Physics Chapter 2 Notes

I noticed that I have not described the rule of F=ma in either the last email or this one. Where would you suggest it be described? Somehow the details of adding forces and balanced forces were missed in the last email and also it did not make perfect sense for me to note. As far as I am concerned the khan academy does not lecture it so I am not too sure in what to do about this. I am assuming finding velocity is the sole purpose of applying the law of conservation of momentum. Is this true? I also would like to note that a graph could not be drawn in some situations again due to me lacking the technology to send photos of handwritten notes.Hence there is sadly no examples of a problem for translational equilibrium and for the force-time graph in which impulse can be identified. I also have referred to explosions as divisions. Is this appropriate? Newton's First Law of Motion: A body will remain at rest or moving with constant velocity unless acted on by an unbalanced force. Example: †¢ Q: while traveling in train if one throws a ball up it lands on his palm though the train is moving. my doubt is that though the ball is detached from motion how does it manage to land on his palm though he is moving along with the train? A: he ball lands on your hand because the ball is, in reality, traveling at the same velocity as the train, you, and everything else on, or part of the train. The ball is not at rest, because assume while the train was accelerating, you were holding the ball. Since you were moving with the train, then the ball is moving at the same velocity you are, and therefore, the same speed the train is moving. Translational Equilibrium: The condition for translational equilibrium is for all the forces acting on a body to be balanced Newtons Second Law of Motion: Momentum is the product of mass and velocity (p = mv).It is measured in kg m /s and is a vector quantity. Impulse is the change in momentum when an object reacts to clashing with an external force (momentum after – momentum before) The rate of change of momentum of a body is directly proportional to the unbalanced force acting on that body and takes place in the same direction. Example: †¢ Q: There is a car with 500 KG mass and constant velocity 50 mph. As the car hits a wall what force will be applied on the wall? as the velocity is constant the acceleration would be zero and substituting in the second law F = 500 x 0 =0 †¢ A: In the first question, the acceleration is not zero.It is zero before the car hits the wall, but when it hits the wall, the car will go from a speed of 50 mph to 0 mph in a very short space of time, which is a big deceleration (acceleration in the other direction), until it's speed is zero. The wall will experience an acceleration away from the car. Hence there is a substantial force. Newtons Third Law of Motion: If body A exerts a force on body B, Body B will exert an equal and opposite force on Body A. Example: †¢ Q: I hav e a pen and I push it with an arbitrary amount of force. The pen will exert the same amount of force on me.So wouldn't the forces cancel? And wouldn't the pen not move at all? †¢ A: The forces are equal, but that does not mean this is no reaction. F=ma says that the reaction on each object (you and the pen) due to equal forces will be based on yours and the pens masses. If you and the pen are of equal mass, you and the pen will receive equal acceleration, just in the opposite directions. In space (no friction), the pen will start to move in one direction and you will start to move in the opposite direction, the speed of each based on the individuals or objects mass. The Law of Conservation of Momentum:Basically, this is just a combination of Newton's 3 laws but is useful when solving problems. For a system of isolated bodies, the total momentum is always the same. When solving problems for impulse and momentum; in a hypothetical situation (in order for this law to apply), where everything in space is isolated from the rest of the universe; momentum before and after are equal and therefore impulse is 0. Hence, pronumerals such as velocity is found by interpreting questions where different bodies may collide or where a body may divide. The area under a force (y-axis) – time (x-axis) graph is equal to the impulse.Work, Energy and Power: These are quantities which help explain what enables one body to push another. †¢ Work:  ° Work = force x distance moved in direction of the force. It is measured in newtonmetres (Nm), which is a joule (J). Work is a scalar quantity.  ° In the cases of the force being non-constant, the formula for work would only apply if the average force is used. Hence, by use of a graphical method, the area under force-distance graph is equal to the work done †¢ Energy:  ° Kinetic energy (KE) is the energy a body has due to its movement. For a body to gain this it has to have work done on it.The amount of work that i s done is equal to the increase in kinetic energy. A gain in this is expressed by the formula: mv^2/2  ° Gravitational potential energy (PE) is the energy a body has due to to its position above the Earth. A gain in this is expressed by the formula: mgh  ° loss of KE = gain in PE, gain in KE = loss in PE  ° The law of conservation of energy states that energy cannot be created or destroyed and it is only changed from one form to another.  ° KE and PE are the two most basic forms of energy. When more complicated systems are learnt, there is a whole variety of different forms of energy in which to do work.Exaples include petrol, gas, electricity, solar and nuclear.  ° Energy, collisions and division: * Elastic collisions are collisions in which both momentum and kinetic energy are conserved. * Inelastic collisions are collisions in which not all momentum and kinetic energy are conserved. Therefore, this has many outcomes. * Divisions are always inelastic because without any work and therefore increasing the KE, the segments that seperate after the division would not have any KE and would therefore not be moving. The energy to initiate a division often comes from the chemical energy contained within a body. Power:  ° Power is the work done per unit time. It is measured in J/s, which is a watt (W). Power is also a scalar quantity. †¢ Efficiency:  ° Efficiency = useful work out / work put in. It is not measured in any units and is a scalar quantity.  ° Due to the law of conservation of energy, efficiency can never be greater than 1.  ° The useful work out is found by the unbalanced force on the box.  ° The work put in is found by the work done by the pulling force. Uniform Circular Motion: When describing motion in a circle we often use quatities reffering to the angular rather than the linear quantities.Centripetal acceleration is where the change in velocity of a body is directed towards the centre of a circle in the frame of its motion b eing circular. This is expressed by the formula: a = v^2 /2 Centripetal Force is the force acting on the body towards the centre of the circle. This is expressed by F = mv^2 /r N = kg/m/s^2 F = ma. Force is mass times acceleration. Acceleration is change in velocity over time. Velocity is distance over time. So acceleration is change in distance over time over time, or distance over time squared.

Religious diversity Essay

A portion of chapter three talks about religious diversity wherein despite the domineering European immigrants taking part in Protestant belief during the time of colonization some were still generally not expressive about their faith or religion. Some people still keep their beliefs and practices private, if they have any such beliefs or affiliations to religious organizations. In contrast however, Asian countries still have people who openly and freely express their faith in and relationship with their Supernatural Being. Most of them assimilate their living values and beliefs from the teachings of religion in different kinds. From this topic, one can meet various people who express their faith in different manners. Muslims and Jewish, for example, express their faith by prohibiting themselves from eating pork. Meanwhile, some religious groups communicate their belief by following with piety and faith their Supreme Being in processions and the like. After reading the entire topic, the one thing I can comment on is the interest of every religious group to transmit values to its disciples despite its variation. Regardless of the religious teachings done by most institutions though, some families still have apparently considered school teachings in conflict with the families’ own beliefs and perspectives. Nevertheless, the scenario still shows that no matter how the religion of one is indifferent from the others, religion still remains to be something that has deeply marked everyone’s way of approaching to faith. And it is the simplicity of how things are done in expressing one’s faith that makes religion a combination of religious diversification and devotion. Religion in this way is promoted as an important asset for all even if they believe from different religions; young people and old, not just as personal interest, but as something that can be used to find peace for one’s mind and soul. These simple encounters from the article have taught me how to be freer to express my faith. More so, it has given me an impression to deal with all things in great fervor all for the love of my religion. Reference Olsen, G. , & Fuller, M. L. (2008) Home-School Relations: Working Successfully with Parents and Families, Third Edition. Merill.

Overview

On August 18, 2015, longtime Subway pitchman Jared Fogle was arrested under a child pornography investigation. Quick to respond, Subway communicated to press via public comment and Twitter on their stance. Hours after the arrest, Subway made public its separation from Fogle and its disgust and lack of knowledge of the crimes committed. Because of their quick response, while they were directly tied to Fogle, most of the negative response was placed on Fogle and not Subway. Moving forward, Subway is testing a new rebranding campaign in Australia that focuses on products, rather than a pitchman. Company History: In 1965, a 17-year-old medical school student, Fred DeLuca, opened up a submarine sandwich shop in Connecticut on a $1,000 loan from a friend. By 1982, the chain had opened up its 300th location. In 1984, the Subway sandwich chain was introduced overseas and by 1990, there were more than 5,000 locations. Today, Subway has the most sandwich restaurants in the world at 37,000 locations (3). Known for their freshly baked bread and healthy options, Subway restaurants are located in schools, malls, gas stations, airports and even zoos. In 1995, the Subway began its journey towards becoming a major supporter of motorsports. In 1996, www.subway.com was launched and was featured multiple times in the movie â€Å"Happy Gilmore† (3). In 1999, an article was written about an overweight college student who lost a large amount of weight eating nothing but Subway sandwiches Death Is The Final Stage Of An Individual Existence Death is considered a dreaded word. Death is the final stage of an individual’s existence. Death is a word that makes people uncomfortable. The word death is something no one desire to think about, prepare for or discuss. But death is inescapable, unavoidable, and inevitable all humankind will experience death as part of their destiny. Therefore, each has the responsibility of addressing the issues that maybe related to a decline in their physical and mental function status, which render them incapable of making their life decisions. This paper will address what I consider the â€Å"good life† or a life worth living and what issues that constitute a life, when I am no longer able perform the activities that make my life worth living. Finally, the things that would not make my life worth living. My life is considered a â€Å"good life† because I am capable of making decisions related to my health and general welfare. I am independent in activities of daily living. My general health is good, and I am not in constant excruciating pain. I can participate in social functions in the church and community. I possess the full capability of my five senses. I have my full faculty. My life has meaning and worth because I can read my Bible and commune with the Word of God. I am considered physically and mentally fit. My existence depends on God and myself. My life is good because I am independent in all avenues of life. Life to me is rendered not worth living when I unable to perform Marxism: 1984 by George Orwell Marxism In the Novel 1984 Throughout time, rulers and controlling governments have used the ideas of Marxism to take and maintain control over the working class. Even today ideas such as classism and commodification are used in countries such as North Korea and Syria to help governments rule over their citizens. In George Orwell’s 1984 the ideas of Marxism are used to oppress proletariats. The Party tricks the citizens of Oceania into thinking that their propaganda benefits the working class, classism is used as a means of allowing the Party and its associates more power and control than the average citizen, and people under the Party’s rule are commoditized physically and psychologically so as to not questions their totalitarian In an era where everyone is so concerned about the money, denying a defendant a reasonable amount of funding (to his public defender) for expert consultants and their testimonies could save thousands upon millions of dollars in wrongful prosecution lawsuits later. With the advent of DNA, many previously convicted men and women are being let out. Interestingly enough, DNA evidence isn 't the ONLY thing that would have exonerated them, but no one would listen. One issue I think Grisham was trying to help people see is the fact that we should not believe what we THINK, it has to be what we KNOW. What is the harm in humane treatment? Yes, criminals should be kept from the public, but since the justice system is not perfect and will make mistakes they shouldn 't be so self-righteous about their treatment of those they deem unworthy. Ron 's example was just one of many who, because they are not the smartest, most capable souls, they make stupid mistakes, their odd behaviors offend many and they are the first ones put under a microscope when something goes wrong. In light of recent events, the shooting at Sandy Hook elementary school, multiple bomb and shooting threats since then, as well as other crimes (NYC subway system) people tend to react in a negative way toward people they feel are a threat. IF they are odd or quirky, for example, I recently read that in New York, right after Sandy Hook, a local politician made the

Educational Issues Essay Example | Topics and Well Written Essays - 1250 words

Educational Issues - Essay Example The effects of bullying to the students and the entire community were also addressed in the study (Cordeiro, 2006) argues that bullying tends to lower the self esteem of the students who are always subjected under the stress of bullying. The issues facing new comers in schools especial the immigrants are suppose to be addressed through such programs that will aim to find the safest practices to address the issue. According to ISLLC standards 1 leaders are suppose to enhance the success of each and every leaner through the development ,articulation stewardship and implementation of learning vision that is accommodated and supported by all the stake holders. Hence through these standards, the principal should always aim to address the issue of bullying so as to facilitate the achievement of this vision. There many challenges and problems that any administrator may face in this state. However the problem of multiculturalism is the most outstanding problems in many schools in this state. There is need for the students and the various departments to be involved in the awareness campaigns activities so as to be able to deal with the issue cultural diversity within the school. The issue of a diverse culture has been caused by the ever increasing number of immigrants from other countries hence many staff members in this state are not happy with the issue of other communities from outside enrolling into schools around this state. Majority of those who enroll are always treated as the minority and a lot of learning resources are kept away from them. This situation creates a lot of disparity among the students in terms of performance hence the African Americans who are the minority, end up being disadvantaged. All this is attributed to by the lack of enough experience on how to work in a multi cultural environment. Another issue affecting education in this state is the fact that majority of staff members in this state are Caucasians hence this denies students from the min ority group a chance to develop their relationship with students or workers from their ethnic community. The issue of multi races in the state has caused racism in the schools hence it is important for the leaders in the education sector including the school administrators/principal to address this issue by applying the ISLLC standards no 6 diversity which advocates for the school principal to be able to understand ,be able to respond and influence relationship between students and the staff both in terms of political ,economical, legal and cultural relationship this kind of relationship should be reflected both in the class room and in the school compound and in the community. Also the principal should be able to plan and use his thinking and problem solving techniques that will enable him handle the issue of racism as stated in standards 5 of the ISLLC decision making strategies Discouraging test score is another area that has tried to evaluate the number of drop outs in schools i n relation to failing common exams like English language .in this state ,there is a big assumption that the use of F/R/L program has dropped drastically because learners fear being embarrassed because of failing exams. Hence in order to address the issue of discouraging test scores, parents and the educational community have a role to play in

Study 1 Case Example | Topics and Well Written Essays - 1000 words

1 - Case Study Example Question 1: Elements that impact on the school culture School organizations are affected by various issues, both internal and external, that ultimately shape the culture of the school. The culture of the school will eventually determine the performance of the students, staff and the general performance of the school as judged against other schools in similar category (Reiser and Dempsey, 2012). There are four main elements in the instructional leadership development model that help to shape the culture of the school (Reiser and Dempsey, 2012). Decisions regarding various aspects of the school such as resource allocation, staffing patterns, time management, course offering and use of space focus around the four main elements. The elements include the course curriculum, student to teacher ratio, authority of the teachers as well as community involvement. In developing a positive school culture, it is important for school heads to focus on a model that the four main elements of collabor ation, continuous improvement, high expectations and learner centeredness. In order to create a positive culture for the new school I will be heading, I will Endeavour to put in practice the key elements of instructional leadership development model. ... I will promote a collaborative approach to learning. Team work is essential in achieving the objectives of the school as a whole. Finally, I will develop a school culture that is based on continuous improvement, with continuous planning, monitoring, evaluation and assessment of the progress made after specific periods of time. Question 2: Students’ performance review A critical analysis of the students performance from the data gathered indicates that there is a lot need to improve the performance. The school is currently in unacceptable academic standards but there is still room for improvement. The data shows that students with a white ethnic background perform better than those from the other races in all subjects. The other students need to work much harder so as to help the school improve its academic status in the district and the state. As the new head of the school, I will make it my mission to improve the academic performance of the entire school and for every student in the various subjects. Based on the continuous improvement process model, the main goal and objective I will set to improve the performance is to encourage a more interactive and student centered learning process (Reiser and Dempsey, 2012). In achieving this objective, I will encourage teachers to move from a learning process focused on skill and drill exercises and adopt a more interactive student centered learning process that will require more involvement of the students in terms of complex thinking. The learning process will involve teachers giving stimulus to students so as to encourage them to gain attention throughout the lesson. Learners will also be shown the objectives and expectations of the

Personal ethos statment Essay Example | Topics and Well Written Essays - 250 words

Personal ethos statment - Essay Example An empathetic individual should be concerned about others’ plight and ready to help when called to duty. This I believe should be the key character of a rational person. I trust honest effort based on commitment and dedication to achieve a set mission in life. Attaining life visions, I believe, is always a possibility when an individual hopes for the best. Kindness rewards. Coupled with patience, kindness is a virtue that is indispensable in the life of every individual. Everyone should embrace the urge to give back to as a way of being thankful. Whoever is not thankful, I believe, does not deserve help. I believe disrespect is a disappointment to good character. Character makes an individual and influences success, being a vital aspect of life. I believe in my exceptional character and morality. My integrity is perfect with a great attitude to strive and attain my best. No doubt, a strong character of kindness, hope, readiness to struggle, hope to attain life visions are esse ntial for

American Money Spending Essay Example | Topics and Well Written Essays - 1000 words

American Money Spending - Essay Example Although there are other ethnic groups as well, they are in the minority and due to time constraints will not be included in this survey. Before the survey it was expected to find that whites earn more than the other groups and in relation should spend more. During the survey it was found that people are reluctant to give out information on their earnings and credit standing, and only after making participants comfortable that they will stay anonymous did some of them divulge the information. From 29 persons asked to complete the survey only 11 complied. From the participants only 4 used credit cards and their average outstanding amount on these cards were less than $2000.00. If this survey would have been representative of the whole American population at large with a much larger sampling rate, it would have refuted the statement that the average American has outstanding credit in the region of $4000. The above table was taken from an article by Barbara Hagenbaugh, in the USA today magazine on consumer debt. In another article Liz Weston also argue against this figures as she stated that most Americans do not even own a credit card and of those that do, most own less than $1000. The survey that was developed contained more information than what was explained in the above summary. The survey may have been over developed, and that may be the reason why so many persons did not want to complete the form. If the form were simpler, containing fewer questions, more people may have participated. In addition if tick boxes and not yes or no answers were required, person could have completed forms in less time, making it more acceptable. The questions may have been to direct and it could be possible to use a more subtle method of enquiring into personal information. Then again it would have created confusion with participants, resulting in an increase in time to complete form, which in turn would reduce the amount of persons willing to take part. What I learned from the Survey Firstly there is much more to a survey than just writing a few questions and going out and get people to participate. The survey composition and layout is very important, as this will influence people to take time to fill in the form. Next the target group must be identified before doing the

12 YEARS A SLAVE Essay Example | Topics and Well Written Essays - 500 words

12 YEARS A SLAVE - Essay Example Additionally, the movie talks about the life of an enslaved educated Black man called Northup who later in life turned to abolish slavery in Louisiana. It is a fact that, many Black people have been killed and many have fought back against discrimination and sexual exploitation and these were the martyr’s who should be remembered according to Copleand. In the author’s eye, solidarity and unity is still a big issue for black people as they are mostly struggling to gain respect and acceptance within the white community. The book and film both tells us that, if one looks at history, many black people had taken the courage to fight for their rights and their effort should be taken as guidance by our community. In fact, black people are as valuable as white person from a religious perspective. In her book (Copeland,2010,pg.113) â€Å"Copeland’s theological anthropology assiduously reveals a carefully developed understanding of historic black bodies in relation to the body of Christ† The author in her book recommends that the history of martyr’s should lead the people to fight for solidarity and peace among each other. In the same way, the movie â€Å"Twelve Years of Slave† is a powerful one which communicates to the audience the life of a black slave. The movie is based on the book written by Solomon Northup where the experience of him as a slave is recounted. He was an educated man and stood firm against racial bias of white men in those times. This man can be taken as a role model as he was an educated and free man till his adult times but later turned in to freedom fighter for the slave community in Louisiana. His life was unusual as he was black person who got kidnapped and sold into slavery where he spent twelve long years in pain. Northup can be seen as a martyr as explained by Copeland and should be followed by new generation to find peace and solidarity in their

Design Driven Innovation in B & O company Essay

Design Driven Innovation in B & O company - Essay Example This paper illustrates that many of the B & O’s products are said to have held a place of honors in the permanent collection of globe’s greatest art museums. The company had delivered the most and largest consistent design portfolio among the world’s industrial companies according to a citation at the museum of modern arts in New York.   The level of the accomplishment translated into profit margins and high price points and was realized through an increased number of dealers from discerning and devoted customers. The good reputation provided the company with a competitive advantage. The company is said to have evolved development processes and unique designs that enabled them to develop products with functionality and appearances that improved their recognition. The company offered the designer a chance to develop new products that would confuse engineers to find news of manufacturing them. Creating a business that is profitable entails offering services and p roducts that consumers will be able to buy at a better price, The Company was good at this. New ideas technologies and materials made their way into the company’s products by utilizing the best designers. The products designed were appealing to the customers. Customers too were willing to pay for the products designed. Despite the company’s product design prowess, what happened in 2006 was getting more complicated after the product was turned on. The Apple iPod closely integrated and acclaimed by designers with online iTunes music services had shown that design in the company market space was to encompass more than function and physical forms. The company should be prepared to adapt to the changing environment since the company’s products will be extended more deeply into virtual space, where great design meant network-based interaction and great software. Excellence and performance in such areas required ideas and skills that were different from the companyâ₠¬â„¢s traditional expertise.

Ethical Concerns and Background for Tobacco Companies Essay

Ethical Concerns and Background for Tobacco Companies - Essay Example The purpose of this paper is to discuss and analyze the unethical actions of the tobacco industry. Cigarettes are one of the most addictive drugs in the world due to the fact that it contains nicotine. People that smoke cigarettes are slowing killing themselves since smoking causes lung cancer, heart diseases, and stroke among other diseases. Cigarette smoking causes the death of approximately 5 million per year and the number of yearly deaths is expected to climb to 8 million by the year 2030 (Cdv, 2012). The ethnic group that smokes the most in the United States is Indian Americans possibly due to the fact that tobacco smoking has been ingrained into their culture. One of the most unethical aspects about cigarette companies is the fact that people that do not smoke are at danger due to second hand smoking. It is estimated that 53,800 innocent people die each year from second hand smoking (No-smoke, 2012). The tobacco companies are willingly producing a product that puts at risk the health of the entire global population. Tobacco companies are generating billions of dollars in revenues, but the industry is not accountable for the damage it causes to society. The governments of all 210 countries around the world are suffering a major financial blow due to the actions of this unethical industry. It is estimated that the tobacco industry is costing society $193 billion a year in lost productivity and health care expenditures. Everyone suffers from this epidemic due to the fact that the medical expenses of ill people that suffer from lung cancer and other diseases caused by smoking are passed on to the payers of medical plans. The United States has one of the highest medical costs in the world. Since tobacco smoking does not discriminate between smokers and non-smokers nobody is safe. Tobacco smoking is extremely dangerous in certain demographic groups such as minors and pregnant women. Usually under age teenagers try cigarette smoking for the first time during hi gh school. Due to the addiction of the drug people that smoke early in life are more susceptible to becoming lifetime smokers. Some of the health problems caused by tobacco smoking among children and teens include coughing spells, frequent headaches, respiratory illnesses, reduced physical fitness, shortness of breath, and addiction to nicotine (Cancer, 2012). Adults that smoke should try to avoid smoking around children. Smoking is extremely dangerous for women that are pregnant. Smoking is harmful to the pregnant women and the unborn baby. Babies that are born from pregnant women that smoke are more likely to have birth defects and premature pregnancies. Pregnant women should also avoid being near smokers during pregnancy due to the fact that second hand smoking can also hurt the unborn child. One of the reasons that that tobacco companies are so powerful is due to the fact that governments place hefty taxes on the sale of cigarettes. In 2006 in the United States the government wa s generating $2 in taxes for every box of 20 cigarettes sold (Axdor, 2006). The government has become dependent on the tax revenues generated by cigarettes. Tobacco companies have also over their history utilized questionable advertising tactics. Their promotions make it seem as if smoking is something cool and safe when in reality it is a heath hazard. The time has come for the world to take a stronger stance

Rob Parsons Promotion Essay Example for Free

Rob Parsons Promotion Essay The problem with Rob’s promotion is a recurring one, especially in professional services firms and it refers to performance evaluation and more broadly to talent management. Should a person that substantially exceeds expectations in certain skills but significantly lacks other skills, be promoted by virtue of the fact that the first can somehow off-set the latter? There is no doubt that Rob is a star in his position at Morgan Stanley. Businesswise, he has a proven track record and great support from his colleagues and clients. However, at the beginning of his career with the company, he needed to improve is skills in the firm’s management area. I agree with the position taken by Paul Nasr, not to promote him to managing director after his first year with the firm. I believe Rob’s self-evaluation was the best summary of the problems he was facing: on one side, he recognized his need to develop some soft skills but on the other side, his long-term career goal was not in line with the set of management and leading skills required by the table of professional positions. In light of the evaluations received at the end of his second year, I think that Stuart should sponsor Rob to be promoted as managing director. Rob has shown that he had understood the problems and that he trusted the firm’s evaluation and coaching system. He took the message to heart in a lot of different ways. He made tremendous efforts to improve his management skills and Rob’s evaluations all noted an extraordinary amount of progress on the team player front, even if some evaluators continued to express reservations about his style. I believe the key improvement for Rob is that he understood the culture, set of values and core competencies on which the company is based. I think that one of the strengths of organizations based on partnerships is the leverage on the diversity of the partners and the various contributions they can bring to the firm. Rob is a star in his commercial orientation and he can successfully lead and develop the business of Morgan Stanley and he can be backed up by other managing directors in areas where he is weaker but in which they excel.

Xunzi Human Nature Essay Example for Free

Xunzi Human Nature Essay Introduction Xunzi (Xun Qing, or Xun Kuang: c. 310-c. 219 BCE) lived at the very end of the Zhou dynasty. Like Mencius, he was an advocate and interpreter of the teachings of Confucius. Living a generation after Mencius, Xunzi lived through the final, brutal wars which ended with the state of Qin absorbing and unifying all the Chinese feudal states. Xunzi was a widely traveled scholar, teacher, and official. Document Excerpts with Questions (Longer selection follows this section) From Sources of Chinese Tradition, compiled by Wm. Theodore de Bary and Irene Bloom, 2nd ed. , vol. 1 (New York: Columbia University Press, 1999), 179-183.  © 1999 Columbia University Press. Reproduced with the permission of the publisher. All rights reserved. Selection? from? the? Xunzi:? â€Å"Human? Nature? Is? Evil†? ? Human? nature? is? evil:? its? goodness? derives? from? conscious? activity.? Now? it? is? human? nature? to? be? born? with? a? fondness? for? profit.? Indulging? this? leads? to? contention? and? strife,? and? the? sense? of? modesty? and? yielding? with? which? one? was? born? disappears.? One? is? born? with? feelings? of? envy? and? hate,? and,? by? indulging? these,? one?is? led? into? banditry? and? theft,? so? that? the? sense? of? loyalty? and? good? faith? with? which? he? was? born? disappears.? One? is? born? with? the? desires? of? the? ears? and? eyes? and? with? a? fondness? for? beautiful? sights? and? sounds,? and,? by? indulging? these,? one? is? led? into? licentiousness? and? chaos,? so? that? the? sense? of? ritual,? rightness,? refinement,? and? principle? with? which? one? was? born? is? lost.? Hence,? following? human? nature? and? indulging? human? emotions? will? inevitably? lead? to? contention? and? strife,? causing? o the? example? of? a? teacher? and? guided? by? the? way? of? ritual? and? rightness? before? one? will? attain? modesty? and? yielding,? accord with? refinement? and? ritual,? and? return? to? order.? †¦? ? †¦? A? questioner? asks:? If? human? nature? is? evil,? then? where? do? ritual? and? rightness? come? from I? reply:? ritual? and? rightness? are? always? created? by? the? conscious? activity? of? the? sages;? essentially? they? are? not? created? by? human? nature.? †¦? ? If? human? nature? were? good,? we? could? dispense? with? the? sage? kings? and? desist? from? the? practice? of? ritual? and? rightness.? Since? human? nature? is? evil,? we? must? elevate? the? sages? and? esteem? ritual? and? rightness.? ? Primary Source Document, with Questions (DBQs) on SELECTION FROM THE XUNZI: â€Å"HUMAN NATURE IS EVIL† Questions: 1. How does Xunzi’s understanding of human nature compare to your own? 2. How does Xunzi’s understanding of human nature compare to that of Mencius? Which do you prefer, and why? 3. Why might the two men, from the same background, both self-appointed interpreters of Confucius, and only one generation apart, come up with their respective understandings of human nature? 4. What implications does Xunzi’s understanding of human nature have for family life and government? Longer Selection From Sources of Chinese Tradition, compiled by Wm. Theodore de Bary and Irene Bloom, 2nd ed. , vol. 1 (New York: Columbia University Press, 1999), 179-183.  © 1999 Columbia University Press. Reproduced with the permission of the publisher. All rights reserved. Selection? from? the? Xunzi:? â€Å"Human? Nature? Is? Evil†? ? Human? nature? is? evil;? its? good? derives? from? conscious? activity.? Now? it? is? human? nature? to? be? born? with? a? fondness?for? profit.? Indulging? this? leads? to? contention? and? strife,? and? the? sense? of? modesty? and? yielding? with? which? one? was? born? disappears.? One? is? born? with? feelings? of? envy? and? hate,? and,? by? indulging? these,? one? is? led? into? banditry? and? theft,? so? that? the? sense? of? loyalty? and? good? faith? with? which? he? was? born? disappears.? One? is? born? with? the? desires? of? the? ears? and? eyes? and? with? a? fondness? for? beautiful? sights? and? sounds,? and,? by? indulging? these,? one? is? led? to? licentiousness? and? chaos,? so? that? the? sense? of? ritual,? rightness,? refinement,? and? principle? with? which? one? was? born? is? lost.? Hence,? following? human? nature? and? indulging? human? emotions? will? inevitably? lead? to? contention? and? strife,? causing? one? to? rebel? against? one’s? proper? duty,? reduce? principle? to? chaos,? and? revert? to? violence.? Therefore? one? must? be? transformed? by? the? example? of? a? teacher? and? guided? by? the? way? of? ritual? and? rightness? before? one? will? attain? modesty? and? yielding,? accord? with? refinement? and? ritual,?and? return? to? order.? From? this? perspective? it? is? apparent? that? human? nature? is? evil? and? that? its? goodness? is? the? result? of? conscious? activity.? ? Thus? warped? wood? must? be? laid? against? a? straightening? board,? steamed,? and? bent? into? shape? before? it? can? become? straight;? blunt? metal? must? be? ground? on? a? whetstone? before? it? can? become? sharp.? And? in? that? human? nature? is? evil,? it? must? wait? for? the? example? of? a? teacher? before? it? can? become? upright,? and? for? ritual? and? rightness? before? it? can? become? orderly.? Now,? if? people? lack? the? example? of? teachers? they? will? be? partial? and? narrow? rather? than? upright;? if? they? lack? ritual? and? rightness? they? will? be? rebellious? and? chaotic? rather? than? orderly.? In? ancient? times? the? sage? kings,? recognizing? that? the? nature? of? human? beings? is? evil that? they? incline? toward? evil? and? are? not? upright,? that? they? are? disposed? toward? chaos? and? are? not? orderly? created? ritual? and? Asia for Educators | Columbia University | http://afe. easia. columbia. eduÃ'Ž

Electron Transport Chain in Respiratory Complex I

Electron Transport Chain in Respiratory Complex I Introduction Every organism depends on energy to survive, in order to maintain an organized state, homeostasis, through metabolism and other biochemical reactions. Energy is generated in a number of different ways depending on the organism. Mammals create energy through the breakdown of organic molecules, such as carbohydrates, proteins and lipids, that yields other compounds that drives cellular processes. One such compound is ATP (Adenosine triphosphate) an essential energy-carrying molecule that is synthesised by respiration through a series of enzyme protein complexes found in the mitochondria. Complex I (NADH:ubiquinone oxidoreductase) is one of those essential protein complex embedded in mammalian mitochondria. NADH produced by the Krebs tricarboxylic acid cycle and ÃŽÂ ²-oxidation of fatty acids, is oxidised to initiate the mechanistic pathway of Complex I, ultimately reducing ubiquinone and establish proton-motive force across the inner membrane of the mitochondria. It is this proton g radient that will support the generation of ATP from ATP synthase and other core processes. Significant research has been conducted on Complex I, particularly from Bovine heart mitochondria, however to date many aspects of this enzyme is still poorly understood due to its complex structural arrangement and pathways undertaken. To decipher its mechanism, will eventually lead to a greater understanding in the role of Complex I in many diseases and dysfunctions. Mitochondria Mitochondria are small sub-cellular organelles involved in a series of processes primarily with its role in the respiratory system. Occupying almost 10% to 30% of cell volumes of sizes ranging between 0.75 and 3ÃŽÂ ¼m, the unique shape of a mitochondrion allows the process to take place, with its key structural feature being a double membrane.1 These two membranes are separated by the intermembrane space and overall enclose the central matrix. Whereas the outer membrane is inundated by porins to facilitate the movement of solutes of about 12 kDa or less; the inner membrane is impermeable to solutes but presents the ideal environment for the establishment of an electrochemical proton gradient, by the presence of numerous protein complexes. Additional compartments of the organelle include the cristae and the mitochondrial matrix, which comprises a plethora of enzymes involved in ATP metabolism. Additionally, a range of studies have also indicated the ability of mitochondria to form dynamic networks of interconnected tubules that regulates the cell structure to adapt to its specific function when required. As a result, during disruption of such networks, cellular dysfunction can occur, leading to a number of neural related syndromes such as Parkinsons and Alzheimers.2,3 Aside from the primary role of energy metabolism, the mitochondria also power other core cellular functions such as apoptosis, calcium handling and the formation of iron sulphur clusters. The following sections discuss the main enzymes involved in the electron transport chain that lead to the generation of ATP, particularly respiratory complex I, which will be the main focus of this thesis. Respiratory Complexes Complex II Also known as succinate: ubiquinone oxidoreductase, complex II is a 120 kDa enzyme consisting of four nuclear-encoded subunits which are arranged in two domains.4 It is this distinctive arrangement which allows this enzyme to oxidise succinate to fumarate which is coupled to the production of ubiquinol through the reduction of ubiquinone in the mitochondrial inner membrane. While it is involved with cofactors, this enzyme complex does not directly contribute to the proton motive force in order to establish a chemical gradient.4,5 Succinate+ Q à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Fumarate + QH2 Equation 1: Two of the enzymes subunits SdhA and SdhB form a hydrophilic, succinate dehydrogenase subcomplex and forms the succinate/fumarate binding site whereas SdhB contains three iron-sulphur clusters which are embedded to the mitochondrial membrane by the remaining SdhC and SdhD subunits.4 These latter subunits contain a heam group and ubiqionone binding sites. When a flavin dinucleotide, which is ligated to SdhA, it oxidises succinate, the electrons produced in this process are passed down through the iron-sulphur clusters. The electrons subsequently allow the reduction of ubiquinone to ubiquinol.6,7 Complex III Complex III or ubiquinol:cytochrome c oxidoreductase is an 240 kDa enzyme which is made up of 11 subunits. Its structure comprises of two ubiquinone binding sites; Qo, present towards the mitochondrial membrane, catalyses the oxidation of ubiquinol to ubiquinone and Qi, present towards the matrix, catalyses the reduction of ubiquinone to ubiquinol.8,9 Complexes I and II produces ubiquinol from the reduction of ubiquinone, which binds to the Qo site on complex III. During this process, an electron is passed along the iron-sulfur cluster reducing it and moving it towards cytochrome c1 and cytochrome c resulting in a conformational change. The change causes a second electron to be transferred through another pathway formed of cytochromes bL and bH towards to Qi binding site, in where it allows the formation of a semiquinone anion through the reduction of an already bound ubiquinone. Parallel to this, a second quinol is oxidised at Qo allowing the electron to be transferred through the first pathway of Rieske iron-sulphur cluster and cytochrome c1 and the second electron follows the second pathway mentioned above to Qi, reducing the semiquinone anion to ubiquinol.10 The oxidation at Qo releases four protons into the inter-membrane space of the mitochondria and the reduction at Qi results in the uptake of two protons from the matrix wh ich are transferred into the inter-membrane space during ubiquinol oxidation. This complete cycle allows the reduction of two cytochrome c molecules.9 QH2 + 2 cyt c3+ + 2H+in à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Q + 2 cyt c2+ + 4H+out Equation 2: Oxidation and reduction cycles in Complex III results in the movement of four protons into the inter-membrane space maintains the proton motive force used by ATP synthase to synthesise ATP.8 Complex IV Complex IV, also known as cytochrome c oxidase, is an enzyme, which comprises of 13 subunits, of which three are encoded by the mitochondrial genome. The enzyme catalyses the oxidation of cytochrome c which leads to the reduction of oxygen to water allowing the translocation of four protons across the mitochondrial inner membrane.11,12 The oxidation of cytochrome c produces electrons that are transferred to an active site where molecular oxygen is reduced. This reduction producing water releases free energy required for the pumping of four protons from the matrix of the mitochondria into its inner-membrane space. This movement of protons is facilitated through two known proton channels: the K-channel passes two protons for the reduction of oxygen and the D-channel allows the movement of newly translocated protons.13 O2 + 4 cyt c2+ + 8H+in à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ 2 H2O + 4 cyt c3+ + 4H+out Equation 3: The translocated protons and the reduction of oxygen to water allows ATP synthase to generate ATP as this contributes to the proton motive force similar to Complex III. Complex V Primarily known as ATP Synthase, this enzyme complex operates by utilising the proton chemical gradient established in the intermembrane space by the preceding complexes, to drive the synthesis of ATP from ADP and inorganic Phosphate. With an average size of 580 kDa, the enzyme is composed of 16 subunits organised in two hydrophobic and hydrophilic domains; the hydrophobic domain forms a proton conductive pore through the inner membrane while the hydrophilic domain, containing three copies of ÃŽÂ ± and ÃŽÂ ² subunits, spreads into the matrix. The two domains are linked by an asymmetric central stalk and a peripheral stalk, which acts as a stator to prevent the F1 domain rotating freely during catalysis. The interfaces between the two subunits forms the binding sites for ADP and inorganic Phosphate. 14,15 ADP + P+ nH+in à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ ATP + nH+out Equation 4 Complex I Complex I, is the first and largest enzyme involved the electron transfer chain of the mitochondrion. Alternatively known as NADH:ubiquinone oxidoreductase, its primary role is to oxidise NADH and ultimately reduce ubiquinone.16 NADH + H+ + Q + 4H+in à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ NAD+ + QH2 + 4H+out Equation 5: Just like the other protein complexes, the potential energy released from the redox reaction within the complex, translocates four protons across the inner membrane for every molecule of oxidized NADH and removes two additional protons from the matrix for the reduction of quinone. The processes contribute to the overall electrochemical gradient which is to be used by ATP synthase to synthesise ATP.17 Structure To date, complex I has been found in a variety of species, including many prokaryotes. The complex I from bovine heart mitochondria is primarily used in studies due to its close sequential identity with the human complex I enzyme. The mammalian complex I is one of the most complex and largest enzymes known, with a combined mass of 980 kDA and composed of at least 45 different polypeptide subunits; with 14 strictly conserved core subunits that are necessary for function and also common across the among all known complex I.16 The significance of the additional subunits in complex I among different species still remain a mystery. It is known some be involved in protection against reactive oxygen species generation and some are required needed for proper assembly and stability of the enzyme.16,18 As observed by single-particle electron microscopy (EM) for both bacterial and mitochondrial enzymes, the determined structure of the enzyme closely resembles to an L shape, with seven hydrophobic core subunits that constitutes the membrane tail domain and seven hydrophilic core subunits that constitutes peripheral (hydrophilic) arm domain protruding into the mitochondrial matrix; which is known as the catalytic domain as it includes all redox centres and binding site while the membrane domain consists mostly of hydrophobic subunits. 16 While the full structure of the eukaryotic complex is not still well characterised, in 2006, Sazanov group successfully reported structure of the hydrophilic domain of complex I from Thermus thermophiles bacteria.20 The Peripheral Arm of complex I The peripheral arm of the complex is composed of seven individual subunits, that together, houses the NADH-oxidizing dehydrogenase module, which provides electron input into a noncovalently-bound flavin mononucleotide (FMN) molecule. The molecule sequentially transfers the electron to a chain of nine iron-sulphur (Fe-S) clusters, eight of which are found in the bovine enzyme. Additionally, the hydrophilic arm also comprises of a Q-module, which conducts electrons to the quinone-binding site for quinol production. 16,20 All of these Within the respiratory chain complexes, there are three different types of Fe-S clusters, two of which, are found in complex I; Two binuclear [2Fe-2S] and six tetranuclear [4Fe-4S] clusters. As the name suggests, the binuclear clusters are composed of two iron atoms that function as bridged by two acid-labile sulphur atoms. Each iron atom is also coordinated by an additional two sulphur atoms found on the surrounding cysteine residues from the protein complex. In the tetranuclear Fe-S clusters, four iron atoms and four sulphur atoms are arranged in a cube with each iron atom also ligated to sulphur cysteine-residue on the surrounding protein, similar to binuclear Fe-S.22 Due to their conformational arrangements and redox capabilities provided by the iron atom, these clusters act as electron transfer agents or also known as ferrodoxins. The detection of these clusters can be achieved by EPR (electron paramagnetic resonance) which is successfully achieved in many studies. However, out of the two binuclear and six tetranuclear iron-sulfur clusters found in complex I, only two binuclear and four tetranuclear clusters are EPR active.22 Figure 1.: structures of the iron-sulphur clusters found in complex I. As previously mentioned, seven of the eight clusters, form a 95 Ã…-long extensive chain directly from the flavin site to the quinone binding site on the interface of the membrane domain. Even though the distances between these chains may seem far apart, as much as 14 Ã…, distances are close enough to allow electron transfer to occur.23,24 However, the presence of the eight cluster is still not well understood. Cluster 2Fe[24] found on the opposite side of the Flavin site, is believed not to be involved in electron transfer pathway. While it was just a theory with no evidence, it has been proposed that this additional cluster functions as an electron store that accepts an electron from the flavosemiquinone species preventing the generation of reactive oxygen species during enzyme turnover.24 Membrane Domain of complex I The membrane domain comprises the proton-translocating module which catalyses proton transport. With the exception of subunit ND1 and the quinone binding site, found on the interface of the peripheral arm, the membrane domain functions totally independently from the two arms of complex I. Within the membrane domain, there are four structural subunits that have been identified to be possibly involved with proton translocation; these include subunits ND2, ND4 and ND5. There is also an additional transporter which believed to be either ND1, ND6 or ND4L. Each believed to be transporting one proton per catalytic cycle. Each individual subunits are composed of charged residues and helices that creates half-channels that allow the passage of proton to occur. The membrane structure is also held together by a long ÃŽÂ ±-helix chain that spans across its entire length. Its feature is to maintain and support the integrity of the membrane domain.26 Overall Mechanism of complex I The mammalian complex I includes 45 known proteins, out of which 14 core subunits comprises of both hydrophilic and hydrophobic domains as explained above.16 The mechanism through the electron transfer chain starts with a Flavin mononucleotide (FMN) molecule which is non-covalently bound to the 51kDa subunit through hydrogen bonds at the top of the hydrophilic domain. FMN molecule oxidises NADH leading to the reduction of iron-sulphur clusters (Fe-S) which transfers electrons from Flavin to the quinone-binding site {51}. This electron transfer distorts the conformation of the protein through changes in its redox state leading to alterations in pKa values of its side chains; these alterations allows four hydrogen ions being pumped out of the mitochondrial matrix.24 It is believed NADH gets oxidised to NAD+ through a hydride transfer avoiding the formation of the unstable NAD. Radical.24 This oxidation process occurs when the nicotinamide ring of the NADH lies above the flavin isoalloxazine system, allowing the electron donor hydride (C4 of the 27 nicotinamide ring) and acceptor (N5 of the flavin) to come within 3.5 Ã… of each other and transfer electrons.28 As explained above, NADH oxidation leads to transfer of electrons through seven iron-sulphur clusters chain between Flavin and quinone reduction binding site in the membrane.20 It is the final Fe-S cluster that donates the electrons to the bound ubiquinone substrate which is believed to be accessed through an entry point in the membrane to the binding site.21 These iron-sulphur clusters are best detected using a technique called electron paramagnetic resonance (EPR). Previous studies have observed five reduced Fe-S clusters through EPR from Bovine compliex I reduced by NADH, and their spectra are represented N1b, N2, N3, N4 and N5.25 This technique will be further explained throughout this thesis. A much recent study by Roessler et al. (2010) used EPR to understand the tunnelling electron transfer pathway through these clusters. Previous studies have already established EPR signals N1b, N2 and N3 are detected from 2Fe cluster in the 75 kDa subunit (position 2), and from 4Fe clusters in the PSST (position7) and 51 kDa subunits (position 1) respectively along the clusters chain due to interactions with ubisemiquinones and flavosemiquinone. As the other EPR signals have yet failed to be assigned to a particular cluster, Roessler et al. (2010) went on to use double electron-electron resonance (DEER) spectroscopy to detect N4 and N5. Their results demonstrate that N4 is assigned to the first 4Fe cluster in the TYKY subunit (position 5), and N5 to the all-cysteine ligated 4Fe cluster in the 75 kDa subunit (position 3).25 The study propose an alternating energy potential profile for electron transfer along the chain between the actives sites, in B.taurus, which enhances the rate of a single electron travelling through the empty chain subsequently leading to more efficient energy conversion in complex I.25 Followed by the iron-sulfur cluster is the site of quinone reduction. A study performed by Sazanov and Hinchliffe has identified a supposed binding site for the quinone head group from T. thermophilus complex I hydrophilic domain between the 49 kDa and PSST subunits.20 This alleged site is close to the cluster where the ubiquinone substrate accepts electrons from the chain and it has also been acknowledged the 49 kDa and PSST subunits play an important role in quinone binding and catalysis.29 Nevertheless, it is believed that additional hydrophobic subunits may also be involved in quinone binding and these are still being investigated. Even though the mechanism of NADH oxidation and ubiquinone reduction is relatively well understood, how this oxidoreduction leads to quinone reduction and subsequent protons pumping across the mitochondrial membrane from complex I still remain a mystery. A number of theories for complex I mechanism have been proposed based on the proton-pumping systems of the other mitochondrial respiratory complexes. These theories have been outlined below: A direct coupling mechanism as demonstrated by complex IV through cytochrome c oxidase where the proton transfer is determined by a gating reaction occurring at the same time as the electron transfer reaction that started it.30 An indirect coupling mechanism as seen in complex V (ATP synthase) explained previously. A study performed by Efremov et al., suggests that within complex I, one proton is translocated by a directly coupled mechanism at the Fe-S clusters and the rest are moved when quinone reduction drives conformational changes to the four-helix bundle of Nqo4 and of Nqo6 in complex I, subsequently affecting the C-terminal helix of Nqo12. The C-terminal has been identified by the authors running parallel to the membrane. The effect on this helix consequently leads to the other three helices to tilt which results in proton translocation.31 A Q-cycle-like mechanism as represented by complex III where quinol is used as a carrier to transport protons across the mitochondrial membrane. A study completed by Dutton and co-workers suggested the complete reverse of this mechanism for complex I featuring the presence of two ubiquinone binding sites; one facing the inter-membrane space, Qo, and the other facing the mitochondrial matrix, Qi. The quinone substrate would bind at Qi, and be reduced by one electron from a quinol already bound at Qo and another electron from the Fe-S cluster; subsequently leading to two protons being taken up from the matrix while the formed semiquinone specie is still bound at Qo. Following the uptake of the protons, semiquinone is oxidised to ubiquinone.32 Nevertheless, further studies conducted have found no evidence of ubiquinol oxidation signifying complex I do not work through this mechanism.30,33 While the first isolation of complex I from bovine heart mitochondria by Joe Hatefi et al occurred 40 years ago, information on its overall mechanism of action is still very limited particularly the mechanism of redox-proton coupling occurring in the membrane domain. To further understand this, new studies are being conducted to trap radical intermediates formed at the interface of the peripheral and membrane arm to establish the pathway that initiates proton translocation. Semiquinone radicals Semiquinones are catalytic intermediates formed within complex I during the reduction of quinones at the quinone binding site and can exist in neutral or anionic form. Due to the presence of the unpaired electron, semiquinone intermediates can be studied using EPR spectroscopy. There are numerous pathways in which the formation of semiquinones can occur from quinone. The scheme below, proposed by Roessler and Hirst, illustrates the three main possible routes taken to obtain quinol. Pathways A and B involves with the generation of a neutral semiquinone radical specie based on the transferring of a proton and electron. On the other hand, pathway C which follows through pathway B involve with the generation of an anionic radical specie generated from an electron transfer. All pathways lead to formation of quinol by series of electron transfer and protons. The pathway shown in grey which occurs from the protonation of the neutral semiquinone radical specie will result in a 1-electron-2-centre bond which are energetically unstable.27 Aside from one study, majority of the studies till date, have proved the existence of semiquinones by observing EPR signals using submitochondrial particles (SMPs). As the name suggests, these are inverted membrane vesicles housing the entire electron transport chain containing all enzyme complexes.34 However, since quinone cofactors are used by majority of the other complexes, distinguishing the semiquinone signals with each complex, has been far from successful. More recently, there has been a wave of research focusing on the identification of semiquinone radicals exclusively from complex I, however these have proved even more challenging as the organic intermediates produced very low intensity signals. Within complex I, there are two species of semiquinone that have been identified; SQNf and SQNs.35,36 Based on their EPR properties, SQNf or fast relaxing semiquinones has been reported only during the presence of an established proton gradient across the membrane. On the other hand, SQNs or slow relaxing semiquinones, are not effected by proton gradient. The presence of two semiquinones has also lead to the possibility of complex I to contain two separate quinone binding sites; Due to SQNf having a spin-spin interaction with Fe-S cluster N2, it is theorised that SQNf binding site is located close to the cluster at around 12 Ã… estimated distance, in contrast, SQNs binding site is suggested to be located around 30 Ã… from N2 cluster.22,25,37 Within the complex, the SQNf is believed to be involved in proton pumping and its site aids the system by acting as bound co-factor site that facilitates the transfer of one electron from one site to another allowing the formation of a binding pocket for the SQNs in equilibrium with the ubiquinone pool of the membrane.22,25,32,35,38 The presence of two separate quinone binding sites still remains a mystery and cannot be totally ruled out even though it has been suggested that SQNf and SQNs signals are detected from the same semiquinone species located from different sites or present in catalysis states.39 A recent potential way of observing semiquinone intermediates via EPR is through the use of liposomes. Liposomes containing just Complex I or proteoliposomes, will facilitate the capture of semiqinone within its native environment and hopefully provide an insight in the mechanism of Complex I and the binding of Q10. Liposomes Liposomes are spherical nanovesicles used in a variety of applications. Composed of a phospholipid bilayer, these small vesicles have an aqueous solution core surrounded by a hydrophobic membrane. Hydrophobic chemicals associate with the bilayer while the hydrophilic solutes dissolved in the core cannot readily pass through the bilayer; essentially mimicking the cellular phospholipid bilayer. Due to these features, liposomes can be loaded both with hydrophobic or hydrophilic molecules and are excellent drug carriers or in this case house protein complexes. Liposomes are also not naturally occurring and must be artificially generated using lipid extracts by aggregating them.40 As liposomes are formed from naturally occurring lipids of low intrinsic toxicity, they are biodegradable and non-toxic. The functionality of liposomes is dependent based on three main factors. These include: size, bilayer composition and liposome surface properties.40 Phospholipids are one the essential components in the formations of liposomes and can be divided into synthetic and natural phospholipids. They consist of two fatty acids hydrophobic chains linked to a hydrophilic (polar) head group, and they have either glycerol or sphingomyeline as the back bone. Having both hydrophobic and hydrophilic components, make phospholipids having amphipathic molecules.41 The diversity of the hydrophilic head group molecules and hydrophobic chains length allows the formation of different phospholipids which affects the surface charge and bilayer permeability of the liposomes.40 The length and degree of saturation of the hydrocarbon acyl chains determines the stability of the liposomal membrane, by affecting the temperature at which the membrane changes from a closely packed gel phase to a fluid phase. The surface charge of the liposomes is determined by the charge of the lipid forming it which can be altered by modifying lipids with hydrophilic moieties to membrane bilayers.40 Liposomes can be composed of naturally-derived phospholipids such as cholesterol, one of the commonly used lipids in liposome formation. It enhances the stability of the lipid bilayer and form highly ordered and rigid membrane with fluid like characteristics. Other phospholipids, synthetic and non-synthetic, can also be used for the formation of the liposomes such as pure surfactant components like DOPC (1,2-dioleoyl-sn-glycero-3-phosphocholine).42 Classifications of liposomes Liposomes are classified according to their morphological sizes and lamellarity, depending on their composition and method of formation.40 Multilamellar vesicles (MLVs) consists several concentric phospholipid bilayers or lamellar ranging between 100nm to 20  µm in size depending on the method of preparation. These large bilayers allow the integration of lipophilic molecules and proteins. Small unilamellar vesicles (SUVs) single phospholipid bilayer and sized between 20 nm to 100nm. Ideal for encapsulation small compounds and proteins. Large unilamellar vesicles (LUVs) single phospholipid bilayer with size ranging from 100 nm to 1  µm. They are known to have larger aqueous core compared with or MLVs, making them suitable to useful to load with numerous compounds. Oligolamellar vesicles (OLVs) vesicles similarly structured to MLVs but consists of anywhere between two and five phospholipid bilayers. Multivesicular liposomes (MVLs) When a large liposome vesicle similar in size to an MLV, enclose a group of liposomes, then the subsequent vesicle is known as multivesicular liposome (MVL). Figure 1.40 The current state of research on liposomes have primarily been focusing on the administration of drugs and other compounds to biological systems since it overcome challenges associated with reaching the target, making them very useful in the cosmetic and pharmaceutical industries.40 Furthermore, it should be noted, some surfactant based phospholipids can mimic the biological systems helping construct important model systems for the research on enzymes and membranes. Many recent publications concerning liposomes have been focused on using this mimetic chemistry, which deals with models, mimicking cellular membrane to facilitate the research into their structures as well as the mechanisms both in vivo and in vitro.40 Aims of Project The current state of research on complex I remain largely focused on the determination of the mechanism since only a fraction has been found. Fully understanding will help solve many diseases and other complication caused by complex I. Whereas the mechanism of the reactions between NADH and iron sulphur clusters have been established, little is known about the mechanism of proton translocation as well as the role and existence of semiquinones that will lead into revealing more information into the function of the enzyme. The work described in the following records, using the best technique available, EPR, will aim to be using current studies of using liposomes to mimic cellular conditions, similar to the mitochondrial membrane, for complex I in order to obtain data regarding reduction of Q10 and proton translocation. Materials Preparation of Complex I from Bovine Mitochondria Preparation of Complex I proteoliposomes Stock solutions of 25 mgmL-1 of POPC in chloroform was transferred to a glass homogeniser with the required amount of ubiquinone-10 contained in chloroform. The chloroform was removed under Argon. An alternative approach is to remove under vacuum using rotary evaporator. The resulting phospholipid film was resuspended in 675 ÃŽÂ ¼L of buffer (10 mM Tris-SO4 (pH 7.5) and 50 mM KCl), and extruded 25 times through a Whatman 0.1 ÃŽÂ ¼m pore membrane. The liposome mixture was solubilised with the addition of 160 ÃŽÂ ¼L of octyl-glucoside from an aqueous 10% stock solution, sonicated for 10 min, and further incubated on ice for 10 min. The following steps were carried out at 4  °C. 0.2 mg of AOX (50 ÃŽÂ ¼L of 7.8 mgmL-1) and 0.2 mg of complex I (10 ÃŽÂ ¼L of 20 mgmL-1) were added to the solubilised lipids and incubated for a further 10 min, followed by the addition of 100 ÃŽÂ ¼L of SM2 Biobeads. The mixture wa

Problem Based Learning Essay -- essays research papers

What is PBL Problem based learning is any learning environment in which the problem that is asked is what drives the learning. In other words, to answer the problem that is given to you, you will need to look things up and learn some things before being able to answer the question correctly. The problem is given so that the students discover that they need to learn some new knowledge before they can solve the problem. The first use of PBL was in medical schools, which test the knowledge base of graduates. PBL uses real world problems, not hypothetical cases where the answers are neat and convergent. The struggling with the actual problem is what makes the students learn. Through this struggling they learn both content and critical thinking skills.   Ã‚  Ã‚  Ã‚  Ã‚  Problem based learning has several distinct characteristics, which may be identified and utilized in designing a curriculum. One of these distinctions is the reliance on problems to drive the curriculum. The problems do not test skills; they only assist in development of the skills themselves. The problems are not normal problems; the answers will not be able to be solved until the students themselves do more work. The second distinction is that the problems should not mean to have only one solution, and as new information is gathered, perception of the problem and thus the solution changes. The third distinction, a very important distinction is that the students solve the problems. The teachers are merely coaches and facilitators. The fourth distinction, closely related to the third is that the students are only given guidelines to solving the problem. There is no such thing as a formula or direct way to solve the problem. The fifth and last distinction is the as sessment. It is an authentic and performance based assessment and it is a seamless part and the end of the instruction.   Ã‚  Ã‚  Ã‚  Ã‚  There are five main stages for instructing with problem based learning and there are four main stages for a student to use. First we will discuss the stages for the instructor to use. The instructor has a choice of either having everyone stay as individuals or form small groups of about 3 – 5 people. The instructor can ask the students to form their own groups, assign them, or draw from a lottery. The next stage the instructor must complete is presenting the problem. To do th... ...tage is testing your solution. Seek from your instructor the data that you need to run tests on your ideas. If all your possible solutions are eliminated, begin the cycle again. When you encounter data that confirm one of your hypotheses you may be asked to write an explanation of your solution and justify it using the available evidence.   Ã‚  Ã‚  Ã‚  Ã‚  Problem based learning is a way of teaching that most teachers do not use right now. However it is a great way of learning if used properly. PBL can be used for individuals or small groups and can be effective either way. The instructor has only five main stages in developing a curriculum: Forming the groups, presenting the problem, activating the groups, providing feedback, and asking for a solution. The students, although they do all the work, only have four stages: Defining the problem carefully, exploring the possible solutions, narrowing the choices, and testing the solution. http://www.saltspring.com/capewest/pbl.htm http://www.biology.iupui.edu/Biology_HTML_Docs/biocourses/K345/PBL_Web_Pages/SmallGroupPBL.html http://score.rims.k12.ca.us/problearn.html http://www.chemeng.mcmaster.ca/pbl/pbl.htm

What Caused The Downfall of Sparta? :: Ancient Greece Greek History

What Caused The Downfall of Sparta? Hypothesis: Sparta collapsed because they did not allow the helots to fight in battle The Beginning of Sparta In about 100 BCE, the Dorians invaded Greece from the North. During the Dark Ages, the Dorians made their way south, capturing the inhabitants of the lands they passed through as helots. At the beginning of the Dark Ages, it is thought that there were many Dorian settlements in Laconia, each with their own helot population. At some time during the Dark Ages, Sparta overtook these fellow Dorian settlements and their helot populations, as well as control of the whole of Laconia. The Spartans kept the helots as a huge, strong slave race and, although they did not enslave their fellow Dorians, the other Dorians were made perioci, meaning "those who live round about". The perioci were needed to be the craftsmen, tradesmen and manufacturers for the Spartans, who were trained as full time soldiers. At the end of the Dark Ages, there was nothing exceptional about Sparta (except her control of the helot population) but from about the middle of the 6th Century BCE, Sparta gradually turned away from the rest of Greece. They no longer welcomed visitors, cut their trade ties, stopped building ships and when the rest of Greece began using coins instead of iron spits, Sparta continued to use the spits. Sparta still had poetry and music, but instead of listening to new poems and songs, they learned only the compositions of the past, and new poets and musicians were not welcomed. Sparta still produced pottery and metal work for every-day use, but it was of poorer quality than the work of other cities. Spartans no longer participated in athletic festivals in other parts of Greece and the whole city became secretive and withdrawn, refusing to communicate with the rest of Greece. Education The Spartans were raised and educated to be perfectly obedient and obey the state without question. Spartan education had no interest with literature, intellectual or academic activities and did Spartans were not taught subjects like mathematics, science or geography. Even as babies, Spartiates were treated harshly - they were made to eat whatever food they were given, left alone, left alone in the dark, and it is probable that no attention was paid to babies when they cried. A Spartan Boy's education as a soldier began when the boy was about 7 or 8 years old. What Caused The Downfall of Sparta? :: Ancient Greece Greek History What Caused The Downfall of Sparta? Hypothesis: Sparta collapsed because they did not allow the helots to fight in battle The Beginning of Sparta In about 100 BCE, the Dorians invaded Greece from the North. During the Dark Ages, the Dorians made their way south, capturing the inhabitants of the lands they passed through as helots. At the beginning of the Dark Ages, it is thought that there were many Dorian settlements in Laconia, each with their own helot population. At some time during the Dark Ages, Sparta overtook these fellow Dorian settlements and their helot populations, as well as control of the whole of Laconia. The Spartans kept the helots as a huge, strong slave race and, although they did not enslave their fellow Dorians, the other Dorians were made perioci, meaning "those who live round about". The perioci were needed to be the craftsmen, tradesmen and manufacturers for the Spartans, who were trained as full time soldiers. At the end of the Dark Ages, there was nothing exceptional about Sparta (except her control of the helot population) but from about the middle of the 6th Century BCE, Sparta gradually turned away from the rest of Greece. They no longer welcomed visitors, cut their trade ties, stopped building ships and when the rest of Greece began using coins instead of iron spits, Sparta continued to use the spits. Sparta still had poetry and music, but instead of listening to new poems and songs, they learned only the compositions of the past, and new poets and musicians were not welcomed. Sparta still produced pottery and metal work for every-day use, but it was of poorer quality than the work of other cities. Spartans no longer participated in athletic festivals in other parts of Greece and the whole city became secretive and withdrawn, refusing to communicate with the rest of Greece. Education The Spartans were raised and educated to be perfectly obedient and obey the state without question. Spartan education had no interest with literature, intellectual or academic activities and did Spartans were not taught subjects like mathematics, science or geography. Even as babies, Spartiates were treated harshly - they were made to eat whatever food they were given, left alone, left alone in the dark, and it is probable that no attention was paid to babies when they cried. A Spartan Boy's education as a soldier began when the boy was about 7 or 8 years old.

Elder abuse Essay -- Health Care

Elder Abuse Elder abuse has been present in our society in the past times; however, it has been the hidden problem and under recognized by our community. It is really challenging for people to understand the severity of this problem unless one encountered it in one’s life. Society began to really acknowledge this issue because of the cases that have been reported. There are varieties of categories of elder abuse that are reportable to a healthcare provider; however, many cases are still left unreported and elder victims continue to suffer from mistreatment. The seniors that surround us have contributed to our community and to the great things that we now have. These people should be recognized and protected in all areas of life instead of being mistreated and left behind. Elder abuse is a social problem because it violates the ethical principles, standards of practice, and the legislature. In our society we have been taught from a young age to respect our elders and treat them with dignity and respect. Those who should be the most honored end up being one of the most vulnerable populations and a group of people that require special attention and care. These people require skilled nursing care and support from family and friends. Regardless of the abuse, it would lead to the needless suffering, pain, and violations of human rights. Elder abuse violates the principles of ethics; some of them are justice, autonomy, and nonmalificence. When dealing with older adults the caregivers are required to provide a fair treatment. The caregiver who stands in trust relationship to the resident cannot intentionally cause any harm or neglect. For the residents to be treated in a fair way, health providers must appropriately provide care to... ...aveman, B. (2006). Perceptions of elder abuse: voices of professionals and volunteers in Sweden -- an exploratory study. Scandinavian Journal Of Caring Sciences, 20(2), 151-159 American Nurses Association. (November 15, 2010). Code of Ethics for Nurses with Interpretive Statements. In Nursing World. Retrieved March 30, 2012, from http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses/Code-of-Ethics.pdf. CCERAP. (2011). About Elder Abuse. In Colorado Coalition for Elder Rights and Abuse Prevention. Retrieved March 27, 2012, from http://www.ccerap.org/index.php/about-elder-abuse. National Institute of Justice. (Novembeer 6, 2007). Elder Abuse. In National Institute of Justice. Retrieved April 1, 2012, from http://www.nij.gov/topics/crime/elder-abuse/welcome.htm.http://www.ncea.aoa.gov/main_site/pdf/publication/FinalStatistics050331.pdf

Multinational Corporations

Globalization The liberal economic theory Is based on the fact that not all state's territories include the blessing of various natural resources. Therefore, state economies over the years have established several laws that make economic global trade a rather fair transaction. In its core trading was created to facilitate the gaining of products for territories in which producing a specific good might be limited due to their natural resources from those with comparative or absolute advantage.Economic liberalizes believe that governments should not interfere in the markets, because international elate Is maximized when states practice comparative advantage and specialize in certain products. It makes more sense for a country with easier and cheaper ways to produce a specific product do so in abundance and share it through global trade with the world, rather than it be extremely difficult and costly for a single state to do it alone.Through foreign direct investment, multinational corp orations are able to invest in other countries by establishing their own facilities in foreign territories. This is the base of globalization. Through FED and Mans companies are locating closer to customers and Introducing themselves In the same area as competitors, meanwhile they hire local manufacturers and employees to assist the production of their product. By doing so, they not only fuel the international economy by creating a larger amount of production for trade, but they also are creating Jobs for people where they are most needed.They usually establish foreign facilities and plants in countries where wage is extremely cheap- indicating that these countries are probably home to extremely poor human beings, who would have trouble finding a Job In the first place. Yet they also search to Invest In states that have attractive resources. FED Is good for developing countries because they make their economies stronger. By paying taxes and training personnel, they enrich their host territories economy and development.Economic liberalizes believe that Mans can serve as a peace keeping potential during trying times between two countries. That interdependence globally would cause powers to be more understanding and hesitant before creating a war. However stating that underdeveloped nations cannot Lully control the Mans because of lack of proper enforcement of human right laws, there is a chance that the workers may be exploited, but through safety and health standards, this situation is usually controlled. I strongly believe that developing states should allow Mans to house facilities in their territories.It's clear that for development, you must establish a strong economy, and FED and Mans without a doubt assist lesser-developed countries in reaching development. They create Jobs for those who are uneducated and therefore disqualified from many Job technological advancement of local companies. I do, however, support that specific tariffs and laws should be set against the Mans goods being sold in that state's market, because local producers could not stand a chance next to mass productions.Also, the dangers of human rights being violated are possible when establishing an NC in a state with an unrecognized government and must be highly investigated for proper activity. In regards to those issues I believe that as long as the General Agreement on Tariffs and Trade (GAIT) enforce and practice their trade principals the global trade market will be a safe place. The prevarication and liberalizing of trade and foreign direct investment are the best way to go about developing a state. Multinational Corporations Globalization The liberal economic theory Is based on the fact that not all state's territories include the blessing of various natural resources. Therefore, state economies over the years have established several laws that make economic global trade a rather fair transaction. In its core trading was created to facilitate the gaining of products for territories in which producing a specific good might be limited due to their natural resources from those with comparative or absolute advantage.Economic liberalizes believe that governments should not interfere in the markets, because international elate Is maximized when states practice comparative advantage and specialize in certain products. It makes more sense for a country with easier and cheaper ways to produce a specific product do so in abundance and share it through global trade with the world, rather than it be extremely difficult and costly for a single state to do it alone.Through foreign direct investment, multinational corp orations are able to invest in other countries by establishing their own facilities in foreign territories. This is the base of globalization. Through FED and Mans companies are locating closer to customers and Introducing themselves In the same area as competitors, meanwhile they hire local manufacturers and employees to assist the production of their product. By doing so, they not only fuel the international economy by creating a larger amount of production for trade, but they also are creating Jobs for people where they are most needed.They usually establish foreign facilities and plants in countries where wage is extremely cheap- indicating that these countries are probably home to extremely poor human beings, who would have trouble finding a Job In the first place. Yet they also search to Invest In states that have attractive resources. FED Is good for developing countries because they make their economies stronger. By paying taxes and training personnel, they enrich their host territories economy and development.Economic liberalizes believe that Mans can serve as a peace keeping potential during trying times between two countries. That interdependence globally would cause powers to be more understanding and hesitant before creating a war. However stating that underdeveloped nations cannot Lully control the Mans because of lack of proper enforcement of human right laws, there is a chance that the workers may be exploited, but through safety and health standards, this situation is usually controlled. I strongly believe that developing states should allow Mans to house facilities in their territories.It's clear that for development, you must establish a strong economy, and FED and Mans without a doubt assist lesser-developed countries in reaching development. They create Jobs for those who are uneducated and therefore disqualified from many Job technological advancement of local companies. I do, however, support that specific tariffs and laws should be set against the Mans goods being sold in that state's market, because local producers could not stand a chance next to mass productions.Also, the dangers of human rights being violated are possible when establishing an NC in a state with an unrecognized government and must be highly investigated for proper activity. In regards to those issues I believe that as long as the General Agreement on Tariffs and Trade (GAIT) enforce and practice their trade principals the global trade market will be a safe place. The prevarication and liberalizing of trade and foreign direct investment are the best way to go about developing a state.

Nina

childrens needs February 2012 | | |Assignment 1: | |Explain what constitutes the physical and psychological needs of a three year old child. Explain how you would ensure that these physical and | |psychological needs can ideally be met in a setting/nursery which the 3 year old child attends from 8 am to 6 pm, 5 days a week. Reading for your assignment. Though we provide some recommended books and chapters, (see below) you need to read around the subject as much as possible and not limit yourself to just the recommended readings. Recommended reading from your prescribed text books:- Macleod-Brudenell, I,& Kay, J (2008, Second Ed) Advanced Early Years for Foundation Degrees & Level 4/5 Harlow: Heinemann Chapters 4, 5 and 9 Montessori Centre International (MCI) (undated a) Module 2 Child Development London: MCI Chapters 1 and 3 (pg 39 – 42) Montessori Centre International (MCI) (undated b) Module 4 Contemporary Issues London: MCIChapters 1, 3, 4 and 5 Montessori Centre Internat ional (MCI) (undated c) Module 5 Childcare and Health London: MCI Additional reading to consider for this assignment:- Montessori International (Issue 94, January – March) (Various articles in this issue of the magazine are relevant) Unicef (2008) Convention on the Rights of the Child, available from http://www. unicef. org/crc/ This assignment focuses on the importance of supporting the child’s well-being. Although, you will be given guidelines and additional reading material to assist you in the writing of this assignment, it is important for you to read as widely as you can.You will also need to consider the specific requirements within your own country. In these tutorial guidelines, the assignment question will be broken down into sections, giving you some pointers to consider when preparing your answer for submission. In order to enable you to focus on the different aspects of the questions, each has been given a weighting. These are the maximum marks that can be awarded for this part of the answer. The other 25% of the marks cover structure, expression and presentation (Take note of the marking table on the assessment sheet that you have received). WORKING ON THIS ASSIGNMENTBegin by:- †¢ Work through the recommended chapters listed above, making notes as you did for your Study Skills assignment. Please note that you are not limited to these chapters – You may also find it useful to do some independent research in your local library or on the internet. Be careful to limit your reading to academically sound sources – Wikipedia is not a safe site to use and should be avoided. (Remember to keep a record of the source document for later referencing and bibliography). †¢ Go through the extended guidelines below, and begin to gather information for your answer. Make note of any questions you have regarding this assignment and send them through to me. These questions and their answers will then form the second half of this f irst tutorial (the Q&A) which will be emailed to you so that you can take the information into consideration before finalising your essay for submission. Start to work on your answer:- 0 Study skills recap – †¢ Organise your information and thoughts into a logical, structured argument, addressing each of the important / main bullet points. Ensure that there is an overall flow to the information, and that each section links back to the question posed. Begin with an introduction that will state what you are going to cover in the main body of the essay. The introduction should be  ± 5-10% of the total length of the essay. Draw your argument to a conclusion at the end. †¢ Reference each time you paraphrase ideas you have read during your research for the essay, as well as the first time you include specific terminology in any one essay. In this essay you should ensure that you are quoting from academically sound sources. †¢ Find three or four relevant quotes that will support your argument.Use MCI protocol when referencing and quoting. CONTENT GUIDELINES FOR THIS ASSIGNMENT Identify and define the specific physical needs of a three year old child – including exercise and rest, diet, health and safety. (10) †¢ Briefly define what is meant by physical needs, including exercise and rest, diet, health and safety . †¢ Identify the specific physical needs of a three year old. Give a full explanation of how these physical needs should ideally be met by an early years setting/nursery which offers care from 8am to 6pm five days a week. (17. ) – Consider for example, how you could provide for gross and fine motor skills. Also think about safety issues (such as appropriate clothing for specific weather conditions), access to fresh air and ventilation in the classrooms, opportunities for rest, etc. – Give practical examples of what a setting would do to ensure the child’s well being as an essential pre-requisite to effective learning. Identify and define the psychological needs of a three year old child – focus on emotional and social needs. (10) †¢ Briefly define what is meant by psychological needs, focus on emotional and social needs.Your definition should briefly consider the needs for survival, participation and belonging. †¢ Identify the specific psychological needs of a three year old. Give a full explanation of how the psychological needs should ideally be met in an early years setting/nursery which offers care from 8am to 6pm five days a week. (17. 5) – Explain how the three year old’s emotional and social needs can be met. Here you should be looking at consistency, predictability and availability of care. – Explain how the children’s well-being and sense of belonging are promoted. Focus on settling in procedures and transitions, availability of a key person and liaison with parents. – Give practical examples of how you could make a three year old comfortable, settled, at ease and ready to actively participate in the daily life of the nursery. Having discussed the physical and psychological needs of a three year old relate these to relevant articles in the UNCRC (United Nations Convention on the Rights of the Child) which inform the statutory requirements for best practice in early years settings/nurseries in your country (20) –Briefly explore the general underlying principles (especially that of survival, protection and participation) which underpin the relevant articles of the UNCRC. (supplied with this tutorial) – Link these principles to the child’s needs. 0 Study skills recap – †¢ Your conclusion should summarise what you have said, without adding or introducing anything new. †¢ The word count includes references and quotes, but excludes bibliography †¢ Remember to use double line spacing and to number the pages of your document Finalising your answer:- †¢ R ead through your essay, checking your spelling, grammar and referencing format. Make sure your argument has a logical flow, and that you have answered each aspect of the question fully, in your own words. †¢ Fill in the cover sheet, including all necessary details. Check that your word count is within the accepted limit. †¢ Compile or finalise your bibliography using the correct format. (Follow the MCI protocol as outlined in your Student Handbook. ) 0 Study skills recap – Your bibliography must include full entries for all sources that you have referred to in your essay, as well as other books, articles, websites etc that you have read or consulted in preparation for this assignment.Bibliography:- Macleod-Brudenell, I, & Kay, J (2008, Second Ed) Advanced Early Years for Foundation Degrees & Level 4/5 Harlow: Heinemann Montessori Centre International (MCI) (undated a) Module 2 Child Development London: MCI Montessori Centre International (MCI) (undated b) Module 4 C ontemporary Issues London: MCI Montessori Centre International (MCI) (undated c) Module 5 Childcare and Health London: MCI

Psychology and Sensation Seeker

Take a look at the material on sensation seeking on page 286 (Ch. 11). Do you consider yourself a sensation seeker? Why or why not? What are the advantages and disadvantages of your level of sensation seeking? I am not a sensation seeker because I prefer peace and happiness. I am the type of person that likes to see the same people and have a routine to follow which I feel comfortable in. The advantages of my level of sensation seeking are that I am more likely to find peace and happiness compared to someone who has a higher level of sensation seeking.The disadvantages might be people calling me boring and not having as much fun as I should be having. How would you rate your own achievement motivation? Why? In what ways is this an advantage to you? In what ways is it a disadvantage? I would rate my own achievement motivation very high. I say this because I fit all of the descriptions mentioned in the book and I enjoy excelling in the things I do. When I have an easy task in front of me I find it boring but when I have a difficult task I tend to feel worried because I might do poorly.This is an advantage because I know it pushes me to do better in all of the things I do in my life. It is a disadvantage because my self-esteem can be lowered when I don’t do well on something and it might also affect those around me. What did you learn about yourself from reading about the trait theories of personality? I learned that I have the following traits: Openness, Conscientiousness and Agreeableness. I am opened to new ideas, self-disciplined, sociable, talkative and affectionate.I am a weird mix because I am opened to new ideas but I tend to like routines and being comfortable with my surroundings. At the same time I am sociable, talkative and affectionate which is kind of weird. To better explain I am a junior accountant at a commercial real estate company who sits in a cubicle all day but I am very outgoing and talkative like a salesperson. I always get complimen ts from people for being so outgoing while being an accountant which is a weird thing. What did you learn about yourself from reading the other theories of personality? List and explain at least three things. ) I now know I am aware of my actions which is something I never really thought about before. I also learned that I am a person who enjoys doing things for the thrill that comes from doing things instead of doing things for the outcome. I also learned that I am self-disciplined which is something I never paid attention to before either. These are great things I learned about myself from reading the theories of personality which I would of never thought of before.How will you use this material on personality to improve your relationships (personal and/or professional)? I will use this information in order to better understand myself and other in both my personal and professional life. I know no two people are alike and now I can manage to speak to them and treat them based on th eir personality so they feel comfortable. I will also use this material to better understand myself and my way of thinking in order to excel at the things I do.