for you at that moment in time. Frankly, I started FundsforWriters because I could NOT sell my mysteries. I wanted to be a writer and make an income from writing, so I figured any sort of reputable recognition could only help me in becoming a professional writer. As someone who loved stringing words, I walked through whatever door opened for me, wrote whatever might help me take one step further in my career. However, I had my conditions and parameters in who I wrote for and what I wrote and how I proceeded: 1) Markets had to pay. Even as a beginner, I recognized that being paid mattered not only in my pocketbook but also in the eyes of editors I pitched. They knew who paid and who didnt, and that mattered in their judgment of me. I wrote a column once for nothing, hoping to aid my resume, but after several issues, when the editor still could not afford to pay, I stepped away. And I learned that nobody cared that Id written that column. 2) I had to build and retain a following. I couldnt just write and build up credits. I had to have someplace to flaunt those credits (website, then social media) and some means to retain those people who read my work and liked it (newsletter). 3) Repetition matters. I wanted to become Google-able, which meant frequent and reputable appearances. If I wasnt on the first page of a Google search for my name, I strived to submit to enough magazines, websites, newsletters, and blogs to improve my search ranking. A book a year wasnt going to work. 4) Quality matters. Its a given that your writing quality matters, but be careful where you make your appearances. I wish I knew way back when what I know now about that. I wouldve been a tad more selective in some instances as to whom I wrote for. You might be new. You might be a struggling mid-lister. You might be seasoned and coming back into the fold, trying to remain pertinent. Fight to present yourself as strong, diligent, and reliable. Keep putting yourself out there, but dont give it away. People will respect you so much more.

Cause and effect

OK, now we’re getting into something fun, the cause and effect essay. The cause and effect essay will train you to call and respond. For example, if you’re arguing about why cigarettes are detrimental to health, you can’t just say cigarettes cause lung cancer and move on to the next subject. You must respond to that statement and tell the reader why cigarettes cause lung cancer: Call-Response. That said, the most important members of the who, what, when, where, why gang are what and why, and these are the two points we deal with most in cause and effect essays. The overlying message of your essay will be one huge â€Å"why† (cause) followed by one huge â€Å"what† (effect). We are in the world of relationships, how one thing affects another thing. Your thesis will concentrate on the effect, the consequences of the cause. So we’re actually going to work back in time from effect to cause; therefore, we are not dealing with chronological order here but with the emphatic order or order of importance. Yes, the cause does lead to the effect, but the effect is the main point of your thesis with the cause, your argument. Let’s look at a simple example: By drinking enough martinis, I will soon destroy my liver. Cause (why): By drinking enough martinis Effect (what): I will soon destroy my liver See? Drinking martinis answers â€Å"why,† and â€Å"what â€Å"is answered by my soon-to-be destroyed liver. So the actual topic of your essay is the martini. Your opinion or slant on the topic: drink enough of them and you will destroy your liver. So your plan of development or three points of argument will be based on reasons â€Å"why† drinking martinis destroys the liver. You must prove that the cause leads to the effect. Now don’t be fooled by a post hoc fallacy. The American Heritage Dictionary defines post hoc as â€Å"in or of the form of an argument in which one event is asserted to be the cause of a later event simply by the virtue of having happened earlier. † The cause must yield the effect. Because you threw salt over your shoulder before an airplane flight and then had a safe flight, there is no evidence that the salt over the shoulder is the reason your flight was safe. Capish? You MUST back up your claim with a good argument and references that back up your argument. Here are some essential rules for this essay: You must offer at least two works cited You must have at least one quotation from our readings, properly cited. Your essay must be typed in proper MLA format The checklists and outline in this packet must be filled out and handed in You will hand in early rough drafts with your essay You will read, or have another student read, your opening paragraph to the class. *Please see the â€Å"Checklist for Required Work†: for more on this, later in this handout. Here is your essay prompt: What incident, event, or occurrence happened in your life that made you realize you are different from other people? Essay Review: What is expected in the basic essay. Introductory Paragraph Introduction Plan of development: points 1. 2. 3 Thesis Statement The introduction must attract the reader. The plan of development is a list of points that support the thesis. The points are offered in the order they are given. Thesis: the main idea in two parts: topic and your opinion. First Supporting Paragraph Topic sentence (point 1) Specific evidence The topic sentence is the first supporting point for your thesis, and the specific evidence delves into you topic sentence Second Supporting Paragraph Topic sentence (point 2) Specific evidence The topic sentence advances the second supporting point for your thesis, and the specific evidence develops that point. Third Supporting Paragraph Topic sentence (point 3) Specific evidence The topic sentence advances the third supporting point for your thesis, and the specific evidence develops that point. Concluding Paragraph Summary, conclusion or both A summary is a broad restatement of the thesis and its main points. A Conclusion is a final thought or tow stemming from the subject of the paper. Common Methods of Introduction. 1. Broad Statement: Using factory work as an example, you might start out by saying the following: Working in a factory might be one of the worst jobs. And then you go into the specific factory that you’re writing about, for example, an egg factory. 2. Contrast: Start with an idea that is the opposite of the one you will develop: working in an office is a nice, clean job. You have comfortable chairs, a desk, a computer, a cup of coffee nearby, but working in a factory does not have the niceties found in an office. 3. Relevance: What makes your topic special? Convince the reader that the topic applies to them or is important. So many of our ancestors, when they first came to this country, found themselves working in factories. 4. Anecdote: An interesting short story that coaxes the reader into the world of your essay. The story should be related to your thesis. I once met a man named Victor who was missing two of his fingers. Victor told me that he lost his fingers because of an accident at work. He caught his hand in the wheels of a conveyor belt at the egg factory where he worked. 5. Quotation: Quote something from your research, or find a dictionary quote that relates to your topic: â€Å"Perhaps it seemed to me,† Wrote Henry David Thoreau, â€Å"that I had several more lives to live, and could not spare any time for that one† (342). This is how I felt after working in an egg factory for two years. I had other lives to live. I had wasted enough of my life here. Concluding Paragraph The concluding paragraph should summarize the essay by restating the thesis and even restating the main supporting points. Also, the conclusion brings your paper to a graceful end, leaving the reader with a final thought on the subject. Here is where you get to offer your opinion on the subject. Three Ways to Conclude You Paper using La Jolla Shores (a local beach) as an example. 1. End with a summary or final thought: La Jolla Shores, then, is one of the most inviting beaches in San Diego. The beaches there are wider, cleaner, and safer. It is not surprising that a growing number of San Diegans are traveling to La Jolla Shores to experience this great beach. 2. A thought-provoking question: Appeal to the reader that your subject is bigger than your essay. Comment on any one of these: The future Which choice should be made Why is your subject important Wouldn’t La Jolla Shores be the beach of choice for anyone who wants to experience an enjoyable day by the ocean? 3. A prediction or recommendation Even with its growing popularity, La Jolla Shores will always be the most pleasant beach experiences San Diego has to offer. Outline Form for Essays

Human Resources Management Aspects Essay Example | Topics and Well Written Essays - 2250 words

Human Resources Management Aspects - Essay Example Equal Employment Opportunities and affirmative action are terms that people commonly use in their daily lives without understanding their real meaning, the difference between them, and their application in human resource management. Equal employment opportunities and affirmative action are the principles that were set by the government and aim at ensuring fairness in workplaces since they prohibit any form of discrimination. I have seen people treat each other differently because of their different nationality, race, ethnicity, or gender. Learning this course was important since I now understand that Equal Employment Opportunity is a principle, which forbids discrimination of any type whether racial, gender based or ethic based, against any employee or persons seeking employment (Ulrich, 2005). Without this principle, it is obvious that the hiring process, promotions, access to professional development opportunities would be faced by prejudice. Learning what affirmative action is was another significant aspect in this unit. Affirmative Action is a remedy or a principle used to handle or address past cases of discrimination. Affirmative action thus ensures that organizations commit to overcome discrimination, which starts with addressing past discriminative actions and seek to eliminate all barriers that should limit or prevent professional development of any individual. The affirmative action was enacted to ensure organizations establish measures to improve the participation. of females, persons with disability as well as minority groups. For example, I have seen some organizations advertise certain jobs in women magazines to ensure that they increase the chances of women being the main applicants. It is not a new phenomenon to hear of cases where employees have been treated unjustly because of their race, marital status, disability, transgender status, sexuality, or other factors such as carer’s responsibilities. It was interesting learning that the above actions are unlawful. However, it is not a new phenomenon to hear of cases where an employer or manager who sacked an employee, for example, just because she was pregnant or because she or he was disabled and could not handle certain tasks. This is wrong since ones colour, gender or physicality does not demonstrate or even determine his or her capability. Everyone should thus be given equal opportunity to confirm their potential (Ulrich, 2005). EEO requires employers to avoid using selective criteria to offer jobs or promotions to certain groups of people particularly the minority. However, affirmative action is results oriented and is meant to correct underutilization of minority groups, which often result if employment, promotion, and career development opportunities are given equally without considering diversity. This course exposed me to the challenges faced by managers and supervisors during the hiring process since all their