Role of a Lawyer for Psychology and Public Policy- myassignmenthelp

Question: Examine about theRole of a Lawyer for Psychology,Public Policy and Law. Answer: There is an observation that defendants work as indicated by the standards of truth and equity. Be that as it may, this point of view is respected to be founded on fiction as opposed to actuality. In such manner, it is imperative to specify here that the connection which endures among equity and truth is simply an issue dependent on the way of thinking of law. Accordingly so as to talk about the presence of truth and equity engaged with the legitimate calling it is basic to express the significance of both the ideas. Equity is simply founded on truth[1]. The primary issue related with attorneys is that the realities delineated for the situation materials are regularly entangled. Each side mirrors an alternate story. In all actuality very much portrayed in the realities be that as it may, it should be discovered[2]. Hence, it very well may be built up that reality and equity are subject to one another and requires dynamic exploration. So as to give equity, truth must be founded on dependable realities. The position to cause equity anyway lies upon the Judges anyway Judges to rely on confirmations and contentions so as to set up proper choice. Now and again the deficiency lies with respect to the lawful experts as they are the ones depended with a power to discover reality. The lawful experts now and again flop on their part to find truth because of the presence of absence of evidence[3]. Thusly, it is important that the establishment of the lawful framework is simply founded on truth and equity where truth can be accomplished by appropriate exploration. It merits referencing that attorneys play out their obligations concerning truth and equity which is a reality and not fiction as legal advisors practice their separate obligations inside their moral boundaries[4]. References: Hollander-Blumoff, Rebecca, Formation of Procedural Justice Judgments in Legal Negotiation(2017) 19-43 Group Decision and Negotiation,26.1 Lind, Douglas, The down to earth estimation of lawful fictions 2015 83-109Legal fictions in principle and practice, 22 Lustbader, Paula, Listening from the Bench Fosters Civility and Promotes Justice(2014) 13 Seattle J. Soc. Only, 903 Sevier, Justin, reality equity tradeoff: Perceptions of decisional precision and procedural equity in antagonistic and inquisitorial legitimate frameworks (2014) 212 Psychology, Public Policy, and Law, 20.2

Employment Law and Employee Relations

Question: Examine about the Essay for Employment Law and Employee Relations? Answer: Presentation Representative execution and lead are two significant components that help in accomplishing authoritative goals. Representative execution is legitimately identified with the general efficiency of an association. Then again, the way where a representative is required to act decides the earth and work culture of an association (Xperthr.co.uk 2011). There is a nearby nexus between the two as worker direct identifies with adequacy and productivity of a representative. In this manner, it gets important for an association to devise and execute measures for execution and direct of a worker and uphold them as organization rules and approaches. Control can be supposed to be an emotive word according to work (Acas.org.uk 2016). Representatives are required to be trained all together for the association to work appropriately. For all intents and purposes, discipline at work is one of the most urgent issues that a director needs to confront. At the point when representatives are in break of exis ting codes of behaviors material inside the association, the organization is required to take disciplinary activities by following an appropriate system (Xperthr.co.uk 2011). This report is focussed in bringing out and dissect what can be viewed as a decent practice while dealing with such disciplinary issues in the light of the appropriate business laws of the nation. With the end goal of undertaking 2 of this report, Tesco PLC has been picked as a contextual investigation. Great Practice The UK has a total business enactment structure with a few demonstrations guaranteeing that the privileges of the representatives and the business are secured. In the current setting, it can't be denied that if there are issues identifying with a workers direct, capacity and execution are not taken care of in an expert way the association won't have the option to concentrate on its objectives (Acas.org.uk 2016). In this manner, it is essential for the administration to follow some great practices while dealing with the above issues so they don't raise to an unmanageable state. It is the obligation of the administration to guarantee that all workers are dealt with decently and in an only way in situations where disciplinary moves are being made against such representative (Xperthr.co.uk 2011). There is no fixed meaning of good practice. Be that as it may, it includes the accompanying: Acting with a worthy motivation Utilizing the current strategies in an appropriate way Acting reliably Adhering to the standards of normal equity Whatever other measure that can be incorporated inside a decent practice code Following the above standards, not just guarantee reasonableness and consistency inside the association yet in addition builds up a decent marketing prudence inside the association. In this manner, while dealing with disciplinary issues, the administration is required to follow these standards so as to show up to a legitimate arrangement and orchestrate the interests of the business and the worker. The ACAS Code for Disciplinary Procedures While managing the board and goals of disciplinary issues inside an association, the ACAS Code on Disciplinary and Grievance Procedures in Employment shapes a significant wellspring of good practice that is required to be followed. The code thinks about the current arrangement of the administrative structure relevant corresponding to work laws (Acas.org.uk 2016). Following are the enactments, the arrangements of which are fused inside the code: Worker's guild and Labor Relations (Consolidation) Act 1992 Work Act 2002 Work Rights Act 1996 Despite the fact that abusing the arrangements of the code is, in itself, not unlawful, its arrangements assume a significant job in understanding the disciplinary procedure. Such penetrates of its arrangements won't draw in legitimate continuing. In any case, work councils think about the code while hearing significant cases. Referees named by the ACAS follow the code to arrange off cases brought under the ACAS Arbitration Scheme (Acas.org.uk 2016). A handbook created by the ACAS known as the Discipline and Grievance at Work, specifies the accompanying Code of Practice: The requirement for disciplinary technique and rules Appropriate treatment of a disciplinary issue Holding of a disciplinary hearing Choosing and actualizing disciplinary activities, and An interests procedure Reasonable Disciplinary Procedure Area 1 of the Employment Rights Act 1996 states manages a workers right to an announcement of business points of interest. This is viewed as the beginning stage of a disciplinary procedure (Legislation.gov.uk 2016). Segment 3 further specifies that the announcement of points of interest be required to incorporate disciplinary guidelines pertinent to a worker. The Employment Act 2002 states that the announcement will likewise contain the systems pertinent while taking disciplinary activities. Area 98A of the Employment Rights Act 1996 specifies a three-advance excusal and disciplinary strategy as follows (Legislation.gov.uk 2016): Stage 1: The business must convey to the representative about the workers direct, ability or different conditions that may bring about a disciplinary or excusal activity. Stage 2: A gathering ought to be assembled at a sensible time and spot where the issue can be talked about with the representative. Stage 3: If the representative needs to request, he/she ought to convey it to the business. The business may hold further hearings to determine the issue. Key Components of Disciplinary Process As per the ACAS code, following are the key segments of a disciplinary procedure (Acas.org.uk 2016): An oral admonition Followed by a composed notice if there are no enhancements A last composed admonition if the lead or ability of the worker is as yet not good Assembling of a conference At last excusal if the issue isn't settled or if upgrades are not taken note As it has been clarified before, that the worker is required to be given a reasonable chance of being heard. The essential goal of the gathering is to hear what the worker needs to state (Cipd.co.uk 2016). Last excusal comes after the meeting is directed and if the lead of the worker is as yet seen as inadmissible. Difficulties Faced while Implementing a Disciplinary Procedure Considering the current business condition, it is to some degree hard to execute a tough disciplinary system inside an association (Acas.org.uk 2016). The administration faces various difficulties as specified beneath: Administrative arrangements being tough, an association needs to follows procedural advances regardless of whether the representative is seen as in cross unfortunate behavior and of unsuitable execution. Regularly the workers don't go to the gatherings and hearings. This expands the entire system and the association needs to bring about misfortunes. The representatives against whom the organization has started a procedure frequently disregard the assertion procedure (Code of expert lead and disciplinary strategies 2016). On the off chance that, where the worker is required to get an announcement of specifics and other basic archives, the seeing procedure is hampered as witnesses regularly decline to be recognized. The association is legitimately and morally limited by the code and authoritative arrangements to direct a reasonable disciplinary method. This goal of the association regularly is misinterpreted by the representatives and subsequently, the whole procedure turns out be disorderly. While actualizing a disciplinary methodology, an association faces a lot of obstruction from the worker's organizations (Xperthr.co.uk 2011). Case Laws The authoritative structure means to forestall unreasonable excusals by bosses. The enactment requires the associations to act sensible and this component has been the center of the whole structure. A portion of the significant contextual investigations identified with capacities and direct are as per the following: Dundee City Council v Sharp EATS [2011] In the above case, a representative was excused because of long haul affliction nonattendance. A drawn out disorder made the representative stay missing and this influenced his ability to play out his allocated undertakings. Subsequently, the worker was given up and the EAT held such excusal to be reasonable and just. Adeshina v St Georges University Hospitals NHS Foundation Trust [2015] For this situation, the EAT held that the excusal of the worker was reasonable regardless of whether there was a defect in the principal phase of the disciplinary procedure and in the sythesis of an intrigue board. Ahmed v Premier Foods Group Ltd ET [2011] For this situation, the worker was excused for net offense and his association agent sold out him at the intrigue stage. This changed the way where seeing is done in business preliminaries. The organization chose for this piece of the report is Tesco PLC. Tesco has significant disciplinary strategy that it follows which is in equality with the ACAS code and the relevant administrative system (Acas.org.uk 2016). The organization urges its workers to keep up its principles of direct and capacity with the goal that the general objectives of the association are accomplished. On the off chance that the exhibition or conduct of a representative is being referred to, the line directors assume up the liability and work intimately with the worker to improve his/her condition (Our Code of Business Conduct - Tesco 2016). The organization has set up two disciplinary strategies: Casual Procedure, and Formal Procedure Formal system is possibly benefited when all endeavors of the organization through the casual strategy has been depleted (Solving Problems at Work Staff Guide - Tesco 2016). The organization is resolved to direct a careful and reasonable examination so as to address the issues distinguished. This examination is commonly closed inside a sensible time period of 14 days except if both the gatherings concur for an expansion. Casual Procedure The line chief arrangements with the worker direct whose lead and ability is being referred to and will attempt to determine the issue. This cooperating endeavors to illuminate all th

80% + COLUMBIA UNIVERSITY - SIPA Admissions Blog

80% + COLUMBIA UNIVERSITY - SIPA Admissions Blog Just a quick update on decisions . . . We have published just over 80% of our decisions to date.   Please note that when an admission file is read has no bearing upon the final decision.   We are looking for qualified candidates and the qualities we look for and the evaluation system we use does not change over time. I will say that some files do take longer to review than others.   This can be for a variety of reasons including flagging a candidate for fellowship (which results in an additional meeting) or asking for further review by a Senior Member of the Admissions Committee. As stated in a previous entry, we cannot provide estimates on when individual decisions will be published but rest assured that we are working as quickly as possibly.   I know that many applicants who have not heard are anxious, but I think you would agree that having the Committee spend quality time reviewing your application is preferable to rushing through the process. Hang in there if you have yet to hear, an email will be coming your way soon.

A Brief Biography of Eratosthenes - 714 Words

Eratosthenes was born in 276 B.C. in a Greek colony in Cyrene, a country in North Africa better known in the present day as Libya. He raised by modest parents, his mother’s name is not known, and his father’s name could be one of two that have been discovered, Aglaos or Ambrosios. Even though they were modest parents, they were somehow able to have enough money for an education for their son. They would have had to own land that was worth at least 20 minas (type of Athenian currency), and his parents would have been free citizens. He was a typical, curious baby and as he grew older, he asked hundreds of questions that no one could answer. He was extremely interested in the sky, because it was something that he could not reach up and touch. He wondered how what the distance between the sun and earth was and what the sun was made of, why there was wind, and why the stars moved. Like most young Greek boys, when Eratosthenes was about six, he began to go to school in t he local gymnasium, where he learned reading, writing, mathematics, poetry, music and physical education. He was very strong in math but geography was by far his favourite subject. In his early years, he was given the nickname Beta, the second letter of the Greek alphabet, because he never came in first place (taken by Archimedes). Later in life, he got the nickname Pentathlos. This word meant an athlete that participated in 5 sporting events or to describe someone who was good at a variety of differentShow MoreRelatedArchimedes Background/Upbringing - Paper1497 Words   |  6 Pagesbelief that Archimedes is related to the Ruler of Syracuse King Hiero II. There are currently not many documents of Archimedes upbringing. In fact there is only one record of his life that was written by his friend Heracleides. Unfortunately this biography was lost. Education Archimedes was not only a mathematician but also a physicist, engineer, inventor, and astronomer (â€Å"Archimedes†, n.d). Archimedes thought of himself as first a mathematician and secondly an inventor, his other qualities whereRead MoreDiscovery of America6704 Words   |  27 Pagesto this the Columbus brothers had, by the 1480s, developed a plan to travel to the Indies, then construed roughly as all of southern and eastern Asia, by sailing directly west across the Ocean Sea, the Atlantic Ocean. Washington Irvings 1828 biography of Columbus popularized the idea that Columbus had difficulty obtaining support for his plan because Europeans thought the Earth was flat.[8] In fact, the primitive maritime navigation of the time relied on the stars and the curvature of the spherical

finding neverland movie review Essay - 563 Words

Analysis of Roger Eberts â€Å"Finding Neverland† Film Review â€Å"Finding Neverland† is a recently released motion picture starring acclaimed actors Johnny Depp and Kate Winslet, and directed by Marc Forster (quot;Monsters Ball†) Personally, I loved the movie and It was hard to find a critic that gave the movie a negative review, so I stopped trying to find someone to argue with and I came across the king of all critics, Roger Ebert. I usually dont agree with his reviews, so I figured we would clash on this one, but surprisingly we came to agree on many aspects. nbsp;nbsp;nbsp;nbsp;nbsp;He makes a point to mention Freddie Highmore and the remarkable job he did playing the angry but sad role of Peter. A very challenging role for a child†¦show more content†¦And then think of his work in quot;Secret Windowquot; (2004), the Stephen King story about the author caught in a nightmare, and his demented CIA agent in quot;Once Upon a Time in Mexicoquot; (2003), and wait until you see him in quot;The Libertine,quot; as the depraved and shameless Earl of Rochester.† He also ignores Kate Winslets performance and the great job she did. One thing that I noticed he didnt get into very much was the sexual side of the film. I was glimpsing over a few other articles on the movie and a lot of reviewers made comments on how Depps character was impotent, and had a thing for little boys. â€Å"And though the film flirts with the suggestion that Barries relationship with the boys may have had unsavory connotations, something that has been much speculated upon, the evidence seems to indicate that Barrie, an extremely short and unattractive fellow with none of the dapper attraction of the handsome Depp, was probably impotent, and that was the source of the dissatisfaction in his marriage.†--- Terry Lawson, Detroit Free Press. I can see where this statement is coming from since they touch upon the subject in the film, but the director did a good job in making sure that Depps character was not creepy, but yet like a child himself. And Depp plays the role with such innocence that you would never question the fact that the boys are simply his muses and he loves that family. He pretends to be a part of it, and it is the only thing thatShow MoreRelatedEntertainment Weekly Magazine Analysis : Entertainment884 Words   |  4 PagesEntertainment Weekly Magazine Analysis Entertainment Weekly is a weekly periodical featuring entertainment related news stories. The magazine is notable for featuring film, television, book, and music reviews. Unlike some magazines targeting specific demographics, Entertainment Weekly appeals to a broad audience. Considering many people of all ages have an interest in the arts, the magazine appeals to both young and old readers. The magazine features celebrities of all ages, along with typically

Statistics for Management and Economics Free Essays

Course: Professor: Term: Sections: 001: 002: 003: 502: Contact Information: Office Phone Office Location Email OPRE 6301/SYSM 6303 (cross-listed courses) FALL 2012 Carol A. Flannery, Ed. D. We will write a custom essay sample on Statistics for Management and Economics or any similar topic only for you Order Now Fall 2012 Friday Tues/Thurs Wednesday Thursday 4:00 pm to 6:45 pm 11:30 am to 12:45 pm 1:00 pm to 3:45 pm 7:00 pm to 9:45 pm SOM 1. 217 SOM 2. 106 SOM 1. 117 SOM 1. 212 972-883-5853 (Answered only during office hours) JSOM 2. 416 flannery@utdallas. edu All contact concerning your class must be via eLearning class website. Email sent via eLearning is checked daily Monday through Friday. Voicemail on office phone is not checked daily. Office Hours Tuesday Wednesday Thursday Friday 10:00 am to 11:15 am 11:30 am to 12:30 pm 10:00 am to 11:15 am and 6:00 pm to 6:45 pm 3:00 pm to 3:45 pm Teaching Assistant To be posted for each section on eLearning Please note: Office hours are not to be used to reiterate a class that was missed. Have your questions or problems prepared before coming to see either your professor or TA. Written evidence you have attempted problems will be required. General Course Information Pre-requisite: MATH 5304 or equivalent Course Description OPRE 6301 Quantitative Introduction to Risk and Uncertainty in Business (3 semester hours) Introduction to statistical and probabilistic methods and theory applicable to situations faced by managers. Topics include: data presentation and summarization, regression analysis, fundamental probability theory and random variables, introductory decision analysis, estimation, confidence intervals, hypothesis testing, and One Way ANOVA (Some sections of this class may require a laptop computer). Prerequisite: MATH 5304 or equivalent. ( 3- 0) S 1 Learning Objectives Students are expected to develop skills on problem formulation, identification of appropriate statistical techniques, computer implementations in Excel and/or manual calculations and written explanations, and interpretation of empi rical results of the following and be able to: 1) Organize and summarize raw data; 2) Build and evaluate a regression model from raw data; 3) Apply the basic rules of Probability Theory; 4) Apply the concept of a random variable to solve business problems ; 5) Apply the Normal, Poisson, and Binomial Distributions to solve business problems ; 6) Simulate data from the Normal, Poisson, and Binomial; ) Identify significant changes in averages and proportions 8) Determine if two populations have the same mean or the same proportion ; and 9) Determine if several populations have the same mean. Required Text and Software Textbook: STATISTICS FOR MANAGEMENT AND ECONOMICS, 9th EDITION, by G. KELLER, 2012. (ISBN 10 digit: 0538477490 / ISBN 13 digit: 980538477499) T his is the required edition of the text. Any other editions will have different problems and/or chapter topics. Since your exam problems may contain textbook problems, you are risking a low exam grade by not having the correct edition. The required 9th edition will have an access code that will permit you to download the necessary Excel data files, Excel Workbooks, and Data Analysis Plus macros from t he Publisher’s website. If you have bought, or are buying a used 9th edition textbook, use the following procedure to obtain an online content access code: 1. Go to www. cengagebrain. com 2. In the search box at the top of the page, search â€Å"Statistics for Management and Economics 9th Edition†. 3. Scroll down the search results until you find the following: â€Å"Online Content Instant Access Code for Keller’s Statistics for Management and Economics, 9th Edition Keller ISBN-10: 1-111-74841-1 ISBN-13: 978-1-111-74841-8  © 2012 The price is $34. 95(subject to change), not including tax. After purchasing, the content is available instantly in your account. You will need to sign in with your email and the password you created. Software: This course uses a Windows-based laptop, eLearning, Internet Access, Microsoft Excel 2007 or higher (no trial versions), Data Analysis Activated (this comes with Excel), Data Analysis Plus and Excel Workbooks (both available for download from the textbook Publisher’s website). If you choose not to install Data Analysis Plus, it will be the student’s sole responsibility to utilize and learn other available existing Excel statistics tools/packs to work problems throughout the semester. Lectures and the Textbook utilize Data Analysis and Data Analysis Plus. Instruction on other tools and/or stat packs will not be provided. Data Analysis Plus is student-friendly and saves time in working problems. Existing Excel statistics tools cannot do all of the problem work as done by Data Analysis Plus. Macs do not have the scripting ability necessary to run Data Analysis Plus . If you are using a Mac, it is necessary to install a Windows Virtual machine, such as Parallel Desktop, or VMWare Fusion 4 which will then allow the use of Windows within the Mac Operating System. You must have the Windows version of Excel or the Parallel Desktop or VMWare Fusion is of no use. 2 Exams All exams will be cumulative with focus on certain chapters. Your exam day/time schedule and homework assignments are listed on pages 5 – 8 of this syllabus. TEST 1 (cumulative, focusing on Chapters 1, 2, 3, 4, 5, 6) closed book, closed notes, in -class. Time: 75 minutes Format: multiple choice Bring 882 Scantron, #2 pencil, eraser. No scratch paper permitted. Calculators OK, but no cell phones. TEST 2 (cumulative, focusing on Chapters 7, 8, 9, 10, 11) open textbook, open notes, laptop, in-class. Time: 75 minutes Format: multiple choice and/or written problem solving No Scantron. The professor will instruct you on how to provide answers and work on this exam. TEST 3 (cumulative, focusing on Chapters 12, 13, 14, 16, 17) open textbook, open notes, laptop, online. Time: 2 hours Format: multiple choice and/or written problem solving This exam is to be taken online, via eLearning under ASSESSMENTS on the menu, strictly beginning at your class section day and time. This exam will not be given in the classroom. This is a timed, one-attempt only exam. WEEKLY QUIZZES (online, timed , one-attempt) located online under ASSESSMENTS on the eLearning class website menu. Time: 10 minutes approximately (may vary for each quiz) Format: multiple choice and/or written short answer Ten weeks during the semester will have a weekly quiz on class lecture material and/or homework problems. There will be NO makeup of weekly quizzes. The weekly quiz will be available online Tuesday through Friday. After the time-limit has expired, you cannot see or take the previous quiz. It is the student’s responsibility to take each weekly quiz. There will not be a final exam during finals week. Tests Will Not Be Returned Students have seven working days after the posted exam grade of Test 1 and of Test 2 to review their exam with the Teaching Assistant. Students have three working days after the posted exam grade of Test 3 to review their exam with the Teaching Assistant. After the deadline has passed, there will be no discussion of grades/exams. Make-up Exams Make-up exams may be considered only for excused absences, which must be determined prior to the exam. Excused absences may be given for verifiable medical or family emergencies. Written document ation must be provided for substantiation of the absence. Students who do not show up for an exam, and for whom prior arrangements have not been made will receive a score of zero. There is no guarantee that the level of difficulty of the make -up exam, or the exam format, will be compatible to that of the scheduled test. All make-up exams will be written exams and taken at a time determined with the professor. Any make-up exam will be taken on campus with a proctor, even if the missed exam was an online, home exam. Be prepared for significant written discussion, problem-solving, and short-answer questions. No make-ups will be given for a Weekly Quiz for any reason, excused or unexcused. 3 Grading Criteria: Test 1 Test 2 Test 3 Weekly Quizzes QUANTITY 1 1 1 10 VALUE 100 100 100 100 COURSE TOTAL: POINTS 100 100 100 100 400 Letter Grades For the Semester Will Be Determined As Follows: TOTAL POINTS 358 – 400 346 – 357 318 – 345 306 – 317 278 – 305 277 and below LETTER GRADE A B+ B C+ C F There are no D grades in Graduate School. Undergraduates taking this graduate course will be subject to the same grading policy as graduate students. Lectures, Classroom Participation, PowerPoint slides, and DigiNotes PowerPoint slides are utilized to enhance the in -class lecture. The slides are not available for download. To encourage critical thinking, students are required to attend class and take notes. Being proactive in the classroom by asking questions is encouraged. Students will be expected to have read the required reading for each week before coming to class. After the first test, electronic DigiNotes will be posted each Friday night on the eLearning class website. DigiNotes are not intended to replace a lecture and may not contain everything discussed in class . Attendance Success in class is correlated to attending class and taking notes during the lecture. The professor’s office hours, and those of the TA, will not be utilized to reiterate lecture material missed in class. Due to large class sizes, it may not be possible for a student to attend another class section than the one in which they are officially enrolled. Priority is given to students enrolled in a certain section. Cell Phones and Surfing the Net during Class/Lecture No use of cell phones, or texting within the classroom, at any time. If you must make a call during class or during class breaks, please step outside of the classroom. Surfing the net during lecture is distracting to all and int erferes with learning. These distractions will be regarded as infringement upon the rights of others to learn within the classroom, and subject to being referred to the appropriate dean. Extra Credit/Late Work No extra credit available. Late work is not accepted. Emails to your professor, after each test and/or after the semester is completed, asking for extra credit work and/or to bump up your grade more than what you actually earned, will not be answered. These types of email questions are presumptuous and may contain unethical and/or illegal requests and are subject to being forwarded to the appropriate academic dean. Homework Assignment and Required Reading Homework problems are provided within this syllabus on page 6. These problems are for your benefit and not to be turned in for grading. Should you need assistance in solving the problems, please utilize the Discussion Board to help each other, and/or visit your TA or Professor and show written and/or laptop evidence that you have attempted the problems. 4 SCHEDULE OF EVENTS FOR OPRE 6301: SECTIONS 001, 002, 003, 502 2012 Week of Chapters/Sections August 27 12 September 3 34 September 10 45 September 17 September 24 6 78 October 1 TEST 1 (Chapters 1, 2, 3, 4, 5, 6) Note: Tues/Thu class Sec 002 has lecture on Oct 2 covering sections 8. 1 and 8. 2 October 8 9 10 October 15 8. 4, 11 12 October 22 8. 4, 12 13 October 29 TEST 2 (chapters 7, 8, 9, 10, 11) Note: Tues/Thu class Sec 002 has lecture on Oct 30 covering sections 13. 1 and 13. 2 November 5 13, 14 16 November 12 1 6 17 November 19 November 26 December 3 17 and TEST 3 review TEST 3 (chapters 12, 13, 14, 16, 17) December 3 17 and TEST 3 review December 10 TEST 3 (chapters 12, 13, 14, 16, 17) Topics/Event What is Statistics? , Graphical Descriptive Techniques I Graphical Descriptive Techniques II, Numerical Descriptive Techniques Numerical Descriptive Techniques (cont. ), Data Collection and Sampling Probability Random Variables and Discrete Probability Distributions, Continuous Probability Distributions TEST 1 for Sec 003 Wed class – Oct 3* Required Reading Chapters/Sections 1. 1 – 1. 4, 2. 1 – 2. 3 3. 1 – 3. 4, 4. 1 – 4. 3 4. 4, 4. 7, 4. 8, 5. 1 – 5. 4 6. 1 – 6. 5 7. , 7. 4, 7. 5, 8. 1, 8. 2 TEST 1 for Sec 002 Tues/Thu class – Oct 4* TEST 1 for Sec 502 Thurs night class – Oct 4* TEST 1 for Sec 001 Fri night class – Oct 5* Sampling Distributions, Introduction to Estimation T Distribution (8. 4), Introduction to Hypothesis Testing, Inference about One Population F Distribution (8. 4), In ference about One Population (cont. ), Inference about Two Populations TEST 2 for Sec 003 Wed class – Oct 31* 9. 1, 9. 2, 9. 4, 10. 1 – 10. 3 8. 4, 11. 1 – 11. 4, 12. 1 8. 4, 12. 3, 13. 1, 13. 2 TEST 2 for Sec 002 Tues/Thu class – Nov 1* TEST 2 for Sec 502 Thurs night class – Nov 1* TEST 2 for Sec 001 Fri night class – Nov 2* Inference about Two Populations (cont. ), Analysis of Variance (ANOVA), Simple Linear Regression Simple Linear Regression (cont. ), Multiple Linear Regression THANKGIVING HOLIDAY (Nov 19-24) Multiple Linear Regression (cont. ) TEST 3 for Sec 502 Thurs night class – Dec 6* 13. 3, 13. 4, 14. 1, 14. 2, 16. 1, 16. 2 16. 3 – 16. 6, 17. 1 – 17. 4 17. 1 – 17. 4 Last Class Meeting TEST 3 for Sec 001 Fri night class – Dec 7* Multiple Linear Regression (cont. ) Sec 002 and Sec 003 TEST 3 for Sec 002 Tues/Thu class – Dec 11* Last Class Meeting 17. 2 – 17. 4 TEST 3 for Sec 003 Wed class – Dec 12* Last Class Meeting. *Students must take tests with the sections in which they are enrolled. 5 Last Class Meeting HOMEWORK ASSIGNMENTS Required Reading Chapter/Sections and Problem Assignments (Not to be turned in for grading) Please Note: Check your eLearning website for any changes throughout the semester. Chapter 1: What is Statistics? 1. 1. Key Statistical Concepts 1. 2. Statistical Applications in Business 1. 3. Statistics and the Computer 1. 4. World Wide Web and Learning Center Appendix 1 – Instructions for installation of files Problems: 1. 2 – 1. (Even numbered problems); Pages 1 – 9 Chapter 2: Graphical Descriptive Techniques 2. 1. Types of Data and Information 2. 2. Describing a Set of Nominal Data 2. 3. Describing the Relationship between Two Nominal Variables and Comparing Two or More Nominal Data Sets Problems: 2. 14 – 2. 50 (Even numbered problems); Pages 11 – 39 Chapter 3: Graphical Descri ptive Techniques II 3. 1. Graphical Techniques to Describe a Set of Interval Data 3. 2. Describing Time-Series Data 3. 3. Describing the Relationship between Two Interval Variables 3. 4. Art and Science of Graphical Presentations Problems: 3. 6 – 3. 0, 3. 32, 3. 34, 3. 48 – 3. 58 (Even numbered problems); Pages 43 – 92 Chapter 4: Numerical Descriptive Techniques 4. 1. Measures of Central Location 4. 2. Measures of Variability 4. 3. Measures of Relative Standing and Box Plots 4. 4. Measures of Linear Relationship 4. 7. Comparing Graphical and Numerical Techniques 4. 8. General Guidelines for Exploring Data Appendix 4 Review Of chapters 2 to 4 Problems: 4. 2 – 4. 16, 4. 32 – 4. 36, 4. 42 – 4. 54 (Even numbered problems), 4. 65, 4. 66, 4. 74, 4. 80 (All); Pages 97 – 144, 153, 154 Chapter 5: Data Collection and Sampling 5. 1. Methods of Collecting Data . 2. Sampling 5. 3. Sampling Plans 5. 4. Sampling and Nonsampling Errors Problems: 5. 2 , 5. 3, 5. 7, 5. 12; Pages 161 – 173 Chapter 6: Probability 6. 1. Assigning Probability to Events 6. 2. Joint, Marginal, and Conditional Probability 6. 3. Probability Rules and Trees 6. 4. Bayes’ Law 6. 5. Identifying the Correct Method Problems: 6. 6, 6. 11, 6. 16, 6. 17, 6. 20, 6. 28 – 6. 40, 6. 48, 6. 56, 6. 62 – 6. 68 (Even numbered problems); Pages 176 – 210 6 Chapter 7: Random Variables and Discrete Probability Distributions 7. 1. Random Variables and Probability Distributions 7. 4. Binomial Distribution . 5. Poisson Distribution Problems: 7. 2, 7. 10 – 7. 20, 7. 27, 7. 32, 7. 84, 7. 92 – 7. 100 (Even numbered problems), 7. 110, 7. 112 – 7. 119 (All); Pages 217 – 228, 244 – 261 Chapter 8: Continuous Probability Distributions 8. 1. Probability Density Functions 8. 2. Normal Distribution 8. 4. Other Continuous Distributions – T distribution F distribution Problems: 8. 16 – 8. 56 (Even numbered p roblems), 8. 83 – 8. 88, 8. 96 -8. 100 (All); Pages 263 – 286, 291 – 296, 301 – 306 Chapter 9: Sampling Distributions 9. 1. Sampling Distribution of the Mean 9. 2. Sampling Distribution of a Proportion . 4. From Here to Inference Problems: 9. 2 – 9. 24, 9. 30 – 9. 42 (Even numbered problems), 9. 52, 9. 54 (All); Pages 307 – 333 Chapter 10: Introduction to Estimation 10. 1. Concepts of Estimation 10. 2. Estimating the Population Mean when the Populat ion Standard Deviation is known 10. 3. Selecting the Sample Size Problems: 10. 2, 10. 12, 10. 22 – 10. 32 (Even numbered problems), 10. 52, 10. 54 (All); Pages 335 – 358 Chapter 11: Introduction to Hypothesis Testing 11. 1. Concepts of Hypothesis Testing 11. 2. Testing the Population Mean when the Population Standard Deviation is known 11. . Calculating the Probability of a Type II Error 11. 4. The Road Ahead Problems: 11. 7 – 11. 12 (All), 11. 14 – 11. 46 (Even numbered problems); Pages 361 – 397 Chapter 12: Inference about One Population 12. 1. Inference about a population Mean when th e Standard Deviation is Unknown 12. 3. Inference about a Population Proportion Problems: 12. 4, 12. 8, 12. 24 – 12. 34 (Even numbered problems), 12. 70, 12. 74, 12. 94, 12. 96 (All); Pages 399 – 412, 421 – 431 Chapter 13: Inference about Two Populations 13. 1. Inference about the Difference between Two Means: Independent Samples 13. 2. Observational and Experimental Data 13. 4. Inference about the Ratio of Two Variances 13. 5. Inference about the Difference between Two Population Proportions Appendix 13 Review of Chapters 12 and 13 Problems: 13. 12 – 13. 20, 13. 32 – 13. 36 (Even numbered problems), 13. 78 – 13. 81, 13. 90, 13. 91, 13. 92 (All) Pages 449 – 471, 489 – 511 Chapter 14: Analysis of Variance 14. 1. One Way Analysis of Variance 14. 2. Multiple Comparisons Appendix 14 Review of Chapters 12 to 14 Problems: 14. 4 – 14. 14 (Even numbered problems), 14. 38, 14. 41, 14. 42 (All), Utilize Tukey’s Omega; Pages 525 – 545, 548 – 553 Chapter 15: Chi Squared Tests (Chapter 15 is not covered in this course) Read Appendix 15 Review of Chapters 12 – 14 only Chapter 16: Simple Linear Regression 16. 1. Model 16. 2. Estimating the Coefficients 16. 3. Error Variable: Required Conditions 16. 4. Assessing the Model 16. 5. Using the Regression Equation 16. 6. Regression Diagnostics – I Appendix 16 Review of Chapters 12 – 16 (Exclude Chapter 15) Problems: 16. 1, 16. 2, 16. 6 – 16. 11, 16. 32, 16. 34(b, c), 16. 38, 16. 39, 16. 40, 16. 56, 16. 62, 16. 89, 16. 90, 16. 100, 16. 102, Case 16. 2; Pages 633 – 660, 666 – 679 Chapter 17: Multiple Regression 17. 1. Model and Required Conditions 17. 2. Estimating the Coefficients and Assessing the Model 17. 3. Regression Diagnostics – II 17. 4. Regression Diagnostics- III (Time Series) Appendix 17 Review of Chapters 12 – 17 (Exclude Chapter 15) Problems: 17. 8, 17. 10, 17. 18; Pages 692 – 712 8 University of Texas at Dallas Policies and Procedures Field Trip Policies Off-Campus Instruction Course Activities Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at the website address http://www. utdallas. edu/BusinessAffairs/Travel_Risk_Activities. htm. Additional information is available from the office of the school dean. There are no field trips associated with this class. Technical Support: If you experience any problems with your UTD account you may send an email to: assist@utdallas. edu or call the UTD Computer Helpdesk at 972-883-2911. Student Conduct Discipline The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules an d regulations which govern student conduct and activities. The University of Texas at Da llas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations of th e Board of Regents of the University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the Course Syllabus Page 8, University’s Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SSB 4. 400, 972/883- 6391). A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected t o obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and administrative rules. Students are subject to discip line for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalti es are also imposed for such conduct. Academic Integrity The faculty and administration of the School of Management expect from our students a high level of responsibility and academ ic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work. We wan t to establish a reputation for the honorable behavior of our graduates , which extends throughout their careers. Both your individual reputation and the school’s reputation matter to your success. The Judicial Affairs website lists examples of academic dishonesty. Dishonesty includes, but is not limited to cheating, plag iarism, collusion, facilitating academic dishonesty, fabrication, failure to contribute to a collaborative project and sabotage. Some of the ways students may engage in academic dishonesty are: Coughing and/or using visual or auditory signals in a test; Concealing notes on hands, caps, shoes, in pockets or the back of beverage bottle labels; Writing in blue books prior to an examination; Writing information on blackboards, desks, or keeping notes on the floor; Obtaining copies of an exam in advance; Passing information from an earlier class to a later class; Leaving information in the bathroom; Exchanging exams so that neighbors have identical test forms; Having a substitute take a test and providing falsified identification for the substitute; Fabricating data for lab assignments; Changing a graded paper and requesting that it be regraded; Failing to turn in a test or assignment and later suggesting the faculty member lost the item; Stealing another student’s graded test and affixing one’s own name on it; Recording two answers, one on the test form, one on the answer sheet; Marking an answer sheet to enable another to see the answer; Encircling two adjacent answers and claiming to have had the correct nswer; Stealing an exam for someone in another section or for placement in a test file; Using an electronic device to store test information, or to send or receive answers for a test; Destroying or removing library materials to gain an academic advantage; Consulting assignment solutions posted on websites of previous course offerings; Transferring a computer file from one person’s account to another; Transmitting posted answers for an exam to a student in a testing area via electronic device; 9 Downloading text from the Internet or other sources without proper a ttribution; Citing to false references or findings in research or other academic exercises; Unauthorized collaborating with another person in preparing academic exercises ; Submitting a substantial portion of the same academic work more than once without wr itten authorization from the instructor. http://www. utdallas. edu/judicialaffairs/UTDJudicialAffairs -Basicexamples. html Updated: August, 2011 Plagiarism on written assignments, especially from the web, from portions of papers for other classes, and from any other source is unacceptable. During tests and quizzes, students in this section are not allowed to have with them any food or drinks, scratch paper, cours e materials, textbooks, notes, invisible ink pens, or electronic devices, including IPads, IPhones, IPods, MP3 Players, earphones, radios, smart phones, cameras, calculators, multi-function timepieces, or computers. When possible, students should sit in alterna ting seats, face forward at all times, and remove any clothing which might conceal eye movements, reflect images of another’s work, or hide co urse material for copying. Exam proctors will monitor any communication or signaling between students by talking, whispering, or making sounds, or by using your hands, feet, other body movements, the test paper itself or your writing implement. Students in this course suspected of academic dishonesty are subject to disciplinary proceedings, and if found responsible, the following minimum sanctions will be applied: 1. Homework – Zero for the Assignment 2. Case Write-ups – Zero for the Assignment 3. Quizzes – Zero for the Quiz 4. Presentations – Zero for the Assignment 5. Group Work – Zero for the Assignment for all group members 6. Tests – F for the course These sanctions will be administered only after a student has been found officially responsible for academic dishonesty, eith er through waiving their right for a disciplinary hearing, or being declared responsib le after a hearing administered by Judicial Affairs and the Dean of Student’s Office. In the event that the student receives a failing grade for the course for academic dishonesty, the student is not allowed to withdraw as a way of preventing the grade from being entered on their record. Where a student receives an F in a course and chooses to take the course over to improve their grade, the original grade of F remains on their transcript, but does not count towards calculati on of their GPA. The School of Management also reserves the right to review a student’s disciplinary record, on file with the Dean of Students, as one of the criteria for determining a student’s eligibility for a scholarship. Judicial Affairs Procedures Under authority delegated by the Dean of Students, a faculty member who has reason to suspect that a student has engaged in academic dishonesty may conduct a conference with the student in compliance with the following procedures: (i) The student will be informed that he/she is believed to have committed an act or acts of academic dishonesty in violation of University rules; (ii) The student will be presented with any information in the knowledge or possession of the instructor which tends to support the allegation(s) of academic dishonesty; iii) The student will be given an opportunity to present information on his/her behalf; (iv) After meeting with the student, the faculty member may choose not to refer the allegation if he/she determines that the allegations are not supported by the evidence; or (v) After meeting with the student, the faculty member may refer the allegations to the dean of students along with a referral form and all supporting documentation of the alleged violati on. Under separate co ver, the faculty member should forward the appropriate grade to be assessed if a student is found to be responsible for academic dishonesty; (vi) The faculty member may consult with the dean of students in determining the recommended grade; (vii) The faculty member must not impose any independent sanctions upon the student in lieu of a referral to Judicial Affairs; (viii) The faculty member may not impose a sanction of suspension or expulsion, but may make this recommendation in the referral documentation If the faculty member chooses not to meet with the student and instead forwards the appropriate documentation directly to the dean of students, they should attempt to inform the student of the allegation and notify the student that the information has been forwarded to the Office of Dean of Students for investigation . 10 The student, pending a hearing, remains responsible for all academic exercises and syllabus requirements. The student may re main in class if the student’s presence in the class does not interfere with the professor’s ability to teach the class or the ability of other class members to learn. See Section 49. 0, page V-49-4 for information regarding the removal of a student from class). Upon receipt of the referral form, class syllabus, and the supporting material/documentation from the faculty member, the dean shall proceed under the guidelines in the Handbook of Operating Procedures , Chapter 49, Subchapter C. If the respondent disputes the facts upon which the allegations are based, a fair and impartial disciplinary committee comprised of UTD faculty and students, shall hold a hearing and determine the responsibility of the student. If they find the student in violation of the code of conduct, the de an will then affirm the minimum sanction as provided in the syllabus, and share this information with the student. The dean will review the student’s prior disciplinary record and assess additional sanctions where appropriate to the circumstances. The dean will inf orm the student and the faculty member of their decision. Email Use The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email correspondence be sent only to a student’s U. T. Dallas email address and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. UTD furnishes each student with a free email account that is to be used in all communication with university personnel. The Department of Information Resources at U. T. Dallas provides a method for students to have their U. T. Dallas mail forwarded to other accounts. Withdrawal from Class The administration of this institution has set deadlines for withdrawal of any college -level courses. These dates and times are published in that semester’s course catalog. Administration procedures must be followed. It is the student’s responsibility to handle withdrawal requirements from any class. The professor cannot drop or withdraw any student. The student must do the proper paperwork to avoid receiving a final grade of â€Å"F† in the course if the student chose not to attend the class after enrollment. Student Grievance Procedures Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university’s Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the bligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called â€Å"the respond ent†). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the resp ondent’s School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations. Incomplete Grade Policy As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester’s end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F. Disability Services The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non -disabled peers. Disability Services is located in room 1. 610 in the Student Union. Office hours are Monday and Thursday, 8:30 a. m. to 6:30 p. m. ; Tuesday and Wednesday, 8:30 a. m. to 7:30 p. m. ; and Friday, 8:30 a. m. to 5:30 p. m. The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22 PO Box 830688 Richardson, Texas 75083-0688 (972) 883-2098 (voice or TTY) 11 Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. The college or university may need to provide special services such as registration, note-taking, or mobility assistance. It is the student’s responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor immediately during the first class meeting. Religious Holy Days The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11. 0, Tax Code, Texas Code Annotated. The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the abs ence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment. If a student or an instructor disagrees about the nature of the absence [i. e. , for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or designee must take into account the legislative intent of TEC 51. 911(b), and the student and instructor w ill abide by the decision of the chief executive officer or designee. Off-Campus Instruction and Course Activities Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at the website address given below. Additional information is available from the office of the school dean. (http://www. utdallas. edu/BusinessAffairs/Travel_R isk_Activities. htm) Descriptions/ timelines for your class are subject to change at the discretion of the Professor. It is the responsibility of the student to read and understand this syllabus. Any errors and/or omissions found after the official posting of this syllabus, at any time, will be corrected with announcement to class via lecture classroom and/or eLearning. Calculation of Letter Grades stated within this syllabus applies to the current semester. 12 How to cite Statistics for Management and Economics, Essay examples

Role of Social Trust and knowledge

Question: Discuss about the Role of Social Trust and knowledge. Answer: Introduction A study of philosophy concerns the basic problems related to existence, knowledge, reason and values. It includes metaphysics, a study of reality or truth and epistemology a study of knowledge. Great philosophers claim that there is a close relationship between knowledge and truth. Truth and knowledge are inseparable. A critical study of truth always corresponds to the study of knowledge. There are many theories and views regarding truth and knowledge. Though some people argue that truth and knowledge are one and the same, there are some differences between them. The rational argument, questioning and critical discussion enable the readers to know the difference between truth and knowledge. What is truth? Truth is something that corresponds to the forms of reality or fact. It never changes. It adheres to the original or the standard state of being in time and space. It is what something actually is. Humans convey information to others by means of language and words. There are some criteria for determining truth. The accuracy of any statement or claim can be verified using the logic (Gopnik, Meltzoff and Bryant 1997). The standard or the rules which distinguish truth from falsehood is determined by the individual. Jonanthan Dolhenty suggested three tests for determining the validity of truth. They are correspondence, coherence and pragmatic theories of truth. Some criteria for truth There are some rules which prove the statement to be true is discussed in this paragraph. Firstly, the opinion of experienced or highly trained people is considered to be true. Secondly, the consistent and overreaching explanation for some facts is the effective test for truth. Thirdly, when a claim for some facts corresponds to its objects is true, it is also considered to be truth. Fourthly, the peoples close adherence to the principle of custom also becomes truth. The acceptance of assertions and proposals are the major rule for truth. Finally, the truth value is revealed upon examination of the results of a concept. What is knowledge? Knowledge is far more concerned in being comprehensive and it acts in relation with other truths available (Johnson and Onwuegbuzie 2004). It is the basic information available to an individual or a personal experience with which he understands or becomes aware of something (Schantz 2001). The philosopher Plato defined knowledge to be a justified true belief which makes a statement to meet three criteria in order to be considered as knowledge. The statement must be justified. It should be true in its existence and must be believable and reliable (Appleyard 1973). Knowledge varies as per perception Knowledge is someones understanding and awareness about a certain aspect of real facts. Knowledge is something one thinks with the induction of ones perspectives and thought processes into the whole scenario. For example, when one studies science, he learns a lot of things that have evidence to prove that they are what they are. Every scientific result that is out of some experiment will be called as truth and this cannot be changed i.e. the reaction between two molecules of Hydrogen with one single molecule of oxygen will always lead to the formation of water (Trevarthen and Aitken 2001). This is an example of truth. And the perception of this whole data or information becomes the knowledge. Knowledge is not only based on truth, but it is also the evolution of truth. It is acquired by reasoning, data analysis and deriving inferences. Differences between knowledge and truth Truth and knowledge are two similarly related entities where the knowledge is influenced by the perspectives of the people involved. The truth may be unique but the knowledge about the truth may differ from person to person as perspective plays a key role in changing it. Truth is the destination in any argument whereas knowledge acts a middleman and gets the conversation in a path that leads to the destination (Siegrist and Cvetkovich 2000). Truth is a not a sufficient condition for knowledge though is necessary for it. Knowledge is the practical understanding of a concept after experience, experimentation or education. But truth is conformed to the knowledge acquired. Truth is found but knowledge is gained. Wisdom is what one has obtained whereas truth is just an opinion of facts. Knowledge is accumulation of facts while truth stems out from a single point. Evidences to prove the difference. Truth is specific whereas knowledge is a comprehensive understanding of applying one truth in relation to other truth (Mruk 2006). The truth is that sun is hot and knowledge is that sun can be the source of energy. The truth is that ice is cold and the knowledge is that ice can be used for cold storage. Truth is more often abstract. It can be believed or not. But knowledge is based on the facts and proved by experiments and evidences. Truth is everlasting and it remains the same in spite of the change in the time, place and circumstance while knowledge is the gradual evolution of the truth. For example, the important events of the nation, in ones life are truth. These facts whether one knows or not, it is true as these data are adopted not informed. At the same time, knowing about eternity, heaven, hell and forming of cells is informed and it has to be gained through study or experience (Hunt 1990). The earth revolves around the sun and the fact that the stars are far off is true in its sense. The knowledge of these truths can be gained only through study. So truth exists everyone and it cannot be attained or achieved. On the other hand, knowledge can be possessed if efforts are taken. Truth seems to be accurate but knowledge may be true or false. For instance, oil wells are obtained near sea beds is truth. The knowledge about its exact location may not be correct. Conclusion There are different opinions about the concepts of truth and knowledge. What one thinks as truth, may not be true and what one gains may not be the real knowledge. The perception about truth and knowledge differs from person to person. The scientific theories change and so the facts once considered to be true may change in course of time. The knowledge one acquires at an early age is improved as he grows up. Truth and knowledge are interdependent. Truth changes when there are new discoveries and knowledge changes when there are new findings of facts. References Appleyard, D., 1973.Notes on urban perception and knowledge. na. Gopnik, A., Meltzoff, A.N. and Bryant, P., 1997.Words, thoughts, and theories(Vol. 1). Cambridge, MA: Mit Press. Hunt, S.D., 1990. Truth in marketing theory and research.The Journal of Marketing, pp.1-15. Johnson, R.B. and Onwuegbuzie, A.J., 2004. Mixed methods research: A research paradigm whose time has come.Educational researcher,33(7), pp.14-26. Mruk, C.J., 2006.Self-esteem research, theory, and practice: Toward a positive psychology of self-esteem. Springer Publishing Company. Schantz, R. ed., 2001.What is truth?(Vol. 1). Walter de Gruyter. Siegrist, M. and Cvetkovich, G., 2000. Perception of hazards: The role of social trust and knowledge.Risk analysis,20(5), pp.713-720. Trevarthen, C. and Aitken, K.J., 2001. Infant intersubjectivity: Research, theory, and clinical applications.Journal of child psychology and psychiatry,42(1), pp.3-48.

Adults living with Crohns Disease essays

Adults living with Crohn's Disease essays Crohn's disease is a chronic, nonspecific, idiopathic gastrointestinal inflammatory disease first reported by Dr. Burrill Bernard Crohn in 1932 (Chen, 2000). Crohn's disease can attack any part of the digestive system from the mouth to the anus (Figure I), but most commonly affects the lower portion of the small intestine or the colon. Crohn's disease is a lifelong condition that may move in and out of remission. It presents with multiple complications, both from the disease process itself and from the drugs taken to induce remission. In persons with Crohn's disease, the gastrointestinal tract becomes inflamed and weak, making digestion difficult, leading to a variety of conditions often resulting in general physical debility (Life Extension, 2003). Crohn's disease affects men and women equally and seems to run in some families. About 20 percent of people with Crohn's disease have a blood relative with some form of Intestinal Bowel Disease (IBD) (NDDIC, 2003). Crohn's disease usually begins before age 35, with peak incidence between 14-24 (Chen, 2000). Although patients can treat the symptoms of Crohns Disease, at the present there is no cure, nor definitive cause. The most popular theory is that Crohns is an autoimmune response to a virus or bacterium causing inflammation (NDDIC, 2003). Inflammation occurs when the body's own immune system attacks a part of the intestine, further resulting in thinning of the bowel wall, leading to scarring, thickness, abnormal bowel function, and malabsorption of nutrients. Therefore, suppression of the inflammation is key to decreasing the injurious effects that the immune system inflicts on the Crohn's patient (Life Extension, 2003). The most common symptoms of Crohn's disease usually begin with ulcerations of the mouth, abdominal pain, diarrhea, fever, rectal bleeding, anorexia and weight loss. As inflammation continues, patients may develop a palpable right lower quad...

Free Essays on Medicinal And Recreational Drug Use In The 20th Century

Medicinal and Recreational Drug Use in the 20th Century The 20th century spawned several cures for illnesses which have plagued mankind since the beginning of time. According to The History Channel’s website, in the 1800’s the average life expectancy was between 40 and 50 years old, but with the advances that medicine made in the 20th century those ages rose to nearly 80. In 1929 Dr. Alexander Fleming published his discovery of a drug called penicillin. Penicillin is a mold considered an antibiotic which prevents germs from reproducing. Fleming noticed that when coexisting with a colony of germs in a Petri dish the colony would not grow. This was a huge breakthrough in medical science for the 20th century. In 1938 Howard Florey, Ernst Chain and Norman Heatley refined the drug to make it usable for humans and to prevent infections from becoming dangerous. This so-called â€Å"Miracle Drug† prevented thousands of deaths during the Second World War by quickly killing bacterial infections soldiers got while in battle. Penicillin has also cured thousands of cases of pneumonia which until the time of antibiotics was a deadly virus. Amoxicillin is another form of penicillin which is often prescribed for infections of the tonsils or throat. In 1943 Selman Waksman discovered Streptomycin which was the first antibiotic effective against tuberculosis (TB ). The chance of dying from a bacterial infection today is only 1/20 of what it was in the early 1900’s because of the difference antibiotics. Over the counter drugs (OTC) are drugs that do not require a prescription to obtain. Generally such drugs are less powerful with smaller chances of side effects. Some common OTC drugs are often pain relievers (Antipyretic analgesics) such as Tylenol. Tylenol’s main ingredient is Acetaminophen which is found in fever reducers and pain relievers. Acetaminophen was approved by the FDA in 1951. Although side effects of this drug are not likely, t... Free Essays on Medicinal And Recreational Drug Use In The 20th Century Free Essays on Medicinal And Recreational Drug Use In The 20th Century Medicinal and Recreational Drug Use in the 20th Century The 20th century spawned several cures for illnesses which have plagued mankind since the beginning of time. According to The History Channel’s website, in the 1800’s the average life expectancy was between 40 and 50 years old, but with the advances that medicine made in the 20th century those ages rose to nearly 80. In 1929 Dr. Alexander Fleming published his discovery of a drug called penicillin. Penicillin is a mold considered an antibiotic which prevents germs from reproducing. Fleming noticed that when coexisting with a colony of germs in a Petri dish the colony would not grow. This was a huge breakthrough in medical science for the 20th century. In 1938 Howard Florey, Ernst Chain and Norman Heatley refined the drug to make it usable for humans and to prevent infections from becoming dangerous. This so-called â€Å"Miracle Drug† prevented thousands of deaths during the Second World War by quickly killing bacterial infections soldiers got while in battle. Penicillin has also cured thousands of cases of pneumonia which until the time of antibiotics was a deadly virus. Amoxicillin is another form of penicillin which is often prescribed for infections of the tonsils or throat. In 1943 Selman Waksman discovered Streptomycin which was the first antibiotic effective against tuberculosis (TB ). The chance of dying from a bacterial infection today is only 1/20 of what it was in the early 1900’s because of the difference antibiotics. Over the counter drugs (OTC) are drugs that do not require a prescription to obtain. Generally such drugs are less powerful with smaller chances of side effects. Some common OTC drugs are often pain relievers (Antipyretic analgesics) such as Tylenol. Tylenol’s main ingredient is Acetaminophen which is found in fever reducers and pain relievers. Acetaminophen was approved by the FDA in 1951. Although side effects of this drug are not likely, t...

Chinese Textile Industry Essay Example | Topics and Well Written Essays - 4000 words

Chinese Textile Industry - Essay Example It is undeniable that EU maintains restrictions on textile imports through tariffs and quotas. Although such policies are designed to protect local textile producers, several partner counties are complaining. The most logical step that EU made was to forge agreements with different countries and drafted new stipulations on textile trade. Safeguarding its own textile producers is a priority for EU policy makers. On the other hand, EU has to maintain its trading relationships with its partners. These contradictions are hard to reconcile, but such has to be done to ensure that win-win solutions are achieved. Among partner countries, China is one of the most active exporters of textile. China, however, has experienced sudden decline in exported textile products to EU countries. EU has been strict especially with its trading relationship with China. Moreover, the restrictions have been defined to avoid misconceptions by any parties. Furthermore, additional agreements are being forged to ensure that policies are maintained. The research attempts to focus on four key areas. These are important sections that will contribute to the goals of the research. First, the study will provide an overview of the situation. In relation to this statement, the research will provide information that is critical to the research. Second, the study aims to determine the current trends relative to subject. Most of the data associated with the study are usually obtained from past studies and recent developments that are occurring between EU and China. Third, the research will analyse the available information gathered from different sources. The analysis will be in-depth and based on theories that govern the industry. Finally, the research will also tackle various policies that have been outlined and are being implemented in relation to textile trade. These are relevant agreements that will eventually define the relationship of the region and China including future trading. Overall, the study will zone in the actual control being implemented by EU on the China. 1.2. Project Structure The flow of the study will be based on traditional processes being used in other studies. An overview of the project will be provided, which includes various trends and theories. From the bigger perspective, the study will dissect every significant detail and linked with the subject. After the significant data has been presented, analysis will be manifested. The analysis will involve factual observations as referenced by previous studies. In addition, the analysis will point at several relevant perceptions. Aside from the analysis of trends, policies of trade restrictions will be discussed. The discussion will also focus on several agreements made and other understandings. It is critical to present such information to define the current relationship that EU and China. The study will present a recap summarising the different arguments raised and explanations provided. The structure of the study conforms to the method, which seeks for organized flow of discussion. 1.3. Methodology There are a plethora of data sources. Finding quality information is as challenging as analysing the gathered data. The researcher will start through general research, and subsequently will go through the task of identifying and analyzing information that has already been compiled and published in any form.

Assessment Assignment Example | Topics and Well Written Essays - 750 words - 2

Assessment - Assignment Example Significant age comprising this population embrace those aged, 15-24, 25-4 years, which is an active unit of the entire society thus representing 19.3 and 45.4% respectively. However, this increasing trend turns to an abrupt turn when the population age exceeds 55 years representing only 4.5%. The entire state being among those countries in desert regions and the increasing prices of oil rising rapidly, Saudi Arabia has become chief importer of solar panels. Studies so far conducted cite it is the first state in the Middle East (1977) to have embraced solar energy, which makes it a potential and promising market for this commodity (Bahgat 86). The other key aspect that prompted this state in embracing this renewable energy option encompasses its realization of being cheaper especially in generation electricity rather than oil whose prices are hiking by the day (Government Printing Office 15447). Hence, the state becomes a target for solar panels that suit it effectively considering its region characterized high temperatures and much exposure to much sunlight. Congressional Record, V. 151, Pt. 4, March 11 to April 6 2005. Government Printing Office, 2009. Print.

Violence against Women in Afghanistan

Violence against Women in Afghanistan Afghanistans country has been ruled by militant groups of the Taliban and womens rights have been exploited for political gain. Women were allowed to do many things such as the right to vote before civil conflict and Taliban rule before the 1970s. The Taliban ruled in Afghanistan from 1996 until 2001(Dupont, 2004). Their aim was to make Afghanistan an Islamic state and under their rule woman and girls were faced with discrimination and were forced to follow their version of Islamic law. Women were violated, beaten, abused and raped. Although in 2001 they banish from power there are still some that control sections of Afghanistan. In 2009 Afghanistan adopted the elimination of violence against woman law but women are still being abused and have no equality. â€Å"Women constitute roughly 49% of Afghanistans 23.3 million people.†(Ministry of Women’s Affairs, 2008, para1). In comparison to the Afghanistan men, women are the worst off in the world and their situation is ver y poor especially in the areas of health data, human rights, protection against violence, education, public participation, and economic productivity. According to (MOVA, 2008), â€Å"the average Afghan woman have a lifespan of 44 years which is around 20 years short of the global average.† Woman in Afghanistan die at a younger age than men because of the abuse and harsh suffering that is placed on them. Women in Afghanistan face under age early marriages, forced marriages high fertility rate which contribute to high incidence of maternal mortality. Women are limited to access services and opportunities due to poverty insecurity and harmful traditional practices and abuse by their spouse (MOVA, 2008). Women face many health problems because they have to wait for approval from their spouse and because of their culture they have limits to male doctors. Not only do women have poor quality health but they also have a low literacy rate. Education is a huge concern because they lack the resources, facilities, finance, protection from abuse and girls and women are discouraged from going to school. â€Å"The adult literacy rate in Afghanistan is estimated at 36% while the woman, it is estimated at being 21%.†(MOVA, 2008, pg. 3) Boys are more likely to complete primary school and further their education than girls. Men are economically more stable than are women. Womens productive contributions are underestimated and underpaid and women have limited access to economic resources. What has already been done? In 2009 the law on elimination of violence against woman was enacted and this law covers crime of forced marriages, forced self immolation and other acts of violence against woman. Ever since the law was in place there have been incidences of 2,299 cases of violence against women (Office of the United Nations High Commissioner for human rights [OHCHR], 2011) and a record of increases in number of cases of self immolation of girls and women in southern and southeastern regions of Afghanistan. Most cases are not investigated by police and some crimes were prosecuted through penal code instead of the elimination law which left perpetrators with lighter charges and women being accused of moral crimes (OHCHR, 2011). Because many women are unaware of the law and protective factors, women are still fleeing from violence and forced marriages. Many of the women run to women shelters that offer temporary safe refuge. The violence against woman presents them from having a voice and limits their ability to do anything in the public. United nations assistance in Afghanistan and the office of the United Nations High Commissioner for human rights have called on the government to make the law known among people in rural and urban areas and also government of all levels. The United Nations collected information from 22 of Afghanistans 34 provinces during a 12 month period to see how well the law is used (OHCHR, 2011). Because of cultural restraints, social norms and religious beliefs, woman face acts of violence. Many of the women are discouraged from seeking help due to fear of their lives. They faced so much discrimination and fear that they dont want to do anymore to further complicate their lives. Due to the sufferings and abuse on womens health, there have been mobile teams available in the community to help women get care for their health. The mobile team includes midwife, vaccinators, community health supervisors and community health workers (Madhok, 2014). Whenever a case is very severe they are referred to main hospitals. UNICEF has provided and funded special care for women and their children and this helps by improving womens access to medical care. In 2012 the IASC gender marker was introduced Afghanistan and resulted in significant achievements towards mainstreaming gender. Midyear evaluations were conducted to verify implements of the IASC gender marker (Office for the Coordination of Humanitarian Affairs [OCHA], 2013, pg. 39). They made visits to different sites in Bamyan, Herat, Nangahar and Kabal. They faced many challenges on recruiting women to provide healthcare for women and girls because of their customary practices and fear they faced against men. Few Afghanistan non-governmental organizations (NGOs) develop strategies to slowly change gender attitudes and Kabal. Through their awareness and building trust with the men, women were allowed permission to receive family planning from male doctors. Many women are not allowed to work or be seen by men so that is why they were restricted from any services. To help address gender issues, gender frameworks were developed to engage communities to work on meeting humanitarian a nd protection needs of vulnerable groups (OCHA, 2013). Other things that were done: Governments have involved women in national institutions Woman are recognized in the constitutional Loya Jirga Government mandated the national Solidarity program to ensure womens participation as actors and beneficiaries in the program Implementation of Bonn Agreement(increases womens involvement in government) Established the Ministry of womens affairs (2001) Education awareness on rape and sex assault Provided helpline contacts Develop training packages for domestic homicide Improve commission of services Elimination of Violence against Woman Law (2009) Partnerships Used to implement awareness: UN action against sexual violence in conflict Inter agency task force for women, peace and security Inter Agency Task Force on Prevention of sexual exploitation NGO, civil society and communities to promote gender equality and empowerment of women and girls Gender Standby Capacity (GenCap) project Steering Committee Afghanistan Ministry of womens affairs (UNICEF, 2012) What needs to be done? Continuously enforcing the law (punishment for not following rules) Place perpetrators in prison Revise Afghanistans legislative framework Implement gender equality Allow more women to contribute in the country Raise awareness of the law all over so that men and women are informed Include organizations that support nonviolence against women and men Provide healthcare to women and children and make accessible in poor areas Increase protection mechanisms in schools to allow girls and women of safer environment for education Protection of womens rights Integrate gender equality programs and extend women roles /more opportunities Provide surgical help for women Provide nutritional supplies Educate men about integration of womens roles Educate children about abuse and consequences Provide rehabilitation and coping centers To measure the outcomes of the plan, the process needs to be evaluated to ensure that all ideas have been implemented. This includes: reviewing of the past abuse rates and comparing them with the new ones to determine whether the plan was beneficial; looking at the healthcare of women and children to determine if proper health care have been given to improve their health; looking at the education rates of women and the level of education accomplished; determining what has been made available to women and what roles they currently hold; looking at attitudes and behaviors of men towards women to determine if there were any significant changes in the household; ensuring prosecution of the perpetrators and an improvement in the judicial system. References Dupont, S.(2004) Women in Afghanistan: The back story. Retrieved from  www.amnesty.org.uk/womens-rights-afghanistan-history#.U1i-WOawL9d Ministry of Women’s Affairs (2008) National Action Plan for Women of Afghanistan. Retrieved  From mova.gov.af/en/page/6686 Office for the Coordination of Humanitarian Affairs (OCHA). (2013) Afghanistan Common  Humanitarian Action Plan. Retrieved from http://unocha.org/cap/ Office of the United Nations High Commissioner for human rights (OHCHR) (2011) A Long  way to Go: Implementation of the Elimination of Violence Law. Kabul, Afghanistan Retrieved from www.ohchr.org/Documents/Countries/AF/UNAMA_Nov2011.pdf UNICEF (2012) Gender Equality in Humanitarian Action Retrieved from www.unicef.org

Role of Human Resource Department

The human resource department plays a major role in helping plan the system and in developing job description, job specification and performance standards. Specialists in that department may be assigned to conduct job analysis and write job descriptions in cooperation with managers, supervisors and employees. The human resource department is not involved in the actual writing of performance standards but play a diagnostic, training and monitoring role. JOB DESIGN Job design is a process of determining the specific tasks and responsibilities to be carried out by each member of the organization.In simple words, the logical sequence to job analysis is job design. Job analysis provides job-related data as well as the skills and knowledge expected of the incumbent to discharge the job. Job analysis, then, involves conscious efforts to organize tasks, duties and responsibilities into a unit of work to achieve certain objectives. Fig: Factors Affecting Job Design Factors Affecting Job Desig n Job design is affected by organizational, environmental, behavioural factors. A properly designed job will make it productive and satisfying.If a job fails on this count, the fault lies with the job designers who, based on the feedback, must redesign the job. (See Fig) Techniques of Job Design Fig: Techniques of Job Design ?Work Simplification: In this technique, the job simplified or specialized. A given job is broken down into small sub-parts and each part is assigned to one individual. ?Job Rotation: Job rotation implies movement of employees from job to job. Jobs remain unchanged, but incumbents shift. With job rotation, a given employee performs different jobs, but more or less, jobs of the same nature. Job Enlargement: Job enlargement involves expanding the number of tasks or duties assigned to a given job. Job enlargement is naturally opposite to work simplification. Adding more tasks or duties to a job does not mean that new skills and abilities are needed to perform it. ? Job Enrichment: Job enrichment seeks to improve both task efficiency and human satisfaction by building into people’s jobs, quite specifically, greater scope for personal achievement and recognition, more challenging and responsible work, and more opportunity for individual advancement and growth. Autonomous or Self-directed Teams: A self-directed work team is an intact group of employees who are responsible for a whole work process or segment that delivers a products or service o an internal or external customer. ?High-Performance Work Design: It is a means of improving performance in an environment where positive and demanding goals are set. Role of Human Resource Department The human resources department’s role in job design is usually indirect, although job design influences almost every aspect of human resources management.The department diagnoses organizational problems that suggest job redesign, incorporate information on job design in training and management de velopment programs, and help plan job redesign programs to ensure that sound human resources policies and practices are developed. Further, the department is needed to prepare to modify job descriptions and job specifications and to modify recruitment, selection, training, compensation and other practices to be consistent with any job redesign program.

Enzyme Structure and Functions:

ENZYME STRUCTURE AND FUNCTIONS: Enzymes are biological catalysts. They increase the rate of reactions by a factor of between 106 to 1012 times, allowing the chemical reactions that make life possible to take place at normal temperatures Definition of enzyme: A protein with catalytic properties due to its power of specific activation is defined as an enzyme. STRUCTURE Enzymes are proteins their function depends on its complexity. The reaction takes place in a small part of the enzyme called the active site, while the rest of the protein acts as â€Å"scaffolding†.The shape and the chemical environment inside the active site permits a chemical reaction to proceed more easily Many enzymes need cofactors (or coenzymes) to work properly. Tightly bound cofactors are called prosthetic groups Cofactors that are bound and released easily are called coenzymes These can be metal ions (such as Fe2+, Mg2+, Cu2+) or organic molecules (such as haem, biotin, FAD, NAD or coenzyme A). Many of t hese are derived from dietary vitamins, which is why they are so important. The complete active enzyme with its cofactor is called a holoenzyme, while just the protein part without its cofactor is called the apoenzyme.HW DOES AN ENZYME WORK? 1) REACTION MECHANISM 2) MOLECULAR GEOMETRY REACTION MECHANISM: In any chemical reaction, a substrate (S) is converted into a product (P) In an enzyme-catalysed reaction, the substrate first binds to the active site of the enzyme to form an enzyme-substrate (ES) complex, then the substrate is converted into product whilst attached to the enzyme, and finally the product is released, thus allowing the enzyme to start all over again An example is the action of the enzyme sucrase hydrolysing sucrose into glucose and fructose.MOLECULAR GEOMETRY The substrate molecule is complementary in shape to that of the active site. It was thought that the substrate exactly fitted into the active site of the enzyme molecule like a key fitting into a lock (the now discredited ‘lock and key’ theory). This explains enzyme specificity This explains the loss of activity when enzymes denature The Induced Fit Hypothesis  : * Some proteins can change their shape (conformation) When a substrate combines with an enzyme, it induces a change in the enzyme’s conformation * The active site is then moulded into a precise conformation * Making the chemical environment suitable for the reaction * The bonds of the substrate are stretched to make the reaction easier (lowers activation energy) ENERGY CHANGES  : Energy needed for initial reaction is known as ACTIVATION ENERGY. The larger the activation energy is, the slower the reaction will be.This is because only a few substrate molecules will have sufficient energy to overcome the activation energy barrier. Enzymes reduce the activation energy of a reaction so that the kinetic energy of most molecules exceeds the activation energy required and so they can react. Factors affecting Enzy mes substrate concentration pH temperature enzyme concentration inhibitors SUBSTARTE CONCENTRATION The rate of an enzyme-catalysed reaction is also affected by substrate concentration.As the substrate concentration increases, the rate increases because more substrate molecules can collide with active sites, so more enzyme-substrate complexes form. At higher concentrations the enzyme molecules become saturated with substrate, and there are few free active sites, so adding more substrate doesn't make much difference The maximum rate at infinite substrate concentration is called vmax, and the substrate concentration that gives a rate of half vmax is called KM.These quantities are useful for characterising an enzyme. A good enzyme has a high vmax and a low KM. pH Enzymes have an optimum pH at which they work fastest. For most enzymes this is about pH 7-8 (normal body pH), but a few enzymes can work at extreme pH. The pH affects the charge of the amino acids at the active site, so the pr operties of the active site change and the substrate can no longer bind. TEMPERATURE: Enzymes have an optimum temperature at which they work fastest.For mammalian enzymes this is about 40 °C. Up to the optimum temperature the rate increases geometrically with temperature. Above the optimum temperature the rate decreases as more of the enzyme molecules denature. The thermal energy breaks the hydrogen bonds holding the secondary and tertiary structure of the enzyme together, so the enzyme loses its shape Q10 (the temperature coefficient) = the increase in reaction rate with a 10 °C rise in temperature. ENZYME CONCENTRATIONAs the enzyme concentration increases the rate of the reaction also increases, because there are more enzyme molecules (and so more active sites), available to catalyse the reaction therefore more enzyme-substrate complexes form INHIBITORS Inhibitors inhibit the activity of enzymes, reducing the rate of their reactions. 2 TYPES: Competitive and non competitive CO MPETITIVE: A competitive inhibitor molecule has a similar structure to the substrate molecule, and so it can fit into the active site of the enzyme. It therefore competes with the substrate for the active site, so the reaction is slower.Increasing the concentration of substrate restores the reaction rate and the inhibition is usually temporary and reversible. NON COMPETITIVE: A non-competitive inhibitor molecule is quite different in structure from the substrate and does not fit into the active site. It binds to another part of the enzyme molecule, changing the shape of the whole enzyme, including the active site, so that it can no longer bind substrate molecules. Non-competitive inhibitors therefore simply reduce the amount of active enzyme.

Phillis Wheatley’s Fight against Slavery Essays - 1023 Words

Phillis Wheatley is a gem of her time; the first African-American woman to have her poetry published. Though purchased as a slave, her life was far from most African-Americans during the 17th century. She was educated and became deeply rooted in her faith: Christianity. From an outsider, her life may be viewed as an adopted child rather than a slave to the Wheatley family. However, she did not forget where she came from or those less fortunate than herself. Wheatley used the education she was afforded and her new-found spirituality to fight against slavery through the use of words (751). One of the greatest examples of this is her poem â€Å"To the University of Cambridge, in New England† addressed to perhaps the well-educated group of†¦show more content†¦This knowledge is that the Savior died for their sins and awaits their arrival in heaven to â€Å"share with Him in the sublimest skies† (19). She continues to warn the students of the repercussions of sin; à ¢â‚¬Å"transient sweetness turns to endless pain† (29). The phrase â€Å"transient sweetness† may refer to the short duration of wealth and prosperity on Earth in contrast to the â€Å"endless pain† one might experience in hell for their ill actions. She urges the students to shun â€Å"baneful evil to the soul† which she most-likely associates with slavery. Slavery is not only immoral behavior; it literally causes pain and destruction to individuals. She uses the phrase â€Å"human race divine† as well as the words pupil and privileged to describe the students’ superiority in society (27). This is important, why does she choose to enlighten the most intelligent group of individuals, many of whom may practice slavery? Perhaps, she chose this particular audience to convey her message because they would have the greatest ability; intelligence, to see the error of slavery and have the status to put an end to it. Throughout the poem the tone is ea rnest. Wheatley expresses intense seriousness when she begins to discuss religion and the temptation of sin. For example, she uses phrases such as â€Å"suppress the deadly serpent in its egg† andShow MoreRelatedVoices Of Freedom : Slavery s Impact On African American Literature1204 Words   |  5 Pagescentury, America found itself divided over the issue of slavery. The culture, traditions, and economy of southern states depended heavily on slave labor, while the northern states opposed the institution of slavery. Even though the slave trade was declared illegal in the early nineteenth century, slavery itself was not illegalized until more than a half century later. Abolitionists used powerful anti-slavery writings as a way to fight against slavery. During this time, African American literature emergedRead MoreHarriet Beecher Stowe And Sojourner Truth1439 Words   |  6 Pages Harriet Beecher Stowe, Phillis Wheatley, and Sojourner Truth were without a doubt, 3 very strong, powerful, and a unique group of intellectual women. Each woman ultimately had an undeniable force with being able to provide readers fascinating pieces of literature to inform their stories. They each lived in an era in history where equality was nonexistent. They were able to speak towards their own personal beliefs within their pieces of literature. Each displayed to their readers their differentRead MorePhyllis Wheatley : The Iconic Cornerstone Of Equality1126 Words   |  5 Pagestheir dignity in individual freedom and Phillis Wheatley was reinforcing that by transforming the idea into words to form poetry. 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However, her writingRead MoreLiterary Analysis Of The Slavery Period A Number Of African Slaves By Harriet Beecher Stowe1798 Words   |  8 PagesAgustin Gamez Instructor: Nancy R. Williams Course: American Literature Date: 10/14/2015 Literary Analysis Essay # 2 During the slavery period a number of African slaves wrote stories, and poems about their daily hardships that they had to withhold by being a slave and everything else that happen throughout their life’s. Not many Black writers had the resources or support from their owners to publish what they wrote or anyone to care about what they wrote, lucky slaves did reach success when theyRead MoreThe Gettysburg Address By Henry Wadsworth1548 Words   |  7 Pagesfocuses on slavery, specifically the life of a woman who escaped but was captured by her previous slave owners. Before being taken Sethe, the escaped slave kills her two- year-old daughter so that she will not have to return to the plantation. However years later her daughter comes back and haunts her mother s as a constant reminder of what she did. I believe I will use this novel to talk about how people viewed slavery in American Society, and how it American culture was deeply shaken by slavery. I alsoRead MoreHarriet Beec her Stowe s Uncle Tom s Cabin3362 Words   |  14 PagesHarriet Beecher Stowe published Uncle Tom’s Cabin with intent to help spread the harsh realities and injustices of the institution of slavery in America. One of Stowe’s chief arguments in her novel is that slavery treats blacks unjustly. She considers slavery an evil and immoral practice that it should be immediately abolished and is calling for blacks to participate in ending their own enslavement. However, she appears to be proposing that the blacks should not revolt but instead should continueRead MoreHow Race And Power Can Take Shape Into Different Forms3222 Words   |  13 Pagesthe natives but despite their warm welcoming he calculates what it would take to take control of the people and pillage the land. Rudyard Kipling’s poem ‘The White Man’s Burden’ was written in a supportive response to the recent victory of America against the Philippines in the Spanish-American war and America’s subsequent colonisation of it. The main idea of the poem is that it is the white man’s duty to work towards civilizing the ‘Half-devil and half-child’ savage natives of the land and it makes