List and Summary of Donald Trump Scandals

Effective Diversity in Learning Essay - 1854 Words

Our schools are full of a variety of children who are diverse in their own ways. What comes to mind when you hear the word diversity within schools? Many people think of race or culture, but diversity in our schools is more than that. Diversity can include race, religion, culture, and even learning styles in a classroom. In the past classrooms where not that diverse consisting of white protestant students. Currently diversity in classrooms is on the rise big time. Today’s classrooms are more effective in diversity, learning styles, and influences than past years. Learning styles is one of the ways schools have changed over the past couple of years in regards to diversity. The varieties of learning styles of students have become more†¦show more content†¦51). There are some people that believe there are behaviors that reflect socialization: girls are praised for cooperation and compliance, while boys are rewarded for activity and competition. The thought that many gi rls prefer to learn one way, and many boys another, suggest a useful generalization that can present information about gender that can help a teacher plan more successfully. Based on this information as an effective teacher it is important to include competition and cooperative activities. So we have learned that learning styles including gender are a big part of diversity and how as a teacher to incorporate effective learning into the classroom. Now we switch gears and think about a multicultural classroom. Multicultural refers to race, ethnicity, and culture. Race is a group of persons sharing a common publicly determined category often connected to genetic characteristics, physical looks, and heritage. Today, about one in three Americans are of color (Sadker, p. 76). Ethnicity refers to common cultural behaviors such as language, religion, and dress. Culture is a set of learned beliefs, values, symbols, and behaviors, a way of life shared by members of a society. This is a categ ory altogether referred to as multicultural and is the common thought when diversity is said. Multicultural individuals were in the past andShow MoreRelatedEssay on Diversity and Multicultural Education in the Classroom1561 Words   |  7 Pagesrole in the learning process for every human being. Race, religion, language, socioeconomics, gender, family structure, and disabilities can all affect the ways in which we learn. Educators must take special measures in the delivery of classroom instruction to celebrate the learning and cultural differences of each of their students. As communities and schools continue to grow in diversity, teachers are searching for effective educational programs to accommodate the various learning styles of eachRead MoreReflection On Diversity827 Words   |  4 PagesA Reflection on the Analysis Diversity for me is central to having a successful, creative, dynamic education environment where everyone is welcomed. Without diversity, I think we are less creative individually and collectively. I can describe diversity as a collection of people who have their own unique qualities, who are different and sharing and embracing each other’s individual beliefs, cultures, and thoughts. The differences could be cultural, racial, or learning styles. According to ColemanRead MoreCultural Diversity and Communication Barriers1482 Words   |  6 PagesOrganizations Topic: Cultural diversity and communication barriers Instructors name: Robert Lindquist Date submitted 29 September 2010. Cultural diversity is the power which motivates the development of the thing that makes us different. Cultural diversity is the economic growth, which means leading a more fulfilling emotional, moral and spiritual life. It captures the culture principles, which provide a sturdy basis for the promotion of cultural diversity. Cultural diversity is an asset that is necessaryRead MoreThe Role Of Transactional Versus Transformational Leadership1320 Words   |  6 Pagesshortcomings of leadership styles that were effective twenty years ago, but are now proving to be lacking (Horvath, 2014). In her speech, Torres suggests that a transition away from traditional leadership styles could increase the performance and diversity of organizations. The divisive effects of this transition is significantly apparent in the American fire service, as the profession continues to move from a homogeneous workforce into a culture striving for diversity. As more women continue to rise intoRead MoreThe Impor tance Of Teaching Schools With Cultural And Linguistic Diversity Essay1401 Words   |  6 Pagesimportance of effective teaching practice in schools when working with cultural and linguistic diversity. Initially this essay will draw together pedagogical foundations to show the importance for understanding how and why diversity is an issue that needs both personal and professional reflection. Examples of effective practice in three schools will be considered, Clover Park School, Richmond Road School and Finlayson Park School. Creating a learning environment that caters for diversity at CloverRead MoreInclusive Curriculum : Education And Inclusive Education769 Words   |  4 Pagesthis group of student cohort has access to mainstreaming schools and inclusive education. In Australia, today’s classrooms are becoming increasingly diverse. According to Australian Curriculum, Assessment and Reporting Authority (ACARA), student diversity may include general students, students wi th disability, gifted and talented students and students for whom English is an additional language or dialect (EAL/D) (ACARA, 2014). Meanwhile, the change of the student cohort in the mainstreaming classroomRead MoreEssay College Freshman Learning Communities841 Words   |  4 PagesFreshman learning communities (FLC) are programs where 15 to 30 first-year students register for several general-education courses that focus on a common theme (Jaffee, 2004). Although there are several different types of learning communities, they all are designed for the same purposes. One of the main purposes in implementing freshman learning communities is to assist the students in their transition to a new environment. This acclimation involves becoming better acquainted with the other studentsRead MoreEssay about Improving Education through Cultural Diversity1087 Words   |  5 Pagestoday’s society, cultural diversity is important as it was many centuries ago. According to dictionary, cultural diversity is the coexistence of different culture, ethnic, race, gender in one specific unit. In order, for America to be succe ssful, our world must be a multicultural world. This existence starts within our learning facilities where our students and children are educated. This thesis is â€Å"changing the way America, sees education through cultural diversity, has been co existing in manyRead MoreCultural Diversity and Communication Barriers1490 Words   |  6 PagesOrganizations Topic: Cultural diversity and communication barriers Instructors name: Robert Lindquist Date submitted 29 September 2010. Cultural diversity is the power which motivates the development of the thing that makes us different. Cultural diversity is the economic growth, which means leading a more fulfilling emotional, moral and spiritual life. It captures the culture principles, which provide a sturdy basis for the promotion of cultural diversity. Cultural diversity is an asset that is necessaryRead MoreThe Ever Changing Classroom : Managing The Intangible Essay1644 Words   |  7 PagesThe Ever-changing Classroom – Managing the Intangible Over the years, much has changed in regards to effective classroom pedagogy. Countless revisions to the once tried and true methodologies of a past age litter the literary practitioner’s textbooks, giving way to an abundance of amendments to strategies no longer pertinent within the ever changing world of high school education. With every new addition to the teaching arsenal come a slew of radical and innovative perspectives and philosophies,

Mr. Know All Summary Free Essays

Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. We will write a custom essay sample on Mr. Know All Summary or any similar topic only for you Order Now I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have . If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn’t  won’t  wouldn’t  would 9. Mrs. Green call, tell her I’ll be back around four oâ€⠄¢clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won’t bring  wouldn’t bring  didn’t bring  hadn’t brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. m  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if youà ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn’t  won’t  wouldn’t  would 9. Mrs. Green call, tell her I’ll be back around four o’clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won’t bring  wouldn’t bring  didn’t bring  hadn’t brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? ill press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn’t  won’t  wouldn’t  would 9. Mrs. Green call, tell her I’ll be back around four o’clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won’t bring  wouldn’t bring  didn’t bring  hadn’t brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- . I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had b een 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn’t  won’t  wouldn’t  would 9. Mrs. Green call, tell her I’ll be back around four o’clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won’t bring  wouldn’t bring  didn’t bring  hadn’t brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn’t  won’t  wouldn’t  would 9. Mrs. Green call, tell her I’ll be back around four o’clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won’t bring  wouldn’t bring  didn’t bring  hadn’t brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have . If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8 . I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn’t  won’t  wouldn’t  would 9. Mrs. Green call, tell her I’ll be back around four o’clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won’t bring  wouldn’t bring  didn’t bring  hadn’t brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. m  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  mig ht  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn’t  won’t  wouldn’t  would 9. Mrs. Green call, tell her I’ll be back around four o’clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won’t bring  wouldn’t bring  didn’t bring  hadn’t brought 1. Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B * When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you. As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ). Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you. As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ). Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you. As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ). Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you. As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ). Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you. As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ). Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you. As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ). Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B * When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you. As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ). . How is Tom going to get to work tomorrow? He isn’t sure. If it’s rains, ___________________________ If it’s sunny, __________________________ 2. Where are you going to have lunch today? I’m not sure. If I’m not a hurry, ______________________ If I have some time, ____________________ 3. Where is Patty going to go after school today? She isn’t sure. If she has a lot of homework, _______________ If she doesn’t have a lot of homework____________________ 4. What are Mr. nd Mrs. Green going to do tonight? They aren’t sure. If they’re tired, __________________________ If they have some energy, __________________ 5. What’s Jane going to do tomorrow? She isn’t sure. If she still has a cold, _______________________ If she feels better, ____________________ 6. What’s Henry going to have for dessert this evening? He isn’t sure. If he decides to stay on his diet, _________________ If he decides to forget about his diet, _____________ How to cite Mr. Know All Summary, Essay examples

Stress Major free essay sample

Effects Stress stems from many different sources and important effects on persons who experience it. Stress and health: the silent killer Stress plays some role in 50-70% of all physical illness included some of the most serious and life-threatening ailments known to medical science: heart disease, high blood pressure, hardening of the arteries( ulcers(), and even diabetes. Immune system: the mechanism through which our bodies recognize and destroy potentially harmful substances and intruders, such as bacteria, viruses, and cancerous cells. Prolonged exposure to stress can interfere with immune system,and exposed to inescapable shocks demonstrate reduced production of lymphocytes. Disruptions in interpersonal relationships Loneliness Academic pressure Daily hassles The lack of social support A study: The effects of social stability on the immune system of monkeys Social support, such as affiliate be an important buffer against the adverse effects of chronic stress. Optimism, regular exercise, and feelings of control over stressful events (effective ways of dealing with their stresses) are associated with reduced suppression of immune system under stress. We will write a custom essay sample on Stress Major or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Stress and task performance Even relatively low low levels of Stress becomes distracting, and performance actually drops in todays complex work world. People experiencing stress may focus on the unpleasant feelings and emotions it involves, rather than on the task at hand. Prolonged or repeated exposure to mild levels of stress may exert harmful effects on health. As arousal increases, task performance may rise at first, but that at inflection point ( depend to an important extent on the complexity of the task performance ) it falls. *These effects are often most evident among people who are under reminders pressure to perform well. ?still, some people are able to rise to the occasion at times when stress in intense. Individual differences in resistance to stress: optimism and pessimism Optimist People have general expectancies for good outcomesmore stress-resistant Pessimist People have general expectancies for poor outcomes Contrasting Strategies for Coping with Stress By Optimists Problem-focused coping Making specific plans for dealing with the source of stress; implementing such plans Refraining from other activities until the Suppressing competing activities problem is solved and stress is reduced Seeking social support. Problem over with others By Pessimists Denial/ distancing. Obtaining the advice of others; talking the Ignoring the problem or source of stress; refusing to believe that it exists or is important Disengaging from the goal. Being blocked by the stresses Giving up on reaching the goal that goal that is Focusing on the expression of feelings. Letting off steam instead of working on the problem directly Men and women differ in terms of their choice of coping strategies Men Problem- focused coping Female Seeking social support from friends or to engage emotion-focused strategies

Puritanistic view on adultery in The Scarlet Letter an Example of the Topic Literature Essays by

Puritanistic view on adultery in The Scarlet Letter The psychological and moral issues of the book, written more than 150 years ago, are still relevant to contemporary society. By breaking the community's morals and standards, a woman had suffered for the rest of her life and reaped the fruits of sin in her own child. In "The Scarlet Letter" Nathaniel Hawthorne explores the realms of the sense of guilt as experienced by three principal characters - Hester Prynne, Arthur Dimmesdale, and Roger Chillingworth - living in the seventeenth-century Puritan society. The thrust of Hawthorne's classic is that isolation and morbidity are the results not of man's living in sin but of his living in a Puritan society. Need essay sample on "Puritanistic view on adultery in "The Scarlet Letter"" topic? We will write a custom essay sample specifically for you Proceed Our Customers Usually Tell EssayLab specialists: Who wants to write essay for me? Essay writer professionals recommend: Academic Papers For Sale Buy Essay Online Writing Service Best Essay Writing Service Cheap Essays Within Hours Cheap Reliable Essay Writing Service The Puritans, who were believed to use the 'pure' Bible interpretations and were known for their intolerance to theater, music, and extravagant dress, however, excluded traditional practices of the church, when they migrated from England. In the new colony, the society, religion and government turned out to be in close cooperation. The past experience of punishment and religion-based laws, which were enforced, have created a certain aura in the Puritan society and affected all spheres of Boston life. Therefore, every citizen was involved in justice system, the Church and community at one time, and his reputation was a sole foundation for the Puritan society. So, adultery, committed by married woman, became publicly known, and, as an intolerable action, this act deserved the severest punishment. Goodwives the members of the Church and ladies with good reputation have been arguing about it, while waiting for Hester Prynne. For them she was nothing but malefactress, who caused scandal in Reverend Master Dimmesdale's congregation, who brought shame upon the whole society, and she deserved death or, at least, a brand on her forehead. (Hawthorne chapter 2). In this case, both the Scripture and the statute-book supported the resolution. It was the standpoint of the Puritan society. The Puritanistic view was that Hester must either die or wear the sign, which would represent her sin and remind her and the society all she had done. The shame on the scaffold and the scarlet letter was not considered as a fair punishment for such an unacceptable crime. They excluded any idea of forgiveness and mercy; for them, adultery was a grave and unpardonable sin, a heavy burden in this life and eternity the Puritans have already predetermined her destiny. Virtue, based on dedication, prayers and inner examination, had provided peace and organization in church and government; it was the Puritan culture they molded and strictly followed. The community, Hester Prynne had lived in, had shaped her character and insights. While Hester was standing on the scaffold, surrounded by the raged crowd, subconsciously she realized that the society was involved in the crime and her life now, as it would stay involved in the future. The Puritan concepts became a part of her, and Hester's existence would now be interrelated with the sin of adultery and the beliefs and perception of the society. However, Hawthorne stresses that "morally, as well as materially, there was a coarser fibre in those wives and maidens of old English birth and breeding than in their fair descendants" (Chap. 2). The church-members have stated judgment, turning the blind eye towards the Lord's words: "If any one of you is without sin, let him be the first to throw a stone at her" (NIV John 8:7). Hawthorne parallels God's mercy, grace and forgiveness in the very beginning, telling that "the condemned criminal, as he came forth to his doom", was given a chance to enjoy "the fragrance and fragile beauty" of the rose-bush in token that the deep heart of Nature could pity and be kind to him" (Chap. 1). But, the scarlet letter "A" upon Hester's bosom separated her from normal human relations and imprisoned her in a 'self' sphere. The strict and pitiless Puritans made a prison in Hester's heart and depicted pessimistic future for human suchlike. Nevertheless, Hester in her "moral agony" found comfort in "her pride, her daring" (Bloom 34). Her inner strength was enough to stay in the community that turned its back to her, instead of looking for another place to start a new life. After imprisonment, she made her mind to redeem the sin of adultery by good deeds, kindness, generosity, credit, and alienation. Hester Prynne has proven that she was worth of social trust and normal life. Her sin gave her "sympathetic knowledge of the hidden sin in other hearts" (Chap.5), she felt the problems of others and helped needy ones; Hester really cared about the people, disregarding their attitude and gratitude. Living in isolation, she made the best she could to drive away the Puritan idea that sin permanently misrepresents the human personality. On the other hand, Dimmesdale was not as good in this situation as Hester was. Since the very start his took a position of a liar and was hiding the burden till his death. For Puritan society Arthur Dimmesdale was a minister, a brilliant preacher and sinless man. Just like the Puritan society at a whole, he was intolerant to weaknesses of other people, but loyal to his own sins. While Hester, with his own child, was standing on the scaffold, he dared to ask her to speak out the father's name. By his own words, Dimmesdale doomed himself to tortures and the burden of guilt "better were [to stand there beside thee] than to hide a guilty heart through life" (Chap.5). The scarlet token "A" on his breast left no peace and order for his heart. Neither exhausting fasts, nor physical tortures could take away the burden of guilt. Once standing on the scaffold at a night time, he felt that the whole universe was starring at him and the fear of committed sin went through his life. The eloquent Reverent Dimmesdale was a "viler companion of the vilest, the worst of sinners" (Chap.11); thus, depicting the picture of the whole Puritan society, and "the burning wrath of the Almighty" (Ibid) was upon his soul. The Dimmesdale's hypocrisy is a symbol of Puritanism, though an adulterer was regarded as the most holy man. His sermons were addressed to sinners, yet he was one of them; Puritans fled from English intolerance, but failed to apply tolerant attitude to weak and needy. His authoritative and impressive preaching shows the power of the Puritan Church; but his weak character and poor health evoke pity and compassion, rather than respect. Just like the Puritan Boston, 'the light to the world' and the 'city on the hill', which, at the same time, mixes old traditions and ideals, Arthur was afraid of the scaffold and public disgrace. Only in darkness, representation of this heart's condition, his intentions came alive to make an outcry to hypocrisy. Once again, Arthur Dimmesdale showed that Puritans consider personal good reputation as a genesis of peace and order. His success in community was gained by "his intellectual gifts, his moral perceptions, his power of experiencing and communicating emotion" (Chap.11), but it did not give him rest for his burdened soul. Though, his sin of adultery was hidden from outer world, this black secret had been destroying his heart. Hester was imprisoned by community perception of her sin; on the other hand, Dimmesdale was imprisoned by his own perception of the sense of guilt. Night confessions did not ease the pain, for the sin was not revealed to people (Bryson 87). Yet, after an astounding sermon, he publicly confessed his sin and, released from the burden of sin, died. Elizabeth Poe, in her "Teacher's Guide to "The Scarlet Letter", have listed three main characters, contrasted and portrayed feelings that come up while reading: Hester Prynne her plight can arose sympathy. Arthur Dimmesdale his hypocrisy can provoke anger. Roger Chillingworth his evil revenge can elicit disgust. (Poe, p.2). The only negative character in "The Scarlet Letter" seems to be third one Roger Chillingworth or Prynne, as he used to be. As a real husband and the only supporter of the family, he, however, refused to take the responsibility and accept his wife's unfaithfulness. He chose the way of tortures for others and himself. As a man with a strong character, he came along with an idea of loosing the family, when he watched the scene of public disgrace and rage addressed to his ex. But, as a man of honor, he craved for revenge. As soon as he identified the 'fellow-sinner', Chillingworth planed future torments he deserved. A former scholar, Roger Prynne, became a famous doctor, Roger Chillingworth; however, the bodily disease of Arthur Dimmesdale was neither cured, not eased. He wanted to drag the confession out of his wife's lover, by sufferings and tortures, as a man without compassion, strong physically, as well as mentally. The turning point of his revenge was after Dimmesdale's public confession till that moment, Chillingworth was playing games on his mind. While Hester and Dimmesdale became stronger, while suffering tortures and misunderstanding, because of the good intentions they had; Chillingworth found himself in meaningless situation after Arthur's death. An educated scholar had sacrificed everything (his "intellect had now a sufficiently plain path before it") and dedicated his life to revenge (he "was really of another character than it had previously been" (Chap.11)). Besides, Hester and Arthur were a part of the Puritan society and church, while Chillingworth stayed aside from the community life. Roger had missed his chance to live a life of his own; therefore, he had no goal to live for. In Hester's and Dimmesdale's cases, their lives were sacrificed for the good of the society; but Chillingworth's isolation and anti-social revenge had sentenced him to death. Works Cited Barker, Kenneth. "The NIV Study Bible". Zondervan Publishing House. 1984. Bloom, Harold. "The Scarlet Letter". Blooms Notes. New York: Chelsea, 1996. Bryson, Norman. "Hawthorne's Illegible Letter." Critical Interpretations. Ed. Harold Bloom.New York: Chelsea, 1984. Hawthorne, Nathaniel. "The Scarlet Letter". The Literature Network. June 28, 2007 Poe, Elizabeth. "A Teacher's Guide to the Signet Classic Edition of Nathaniel Hawthorne's "The Scarlet Letter". Penguin Group. 2004 http://us.penguingroup.com/static/pdf/teachersguides/scarletletter.pdf>

the tunnel of samos Essays

the tunnel of samos Essays the tunnel of samos Essay the tunnel of samos Essay One of the greatest engineering achievements of ancient times is a water tunnel, 1,036 meters (4,000 feet) long, excavated through a mountain on the Greek island of Samos in the sixth century B. C. It was dug through solid limestone by two separate teams advancing in a straight line from both ends, using only picks, hammers, and chisels. This was a prodigious feat of manual labor. The intellectual feat of determining the direction of tunneling was equally impressive. How did they do this? No one knows for sure, because no written records exist. When the tunnel was dug, the Greeks had no magnetic compass, no surveying nstruments, no topographic maps, nor even much written mathematics at their disposal. Euclids Elements, the first major compendium of ancient mathematics, was written some 200 years later. There are, however, some convincing explana-tions, the oldest of which is based on a theoretical method devised by Hero of Alexandria five centuries after the tunnel was completed. It calls for a series of right-angled traverses around the mountain beginning at one entrance of the proposed tunnel and ending at the other, main-taining a constant elevation, as suggested by the diagram below left. By measuring the net istance traveled in each of two perpendicular directions, the lengths of two legs of a right triangle are determined, and the hypotenuse of the triangle is the proposed line of the tunnel. By laying out smaller similar right triangles at each entrance, markers can be used by each crew to determine the direction for tunneling. Later in this article I will apply Heros method to the terrain on Samos. Heros plan was widely accepted for nearly 2,000 years as the method used on Samos until two British historians of science visited the site in 1958, saw that the terrain would have made this method unfeasible, and suggested an alternative f their own. In 1993, I visited Samos myself to investigate the pros and cons of these two methods for a Project MATHEMATICS! ideo program, and realized that the engineering problem actually to be determined at the same elevation above sea level; and second, the direction for tunneling between these points must be established. I will describe possible solutions for each part; but first, some historical background. Samos, Just off the coast of Turkey in the Aegean Sea, is the eighth largest Greek island, with an area of less than 200 square miles. Separated from Asia Minor by the narrow Strait f Mycale, it is a colorful island with lush vegeta-tion, beautiful bays and beaches, an d an abun-dance of good spring water. Samos flourished in the sixth century B. C. during the reign of the tyrant Polycrates (570-522 B. C. ), whose court attracted poets, artists, musicians, philosophers, and mathematicians from all over the Greek world. His capital city, also named Samos, was situated on the slopes of a mountain, later called Mount Castro, dominating a natural harbor and the narrow strip of sea between Samos and Asia Minor. The historian Herodotus, who lived in Samos in 457 B. C. , described it as the most famous city of its time.

POSNER TERMS 2 Essay Example | Topics and Well Written Essays - 3750 words

POSNER TERMS 2 - Essay Example For example, such teachings reduce the element of disruptive behaviors in students. Moreover, societal goals also help in creating a peaceful environment in schools by teaching students the way to become a productive part of society. My personal experience of studying social elements in curriculum has had a very dynamic influence on my overall personality. For example, they helped me live in society in a constructive manner. Similarly, they helped me learn the norms and values of living in a society. 2. Administrative Goal Administrative goals refer to the concept of maintaining and improving the administrative approach of organizations. These goals include compensation and management of teachers, implementation of employee safety programs, scheduling of buses, maintenance of buildings, ensuring maximum student and teacher attendance, and all such matters. The role of administrative goals in education is also very positive as they make students aware of the importance of managing thi ngs properly. Of course, students have to become administrators and leaders at homes and at work at some time in future, so they should have some knowledge regarding management of tasks in an effective manner. My personal experience regarding study of administrative goals in education is also very good. ... talk about the cognitive domain with regard to Bloom’s Taxonomy, we can say that it is an important element of success for a student because it directly deals with the writing objectives. It helps students gain knowledge and apply it in different circumstances of life. It also helps students in analyzing things from different perspectives, as well as in evaluating decisions based on surrounding elements. The role of bloom’s taxonomy in education is very influential as it promotes the process of thinking in education which is a key part of writing objectives. It focuses on evaluating and analyzing things, rather than just keeping the facts in mind. My personal experience regarding applicability of bloom’s taxonomy to writing objectives is very positive. For example, I learned the way to put my thoughts on paper after complete analysis and evaluation of thoughts. 4. Cognitive Domain Cognitive domain reflects the intellectual abilities of a person. They deal with th inking, remembering, and putting practice the learned concepts based on personal judgment and knowledge. This domain includes recognition of facts, understanding of procedural patterns, and development of intellectual skills. The role of cognitive domain in education is very influential because it deals learning and applying which arte two of the most critical elements of education. This domain improves the ability of students to learn, recall, and rationalize things. My personal experience is that cognitive domain helps in achieving success in educational, as well as in personal life. This domain helps me in reasoning and justifying the value of ideas based on surrounding circumstances. Similarly, this domain also helps me in troubleshooting, as well as in recognizing realistic facts in reasoning.

Online presentation business Essay Example | Topics and Well Written Essays - 250 words

Online presentation business - Essay Example it to emphasize upon specific points during the speech, which only improved the quality of his speech further and helped convey the meaning to the audiences. In addition to that, the light music in the background gives it a perfect presentation appeal so that it does not feel like a traditional online education session. Every second of the video is important and has so much to offer to the audience that the audience cannot risk missing it. The speaker maintains a nice attitude toward the audience and a high level of professionalism in his speech while addressing the audience throughout the video. This is evident from the way he introduces the subject of the video to the audiences in the start and leads them through it to the end making every effort to convey his meaning to them in the best possible way. There is a lot that is conveyed through the visuals rather than the commentary or script that is what makes it a concise and extremely informative video. It is the example of a perfect video illustration of a topic in its

Why student athletes should be drug tested Essay

Why student athletes should be drug tested - Essay Example According to ESPN, the University of Oregon has decided to implement drug tests for its athletes on random basis right after a research conducted by ESPN proved that football teams that play at University level have forty to sixty percent of the total players who are involved in the act of abusing marijuana (ESPN, 2012). Similar kind of random and announced drug activities have been implemented by several universities. These tests have gained immense amount of criticism as these tests have failed to achieve the objective for which these tests were being conducted and have ended up being counter productive. These tests have been criticized because these tests do not reduce drug abuse, these tests can result in loss of trust and these tests are against individual’s constitutional rights. The drug tests conducted on random basis among athletes are conducted because educational institutes believe that these tests will decrease the probability of athletes using drugs and since athl etic students are popular, other students will follow their lead. The universities even believe that students will fear the tests and due to the fear that these results will be informed to parents, athletic students will not abuse drugs. Two studies conducted during 2003 reported that drug tests never reduce consumption of drugs and these tests may lead to increase in consumption.

Forensic Techniques for Wildlife Crime

Forensic Techniques for Wildlife Crime Lady Monet Buchanan Evaluate the use of current forensic and analytical techniques in the investigation and control of crimes against animals, wildlife and the environment Introduction Wildlife crime has in recent years become a major problem. Many wildlife/animals are being illegally killed, traded and smuggled every day. Illegal smuggling of animals and plants are typically smuggled for medicine, food and antiques. Wildlife trade is predominately done with items such as skin, ivory, horn, eggs, meat, and feathers (Singh et al., 2006). Examples of crimes against wildlife are poaching and illegal hunting of bears, tigers, rhino’s and elephant’s. Whilst all wildlife trade is not illegal, there are still trades such as buying and selling African elephant ivory pre-1947 (Wwf.org.uk, 2009) that are illegal and still despite the laws, are still being traded throughout the world. Items can be smuggled across many different borders and through many different trade routes (Wasser et al., 2007). The convention on international trade in endangered species of wild fauna and flora (CITES) in 1989, ban the international trade of elephant ivory (Singh et al., 2006) , however it is still a major problem today. This essay will focus on three important forensic analytical techniques; radiocarbon dating, stable isotope analysis and X-ray fluorescence analysis, which all aid in distinguishing whether ivory traded is legal or illegal and where the ivory may have come from. Case study’s using these techniques to help combat the illegal trade in elephant ivory will also be discussed and evaluated. Background about elephant ivory and analytical techniques used African elephant ivory trading was ban by CITES in 1989 (Singh et al., 2006) due to the serious threat of global elephant population (Wozney and Wilson, 2012). Although the ban has been put into place, there is still an increase with the amount of elephant ivory being traded. There are many cases where officers around the world have seized tons of ivory and with the help of analytical techniques, have been able to identify they have originated from illegal sources. In 2011 the 13th largest seizure was made involving 23 metric tons of illegal elephant ivory (Worldwildlife.org, 2015). Analytical techniques can be used to detect the type ivory and what specie it may have came from, the geographical identification of ivory and whether the ivory was obtained pre 1947 (legal) or post 1947 (illegal), for example DNA profiling, microscopic analysis, stable isotope analysis and radiocarbon dating. Analytical technique: Radiocarbon dating Aging ivory is crucial to determine its legality of trade and by measuring radioactive carbon-14, for example in ivory antiques, this can determine whether the trade of an item is legal (Uno et al., 2013). Radiocarbon dating can estimate the year the elephant died (ivory being obtained) which then determines whether this was pre or post 1947. This identifies whether the ivory was legally or illegally obtained. Carbon-14 was placed into the earth’s atmosphere between 1945 and 1980 due to a nuclear fallout (Schmied et al., 2011), this meant that there was a significant rise in the levels of carbon-14 in the atmosphere and due to this more being absorbed by plants and animals. The method of radiocarbon dating uses the ‘bomb curve’ dating graph (Smith, 2015) as a reference to the levels of carbon-14 in the atmosphere from around 1940-2000 (Schmied et al., 2011). Levels found in ivory show whether it was taken from an elephant before or after the bomb explosion. One way of using this technique is to extract carbon from a sample as carbon dioxide and add this to calcium carbonate. The release of carbon-14 from the calcium carbonate is then measured (Brunnermeier et al., 2012). Another way is to use an accelerator mass spectrometer machine and bombard the sample with cesium atoms. These atoms are used to split carbon into two lots with a ratio of carbon-14/carbon-12. The comparison of carbon-14 to carbon-12 is then measured to find the significant difference between the two carbons (Phys.org, 2015). The accelerator mass spectrometer counts the amount of carbon-14 present within the sample and figures are plotted on to the bomb curve graph (Smith, 2015). This shows the difference in carbon-14 levels in the sample to the levels in the atmosphere. Using an accelerator mass spectrometer is seen as a more improved and prà ©cised way, as small pieces of worked ivory can be tested (Phys.org, 2015). Researchers used this method to test the accuracy of radiocarbon dating. They acquired samples from an elephant which died in Kenya in 2006 and samples from an African elephant in Utah in 2008 (Phys.org, 2015). The ivory samples, presented the same amount of carbon-14 as those found in grass and plants taken in the same years. As they acquired accurate results, they went on to analyse 29 samples which resulted in minimal carbon-14 levels consistent with the atmospheric levels of carbon-14 before the nuclear bomb. They were able to assign the tusks, to have been legally taken as carbon-14 levels support this (Phys.org, 2015). The benefit of this technique is that it is a quick, simple and affordable test. One of the problems with this technique is that to gain the most accurate results, the samples most likely should be taken from the base of the tusk, as this part has the most recent carbon-14 levels present in the atmosphere just before death. To help aid in more accurate aging results, tests determining the strontium-90 levels within a sample can also be measured. Strontium-90 was also placed in the atmosphere at the time of the nuclear fall-out. Any ivory grown before 1955 would not have any signs of strontium-90 present, so along with naturally occurring levels of carbon-14 before 1955, this would give an exact determination that the ivory samples tested are in fact legal (Schmied et al., 2011). However carbon-14 dating alone in may cases is a precise enough technique (Brunnermeier et al., 2012) and can complement DNA analysis of ivory (Smith, 2015). Analytical technique: Stable isotope analysis Stable isotope analysis is the chemical elements found within chemical compounds such as food, which can determine the diet and trophic levels within a sample. This technique in relation to determining where ivory shipments have possibly come from provides a history of an elephant and what regions the ivory could possibly have come from. Nitrogen, carbon, oxygen and lead can be tested in the ivory samples to find the isotopic compositions gained from foods the elephant ate and therefore compare it to isotopic compositions found in the soils which the food (plants) grew (Aggarwal, Habicht-Mauche and Juarez, 2008). From this the region in which the elephant originated from can be distinguished. As different regions within the world have different levels of nitrogen, carbon, oxygen and lead present, the levels can be tested and compared to the levels found within samples. The ratios of stable isotopes found in ivory samples can be compared to the levels found in the soil and plants in d ifferent regions of Africa or Asia. To determine the stable isotopes present, ivory samples are powdered and treated with hydrogen peroxide and tested to insure there is an isotopic shift (Cerling, Omondi and Macharia, 2007). The instrument used to measure stable isotope analysis is mass spectrometry. This measure’s the levels within the ivory sample and can be compared to the levels found in the soil and food samples from specific regions (Aggarwal, Habicht-Mauche and Juarez, 2008). Results produced can be plotted on graphs showing the different levels of isotopes taken from samples and soils and the different variations of ratios of each isotope. Also maps of different regions for example Ethiopia can show which isotope levels are higher than others in another region such as Zimbabwe. In a case in Kenya, elephant tusks were analysed from different regions in Kenya and central Africa, the carbon-12 and carbon-13 along with the oxygen-16 and oxygen-18, ratios were compared to results found in ivory samples confiscated by Kenyan customs. To help track down the poachers, they wanted to find out whether the ivory samples where obtained locally or from somewhere else in Africa or Asia (Cerling, Omondi and Macharia, 2007). From using stable isotope analysis they was able to distinguish where these confiscated pieces may have possibly come from. Comparing the carbon and oxygen levels found with sample soils taken from Kenya and central Africa, five of the carvings were found to have indistinguishable carbon and oxygen results to central Africa, whilst two carvings were very similar to the Kenyan forest (Cerling, Omondi and Macharia, 2007). In this analysis the limited number of samples from central Africa meant that the results taken from the carvings could not give a prà ƒ ©cised location. Stable isotope analysis found accurate levels of carbon and oxygen consistent with two carvings from the forest mountain elephant bred in Kenya and so was able to link this ivory shipment back to Kenya. Although in studies dating back to 1990, found stable isotope analysis useful as nitrogen and strontium helped scientists in connecting confiscated ivory to three parks in south Africa, there is a belief that this technique still has a number of problems associated with it. One of the problems associated with stable isotope analysis is that this technique uses instrumentation that is very expensive to buy and run and the chemical separation techniques can be time consuming (Aggarwal, Habicht-Mauche and Juarez, 2008). Although this technique can track regions of where samples may originate from, if there is an unsufficient amount of data from previous studies of different regions, samples have nothing to be compared to. The strontium isotope itself has had success in helping in investigations of smuggled ivory, but the cost and time that is required to prepare samples, may slow down the commercial application of using this technique in years to come in the forensic industry (Aggarwal, Habicht-Mauche and Juarez, 2008). Analytical technique: X-ray fluorescence analysis X-ray fluorescence analysis is a technique which reveals the chemical elements present within a sample (Singh et al., 2006). This technique can provide preliminary data to the analytical techniques mentioned above. X-ray fluorescence can distinguish ivory from a range of elephant populations in various regions of Africa and Asia (Kautenburger, Wannemacher and Mà ¼ller, 2004). To undergo this analysis, samples of ivory are polished and dried overnight and a small section of the sample is used for direct analysis (Kautenburger, Wannemacher and Mà ¼ller, 2004). The instrument used for analysis is an X-ray spectrometer. When the sample is dried and examined, intensity peaks are given in a spectrum which shows various elements present and at what concentrations they appear at (Singh et al., 2006). The different elements and their concentrations shown in the spectra for example are iron (Fe), silicon (Si), sulphur (S), strontium (Sr) and hafnium (Hf) (Singh et al., 2006). Different samples will present different peaks of elements and different concentrations which can be use to distinguish between different breeds of elephants in different regions such as Africa and Asia. In a study done by researchers to characterize elephant ivory between regions of Africa and Asia, results found elements of Sr and Hf to have longer intensity peaks and therefore higher concentrations in African ivory than in Asian ivory (Singh et al., 2006). Another study carried out was able differentiate the ivory samples of two different elephant species within African, by the intensity peaks of elements such as Sr, Fe, Si and S and comparing them against reference samples taken from the same specie (Kautenburger, Wannemacher and Mà ¼ller, 2004). One of the main benefits of this technique is that it is a quick and cheap, non destructive technique that can be used for both quantitative and qualitative analysis (Kautenburger, Wannemacher and Mà ¼ller, 2004). Given that the studies above both were able to conclude with positives outcomes, this technique however does have limitations. One of the problems of this technique is that there can be marginable differences/similarities in intensity element peaks, which can make characterizing ivory from different regions or different species quite challenging (Singh et al., 2006). Another problem is with large numbers of ivory samples, validity of results may not always be achieved (Kautenburger, Wannemacher and Mà ¼ller, 2004). On the other hand this technique is used as preliminary data and such analytical techniques like DNA and radiocarbon dating can help support findings. Conclusion From examining three various analytical techniques used in the illegal trade of elephant ivory, it is possible to say that these techniques along with other analytical techniques such as DNA can aid in finding the year ivory was obtained and therefore assign whether samples being traded are legal (antique) or illegal (modern). Although radiocarbon dating is one of the most recent techniques, out of the three, it has become one the most successful techniques as it can pin point the exact year ivory was obtained from an accurate reading of carbon-14 in a sample and comparing it to the bomb curve data. Although it has a short half-life, hopefully in the future another test will be discovered. Unlike X-ray fluorescence which needs confirmatory tests such as DNA and radiocarbon dating for results to coincide with, stable isotopes with more research can lead to more precise and accurate results. Nevertheless all techniques have and will be continually used in the forensic industry. References Aggarwal, J., Habicht-Mauche, J. and Juarez, C. (2008). Application of heavy stable isotopes  in forensic isotope geochemistry: A review.Applied Geochemistry, 23(9), pp.2658-2666. Brunnermeier, M., Schmied, S., Mà ¼ller-Boge, M. and Schupfner, R. (2012). Dating of ivory from 20th century by determination of 14C by the direct absorption method.Applied Radiation and Isotopes, 70(8), pp.1595-1602. Cerling, T., Omondi, P. and Macharia, A. (2007). Diets of Kenyan elephants from stable isotopes and the origin of confiscated ivory in Kenya.African Journal of Ecology, 45(4), pp.614-623. Kautenburger, R., Wannemacher, J. and Mà ¼ller, P. (2004). Multi element analysis by X-ray fluorescence: A powerful tool of ivory identification from various origins.Journal of Radioanalytical and Nuclear Chemistry, 260(2), pp.399-404. Phys.org, (2015).Age and legality of ivory revealed by carbon-14 dating can fight poachers. [online] Available at: http://phys.org/news/2013-07-age-legality-ivory-revealed-carbon-.html [Accessed 7 Jan. 2015]. Schmied, S., Brunnermeier, M., Schupfner, R. and Wolfbeis, O. (2011). Age assessment of ivory by analysis of 14C and 90Sr to determine whether there is an antique on hand.Forensic Science International, 207(1-3), pp.e1-e4. Singh, R., Goyal, S., Khanna, P., Mukherjee, P. and Sukumar, R. (2006). Using morphometric and analytical techniques to characterize elephant ivory.Forensic Science International, 162(1-3), pp.144-151. Smith, R. (2015).Cold War Radioactivity Can Date Illegal Elephant Ivory. [online] National Geographic. Available at: http://news.nationalgeographic.com/news/2013/06/130701-elephants-ivory-poaching-trade-science-animals/ [Accessed 7 Jan. 2015]. Uno, K., Quade, J., Fisher, D., Wittemyer, G., Douglas-Hamilton, I., Andanje, S., Omondi, P., Litoroh, M. and Cerling, T. (2013). Bomb-curve radiocarbon measurement of recent biologic tissues and applications to wildlife forensics and stable isotope (paleo)ecology.Proceedings of the National Academy of Sciences, 110(29), pp.11736-11741. Wasser, S., Mailand, C., Booth, R., Mutayoba, B., Kisamo, E., Clark, B. and Stephens, M. (2007). Using DNA to track the origin of the largest ivory seizure since the 1989 trade ban.Proceedings of the National Academy of Sciences, 104(10), pp.4228-4233. Worldwildlife.org, (2015).Illegal Wildlife Trade | Threats | WWF. [online] Available at: http://www.worldwildlife.org/threats/illegal-wildlife-trade [Accessed 7 Jan. 2015]. Wozney, K. and Wilson, P. (2012). Real-time PCR detection and quantification of elephantid DNA: Species identification for highly processed samples associated with the ivory trade.Forensic Science International, 219(1-3), pp.106-112. Wwf.org.uk, (2009).Forensics help fight ivory fraudsters. [online] Available at: http://www.wwf.org.uk/wwf_articles.cfm?unewsid=3159 [Accessed 7 Jan. 2015].

Use of Frameworks in Skills-Based Learning :: Graduate College Admissions Essays

Use of Frameworks in Skills-Based Learning    During the 1990s, many science programs across the country replaced concepts-based learning with skills-based learning. Many teachers, however, have experienced difficulties in making the transition. Moreover, they have noted that some students do not seem to benefit from the skills-based learning. One reason for this is that in many skills-based courses, students are not given a conceptual framework in which they can situate the skills that the course emphasizes. Instead, many instructors are simply asking their students to practice the skills, without giving them the conceptual structures that give those skills meaning. In my experience, no matter how much students practice whatever skills, few are able to develop a clear conceptual matrix for those skills without significant guidance from the instructor. A direct approach to this problem means that the instructor first provides students with the scaffolding of concepts for each skill. In this essay, I describe an exercise that can be used to develop a framework for students to evaluate what they observe in their laboratory exercises.    During a course, I dedicate portions of several class meetings to the development of a conceptual framework for evaluating explanations of observations. A week in advance of each session, I distribute two questions that we will discuss in class the following week. In the next class meeting I divide students into small groups and brainstorm answers for about fifteen minutes. For the next ten minutes, I moderate as each group shares their ideas with the entire class and I record the consensus position derived from the views the groups have presented. As soon as is practical, I distribute a statement of this consensus position. In this way, in the minds of the students, the work of the session is extended over two or three weeks even though the session itself lasts for only part of a class meeting.    In each session, I pose two questions for discussion that address either one key issue that helps the students work towards the larger goal of creating a conceptual framework for explanation of observations. I don't reveal the goal to the students before they brainstorm because focusing on the goal itself may short-circuit their thinking in the crucial early stages of the process. The goals are arranged so that each session's work builds on the work of the previous session.    Goal of the first session: identify different types of explanation.

Ajinomoto Co. Inc. essay

Ajinomoto Ajinomoto Co. Inc. is a Japanese food and chemical corporation which produces seasonings, cooking oils, TV dinners, sweeteners, amino acids and pharmaceuticals. In particular it is the world's largest producer of aspartame, with a 40% global market share. When Professor Kikunae Ikeda from the University of Tokyo isolated glutamate from the seaweed and discovered its flavour enhancing properties in 1908. The next year, his discovery was introduced to the market in the form of the flavour enhancer AJI-NO-MOTO.The literal translation of Aji no Moto is â€Å"Essence of Taste,† used as a trademark for the company’s original monosodium glutamate (MSG) product. Thanks to the company's eminent status, its brand has found its way even to notable Asian language dictionaries as a half-synonym for MSG. Ajinomoto (Malaysia) Berhad started its business operations in 1961 as AJI-NO-MOTO ® monosodium glutamate producer. It is also one of the very first Japanese joint-ventur e companies to be set up in this country.Ajinomoto (Malaysia) Berhad has since grown into a dynamic food seasoning manufacturer marketing diverse brand name that is trusted by Malaysian for decades. Our AJI-NO-MOTO ® food seasoning is an indispensable item in almost every Malaysian home. Ajinomoto Group Philosophy We create better lives globally by contributing to significant advances in Food and Health and by working for Life. Ajinomoto Group Way Create New Value Create value with new ideas and continuous innovation based on unique technologies and science. Product value creation bolstered by technology, new dietary proposals) Pioneer Spirit Continue to constantly take on the challenge of creating new businesses and markets. (Adapt to regional culture and market conditions in creating markets) Social Contribution Accommodate social requirements with humility and honesty, with the objective of maximizing value for society through business activities. (Resolve social issues) (Impro ve the global environment) (Security and safety) (Trustworthy production) (Fair, impartial, transparent and simple) Value PeopleRespect the humanity of all the people involved in the Ajinomoto Group's businesses, and be an organisation in which they can grow and display their abilities to the fullest extent. (Provide a workplace where people can flourish) (Career development, support and follow-up) (Fair performance evaluation) (Teamwork) Ajinomoto Group Vision We aim to be â€Å"a group of companies that contributes to human health globally† by continually creating unique value to benefit customers. 1. To become a global group of food companies centered on the world's No. seasoning business. 2. To become a global group of amino science companies that contributes to humankind with the world's No. 1 amino acid technology. 3. To become a group of health-promoting companies with a scientific approach to good taste and health. Ajinomoto(M) Berhad Segment Analysis Ajinomoto (M) Be rhad (Ajinomoto) is a food and chemical corporation that engaged in manufacturing and selling monosodium and other related products. The company is divided into two major segments that publicly report financial reports.The Umami segment (Umami) comprises of products that are derived from the fermentation process such as Monosodium Glutamate (MSG) and related products. The Umami segment accounted for 70. 0% of 2011 sales, making it the largest Ajinomoto's operating segments. The Food and Seasoning segment (FSS) consists of products derived from the extraction and mixing process such as Industrial Seasonings, Tumix and related seasonings. This segment accounted for 29. 82% of Ajinomoto's sales in 2011. Others segment (Others) products sold by the company comprises of trading goods such as industrial sweetener, feed-use amino acid and frozen foods.The segment accounted for 0. 18% of Ajinomoto's sales in 2011. Condensed Statement og Financial Performance 2007-2011 | |2011 |2010 |2009 |2 008 |2007 | |Sales |316,165,220 |284,616,880 |243,838,799 |215,462,459 |190,628,976 | |Net Earning |25,870,244 |23,939,091 |19,072,212 |31,984,464 |18,670,013 |Total Ajinomoto sales increases over the last past years however its profitability has varied. Sales peaked at over RM316 millions in 2011 and has the lowest sales in 2007 at over RM 190 millions. Ajinomoto has yet incurred profit loss over the last five years. Ajinomoto's stock price has been steadily increases from RM1. 95 in 2007 to RM 4. 00 in 2011. Despite the varied profit earning and steadily increases of sales, Ajinomoto has continued to increase gradually from RM0. 79 in 2007 to RM 0. 15 in 2011.This is a clear indication of the importance that Ajinomoto attaches to the informal content associated with dividends: with the increase of sales, dividends will continue to increase. Industrial Analysis Bloomberg and Reuters have classified Ajinomoto as food processing industry sector. This paper will discuss in details Aji nomoto's financial stability compared with other companies in the food processing industry. The Malaysia Food Processing Industry The food industry in Malaysia is as wide as the multi-cultures of Malaysia, with wide range of processed foods with Asian taste.The industry is primarily Malaysian-owned, and estimated the present global retail sales in food products are worth around US$3. 5 trillion. It is expected to grow at annual rate of 4. 8 per cent to US$6. 4 trillion in 2020. The industry has more than 9000 processing factories of which 95% are classified as small-scale. Food processing companies are normally perceived as agro-based industries which have a strong backward linkage. However, in Malaysia, this is not the case as it is estimated that over 70% of raw materials used in the processed food are imported.Therefore, Malaysia is a net importer for food products. Value for imported food increase from RM17. 9 billion in 2005 to RM30. 2 billion in 2010, about RM82 million a day. The increase in 2010 was credited to Malaysia's climate, various economic factors, and higher standard of living. Financial Ratio Analysis Financial ratios for Ajinomoto for food industry are provided as below. The firm in food processing industry subset represent 16% of the total food industry sales of RM1. 972 billion in 2011.    |2011 |2010 |2009 |2008 |2007 | | |Ajinomoto |Food Industry |Ajinomoto | | | | |Amount |Percentages changes | |Other items of income |2,321,549 |4,066,021 |(1,744,472) |-42. % | | | | | | | |Items of expenses | | | | | |Changes in inventories of finished goods, |409,346 |788,248 |(378,902) |-48. % | |work in progress and goods-in-transit | | | | | |Raw materials and packaging consumed |(188,077,870) |(162,076,389) |(26,001,481) |16. 0% | |Finished goods purchased |(7,780,993) |(10,951,068) |3,170,075 |-28. 9% | |Employee benefits expense |(33,496,637) |(31,147,630) |(2,349,007) |7. % | |Depreciation and amortisation |(12,753,094) |(11,627,019) |(1,126, 075) |9. 7% | |Reversal/(impairment) of assets |3,204 |(20,360) |23,564 |-115. 7% | |Other operating expenses |(44,848,503) |(42,772,605) |(2,075,898) |4. % | |Profit before tax |31,942,222 |30,876,078 |1,066,144 |3. 5% | |Income tax expense |(6,071,978) |(6,936,987) |865,009 |-12. 5% | |Profit net of tax, represents total |25,870,244 |23,939,091 |1,931,153 |8. % | |comprehensive income for the financial | | | | | |year | | | | | |Earnings per share attributable to equity | | | | | |holders of the Company (sen) | | | | | |Basic |42. |39. 4 |3. 2 |8. 1% | |Net dividend per share (sen) |15. 75 |15. 00 |0. 75 |5. 0% | Income Statement – 2010 |Income Statement |2010 |2009 |Increase or Decrease During 2010 | | | | |Amount |Percentages changes | |Revenue |284,616,880 |243,838,799 |40,778,081 |16. % | |Other items of income |4,066,021 |4,387,766 |(321,745) |-7. 3% | | | | | | | |Items of expenses | | | | | |Changes in inventories of finished goods, |788,248 |9,219,317 |(8,431,069) | -91. % | |work in progress and goods-in-transit | | | | | |Raw materials and packaging consumed |(162,076,389) |(155,094,975) |(6,981,414) |4. 5% | |Finished goods purchased |(10,951,068) |(8,061,329) |(2,889,739) |35. 8% | |Staff costs |(31,147,630) |(29,049,802) |(2,097,828) |7. % | |Depreciation and amortisation |(11,627,019) |(9,534,228) |(2,092,791) |22. 0% | |Impairment of assets |(20,360) |399,605 |(419,965) |-105. 1% | |Other operating expenses |(42,772,605) |(30,427,115) |(12,345,490) |40. 6% | |Profit before tax |30,876,078 |25,678,038 |5,198,040 |20. % | |Income tax expense |(6,936,987) |(6,605,826) |(331,161) |5. 0% | |Profit for the year |23,939,091 |19,072,212 |4,866,879 |25. 5% | |Earnings per share attributable to equity | | | | | |holders of the Company (sen) | | | | | |Basic |39. |31. 4 |8. 0 |25. 5% | |Net dividend per share (sen) |15. 00 |12. 92 |2. 08 |16. 1% | Income Statement – 2009 |Income Statement |2009 |2008 |Increase or Decrease During 2009 | | | | |Amount |Percentages changes | |Revenue |243,838,799 |215,462,459 |28,376,340 |13. % | |Other items of income |4,387,766 |17,205,836 |(12,818,070) |-74. 5% | | | | | | | |Items of expenses | | | | | |Changes in inventories of finished goods, |9,219,317 |(321,473) |9,540,790 |-2967. % | |work in progress and goods-in-transit | | | | | |Raw materials and packaging consumed |(155,094,975) |(114,201,038) |(40,893,937) |35. 8% | |Finished goods purchased |(8,061,329) |(5,025,774) |(3,035,555) |60. 4% | |Staff costs |(29,049,802) |(27,117,151) |(1,932,651) |7. % | |Depreciation and amortisation |(9,534,228) |(8,740,933) |(793,295) |9. 1% | |Impairment of assets |399,605 |164,220 |235,385 |143. 3% | |Other operating expenses |(30,427,115) |(37,045,175) |6,618,060 |-17. 9% | |Profit before tax |25,678,038 |40,380,971 |(14,702,933) |-36. % | |Income tax expense |(6,605,826) |(8,396,507) |1,790,681 |-21. 3% | |Profit for the year |19,072,212 |31,984,464 |(12,912,252) |-40. 4% | |Earnings per share attributable to equity | | | | | |holders of the Company (sen) | | | | | |Basic |31. 2 |34. |(3. 2) |-9. 3% | |Net dividend per share (sen) |12. 92 |8. 92 |4. 00 |44. 8% | Income Statement – 2008 |Income Statement |2008 |2007 |Increase or Decrease During 2008 | | | | |Amount |Percentages changes | |Revenue |215,462,459 |190,628,976 |24,833,483 |13. % | |Other items of income |17,205,836 |8,044,056 |9,161,780 |113. 9% | | | | | | | |Items of expenses | | | | | |Changes in inventories of finished goods, |(321,473) |(448,494) |127,021 |-28. % | |work in progress and goods-in-transit | | | | | |Raw materials and packaging consumed |(114,201,038) |(103,743,602) |(10,457,436) |10. 1% | |Finished goods purchased |(5,025,774) |(4,871,823) |(153,951) |3. 2% | |Staff costs |(27,117,151) |(25,633,738) |(1,483,413) |5. % | |Depreciation and amortisation |(8,740,933) |(8,661,427) |(79,506) |0. 9% | |Impairment of assets |164,220 |(850,543) |1,014,763 |-119. 3% | |Other operating ex penses |(37,045,175) |(33,433,642) |(3,611,533) |10. 8% | |Profit before tax |40,380,971 |21,029,763 |19,351,208 |92. % | |Income tax expense |(8,396,507) |(2,359,750) |(6,036,757) |255. 8% | |Profit for the year |31,984,464 |18,670,013 |13,314,451 |71. 3% | |Earnings per share attributable to equity | | | | | |holders of the Company (sen) | | | | | |Basic |34. 4 |24. |9. 7 |39. 3% | |Net dividend per share (sen) |8. 92 |7. 90 |1. 02 |12. 9% | Income Statement – 2007 |Income Statement |2007 |2006 |Increase or Decrease During 2007 | | | | |Amount |Percentages changes | |Revenue |190,628,976 |170,592,741 |20,036,235 |10. % | |Other items of income |8,044,056 |1,852,434 |6,191,622 |77. 0% | | | | | | | |Items of expenses | | | | | |Changes in inventories of finished goods, |(448,494) |(2,525,867) |2,077,373 |-463. % | |work in progress and goods-in-transit | | | | | |Raw materials and packaging consumed |(103,743,602) |(90,491,939) |(13,251,663) |12. 8% | |Finished goods purchas ed |(4,871,823) |(5,084,454) |212,631 |-4. 4% | |Staff costs |(25,633,738) |(24,107,966) |(1,525,772) |6. % | |Depreciation and amortisation |(8,661,427) |(10,148,276) |1,486,849 |-17. 2% | |Impairment of assets |(850,543) |(1,145,779) |295,236 |-34. 7% | |Other operating expenses |(33,433,642) |(32,090,000) |(1,343,642) |4. % | |Profit before tax |21,029,763 |6,850,803 |14,178,960 |67. 4% | |Income tax expense |(2,359,750) |(841,246) |(1,518,504) |64. 4% | |Profit for the year |18,670,013 |6,009,557 |12,660,456 |67. % | |Earnings per share attributable to equity | | | | | |holders of the Company (sen) | | | | | |Basic |24. 7 |10. 4 |14. 3 |57. 9% | |Net dividend per share (sen) |7. 90 |7. 90 |0 |0% | Balance Sheet – 2011 Balance Sheet |2011 |2010 |Increase or Decrease During 2011 | | | | |Amount |Percentages changes | |Assets | | | | | |Non-Current Assets | | | | | |Property, plant and equipment |104,358,059 |102,765,733 |1,592,326 |1. % | |Prepaid land lease payments |0 |0 |0 |0. 0% | |Investment in associate |0 |0 |0 |0. 0% | |Other receivables |843,561 |1,061,831 |(218,270) |-20. % | |Investment securities |672,685 |798,813 |(126,128) |-15. 8% | |Other investments |281,000 |281,000 |0 |0. 0% | | |106,155,305 |104,907,377 |1,247,928 |1. % | | | | | | | |Current Assets | | | | | |Inventories |62,802,628 |52,255,273 |10,547,355 |20. 2% | |Trade and other receivables |32,410,933 |26,068,630 |6,342,303 |24. % | |Derivatives |36,263 |0 |36,263 | | |Cash and cash equivalents |68,767,151 |56,354,967 |12,412,184 |22. 0% | | |164,016,975 |134,678,870 |29,338,105 |21. 8% | |Total assets |270,172,280 |239,586,247 |30,586,033 |12. % | | | | | | | |Equity and liabilities | | | | | |Current liabilities | | | | | |Retirement benefit obligations |345,271 |466,710 |(121,439) |-26. % | |Trade and other payables |38,238,679 |24,617,997 |13,620,682 |55. 3% | |Derivatives |2,397 |0 |2,397 | | |Current tax payable |1,589,523 |151,171 |1,438,352 |951. % | | |40,175,870 |25 ,235,878 |14,939,992 |59. 2% | | | | | | | |Non-current liabilities | | | | | |Retirement benefit obligations |5,756,631 |5,295,024 |461,607 |8. % | |Deferred tax liabilities |4,051,039 |4,939,037 |(887,998) |-18. 0% | | |9,807,670 |10,234,061 |(426,391) |-4. 2% | |Total liabilities |49,983,540 |35,469,939 |14,513,601 |40. 9% | |Net assets |220,188,740 |204,116,308 |16,072,432 |7. % | | | | | | | |Equity attributable to equity holders of the | | | | | |company | | | | | |Share capital |60,798,534 |60,798,534 |0 |0. % | |Share premium |4,303,700 |4,303,700 |0 |0. 0% | |Retained earnings |148,553,371 |132,359,068 |16,194,303 |12. 2% | |Other reserves |6,533,135 |6,655,006 |(121,871) |-1. 8% | |Total equity |220,188,740 |204,116,308 |16,072,432 |7. % | |Total equity and liabilities |270,172,280 |239,586,247 |30,586,033 |12. 8% | Balance Sheet – 2010 |Balance Sheet |2010 |2009 |Increase or Decrease During 2010 | | | | |Amount |Percentages changes | |Assets |   |   |   |   | |Non-Current Assets |    |   |   | |Property, plant and equipment |62,661,795 |60,798,913 |1,862,882 |3. 1% | |Prepaid land lease payments |40,103,938 |39,510,974 |592,964 |1. 5% | |Investment in associates |0 |1,348,751 |(1,348,751) |-100. 0% | |Other investments |1,079,813 |1,123,377 |(43,564) |-3. % | |   |103,845,546 |102,782,015 |1,063,531 |1. 0% | |   |   |   |   |   | |Current Assets |   |   |   |   | |Inventories |52,255,273 |46,356,553 |5,898,720 |12. % | |Trade and other receivables |27,130,461 |30,099,502 |(2,969,041) |-9. 9% | |Cash and cash equivalents |56,354,967 |43,221,990 |13,132,977 |30. 4% | |   |135,740,701 |119,678,045 |16,062,656 |13. 4% | |Total assets |239,586,247 |222,460,060 |17,126,187 |7. % | |   |   |   |   |   | |Equity and liabilities |   |   |   |   | |Current liabilities |   |   |   |   | |Retirement benefit obligations |466,710 |320,578 |146,132 |45. % | |Trade and other payables |24,617,997 |22,857,239 |1,760,758 |7. 7% | |Current tax payable |151,171 |445,670 |(294,499) |-66. 1% | |   |25,235,878 |23,623,487 |1,612,391 |6. % | | |   |   |   |   | |Non-current liabilities |   |   |   |   | |Retirement benefit obligations |5,295,024 |5,052,251 |242,773 |4. % | |Deferred tax liabilities |4,939,037 |4,487,325 |451,712 |10. 1% | |   |10,234,061 |9,539,576 |694,485 |7. 3% | |Total liabilities |35,469,939 |33,163,063 |2,306,876 |7. % | |   |   |   |   |   | |Equity attributable to equity holders of the |   |   |   |   | |company | | | | | |Share capital |60,798,534 |60,798,534 |0 |0. % | |Share premium |4,303,700 |4,303,700 |0 |0. 0% | |Reserves |139,014,074 |124,194,763 |14,819,311 |11. 9% | |Total equity |204,116,308 |189,296,997 |14,819,311 |7. 8% | |Total equity and liabilities |239,586,247 |222,460,060 |17,126,187 |7. 7% | Balance Sheet – 2009 Balance Sheet |2009 |2008 |Increase or Decrease During 2009 | | | | |Amount |Perce ntages changes | |Assets |   |   |   |   | |Non-Current Assets |   |   |   |   | |Property, plant and equipment |60,798,913 47,657,260 |13,141,653 |27. 6% | |Prepaid land lease payments |39,510,974 |40,207,748 |(696,774) |-1. 7% | |Investment in associates |1,348,751 |1,348,751 |0 |0. 0% | |Other investments |1,123,377 |1,252,063 |(128,686) |-10. % | |   |102,782,015 |90,465,822 |12,316,193 |13. 6% | |   |   |   |   |   | |Current Assets |   |   |   |   | |Inventories |46,356,553 |32,383,255 |13,973,298 |43. % | |Trade and other receivables |30,099,502 |27,863,680 |2,235,822 |8. 0% | |Cash and cash equivalents |43,221,990 |66,193,647 |(22,971,657) |-34. 7% | |   |119,678,045 |126,440,582 |(6,762,537) |-5. 3% | |Total assets |222,460,060 |216,906,404 |5,553,656 |2. % | |   |   |   |   |   | |Equity and liabilities |   |   |   |   | |Current liabilities |   |   |   |   | |Retirement benefit obligations |320,578 |296, 972 |23,606 |7. % | |Trade and other payables |22,857,239 |28,230,809 |(5,373,570) |-19. 0% | |Current tax payable |445,670 |1,748,521 |(1,302,851) |-74. 5% | |   |23,623,487 |30,276,302 |(6,652,815) |-22. % | |   |   | |   |   | |Non-current liabilities |   |   |   |   | |Retirement benefit obligations |5,052,251 |4,461,628 |25,697 |0. % | |Deferred tax liabilities |4,487,325 |4,088,518 |5,451,058 |133. 3% | |   |9,539,576 |8,550,146 |24,612,917 |287. 9% | |Total liabilities |33,163,063 |38,826,448 |(5,663,385) |-14. % | |   |   |   |   |   | |Equity attributable to equity holders of the |   |   |   |   | |company | | | | | |Share capital |60,798,534 |60,798,534 |0 |0. % | |Share premium |4,303,700 |4,303,700 |0 |0. 0% | |Reserves |124,194,763 |112,977,722 |11,217,041 |9. 9% | |Total equity |189,296,997 |178,079,956 |11,217,041 |6. 3% | |Total equity and liabilities |222,460,060 |216,906,404 |5,553,656 |2. 6% | Balance Sheet – 2008 B alance Sheet |2008 |2007 |Increase or Decrease During 2008 | | | | |Amount |Percentages changes | |Assets |   |   |   |   | |Non-Current Assets |   |   |   |   | |Property, plant and equipment |47,657,260 |46,324,751 |1,332,509 |2. 9% | |Prepaid land lease payments |40,207,748 |23,081,794 |17,125,954 |74. 2% | |Investment in associate |1,348,751 |1,348,751 |0 |0. 0% | |Other investments |1,252,063 |1,134,441 |117,622 |10. 4% | |   |90,465,822 |71,889,737 |18,576,085 |25. % | |   |   |   |   |   | |Current Assets |   |   |   |   | |Inventories |32,383,255 |25,104,026 |7,279,229 |29. 0% | |Trade and other receivables |27,863,680 |24,590,686 |3,272,994 |13. 3% | |Cash and cash equivalents |66,193,647 |64,193,072 |2,000,575 |3. 1% | |   |126,440,582 |113,887,784 |12,552,798 |11. 0% | |Total assets |216,906,404 |185,777,521 |31,128,883 |16. % | |   |   |   |   |   | |Equity and liabilities |   |   |   |   | |Current liabilities |   |   |   |   | |Retirement benefit obligations |296,972 |711,923 |(414,951) |-58. 3% | |Trade and other payables |28,230,809 |25,619,622 |2,611,187 |10. 2% | |Current tax payable |1,748,521 |226,829 |1,521,692 |670. 9% | |   |30,276,302 |26,558,374 |3,717,928 |14. % | |   |   |   |   |   | |Non-current liabilities |   |   | |   | |Retirement benefit obligations |4,461,628 |3,822,256 |266,262 |7. 0% | |Deferred tax liabilities |4,088,518 |3,878,168 |4,671,978 |120. 5% | |   |8,550,146 |7,700,424 |31,126,024 |404. 2% | |Total liabilities |38,826,448 |34,258,798 |4,567,650 |13. % | |   |   |   |   |   | |Equity attributable to equity holders of the |   |   |   |   | |company | | | | | |Share capital |60,798,534 |60,798,534 |0 |0. 0% | |Share premium |4,303,700 |4,303,700 |0 |0. 0% | |Reserves |112,977,722 |86,416,489 |26,561,233 |30. 7% | |Total equity |178,079,956 |151,518,723 |26,561,233 |17. 5% | |Total equity and liabilities |216,906,40 4 |185,777,521 |31,128,883 |16. 8% | Balance Sheet – 2007 Balance Sheet |2007 |2006 |Increase or Decrease During 2007 | | | | |Amount |Percentages changes | |Assets |   |   |   |   | |Non-Current Assets |   |   |   |   | |Property, plant and equipment |69,406,545 |73,405,024 |(3,998,479) |-5. 4% | |Investment in associate |1,348,751 |1,678,751 |(330,000) |-19. 7% | |Other investments |1,134,441 |1,234,984 |(100,543) |-8. 1% | |   |71,889,737 |76,318,759 |(4,429,022) |-5. % | |   |   |   |   |   | |Current Assets |   |   |   |   | |Inventories |25,104,026 |29,511,903 |(4,407,877) |-14. 9% | |Trade and other receivables |24,590,686 |25,197,271 |(606,585) |-2. 4% | |Cash and cash equivalents |64,193,072 |30,450,944 |33,742,128 |110. 8% | |   |113,887,784 |85,160,118 |28,727,666 |33. 7% | |Total assets |185,777,521 |161,478,877 |24,298,644 |15. % | |   |   |   |   |   | |Equity and liabilities |   |   |   |   | |Current liab ilities |   |   |   |   | |Retirement benefit obligations |711,923 |444,305 |267,618 |60. 2% | |Trade and other payables |25,619,622 |15,548,449 |10,071,173 |64. 8% | |Current tax payable |226,829 |133,929 |92,900 |69. 4% | |   |26,558,374 |16,126,683 |10,431,691 |64. % | |   |   |   |   |   | |Non-current liabilities |   |   |   |   | |Retirement benefit obligations |3,822,256 |3,663,700 |214,468 |5. 9% | |Deferred tax liabilities |3,878,168 |4,048,857 |3,651,567 |90. 2% | |   |7,700,424 |7,712,557 |26,546,241 |344. 2% | |Total liabilities |34,258,798 |23,839,240 |10,419,558 |43. % | |   |   |   |   |   | |Equity attributable to equity holders of the |   |   |   |   | |company | | | | | |Share capital |60,798,534 |60,798,534 |0 |0. 0% | |Share premium |4,303,700 |4,303,700 |0 |0. 0% | |Reserves |86,416,489 |72,537,403 |13,879,086 |19. 1% | |Total equity |151,518,723 |137,639,637 |13,879,086 |10. 1% | |Total equity and liabilities |18 5,777,521 |161,478,877 |24,298,644 |15. % | Reference http://www. barubian. net/2012/02/rm92m-spent-on-imported-food-every-day. html http://www. scribd. com/doc/36423986/Food-Industry-Malaysia http://findarticles. com/p/articles/mi_m3723/is_6_15/ai_105043862/ http://thestar. com. my/archives/2006/8/17/IMP3/chapter19. pdf http://www. ifrj. upm. edu. my/19%20(01)%202011/(38)IFRJ-2011-122%20Yodfiatfinda. pdf http://www. mida. gov. my/env3/index. php? page=food-industries http://www. miti. gov. my/cms/content. jsp? id=com. tms. cms. section. Section_63c203a6-c0a8156f-5cff5cff-cbccc275 http://malaysia. ahk. de/fileadmin/ahk_malaysia/Bilder/Others/Market_Watch_Food_Industry_2011_ENG_. pdf

Rural Values vs. Urban Idealism essays

Rural Values vs. Urban Idealism essays The 1920s was a time of great change for the American people, WW1 had just ended and Americans were trying their best to forget the horrors of war and live up the good times. Lifestyles were changing as new inventions like the automobile gave people the freedom to travel long distances whenever they pleased while various common household appliances like the washing machine and dishwasher were saving women valuable housework time that could now be spent working in jobs or on entertainment. Residential patterns were also undergoing a massive transformation. For the first time in American History the urban population of the nation outnumbered the rural as people flocked to the cities in record numbers to find employment. The yeomen farmer was no longer idolized as the American Dream and was rapidly becoming a thing of the past as more and more Americans found themselves trading in their hoes and plows for assembly line wrenches. Factories were the new place of employment for the average man, as growing ones own food became a thing of the past. The average American family was now living off of wages, renting their residence, and buying their food from the supermarket. Appliances and cars increasingly became necessities as consumerisms begin to dominate the economy. During this period of time a distinctive rift began to manifest itself between the people of small towns and those of the big cities. The morals and values of these different places slowly, but surely begin to drift apart leading to a fair amount of conflict. To begin with, rural people generally lived in small tight knit communities where everyone knew each other. In these communities everyone generally attended the same local Christian congregation and shared the same basic values and beliefs. Rural people clung tightly to their community values and were weary of outsiders, especially those who came from what they saw as morally corrupt big citie...

Transition Metals †Properties of the Element Group

Transition Metals - Properties of the Element Group The largest group of elements is the transition metals. Here is a look at the location of these elements and their shared properties. What Is a Transition Metal? Of all the groups of elements, the transition metals can be the most confusing to identify because there are different definitions of which elements should be included. According to the IUPAC, a transition metal is any element with a partially filled d electron sub-shell. This describes groups 3 through 12 on the periodic table, although the f-block elements (lanthanides and actinides, below the main body of the periodic table) are also transition metals. The d-block elements are called transition metals, while the lanthanides and actinides are called inner transition metals. The elements are called transition metals because the English chemistry Charles Bury used the term in 1921 to describe the transition series of elements, which referred to the transition from an inner electron layer with a stable group of 8 electrons to one with 18 electrons or the transition from 18 electrons to 32. Location of the Transition Metals  on the Periodic Table The transition elements are located in groups IB to VIIIB of the periodic table. In other words, the transition metals are elements: 21 (scandium) through 29 (copper)39 (yttrium) through 47 (silver)57 (lanthanum) through 79 (gold)89 (actinium) through 112 (copernicium) - which includes the lanthanides and actinides Another way to view it is that the transition metals include the d-block elements, plus many people consider the f-block elements to be a special subset of transition metals. While aluminum, gallium, indium, tin, thallium, lead, bismuth, nihonium, flerovium, moscovium, and livermorium are metals, these basic metals have less metallic character than other metals on the periodic table and tend not to be considered as transition metals. Overview of Transition Metal Properties Because they possess the properties of metals, the transition elements are also known as the transition metals. These elements are very hard, with high melting points and boiling points. Moving from left to right across the periodic table, the five d orbitals become more filled. The d electrons are loosely bound, which contributes to the high electrical conductivity and malleability of the transition elements. The transition elements have low ionization energies. They exhibit a wide range of oxidation states or positively charged forms. The positive oxidation states allow transition elements to form many different ionic and partially ionic compounds. The formation of complexes causes the d orbitals to split into two energy sublevels, which enables many of the complexes to absorb specific frequencies of light. Thus, the complexes form characteristic colored solutions and compounds. Complexation reactions sometimes enhance the relatively low solubility of some compounds. Quick Summary of the Transition Metal  Properties Low ionization energiesPositive oxidation statesMultiple oxidation states, since there is a low energy gap between themVery hardExhibit metallic lusterHigh melting pointsHigh boiling pointsHigh electrical conductivityHigh thermal conductivityMalleableForm colored compounds, due to d-d electronic transitionsFive d orbitals become more filled, from left to right on the periodic tableTypically form paramagnetic compounds because of the unpaired d electronsTypically exhibit high catalytic activity

Government Law Essay Example | Topics and Well Written Essays - 1000 words

Government Law - Essay Example This authority has permitted the Supreme Court to review in terms of affirming or overturning rulings of lower tribunals and courts. The power of judicial review was first exercised by the Supreme Court in the case titled Marbury v. Madison in 1803 and this power is granted vide Article III, sections 1 and 2 of the Constitution (Urofsky, 2001). Main Body The process by which the Supreme Court makes reviews of cases has changed considerably over time. Currently there are a number of ways in which cases are put up before the Supreme Court. A writ of certiorari petition can be made by parties to the case that has been ruled by a US court of appeals or by writ of certiorari in regard to decisions taken by any state court following rejection of all state appeals. The appeal must imply an issue of federal, statutory or constitutional law. The Supreme Court can also make review of cases by petition for certiorari prior to judgment so that cases can be expedited that are pending before the a ppellate courts. Cases can also be put up by appeal in the context of decisions of district courts in the US that relate to redistricting of state or Congressional legislative districts (Epstein, 1995). The Constitution empowers the Congress to create bills that can become law only after they are signed by the President. The President has veto powers granted by the Constitution empowering him to keep a check on the power used by the Congress. However, such veto can be overridden if Congress musters 2/3rd majority, which proves to be a check on the authority of the President. The Supreme makes an evaluation about the constitutional validity of the law when a person is impacted directly by such law in terms of personal damage (Stuntz, 1997). Mostly, the case has to go through a trial court and subsequent appeals in lower courts before being taken up by the Supreme Court. If the Supreme Court is unable to find a basis to nullify the law, the President has to take a decision. Laws are n ot made by the Supreme Court directly but its rulings shape the law (Cox, 1987). Legislative process involves the Congress whereby it passes bills that have to be approved by the President. If the President approves a bill, he signs it into becoming law. The judicial process involves the Supreme Court in terms of reviewing the law for its constitutional validity. If the law is found unconstitutional by the Supreme Court, it can nullify the same. The President is vested with the responsibility of enforcing Supreme Court decisions. Both the Congress and the President enjoy exclusive rights in creating new laws that are reviewed by the Supreme Court. The President can make recommendations about terms and items that are to be reviewed in this regard (Beard, 2007) The different branches of the government comprise of the Executive, Legislative and Judiciary. The Executive comprises of the President and the Vice President of the country and they are elected leaders in being the First and S econd in command (Spaeth, 1979). The President has to ensure that laws passed by Congress are implemented and he/she has the power to veto and rule against laws that are passed by Congress, which he/she can do by refusing to sign the bill. The Legislative is also known as the Congress and comprises of the Senate and the House of Commons. The Congress has the power to declare war in demanding situations and to create laws for the