Essay on Financial Accounting Theory and Analysis” Text...

Financial Accounting Theory and Analysis† Text and Cases Case 1-2 Accounting Ethics a. What, if any, ethical issue is involved in this case? Legally the financial vice president is not obligated to move to the new standard; however, I do see an ethical issue with this decision. The ethical decision lies in the fact that the vice president is knowingly presenting financial statements that do not reflect the true condition of the company. This is a great example of the line between ethics and law. Technically, if one is not breaking a law, then one is not creating fraud; however, this does not imply that the actions are not controversial, particularly if they impact employees’ well beings. As CPA and auditors, it is not our job†¦show more content†¦Hoger may not see the immediate impact in her career for her actions, but the world of accounting is an industry where good praise will spread quickly and go far. Her unconventional forwardness and emphasis on credibility and dependability is seen by the vice president and all involved. She is a true professional. If the vice president’s final decis ion is followed through, then hopefully she’ll be permitted to make a note in the financial statements or speak to her point when the deceitfulness of the statements is brought to the surface. I also like to think that she’ll sleep better at night. d. Who might be affected by the decision against early implementation? Those currently invested in the company, potential investors, lenders, and other creditors will be impacted. Information that is decision-useful to capital investors is also used by managers and executives to make important, impactful determinations about business operations. Ironically, by pretending the problem is not present, the vice president is creating a huge revenue-impacting nightmare for his company and setting-up for his own downfall. He is presenting phony information that will cause poor business decisions to be made by managers and executives of the company. The (unknown to be poor at the time) poor decisions can snowball into excess expenses, horrendous operational and production process changes, and lay-offs. This will all fall on the viceShow MoreRelatedCct 300B. Intermediate Accounting . Course Information1686 Words   |  7 PagesCCT 300B INTERMEDIATE ACCOUNTING Course Information and Policies Spring 2017 Instructor: Hyeesoo (Sally) Chung, Ph.D. Office: CBA-411 Phone: (562) 985-5908 Email: hyeesoo.chung@csulb.edu Office Hours: TTH,12pm – 1:30pm; or by appointment. Class: TTH, 10am – 11:50am, Section 03, Call #6682, CBA-227 TTH, 2pm – 3:50pm, Section 04, Call #6683, CBA-218 Course Description: Accounting theory including recording, valuation, and statement presentation of assets, liabilities, capital, and earningsRead Moreintermediate accounting 2 test bank Essay8318 Words   |  34 PagesIntermediate Accounting Kieso 15th Edition Test Bank Click here to download the solutions manual / test bank INSTANTLY!!! http://www.solutionsmanualtestbanks.com/2013/05/intermediate-acc ounting-kieso-15th-edition-test-bank.html Intermediate Intermediate Intermediate Intermediate Accounting Accounting Accounting Accounting Kieso Kieso Kieso Kieso 15th Edition Test Bank 15th Edition Test Bank Weygandt Warfield 15th Edition Test Bank Weygandt Warfield 15th Edition Test Bank Read MoreThe Cap Issue Accounting Standards1001 Words   |  5 Pages1 a. 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Agnor Wolsker The Relationship Between FASB and IASB Introduction The International Accounting Standards Board (IASB) was created after the Financial Accounting Standards Board (FASB) to establish a single set of accounting procedures and standards for both boards. The process has not always been an easy one, but the goal of merging the accounting standards globally overrides the disagreements. Overcoming impediments, such as language, culture, economic and political

Othellos Diverse Themes Essay - 1947 Words

Othello’s Diverse Themes Othello is one of William Shakespeare’s tragedies which thrives on a group of themes. Let’s see if we can sort them out and determine the dominant ones from the lesser ones. The pain which the audience experiences is no accident, but rather one of the themes written into the play. Critic Caroline Spurgeon in â€Å"Shakespeare’s Imagery and What it Tells Us† explains the significant contribution which imagery makes to the theme of pain and unpleasantness running through the play: The main image in Othello is that of animals in action, preying upon one another, mischievous, lascivious, cruel or suffering, and through these, the general sense of pain and unpleasantness is much increased†¦show more content†¦Nor is this all. Such jealousy as Othello’s converts human nature into chaos, and liberates the beast in man; and it does this in relation to one of the most intense and also the most ideal of human feelings. (169) Of course, jealousy of a non-sexual nature torments the antagonist, the ancient, to the point that he ruins those around him and himself. Francis Ferguson in â€Å"Two Worldviews Echo Each Other† describes: On the contrary, in the â€Å"world† of his philosophy and his imagination, where his spirit lives, there is no cure for passion. He is, behind his mask, as restless as a cage of those cruel and lustful monkeys that he mentions so often. It has been pointed out that he has no intelligible plan for destroying Othello, and he never asks himself what good it will do him to ruin so many people. It is enough for him that he â€Å"hates† the Moor. . . .(133) Act 1 Scene 1 opens with an expression of jealousy and hatred: Roderigo is upbraiding Iago because of the elopement of the object of his affections –Desdemona -- with the Moor: â€Å"Thou told’st me thou didst hold him in thy hate.† Iago responds with an expression of hatred, saying that he does indeed hate the general because he â€Å"Nonsuits my mediators; for, ‘Certes,’ says he, / ‘I have already chose my officer.’† Lily B. Campbell in Shakespeare’s Tragic Heroes indicates the palpable hatred: It is then on a theme ofShow MoreRelatedOthello, By William Shakespeare1599 Words   |  7 PagesVenetian Senator Brabantio. Shakespeare undoubtedly positions the marriage to be viewed as heroic and noble, despite Othello’s hamartia and subsequent downfall that inevitably occurs. Their marriage is then sabotaged by the jealous Iago, Othello’s ensign and villain of the play. While Iago’s ostensible justification for instigating Othello’s demise was his failure to acquire Othello’s position as lieutenant, Iago’s motives are rarely directly articulated and seem to derive from an obsessive, almostRead MoreOthello Analysis838 Words   |  4 Pageslater in the essay. The audience views characters in Othello in many different ways especially when dramatic irony causes the reader/audience to view a character differently than what another character in the drama may thing of them. Othello is very diverse play in which is holds many different element s but also gives the audience a chance interpret the story. First lets discuss the elements that are found in this drama. Symbolism is used a couple different times in the drama. One is the word honestyRead MoreThe Lovely Bones, Othello And Rebecca Is Adultery1426 Words   |  6 Pagesfor example when the consensus at the time was one of a pure and perfect woman especially in Pre-war England and the Angel in the house concept at its near conclusion but still in force. The mention of adultery and seeds of doubt are first set in Othello’s head in act one in Venice at the hands of Brabantio â€Å"Look to her, Moor, if thou hast eyes to see: She has deceived her father and may thee.† Desdemona in Othello is meant to represent the purity of women in a society where women are seen to be manipulativeRead MoreEssay on Othello as a Black Man in a White Society1980 Words   |  8 PagesMan in a White Society Shakespeares play,Othello, explores themes of love and passion, otherness, jealousy, revenge and order vs. Chaos, which all revolve mainly around the protagonist, Othello. Surrounded by Venetians within a white society, Othello begins to realise his otherness thus his insecurities as an outside and a Moor increase. The deceptive Iago uses these dangerous blemishes in Othellos personality to manipulate the moral Othello, using his one fatalRead MoreThe Spectrum Of Human Nature Essay1639 Words   |  7 Pagesit to the inexperienced Michael Cassio. Although, initially, these motivations explicitly stated by Iago sound credible, they ultimately crumble as the audience learns more about both the plot and the characters. Furthermore, by providing such a diverse range of feeble justifications, the audience of Othello is able to conclude that a deeper, unstated force fuels Iago’s hatred for Othello. Readers today have attempted to interpret this unstated force with a modern twist: that Iago’s hatred stemsRead More The True Beast in Othello Essay3135 Words   |  13 PagesOthello and Iago. Both men are engaged in a battle over Othello’s honor. Iago is intent on destroying Othello’s sense of honor and reducing him to a bestial state. Iago views Othello as a beast masquerading in warrior’s dress. He wants to return Othello to what he believes to be his natural bestial state, and he realizes that to achieve this goal he must dupe Othello into violating his code of honor. Ironically, as Iago tries to unmask Othello’s bestiality, it is the beast within Iago that is exposedRead More Othello’s Diversity of Imagery Essay2781 Words   |  12 PagesOthello’s Diversity of Imagery  Ã‚        Ã‚   The diverse imagery found in Shakespeare’s drama Othello represents a world all by itself. And this world of imagery contributes to the prevailing sentiment of pain and suffering and unpleasantness.    There is no shortage of imagery in the play; this is for certain. Critic Caroline Spurgeon in â€Å"Shakespeare’s Imagery and What it Tells Us† sorts through the plethora of imagery in the play:    The main image in Othello is that of animals inRead MoreExposing Racism in William Shakespeare’s Othello Essay2036 Words   |  9 Pages The infectious discrimination of Elizabethan racists is derived from fear unnatural a racist’s hate plagues a vulnerable community of black slaves, with religion and war corrupting diverse cultures in the attempts to purify the existence of sin. This enlightening argument of what inspires William Shakespeare’s to compose the play Othello contaminates romantic relationships, Before the integration of black-skinned people into Elizabethan culture, Christian ideology coalesce Satan’s appearance withRead MoreOthello by William Shakespeare: An Epic Play Worth Reading1406 Words   |  6 Pagesbetween Love and Evil. While reading Othello, one encounters such diverse and dynamic characters as, Othello, Desdemona, Rodergio, Iago, and Cassio. These characters are all affected, in some way either by jealousy, or manipulated by Iago to feel jealousy. The literary techniques that Shakespeare uses to advance the theme of â€Å"Jealousy ultimately destroys those affected by it,† are: characterization and personification. Another theme that also pops up in Othello is â€Å"Good vs. Evil† because there areRead MoreEssay on The Other in William Shakespeares Othello2354 Words   |  10 PagesThe Other in William Shakespeares Othello In several of Shakespeares plays the writer introduces the notion of being considered an other, and whether certain groups are in or out. This theme is significantly portrayed in the play Othello, in which a black general living in Venice must constantly struggle to balance his dual nature of both Moor and Venetian. It is apparent that before the play begins, Othello has not yet resolved his duplicitous self-image; however, throughout the

Factors that affected the health and the well being of people during the 19th and 20th Century’s Free Essays

Poor people lived in Small houses in cramped streets. These homes would share toilet facilities, have open sewers and would be susceptible to damp. Overcrowding was also a major issue. We will write a custom essay sample on Factors that affected the health and the well being of people during the 19th and 20th Century’s or any similar topic only for you Order Now The population of Britain virtually doubled between 1801 and 1851 to about 18,000,000 largely as a result of an increased birth-rate and a lowered mortality rate. This rapid growth meant that there were far fewer dwellings than the numbered needed. A report from the London statistical society states that in 1847 a street in St Giles where, in 1841, 27 houses with an average of 5 rooms had 655 occupants, by 1847 the same houses contained 1,095 people. Such dwellings lacked light and space and had no fresh water or any other means of refuse disposal. The houses were likely to be adjacent to open sewers and piles or rotting animals and vegetable waste. (Referenced from The health of adult Britain, 1841-1994) All these factors contributed to the poor health and death rate of the people living in the 1800’s. As a result many people died due to the diseases which came about during this time, the over crowding issue became a breeding ground for any disease and it spread like wildfire within a house or even a street and would quickly over come the people. These conditions were very unsuitable and resulted in a high death rate, combined with the poor sanitation and poor waste disposal living in these times was extremely horrific. I cannot see many, if any positive factors about these living conditions; it was horrid and very hard to live like this. Many people died due to the lack of hygiene and sanitation. Perhaps one positive was that no one was ever lonely but saying that, you never got time to yourself either. Read also Six Dimensions of Health Worksheet HEALTH The main issues affecting this area were disease. Such diseases were * Smallpox * Cholera * Influenza * Typhus * Typhoid * Tuberculosis Disease affected everyone, regardless of class or background. As there were no immunisations available in this time, many millions of people died, worldwide. Smallpox was one of the the worst, killing between 300-500 million people during the 20th Century. Cholera was also extremely common and was caused by drinking unclean water and eating undercooked fish. Due to such poor sanitation this disease spread rapidly, drinking contaminated water, which people had no choice about and also it was carried in faeces, which in the 18th Century was literally just thrown onto the streets and joined the drinking water that people used. Typhoid was another illness spread in the same way. As the NHS didn’t come in until 1950 so many people suffered from these diseases and it killed so many. The living conditions that people lived in during this time period, contributed almost entirely to the wild spread of disease. The poor sanitation as well as the over crowdedness of the homes was just what was needed for the disease to spread. It was a horrible time to live in. Luckily though it did start to improve between 1990-1950, this was due to the new laws that were introduced. HEALTH PROVISION Pre 1800’s there really wasn’t any health provisions in place at all, yes there was hospital and such like but nurses weren’t trained and the conditions of these hospitals very unhealthy. When health provisions did come, it was a very positive thing, it introduced the need for nurse and doctor training and also it is when anaesthetics and vaccines were introduced. Nitrous oxide was often used as an anaesthetic but the effects often wore of before the surgery was complete. In 1847 Chloroform was eventually used instead which keep patients asleep longer. Doctors also used unclean, un-sterile equipment and many people died from blood poisoning. Vaccines were introduced and the first one was the Small pox vaccine, discovered by Edward Jenner in 1789, it was to be nearly another 100 years before another vaccine was found. – 1798 smallpox vaccination introduced – 1880 Cholera vaccination introduced – 1881 Anthrax vaccination introduced – 1885 Rabies vaccination introduced – 1896 Typhoid vaccination introduced – 1906 Tuberculosis vaccination introduced – 1913 Diphtheria vaccination introduced – 1927 Tetanus vaccination introduced – 1952 Whooping cough vaccination introduced – 1954 Polio vaccination introduced – 1964 Measles vaccination introduced During this period Stethoscopes were also invented. Rene Theophile Hyacithe Laennec, a pupil from Paris invented the stethoscope ion 1816. To start with the stethoscope was a simple wooden cylinder, about 9 inches long with a single earpiece. In 1895 a man called Willhelm Rontgen discovered the X-ray. This gave doctors expertise in locating broken bones and treating them and also giving clinical and pathological descriptions of a range of pulmonary ailments like Bronchitis, pneumonia and TB. The advances in medicine during this time was life saving. It gave people vaccines to try to rid them and the country of horrible disease. Both animals and people could now live longer and healthier lives as a result of these vaccines and medical advances. WORK Children were sent out to work from a young age. They were made to work to help support their families. Many earned just pennies by becoming chimney sweeps or working on the streets running errands. The industrial revolution resulted in many children being employed in large factories and were often responsible for operating dangerous machinery. Children’s health suffered due to this as soot from the chimneys gave them chest complaints and many children became seriously injured as a result of operating such dangerous machines. Many other children worked as servants in the homes of the rich, in the 1850’s one in nine of all female children over the age of 10, worked in domestic service. (Referenced from ourwardfamily.com) Women’s roles In the early 1800’s, a married woman had one task; to stay home all day and keep the home for her husband. If she was a mother, she would be solely responsible for the children’s raising and wellness. They were also responsible for cooking and cleaning. Other women worked as servants or slaves helping out another wife with her household duties, or sometimes acting as a substitute if there was no wife. Many women also took on mens jobs, such as blacksmiths, barbers and printers and once women were employed in factories, this was a main role. The factory employer hired women and children as they were cheaper to employ. Women were working more so spending a lot more time away from the family home. SOCIAL POLICY Social policy consisted of many laws that came into effect during this time. These included:- 1802 – Factory act was passed, 1842 – Coal mine act. No girls, women or boys under the age of 10 were to go underground. 1848 – First public health act. 1975 act updated. 1870 – Education act. 2000 districts to have schools and the school board is born. 1871 – Local government established. 1875 – Artisan dwelling improvements bill. This gave local authorities power to pull down slums and erect good houses. The poor law was the system for the provision of social security from the 16th century up until the establishment of the Welfare State in the 20th Century. The original Poor law act of 1601 stated that * to board out (making a payment to families wiling to except them) those young children who were orphaned or whose parents could not maintain them * to provide materials to ‘set the poor on work’ * to offer relief to people who were unable to work – mainly those who were lame, old, blind and impotent * ‘the putting out of children to be apprentices’ (referenced from wikpedia.org) The education act was another great act, it meant that children now had to go to school and could not be forced into work. This was a good law but it also made the poorer families poorer as the children were not bringing in a wage each week. All the above laws were positive. They brought major changes for families and also ensured that people had money and children had education. The factory act was the most beneficial to children. It was reviewed and changes were made 4 times. The original act said that children could not work more than 12 hours a day and then this was reviewed and in 1844 the hours of work for children was not to exceed 6 1/2 hours a day. Children under the age of nine were also not allowed to work and by 1844 certificates of age had to be given for children. Children benefited greatly from these acts, education at last for them was greatly beneficial, although this kept them from working and bringing in an income. The public health act was essential to combat illness and when this was passed it meant the end to dirty water in the middle of streets, drains and sewers were now inplace. Generally the whole of the era was a sad time. Not many positive outcomes could be had but some got through. The introduction of vaccines and general laws benefited these people greatly and indeed stopped the mass spread of disease and infections. The new laws that came into place saved many children lives by restricting working hours and sending them to school. All the above named factors had a massive part in the state of the health in the 1800’s. It was a horrible time to live in but was made easier by the many rules and changes that came into place. How to cite Factors that affected the health and the well being of people during the 19th and 20th Century’s, Essays

Personal Space Essay Example For Students

Personal Space Essay Proxemics is the study of how people perceive the physical spaces around them. It takes into account body spacing and postures as involuntary reactions. The physical distance between two people can be linked to the relationship they share, personal or social. There are four proxemic distances: intimate, personal, social, and public distances. Intimate distances can range from actually touching to six through eighteen inches. The individuals are so close together that it is not considered proper for strangers in public. Your personal space allows you to stay protected and untouched by others. Personal distance ranges from eighteen inches through about four feet. Social distances range from four to twelve feet. This is the distance at which you conduct impersonal business or interact at a social gathering. Public distances can range anywhere from twelve feet to twenty-five feet. Although you lose the fine details of the face and eyes, you are still close enough to see what is happening. You see others not as separate individuals but as part of the whole setting. Territoriality is a possessive reaction to an area or to particular objects. We interact in three types of territories: primary, secondary, and public territories. Primary areas are those that you call your own. These areas include your room, desk, or office. Secondary territories are areas that do not belong to you but that you have occupied. These areas include your regular classroom or cafeteria seat. Public areas, or territories, are open to all people. They are used by everyone but owned by an individual or organization. These places include malls, movie theaters, and restaurants. Beths disconfirming messages are rooted in her ignoring of Conrad. She denies his problems, denies his presence, and denies her feelings toward him. Beth walks past Conrads bedroom without speaking to him and plans family vacations that do not include him. More significantly, she failed to visit him when he was in the hospital after attempting suicide. As is portrayed in the movie, Conrad is the stain on her towels and the broken plate in her china cabinet, and she would rather throw him away than invest in getting him cleaned or repaired. Many of Beths responses to Conrad are solid or almost irrelevant. An example is when they are in the hall talking about Conrads trigonometry test. When Conrad tells of his difficulty with trig, Beth indicates that she was never very good at trig, either. The near-empathetic response brightens Conrads eyes and he asks, You took trig? Beth awkwardly responds, Did I take trig? She pauses, and then quickly ends the discussion by saying, I bought you two shirtstheyre on your bed. She then goes into her room and shuts the door. On another occasion, Conrad and Beth are in the backyard when Conrad reminds her that Buck, the beloved son, always wanted a pet dog. Beth stands up quickly, makes a minor comment about the neighbors dog, then goes inside. While Conrad learns to voice his feelings and send consistent messages, Beth does not. In a telling and painful scene, her discomfort in standing next to Conrad for a photograph is obvious. She smiles for the picture while begging her husband to hurry. When Conrad erupts over the proxemic rejection he feels, she scolds him for his language. Then Beth returns to business as usual. She avoids touching Conrad throughout the movie, and when he attempts to hug her near the end of the story, she remains motionless and does not return the embrace.

Nutrition Essays - Nutrition, Nutrient, Cooking, Food Energy

Nutrition Ch.9 Outline Nutrition 1. What are the nutrients in food? A. Food 1. cells must be supplied with food or they stop working 2. growth and repair 3. supplied regularly in the right amount and balance 4. Nutrients a. chemicals in food cells need b. Nutrients study of nutrients c. six nutrients 1. protein 2. fats 3. carbohydrates 4. vitamins 5. minerals 6. water B. Proteins, Fats, and Carbo's 1. Proteins a. build and repair tissue b. make up large part of muscle, bone, and skin c. foods such as meats, eggs fish, nuts, and chicken 2. Fats a. source of energy b. food, salad dressing, butter, and cooking oils 3. Carbo's a. first supply of energy b. foods, starches, sugars, bread, and fruit 4. Nutrient percent in body a. Carbo's 2% b. Fats M: 18%, F: 30% c. Proteins M: 20%, F: 18% d. Water M: 60%, F: 50% 5. Nutrients needed per day a. Carbo's 300g b. Proteins 25g c. fiber 25g d. fats less than 65g 6. person remains healthy if they take in correct amounts of each 7. eat foods with correct amounts of nutrients Bibliography none

The role of David Lloyd George at the Paris Peace Conference essays

The role of David Lloyd George at the Paris Peace Conference essays The Treaty of Versailles, signed on January 18th 1919, was an attempt by the victorious powers to put an end to the First World War. Dominated by the Big Three, consisting of America, France and Britain, the talks ultimately became a forum for conflicting interests and compromises; an exercise in expediency rather than a genuine attempt at a solid solution. However, while it is easy to look back with hindsight and make judgements on this most abused and the least perused document of history , the British Prime Minister David Lloyd George performed to the best of his abilities, and arguably achieved each of his aims. This essay is an analytical look at his role at Versailles, his decisions and the reasoning behind them in order to determine the degree of success with which he can be awarded. Prior to the Paris Peace Conference, and indeed prior to the First World War, the relationship between Britain and Germany was an ambiguous one. Whilst the two had an almost symbiotic relationship dependent on exports, there existed a lasting rivalry between them, most notably on the naval front wherein Germany posed a serious threat to Britains long-term domination of the sea. Following the war, Britain, whilst territorially unscathed, had lost many men through combat and also had to shoulder a large percentage of the debt incurred by the allies. Economically the country was on a knife edge: exports were at an all time low due to outdated factories, high tariffs and foreign competition, whilst unemployment was at an all time high. With this in mind, it is perhaps easy to see the self-preserving attitude with which Lloyd George entered Versailles. Britain was not only economically unbalanced, the public also had a great political influence. Mass unemployment, threats to the British empirical reputation and severe economic downturn all translated into a popular desire for revenge against the alleged German &apos...

Characteristic Of The American Nation History Essay

Characteristic Of The American Nation History Essay The United States are different from the rest of the world in many aspects, and Americans themselves like to emphasize their uniqueness. Many books, introductions to cultural studies, manuals, textbooks, dictionaries, guides, articles, and essays have been written with one common aim. They all have tried to distinguish and call the American distinctness by real names, as well as they have attempted to explain why Americans are such an exceptional nation. This thesis is also one of the efforts to objectify a rather complicated jigsaw of the American character. In total amount of four chapters a complex portrait of an American will be offered. To start a research which quests a current form of any culture it is important to look firstly into its past. America may not have long history like English or Italian but still approximately 200 years of self-selective immigration were enough to set very clear distinctiveness typical for the United States. The first chapter of this thesis will attempt to point out various occurrences since the foundation of the first permanent settlement in the North America till 1776. Two greatest foreign traveler publications by Alexis de Tocqueville and J. Hector St. John de Crevecoeur that contributed to the development of the national pride will be mentioned. These two historical sources will be compared with current literature and it will be observed whether they differ or not. Finally, it will be dealt with the proportions of European immigrants and how they helped to change the portrait of the American nation. The following chapter will continue on approximation of the American differentness by portraying the system of values. First of all, it will be clarified what is regarded as a value because traditionally more than one definition of this term occurs. It will be proven that values function like dominant pillars on which the structure of the American character has been built. Quite much attention will be paid to values like wor k, achievement, or equality because these values have their historical background and are still reflected not even in American behavior but also in stereotypes common about American citizens. The third part will be devoted to religion in the United States. This topic is purposely not attached to the chapter about values because as it will be explained, religion is traditionally not being mentioned as a value. What is more, religion will be portrayed as an independent factor touching different beliefs of common people but also like a factor contrasting to the secularity of the state. The very last and rather shorter chapter will comment on stereotypes and prejudices which often do not provide a very objective picture of the United States. Attention will be also paid to the notably higher number of American stereotypes in comparison to other countries. Finally some examples of individual stereotypes will be provided and by these means the picture of the American nation will be conclud ed. americans in terms of the historical development Ever since America has been discovered, especially the North America, it has represented an object of fascination to observers from other countries who have been trying to solve the question of American nationality. The quest of the American   [ 1 ]   national identity, and who or what is considered to be American is perennial. It is regarded as a common knowledge that the US is primarily and undoubtedly a country of immigrants. According to American historian John Harmon McElroy, more than 55 million immigrants have arrived into America in the last four centuries. Such a high number represents the largest movement of people flowing into a certain place or a country in the history of mankind (60).

History of Programming and the Ancient Origin Assignment

History of Programming and the Ancient Origin - Assignment Example The aim of this product of research is to identify those valuable programming languages aside from knowing their history and to find out why they are valuable. Parts of programming are definitely traceable to ancient times. Around 1790 BC, Babylonians left evidence of mathematical records shown in tablets. The archaeologists named it Plimpton 322. And in 780-895 BC, Mohammed Al-Khorzmi wrote the beginning of Algebra, originally written as Kita al-jabr wa’l muqabala which got translated in Latin and then used in Europe, and the book Algorithm originally called in Latin Algorithmic de numero Indorum.1 The ancient numbers were in Base 60 and later Base 10. Without numbers, programming in order to command a machine to do something on its own even with verbal instructions that are written would be inconceivable. Konrad Zuse, an inventor of the first mechanical computer, utilized binary numbers and punched tapes. The same is true with words and languages. Both also have ancient origins. However, it took over 2000 years before civilization saw the connection between numbers, words, and machines. During the Age of Industrial Revolution, 1804, Joseph Marie-Jacquard programmed the â€Å"Jacquard Mechanical Loom† to mass produce textile materials with designs. He did it by using a punched card. Each row of holes corresponded to a design. Those holes controlled the looming operations to a certain extent in the way manufacturers wanted textiles to look like. By just replacing the card with a different combination of holes, they were able to change the design.2 Terence Parr summarizes the evolution of programming as one that was machine-based at the start to high-end abstractions that could be adjusted from one machine to another. The programming language before was tied to the computing machine itself. It could not be adjusted to make another machine work. 3    There was only a machine-dependent programming language. Codes were a binary number  combinations using zeros (0) and 1.  

Bodies, Sexualities and Identities Essay Example | Topics and Well Written Essays - 2500 words

Bodies, Sexualities and Identities - Essay Example Keywords: body, child masturbation, mind, sexuality Introduction I would like to use varying theories regarding Bodies, Sexualities and Identities. How have these theories transformed my understanding of some aspect of gender, sexualities, or identities from experience or the world around us is the main focus of this paper. There are varying theories presented by Locke, Freud, Rousseau and other theorists regarding bodies, genders, sexualities, and identities. Regarding this, it is important to integrate personal experience and other’s encounter with these aspects in order to somehow prove or justify the importance and relevance of the theorists’ ideas on the subject matter involving bodies, sexualities and identities. It is the intention of the proponent to justify that these theories are not hopelessly outmoded in today’s modern society, but in fact, would actually help the people understand the complexity and richness of ideas within the intricate subjects emb odied within bodies, sexualities and identities. Regarding this, the issue about child masturbation is discussed in detail. ... This is the first time that the very act of masturbation is illustrated in the scripture. This literature remarkably gave birth to a coined word â€Å"onanism† which in the modern times is strongly associated with the very act of masturbation or self-sex pleasure. This is of no surprise that masturbation was mentioned to be initiated by an adult. Onan was of the right and advanced age when he initiated masturbation by withdrawing his semen from the womb of his brother’s wife. Even in the times of Locke, Freud and Rousseau, masturbation was considered prevalent among adults as integral issue about sex. In fact, the idea about masturbation was strongly opposed within the classical period as it would strongly contradict with the ultimate view within religious principle. Even until today, religious individuals would most likely view at it as an act of immorality before God. Surprisingly, masturbation and even addiction with it in the 18th century was also associated with ch ildren (Egan & Hawkes, 2011). Today, masturbation is reportedly initiated by some children even at the age below 12 years old. Even then, this paved the way for taking into account child sexuality as an important area of concern among theorists like Locke, Freud, and Rousseau. It was of great interest to understand child sexuality in the first place as things in line with sexual matters would concern most about adults who are considered to be mature in this area. However, there are many things that need to be learned more about child sexuality as they are also humans who could be potentially sexually aroused at some specific point in time. This is the very point

Nonsense poem Essay Example for Free

Nonsense poem Essay Jabberwocky is a nonsense poem authored by Lewis Carroll which is contained in his famous work Through the Looking Glass, and What Alice Found There in 1871. As many literary scholars and critics argue, Jabberwocky is normally regarded to be one of the utmost â€Å"nonsense poems† worked out in the English language. But though it is termed as nonsense poem, it is employed in various schools to educate learners on the application of portmanteaux. The poem is comprised of various terminologies and expressions that do not really have equivalent meanings in the English language. The words used by Carroll’s throughout the poem are mainly combinations of different words which are fused into one expression or term. As Jabberwocky revolves on a legend of a fictional monster and how it is slain in the tale, it suggests a very imaginary and unreal story and events which complements the structure of the poem with nonsensical terms. According to literary scholars, the original purpose of the Jabberwocky and its structure is directed towards Carroll’s criticisms against pompous and â€Å"ignorant literary critics. † Nevertheless, after the publication of it, it became a subject for different literary interpretations and even used in schools for some literary discussions and appreciations. The Jabberwocky conveys every possible fictional characters and events which are harmonized by the inclusion of superfluous nonsense expressions and terminologies. But no matter how unconventional it may appear, the effect of Jabberwocky impacts the society form culture to education which makes it a very popular culture since its publication. The unintentional and unexpected outcome which the poem produces strengthens and proves the uncertainty and unpredictable character of a potential great literary work. Reference Carroll, L. Stewart, J. (2003). Jabberwocky. Candlewick.

Osteoarthritis :: Health, Diseases

Osteoarthritis (OA) of the knee is a common problem throughout the world. As estimated by the World Health Organization, it is one of the major causes of impaired function that reduces quality of life worldwide and estimated to be the fourth leading cause of disability by the year 2020 (Kraus et al., 2006 and Wluka, 2006). Knee osteoarthritis (OA) is a leading cause of chronic disability worldwide including Malaysia (Zakaria et al., 2009). As defined by Jette et al., 2002 disability is the impaired performance of expected socially defined life tasks, in a typical sociocultural and physical environment. Physical function limitation, or difficulty with physical tasks and activities, is fundamental to the development of disability in OA. Pain is likely to be a central factor in the physical function limitation of knee OA, both due to its direct effects on function and as a route through which other factors operate. However, measuring only the pain is not enough. Physiotherapy must know exactly what functional limitation experienced by the patient and help them to handle those instead of treating just the pain. In the study by Izal et al., 2010 they discovered that there was discrepancy between levels of disability and quality of life (QOL) of Spanish elderly people with OA knee. They found this disparity possible due to active coping strategies practiced by the patient such as positive self-statements, re-interpreting pain sensations, distraction, ignoring sensations, prayer and joint protection strategies. Knee Osteoarthritis prevalence is expected to rise significantly in the upcoming decades due to increasing life expectancy and decreasing physical activity, leading to a constant increase in body weight. Facing this situation, the WHO and the United Nations have declared the years 2000 to 2010 to be the "Bone and Joint Decade" (Rosemann et al., 2007). The exact prevalence of OA is difficult to determine because of the lack of use of standardized criteria. In epidemiological studies OA is often described by radiological criteria, however radiological disease especially when mild has poor correlation with the presence of pain. Studies found that in all populations, so far the prevalence of knee OA is higher than that of hip OA but this is more marked in Asian populations. In Malaysia, knee becomes the most common site for OA (Zakaria et al, 2009). Regarding prevalence, it is a frequently replicated result that women have a higher probability for developing OA, especially OA of the knee (Felson et al.

Educational Psychology and Special Education Essay

What is the definition of a learning disability and who should qualify to be special education? What assessments should be made to be able to know what child belongs where? This is what we are going to explore in this paper. We want to see exactly who qualifies and how to go about assessing what needs can be met by choosing to place a child in special education or leaving in general education and making some modifications. The main point to remember for any child is doing the best we can for their success. Learning disabilities are a bit tough to diagnose, the reason for this is because learning disabilities affects everyone differently. While one person may have difficulty with reading or writing another person may have trouble with math or following through with directions. â€Å"Researchers think that learning disabilities are caused by differences in how a person’s brain works and how it processes information† (Medicinenet, 2013) Usually the people with learning disabilities, such as Aspbergers, are highly intelligent and only have problems with how the brain sends the information, not being non-intelligent. IDEA states that â€Å"A learning disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia†. This encompasses a wide range of children and we have to figure out how to best assess whether these children should be put into special education, or if they could function better with modifications to the general education classroom. Because learning disabilities are so multidimensional the assessments must also be in order to properly diagnose what steps to take. One of the most important parts of assessment is to always keep everyone involved in the child’s life in the loop. Keeping open communication and checking often to see what is working and what is not is a vital key to the assessment process. Checking first who needs to be involved within the team and then going from there with making the plan and seeing if it works or what needs to be changed. It is important to find out first if the child truly has a learning disability, second the nature, specificity, and the severity of the learning disability to know how to proceed with it. If you do not know the extent you cannot do very well at teaching for their abilities when you do not know what is lacking. â€Å"schools are required to implement a system of interventions before evaluating a child for a disability† (Logsdon, 2013) This is important because we do not want to put any child into a special education classroom without reason, this would not benefit that child at all. It is so important to know exactly what needs the child has and modify to try to benefit them before you place them. We must not simply send children to special education because the teacher does not want to deal with them. People tend to want to box people into certain categories and this just cannot happen with learning disabilities. A child who may have difficulty reading may be dyslexic, or they may simply not be being read to and worked with enough. They also may have moved into the country fairly recently and may be lacking because of a language barrier. There are 9 ways that are great for adapting instruction to be more easily understood by children with learning disabilities as stated by Teachers First. The first is adapting the size of what they are to read or do, then adapt the time for assignments and testing. Next, increase personal assistance by peer teaching, pairing students who are less adept with more advanced students. Fourth, is input, allow for more hands on types of teaching. Fifth, Adapt the skill level or the amount of problems that they must accomplish and change the output, how they respond to what was taught, such as drawing pictures, writing a story, or working with a computer program related to the lesson. Allow the child to participate in the lesson either mentally or physically to keep them on task. Alternate is the next one, adapt the goals and outcomes with the same  materials, tailor the lesson to the child’s needs and what they can handle, and lastly change curriculum if necessary. If the lesson is on the Vietnam war, you might be able to have them interview a person from the Vietnam war instead of having a discussion about it as they might get more out of that. It is all about our children and making the lessons understandable to them. An example of making adaptations to a lesson would be a child with vision impairment. For this child it is very difficult towards the end of the day to be able to read because her eyes are fatigued and cannot take much more strain. For this reason her parent is allowed to read to her and she can write her answers to questions because the child simply cannot do that for herself at the end of the day like the other children. She also has adaptations in her regular education classroom with magnifiers, a monitor by her desk to blow up what is on the board, all her books and papers are blown up, and she always sits in the front of the classroom. These are modifications for a visually impaired person who is very bright, but lacks some because of her vision impairment which creates the learning disability. â€Å"The world is full of examples of accommodations that permit people with disabilities to perform specific tasks they might not otherwise be able to. Drivers with poor vision wear glasses or contacts, elevators mark the buttons in Braille, and voters with disabilities may be given assistance by the person of their choice . † (Luke, Schwartz. 2010) We must do the same with our children. We need to take them and assess where their issues lie and do the best we can to create a successful learning environment for them! References Adapting Instruction. (2004, May 4). Retrieved July 14, 2013, from http://www. angelfire. com/in4/kfluhart/favorite. htm Learning Disabilities Causes, Symptoms, Diagnosis, and Treatment on MedicineNet. com. (2013, July 1). MedicineNet. Retrieved July 14, 2013, from http://www. medicinenet. com/learning_disability/article. htm Logsdon, A. (2013). Understanding Testing for a Learning Disability. About. com Learning Disabilities. Retrieved July 14, 2013, from http://learningdisabilities. about. com/od/assessmentandtesting/a/spedtesting. htm Luke, S. D. , & Schwartz, A. (2007). Assessment and Accommodations.

The Effects of Substrate Concentration, Reaction Time and Enzyme Concentration on Enzyme Reactions

The Effects of Substrate Concentration, Reaction Time and Enzyme Concentration on Enzyme Reactions Corey von Ellm-St. Croix Rachael Kwan ID#: 20427841 Matthew Hrycyshyn & Saeideh Mayanloo Biol 130L, Section 017 Wednesday, 9:30am-12:20pm, 151 November 09, 2011 A living system controls its activity through enzymes. Enzymes are made from hundreds or even thousands of amino acids connected in a very unique and specific order. Almost all enzymes are proteins, except for ribozymes. The chain of amino acids then folds into a unique shape. That shape not only allows the enzyme to carry out specific chemical reactions but to act as a very efficient catalyst. The enzyme speeds that reaction up tremendously. Each enzyme reacts with one specific reactant called a substrate that will form its products. The purpose of the experiments is to determine the effects of substrate concentration, reaction time and enzyme concentration on the direction of an enzyme reaction. Amylase is a digestive enzyme found in both the saliva and the small intestine. Salivary amylase is a hydrolytic reaction that breaks down starch molecules by systematically breaking off the maltose molecules from the ends of starch chains. The maltose is further broken down by another enzyme. Phosphorylase is an enzyme that systematically removes glucose molecules by consumes phosphoric acid to break the beta-1-4-glucosidic bonds in starch. The interaction of phosphate with the glucosidic bond results in the formation of glucose-1-phosphate and the loss of a chain unit in starch. In the reverse reaction the glucose part of glucose-1-phosphate is added as a new chain unit and phosphate is set free. This reversible enzymatic polymerization occurs with little change in free energy and therefor the reaction may choose to go either way. Iodine Test is a test for the presence of starch in which the sample turns blue-black in color when a few drops of potassium iodide solution are placed on the sample. A negative iodine test is when the reaction remains yellow in colour. It is the reaction between iodine and the coiled polymer of glucose known as amylase in starch that causes the colour change. The reaction occurs when straight amylase chains form helices in which the iodine can pass inside. Glycogen also receives a colour change because it is a glucose polymer as well but its structure differentiates from starch which therefore forms a brown colour change. The iodine test does not work for mono or disaccharides because they are too small to capture the iodine. The Benedict’s test is used to detect the presence of reducing sugars. Reducing sugars are sugars with a free aldehyde or ketone group. The free reactive carbonyl group allows all monosaccharides to be reducing sugars. The same goes for disaccharides as some also contain the free reactive carbonyl group. The colour of precipitate formed when the Benedict’s test acquires a positive result depends on the concentration of reducing sugars present. A green colour change indicates that few reducing sugars are present. Orange indicates a higher concentration, red an even higher concentration and brown is the highest concentration colour change. A negative test for reducing sugar occurs when the Benedict’s solution remains its blue colour. Materials and Method Materials and Method found in 1119 BIOL 130, Department of Biology 2011 Cell Biology Laboratory Manual. University of Waterloo, Waterloo. Fall 2011. p. 37-42. The procedure of the lab did not differ from that in the lab manual. Results Salivary Amylase Iodine test: Table 1 Test Tube Number| Results Through Experimentation| Control | 1 (10% salivary amylase solution) | Yellow | Negative | 2 (5% salivary amylase solution)| Yellow| Negative | 3 (2% salivary amylase solution)| Yelllow| Negative | 4 (1% salivary amylase soluti on)| Yellow| Negative| 5 (1% starch suspension)| Blue-Black| Positive| Table1: The table above represent the first iodine test done. Shows components of each test tube as well as the results and positive or negative control. Dilutions were done using tap water (may contain other molecules). Corresponds to steps 5 through 10. Benedict’s test: Table 2 Test Tube Number| Results Through Experimentation| Control| 1 (10% salivary amylase solution) | Brown-orange precipitate| Positive| 2 (5% salivary amylase solution)| Green precipitate | Positive| 3 (2% salivary amylase solution)| Blue | Negative| 4 (1% salivary amylase solution)| Blue| Negative| 5 (1% starch suspension)| Blue| Negative| Table 2: The table above represent the first Benedict’s test done. Shows components of each test tube as well as the results and positive or negative control. Each of the above test tubes contains 4ml Benedict’s solution and were boiled for 5 minutes when determining results and are related to steps 5 through 10. Iodine test: Table 3 Test Tubes| Number of Drops Till Negative| Time Interval| Time| 9+14 (1% salivary amylase solution)| 13 | 60 seconds| 13*60= 780 seconds| 8+13 (2% salivary amylase solution)| 12| 30 seconds| 12*30= 360 seconds| 7+12 (5% salivary amylase solution)| 10| 15 seconds| 10*15= 150 seconds| 6+11 (10% salivary amylase solution)| 18| 5 seconds| 18*5= 90 seconds | 10+15 (water)| (Always positive)| N/A| N/A| Table 3: The table above represents the time it took to reach endpoint. Shows components of each test tube, number of drops, time interval between drops and time to reach endpoint. Each of the above test tubes contains 2ml – 1% starch suspension and 2ml McIlvaine’s buffer. The above test tubes were placed in a warm bath at 37 degrees Celsius and pertain to steps 11-18. Benedict’s test: Table 4 Test tube| Results through experimentation| Control| 20 (water)| blue| negative| 9 (1% salivary amylase solution)| 1/3 brown -2/3 blue| Positive| 18 (2% salivary amylase solution)| 1/3 brown -2/3 blue| Positive| 17 (5% salivary amylase solution)| 1/3 brown -2/3 blue| Positive| 16(10% salivary amylase solution)| 1/3 brown -2/3 blue| Positive| Table 4: The table above represents the search for reducing sugars after endpoint. Each of the above test tubes contains 4ml Benedict’s solution and were boiled for 5 minutes when determining results and are related to steps 18-2 0. Phosphorylase Composition of test tubes: Table 5 TEST TUBE NUMBER | CONTAINS| One| 1. 5ml of 0. 01M glucose + 1 drop of 0. % starch suspension| Two| 1. 5 of 0. 01M glucose-1-phosphate+ 1 drop of 0. 2% starch suspension| Three| 1. 5 of 0. 01M glucose-1-phosphate| Four| 1. 5 of 0. 01M glucose-1-phosphate+ 1 drop of 0. 2% starch suspension| Five| 1. 5 of 0. 01M glucose-1-phosphate + 0. 5ml of 0. 2M potassium phosphate+ 1 drop of 0. 2% starch suspension| Six| 0. 5ml of 0. 2M potassium phosphate + 1. 5ml of 0. 2% starch suspension| Seven| 0. 5ml of 0. 2M potassium phosphate+ 1. 5ml of 0. 2% starch suspension| Eight| 4ml Boiled phosphorylase | Table 5: The above table represent the solutions present in the test tubes 1-8 from steps 2-10 Iodine test: Table 6 Test tube| Results through experimentation| Control| 1| Yellow | Negative | 2| Yellow| Negative| 3| Yellow| Negative| 4| Yellow| Negative| 5| Yellow| Negative| 6| Blue-black| Positive| 7| Blue-black| Positive | Table 6: Search for starch within test tubes 1-7. Shows components of each test tube as well as the results and positive or negative control. Composition of test tubes : Table 7 TEST TUBE NUMBER | CONTAINS| One| 1. 5ml of 0. 01M glucose + 1 drop of 0. 2% starch suspension + 2ml phosphorylase| Two| 1. 5 of 0. 01M glucose-1-phosphate+ 1 drop of 0. 2% starch suspension+ 2ml phosphorylase| Three| 1. of 0. 01M glucose-1-phosphate+ 2ml phosphorylase| Four| 1. 5 of 0. 01M glucose-1-phosphate+ 1 drop of 0. 2% starch suspension + 2ml boiled phosphorylase| Five| 1. 5 of 0. 01M glucose-1-phosphate + 0. 5ml of 0. 2M potassium phosphate+ 1 drop of 0. 2% starch suspension+ 2ml phosphorylase| Six| 0. 5ml of 0. 2M potassium phosphate + 1. 5ml of 0. 2% starch suspension+ 2ml phosphorylase| Sev en| 0. 5ml of 0. 2M potassium phosphate+ 1. 5ml of 0. 2% starch suspension + 2ml boiled phosphorylase| Table 7: The above table represent the solutions present in the test tubes 1-7 from steps 11-12 Iodine Test: Table 8 Time Interval| test tube 1| Test tube 2| Test tube 3| Test tube 4| Test tube 5| Test tube 6| Test tube 7| 10:28-10:32| yellow| Very faint blue-black| yellow| yellow| yellow| Faint blue-black| Blue black| 10:32-10:36| yellow| Blue black| yellow| yellow| yellow| Very faint blue-black| Blue black| 10:36-10:39| yellow| Blue black| yellow| yellow| yellow| Faint blue black| Blue black| 10:39-10:42| yellow| Blue black| yellow| yellow| yellow| Faint blue black| Blue black| 10:42-10:46| yellow| Blue black| yellow| yellow| yellow| Blue black| Blue black| 10:46-10:49| yellow| Blue black| Very faint blue black| yellow| yellow| Blue black| Blue black| 10:49-10:52| Yellow| Blue black| Faint blue black| Yellow| yellow| Blue black| Blue black| 10:52-10:55| Yellow| Blue black| Blue black| Yellow| Yellow| Blue black| Blue black| 10:55-10:58| Yellow| Blue black| Blue black| Yellow| Yellow| Blue black| Blue black| 10:58-10:42| yellow| Blue black| Blue black| yellow| Yellow| Blue black| Blue black| Table 8: Test for the presence and synthesis of starch. Contains the time interval from when the previous test had ended to termination of current test and the reaction result of test tubes 1-7. Figure1: above; represent the time it took each salivary amylase concentration to reach endpoint (when test for starch became negative. Discussion: Salivary Amylase The Iodine test’s control is the presence of starch. If starch is presence then the control is positive resulting in a blue-black colour change. The first iodine test or if you refer to table 1, gave a positive result for only test tube 5 which contained 1% starch suspension. Clearly starch is present based on just the component of the solution. A negative control in an iodine test will result in maintenance of the yellow colour of iodine. According to table one the test tubes containing 10% salivary amylase solution, 5% salivary amylase solution, 2% salivary amylase solution and 1% salivary amylase solution resulted in a negative control result. This is due to the fact that all that is present is the enzyme salivary amylase and water and therefore no starch. The Benedict’s test control is the presence of reducing sugars (sugars with a free aldehyde or ketone group). If a reducing sugar is present then a positive control reaction will occur. A positive control reaction is when a colour of the blue Benedict’s solution turns green, orange, red or brown after boiling. Each colour represents the concentration of reducing sugars present, green being the lowest and brown the highest. Referring back to table 2, test tubes 1 and 2 resulted in a positive control reaction. Even though test tubes 1 and 2 contained only salivary amylase the tap water used to dilute the amylase solution may contain some starch which would in turn become maltose a reducing sugar. The 10% salivary amylase (test tube 1) resulted in an orange colour change due to the fact that a higher enzyme concentration would more likely produce enough reducing sugars to result in an orange colour change. The 5 % salivary amylase (test tube 2) resulted in a green colour change which describes a low concentration of reducing sugars. This makes sense as a lower enzyme concentration would result in less reducing sugar being made through the enzymatic reaction between starch and amylase. A negative control reaction for the Benedict’s test occurs when the Benedict’s blue solution remains the same. Referring back to table 2 test tubes 3, 4 and 5 resulted in a negative control reaction. This may be due to the fact that the enzyme concentration were too low to produce enough reducing sugars from the starch found in the tap water to warrant a colour change. The starch (substrate) would for a substrate-enzyme complex with salivary amylase to produce maltose and salivary amylase. In conclusion enzyme concentration does play a factor in the speed of an enzymatic reaction. The results of Table 3, the second iodine test performed, is used to determine when the starch added with the different concentrations of salivary amylase has reached its endpoint and has been fully hydrolysed into maltose. The endpoint has been reached once the iodine test gives a negative control result which occurs once no starch or very few is present. According to the experimental data presented in table 3 enzyme concentrations again played a role in the speed of the reaction. 10% salivary amylase took 90 seconds where as 1% salivary amylase took 780 seconds. The starch (substrate) would for a substrate-enzyme complex with salivary amylase to produce maltose and salivary amylase. Test tube 10 + 15 will result in a positive control reaction all the time because it is comprised of water and starch. With no salivary amylase enzymes starch will always be present which is the positive control in an iodine test. A trend was found that as the salivary concentrations were halved the time to reach endpoint was doubled, leading me to believe an inverse proportionality to be present between enzyme concentration and time to reach end point. Table 4 was another Benedict’s test performed after the each combination of test tube had reached its endpoint. The positive result in a Benedict’s test occurs once a green, orange, red or brown colour change occurs because of the presence of reducing sugars. Test tubes 16-19, containing the different concentrations of salivary amylase, resulted in a positive control reaction because the starch (substrate) would for a substrate-enzyme complex with salivary amylase to produce maltose and salivary amylase and due to the fact that maltose is a reducing sugar which happens to be the control for a Benedict’s test, a positive control reaction will occur. The negative control reaction for a Benedict’s test is when the Benedict’s solution remains blue signifying the absence of reducing sugars. According to table 4, test tube 20 only contained water and the starch suspension with no amylase present a substrate-enzyme complex will not form which will not result in a reducing sugar. Phosphorylase Table 6 is another iodine test. The positive control reaction for an iodine test is when the solution turns blue-black. The experimental data given in table 6 shows that test tubes 6 and 7 gave a positive reaction for starch because of the 1. 5 ml of 0. 2% starch found in solution. The negative control reaction is when the solution remains the colour of iodine, yellow. Test tube 1 through 5 gave negative result because they either do not contain any starch in solution or the amount of starch present is too little (starch primer) and must be in presence of phosphorylase to synthesis a larger starch chain that can be reacted with the iodine test to provide a positive result. Table 8 is once again another iodine test. With the addition of phosphorylase some of the test tubes that gave a negative result in the previous iodine test (table 6) may now give a positive result because of the ability of the reaction between phosphoric acid and glucose to from glucose-1-phosphate and one less glucose unit in starch chain to go in either direction. Therefore a test tube with a starch primer may use the phosphorylase to synthesis into a starch chain. The same is for the solution that gave a positive reaction may turn negative in the presence of phosphorylase to form a starch primer and glucose-1-phosphate. Referring to table 8 the test tubes that resulted in a positive control reaction were 2,3,6 and 7. Because test tubes 6 and 7 were already gave positive results in previous iodine test (table 6) and did the same in this iodine test can only mean that a synthesis of a larger starch chain had occurred or the starch chain had not removed enough glucose bonds to result in a negative iodine control result. In test tube 7 the phosphorylase was boiled which would denature the enzyme so that it could not perform its task and therefore phosphorolysis could not take place and therefore test tube 7 would have to remain a positive control result. Test tubes 2 and 3 were primarily negative in previous iodine test but resulted in a positive control result when the enzyme phosphorylase was added. Table shows that over time both solutions grew more intense in colour signifying the synthesis of a longer starch chain. Test tube 2 had the starch primer and glucose-1-phosphate to start with and therefore took less time to give a positive control result. Test tube 3 did not contain the starch primer and I believe should not have given a positive control result. Test tube 3 did however contain the glucose-1-phosphate and perhaps may have started its own starch chain. This may have been done by having a glucose-1-phosphate and the glucose form a substrate-enzyme complex to give phosphoric acid and a larger glucose chain. The negative results were test tubes 1, 4 and 5 each contained the starch primer. Test tube 1 contained glucose but phosphorylase does not react with single glucose molecule and therefore test tube 1 will always give a negative control result. Test tube 4 used boiled phosphorylase and therefore the denatured enzyme would not be able to perform function which would result in an always negative control result. Test tube 5 had the right condition but perhaps never moved in one direction of the enzymatic reaction for too long resulting in a starch primer being present the whole time though it may have had potential to yield a positive control reaction. This shows that temperature do affect an enzyme. A buffer was also used in the reaction to allow for the proper pH levels to be obtained and therefore pH levels also affect enzymes. Overall throughout the experiment it was determined that substrate concentrations, reaction time and enzyme concentration effect the direction of an enzyme reaction. Reference Pelter, W. M. , McQuade, J. (2005). Brewing Science in the Chemistry Laboratory: A â€Å"Mashing† Investigation of Starch and Carbohydrates. Journal of Chemical Education, 82(12), 1811-1812. Ophardt, E. C. , (2003). Role of Enzymes in Biochemical Reactions. Virtual Chembook, Retrieved November 06, 2011, from Elmhurst College, http://www. elmhurst. edu/~chm/vchembook/570enzymes. html. Hall, I. (2008). Benedict's Test for Reducing Sugars. Retrieved November 06, 2011, from Ohio University, http://www. biosci. ohiou. edu/introbioslab/Bios170/170_2/benedict. htm

Tarik Sehovic essay

Tarik Sehovic essay Tarik Sehovic essay Tarik Sehovic Dr. Orlando Foundation of Education September 26, 2014 Teaching Philosophy Seldom, do we think about the purpose of our education, especially throughout our childhood and teenage years. I believe the purpose of our education is to teach us how to become outstanding citizens so that we may benefit ourselves and society. Through education we learn morals, discipline and other ways of life in which return creates a better life and cultured society. This gives individuals a deep understanding of life and makes them capable of surviving. Teachers are the foundation of a cultured society. Teachers shouldn’t only be considered the ones who teach to students at schools, but the parents and as well as the community should be recognized as one together. Their responsibilities are to alleviate students by personal and caring relationships within the community. Their responsible with teaching the student understanding and meaningfulness of what is being taught, giving tips in improving their self-confidence, reducing their academic stress, develop their resilien ce and improve their creativity. Through this will build trust and healthier academic and social climate for students within the community. A student’s role in enquiring knowledge should be active in wanting to learn. Asking questions about situations and things that they don’t understand will only benefit them in developing into a better person or scholar. Another, important role for the students is to express their own ideas about certain subject or situations. This will allow the student to establish his own way of enquiring knowledge. Even though a student may get bored with certain subjects it’s their responsibility to motivate themselves or at least think of ways they can grasp what’s coming to them, so that they may apply this new learning. Type of skills that should be taught to students should depend on their environment. For instance, a student who lives on a farm should be taught to read, write and count money. Since, majority of their lives th ey will be dealing with the farm industry, a person will need to know how to conduct proper business. Not only is that important, they should also be taught about difficult situations. For example, dreadful situations when the crops didn’t come in as expected or the crops have been afflicted by natural disasters. Here, they will need to know what to do in this difficult situation so that they may deal properly with their other responsibilities, such as their livestock and family. On the other hand people

The Relationship between Management and the Art of Rhetoric Research Paper

The Relationship between Management and the Art of Rhetoric - Research Paper Example The definition of rhetoric, as proposed by Aristotle, encompasses not only theoretical knowledge but also takes into account the practical and productive aspects of knowledge. The meaning of rhetoric has been taken to be the â€Å"art of expressive speech† for a very long time. Therefore, rhetoric can be an instrumental tool for people who engage in delivery of speeches and require effective speechmaking skills in their daily conduct. Speechmaking is an important tool in the kit of managers of an organization. Every day, managers have to engage in activities that require them to communicate with their employees. This may include designating tasks to employees and briefing them about their jobs, motivating employees to work harder, appreciating the accomplishments of the associates and subordinates as well as the organization as a whole, giving constructive criticism to the employees regarding their jobs and communicating with the stakeholders of the organization such as the public. It is essential for managers to learn the art of speechmaking so that they can communicate effectively. The job of a manager is such that he or she has to use persuasion often in communication. Persuasion can prove to be a very beneficial tool for the success of the individual manager, and hence the organization. Persuading a hardworking and resourceful employee to stay in the organization if he or she is planning to join any other comp any can retain the labor skills of the employee in the organization. Using persuasive speech in press releases to convince the public that the organization is actively engaged in environmental protection and sustainable development can go a long way in promoting the reputation of the organization.  

Write a humorous speech ( could be an informative or persuasive Essay

Write a humorous speech ( could be an informative or persuasive speech) - Essay Example I-C-E. These three letters spell out the torment caused by the Frozen Menace. I shall discuss each of them in turn, and ask only that you cast off the blinkers put upon you by those who would see us kept frozen in our positions. Let us see the truth! The only thing worse about getting up on Monday morning to go to a mundane job is getting up on Monday morning to go to a mundane job and be faced with the need to chisel the half-inch-thick layer of ice that coated your car overnight. Add to that the necessity of allotting sometimes double or even triple the normal commute time, as stated by the Rochester Institute of Technology. If a person were to coat your car in such a way, he or she would be charged with some sort of criminal mischief. And if a person were to render a highway unsafe for thousands of people? Surely the arm of the law would not be able to wait to get its hands on such a vandal. Ice, however, is let off scot-free. The double-standard is heart-breaking. After spending a numb-fingered 30 minutes uncovering your door handle with a chiseling fury that would impress even Michelangelo, you now face the rest of the world and its apparent inability to recognize that a) the roads are slick, and b) due to such, they should perhaps hang up their cell phones and slow down a little bit. These poor citizens should not bear the blame wholly, for it is indeed the savage effects of the ice that turns vehicles of transportation into bumper cars. Ices timing is heartless, to say the least. During the holiday season when gifts are being bought and savings are being depleted, ice adds automobile repair to the already over-laden plate (Fiegerman). Accidents need not be only vehicular in nature. Nay, accidents also include those dignity-bruising falls that only happen when there are many witnesses available. Direct bodily harm inflicted upon another would get any person a swift trip to the local jail, even if the victim suffered little more than a

Conflict Resolution. Compare conflict resolution techniques in two Term Paper

Conflict Resolution. Compare conflict resolution techniques in two different cultures, such as American and Mexican - Term Paper Example The USA belongs to so-called individualistic culture. Besides, this is a country with a low level of power-distance and fear of uncertainty. The Americans use to resolve the conflicts by means of such methods as competition. The Mexican culture is a collectivist culture with high level of power-distance and fear of uncertainty. The representatives are prone to resolve the conflicts by means of cooperation and compromise to resolve the conflict. The conflict, according to K. Thomas - is "a process that arises when one party assumes that the other party is going to impede or interfere with the intentions of the first side" (cited in Lorenzen 2006). K. Thomas identified five styles of behavior in conflict resolution. The modern view is that even the organizations with efficient management have some conflicts; moreover, the conflicts are not only possible, but also desirable. Of course, the conflict does not always produce positive effects. In some cases it can interfere with the needs o f the individual and the goals of the organization as a whole (Augsburger 1992). Some conflict can be functional and lead to increased organizational effectiveness. Or it can be dysfunctional, and then it leads to a decrease in personal satisfaction, group cooperation and effectiveness of the organization. ... Cooperation – â€Å"let's solve this problem together† – an active style, strives to cooperate with other party. In this situation, both parties are committed to achieving their goals. Such manner of behavior characterized by the desire to solve the problem, find out the differences, exchange ideas and information. Such a strategy is often called the approach â€Å"win – win†. Avoidance of conflict – â€Å"leave me alone† is a passive style of conflict solution, which does not seek to any cooperation. One side can acknowledge that a conflict exists, but chooses the manner of behavior, characterized by the desire to avoid conflict or stifle it. Such party delays the conflict solution, using a variety of half-measures in order to dampen the conflict, or covert action to avoid a confrontation. Compliance – â€Å"only after you†- is a passive style, seeking to cooperation. In some cases, one party may try to placate the other and put their interests above their own ones. The given strategy implies the desire to soothe the other party; it involves compliance, obedience and suppleness. Compromise – â€Å"let's meet each other’s interests†- the average position by two parameters: activity - passivity, a willingness to cooperate - its absence. When both sides make concessions, partly by refusing their claims, a compromise is reached. Nobody wins and nobody loses. Such solution involves the search for options and ways to mutually beneficial agreements. Like any other aspect of organizational behavior, style of conflict resolution is subject to significant influence of national cultures. â€Å"To create conditions for cooperation, the leaders of the international level should study

Phylum Porifera Essay Example for Free

Phylum Porifera Essay Which phyla lack organs? What type of symmetry do they have? Phylum Porifera which lacks any symmetry (asymmetry) and phylum Cnidaria which has radial symmetry. List all of the phyla that show cephalization. Phylum Annelida, Phylum Mollusca, Phylum Arthropoda, Phylum Platyhelminthes, Phylum Nematoda, and Phylum Chordata. Do all organisms on the table have 3 germ layers (endoderm, ectoderm, and mesoderm)? If not, which Phyla have fewer than three germ layers? Not all the organisms have three germ layers. The organisms with less than three germ layers belong to Phylum Porifera which has no true germ layers and phylum Cnidaria which has two germ layers (diploblastic). One phylum has more species than all the others. State the name of this phylum and provide several different examples of species found in this phylum. Phylum Arthropoda. Examples of species in this phylum include Brazilopelma colloratvillosum, Dermacentor variabilis, Limulus polyphemus, Colossendeis megalonyx, Branchinecta gigas, Pyromaia tuberculata, Asterocheres echinicola, Narceus americanus, Scaphiostreptus parilis, and Musca domestica. According to chapter 24, fish do not all have the same skeletal structure. Describe the differences among fish from the most primitive to more advanced types. Fishes greatly differ in their anatomical features especially their skeletal structures. The most primitive group of fishes based on skeletal structure is known as class Agnatha and the fishes in this class are referred to as â€Å"the jawless fishes†.   These have a cartilaginous internal skeleton which means that they have no true bones (Layman, 2003). They also lack true teeth, true jaws, and true vertebrae (Layman, 2003). The other group of fish is referred to as the cartilaginous fishes and they belong to a class of fishes known as Chondrichthyes. Their skeleton is made up of cartilage. Unlike the jawless fishes, fishes in this group have jaws and true teeth which are bony as is seen with sharks (Layman, 2003). The final group of fish is known as the bony fishes and fishes in this group belong to a class known as Osteichthyes. These fish are very advanced and unlike the other two groups, fishes in this group have a skeletal structure that is made of true bones meaning that their skeletal structure is mineralized (Layman, 2003). They have a bony jaw, bony teeth, and bony vertebrae (Layman, 2003). Describe the three types of mammals based on how their young develop? One group of mammals is referred to as placental mammals. The young ones of mammals under this group develop for long inside their mothers. This prolonged development is facilitated by the presence of an allantoic placenta (Go Pets America, 2010). This placenta allows close contact between the vascular systems of both the mother and the growing embryos and this ensures that the embryos are adequately and continually nourished (Go Pets America, 2010). The placenta also allows for removal of waste products from the womb. In addition, the embryos are protected inside their mothers. For example the body temperatures of the mothers are usually constant and this protects the developing young ones from the harsh surroundings. These conditions provide a conducive environment which allows for development of the young ones to a very high degree. The other group of mammals is known as marsupial. The young ones of mammals under this category develop in the womb just like in placental mammals but their period of development is short. The reason for the short development period is due to presence of a yolk placenta whose ability to nourish the fetus is limited (Vaughan Ryan, 2010). After birth, the undeveloped young ones continue their development inside their mothers’ pouches where they cling to the mothers’ nipples with their mouths (Vaughan Ryan, 2010). The young ones get fed on milk through the nipples. The final group of mammals is referred to as monotremes. Mammals in this group reproduce by laying eggs. With these mammals, two eggs are laid each time and the young ones grow inside the eggs for a short while before they are hatched (Vaughan Ryan, 2010). Inside the eggs, the young ones are nourished by use of egg yolk. The hatched young ones are always very immature at birth and they continue to develop by feeding on milk from their mothers. But unlike the other groups of mammals, these mammals lack teats and milk oozes from the mothers’ abdomens and the young ones feed by licking the oozing milk (Vaughan Ryan, 2010).

A nuture theory of human behavior

A nuture theory of human behavior The nature versus nurture debate is one of the most convoluted in the field of psychology. In the 17th century, a French philosopher, Renà © Descartes posited that we all, as individual human beings, have certain innate ideas that enduringly underpin our approach to the world (Crawford, 1989 p 64). The use of the terms nature and nurture henceforth has referred to the roles of heredity and environment respectively in human development. Some scientists believe that human beings behave as they do in response to genetic predisposition. This is known as the nature theory of human behavior and is the view espoused by naturalists (Scott, 1995). Other scientists think otherwise; that people think and behave in certain ways because they are taught to do so. This is known as nurture theory of human behavior and is the view of empiricists. Presented in the paper are the theories of nature vs. nurture, elucidation of perception, intelligence and personality within the debate. In addition, the paper discusses eevidences in favor of nurture and the influence of environment on behavior and morality. In exploring the nature versus the nurture debate, the writer presumes that nature endows human beings with inborn abilities and traits while nurture takes these genetic tendencies and molds them as humans learn and mature. Theories of Nature vs. Nurture According to naturalists, personality is natural. This group believes that personality is a result of evolutionary process. Human beings, it believes, inherit behaviors due to a complex interaction of genes. As such, genes control their behaviors. They believe that form and characteristics measured with personality tests remain stable throughout human life. They further believe that human beings may sharpen their types or personality but can never change them altogether. Darwins Theory of Evolution led naturalists such as George Williams, William Hamilton, and many others to the idea of personality evolution. They proposed that physical organs and personality is a result of natural selection (Herschkowitz, 2002). Human beings do as their genes dictate. In support, Steven Pinker (2004) includes conservativeness, religiousness and liberalism as gene related traits. William Paley, in agreement, believes cognitive capabilities, temperaments, and cheating behaviors are inheritable. There are however various assumptions about nature. Evolutionary psychologists believe that behaviour is a result of natural selection in the environment of evolutionary adaptation (EEA). Interpersonal attraction therefore can be explained as a consequence of sexual selection men and women select partners who enhance their reproductive success (Crawford, 1989). Arguments for the supremacy of nurture posit that personality is nurtured. This group argues that one does not get personality from inheritance. They argue that the mind is a blank slate at birth. The definition of nurture has extended to influence of development that emanates from prenatal, parental, peer influence and extending to the role of media, marketing and socio-economic status (Scott, 1995). They dispute that types and characteristics measured with personality tests change incessantly throughout ones life. Harvard psychologist B. F. Skinners, experiments, produced birds that could dance and play tennis. Today, known as the father of behavioral science, Skinner ultimately went on to prove that human behavior could be conditioned in much the same way as animals. If environment did not play a part in determining an individuals traits and behaviors, then identical twins should be the same in all respects, even if reared apart. However, a number of studies show that they are nev er exactly alike, even though they are remarkably similar in most respects (Michaels, 2001). Assumptions about nurture are also present. Radical psychologists such as Skinner and Watson, for instance, claim that all behaviour can be described in terms of experience alone. Skinner (1957) suggested that acquisition of language by a child could be explained entirely in terms of rewards and shaping. The double bind theory of schizophrenia, for instance, suggests that schizophrenia developed in children who frequently received contradictory messages from their parents. Nature vs. Nurture Perception Two main theories of perception are advanced to explain the debate about nature versus nurture. Gibson (1979 as cited by Cardwell and Flanagan, 2004. P 262)  [1]  argued that perception is innate because the sensory array is sufficiently rich in information for perception to take place without any additional cognitive input. Gregory (1972) on the other hand pointed to the ambiguous and fragmentary nature of most sensory input, which must thus rely on expectations (derived from experience) to complete the perceptual process (Michael, 2001). Intelligence and Personality- Nature vs. Nurture Evidence in favor of nature has been reinforced by hypothesis on IQ that has been tested on twins and adoptees. Monozygotic twins raised apart are highly similar in IQ (0.74), more so than dizygotic twins raised together (0.6) and much more than adoptive siblings (~0.0) (Crawford, 1989). In other studies done in Harvard, identical twins reared separately exhibited likeness in the timing and pattern of development and maturation. Further was a likeness in some of the foundations of temperament and behavior, from sensitivity to activity to emotional response (Westen, 2002). This denoted that the personality of twins was influenced by their genetics than the environment they were raised. Environment on the other hand does play a role in the formation of who we are and does effect the development of our personality and intelligence. By altering the environment in which a person is raised, there can be some effect on the persons developing intelligence and personality. While this is true, the results of the twin studies cannot be ignored (Westen, 2002). These studies show that our genetics have a stronger influence than our environment. Across a variety of traits, including IQ, personality indicators such as political conservatism, conviviality, and even religiosity, homosexuality, and neuroticism, identical twins are more similar to one another than are fraternal pairs. This indicates that genes affect these aspects of personality. Gene mapping studies (Crawford salmon, 2004) have identified individual genes associated with high IQ. There is strong evidence for the effects of nurture, for example, the fact that IQs all over the world have increased as much as 20 poin ts over 30 years. No matter where human beings are raised, it cannot completely change the genes that they are born with. These studies have produced substantive evidence of heritability. What varies from study to study is the quantity that can be attributed to heritability. Indication suggests that family environmental factors may have an effect upon childhood IQ, accounting for up to a quarter of the variance. On the other hand, by late adolescence this relationship disappears, such that adoptive siblings are no more similar in IQ than strangers are (Westen, 2002). Evidence in Favor of Nurture John Watson in 1924 attempted to challenge nature beliefs by asserting that if given a dozen of healthy infants and his own world to nurture them, he would be able to take each infant and train them to be any type of specialist he might select-doctor, lawyer or even a thief. This became a famous quote in the heyday of behaviorism, when the child was considered a tabula rasa (blank slate) onto which anything could be sculpted through environmental experience. This would be a 100% environmental view, but virtually no psychologists would accept such an extreme position today (Crawford salmon, 2004). Influence of the Environment on Behavior and Morality A variety of explanations might account for this. From a biologic or developmental perspective, one might argue that pre-homosexual children are more likely to be targets for molestation. In a sociological perspective, children who have pre-homosexual experiences are most likely to experience confusion over their sexual identity and later define themselves as homosexuals. From the perspective of the moral environment, one may argue that a society with a progressively more neutral outlook of homosexual behavior will grant fewer and weaker checks on those who associate early homosexual experience with a homosexual identity (Scott 1995). Levy, a psychologist, examines the roles played by nature and nurture in the origin of moral dispositions. He asserts that evolution gives human beings a precondition of morality. However, he states that Evolution gives us the preconditions of morality, but it is only as a result of the cultural elaboration of this raw material that we come to be moral beings. He further states that human beings are animals and can never free themselves of their biological heritage. He states that human beings have no need since it enables flexibility, rational and caring behavior which they could want and allows them to seek to become more moral beings (Carlson, 2005). Conclusion Researchers on all sides of the nature vs. nurture debate concur that the link between a gene and a behavior is not the same as cause and effect. While a gene may increase the likelihood that you will behave in a particular way, it does not make people do things (Scott, 1995). This means that we still get to choose who we will be, when we grow up. Social scientists gradually understand the extent of the interactions that take place between nature and nurture. The presence of genes does not by solely ensure that a particular attribute will be evident. Genes require the suitable environments for natural tendencies to be fully articulated. These proper environments consist not only of natural environs but also of individuals social and symbolic setting (Westen 2002). But even for intermediary heritabilities, a trait is always shaped by both genetic dispositions and the environments in which people develop, merely with greater and lesser plasticities associated with these heritability me asures. All in all nature relies on nurture and vice versa and hence both coexist together.

Philosophy of Education Essay -- Education Teaching Teachers Careers E

Philosophy of Education In this paper, I wish to discuss my beliefs for education. These beliefs include my philosophy in a general manner, and the reasons why I want to become an educator. In this paper I will also describe what my furture classroom will look like, and how my classroom will be run. I also discuss my views on education reform in conclusion. I have found that my philosophy of education is a combination of two philosophies. They are Idealism and Realism. I also agree with two points in the Existentialism and pragmatism philosophies. L believe that a teacher should know their content very well. This is one of the most important things that I believe that I should do as a classroom teacher. I also believe that the classroom teacher is a model for the students. The students will watch them to see how they live their lives and how they react to situations that may arise in the classroom. I also believe that each child in the world today is a valuable contribution to society. Each child can fulfill any dream they may have, but I also believe that your dreams need to be reasonable. Each child can contribute something to society because the world needs farmers just as much as they need politicians. Another important thing that I believe should be focused on is to encourage students to seek the truth. I fee l that this statement means that a student need to establish their own beliefs on issues, and they also need to be able to back up why they believe what they believe. These beliefs need to be personal. The teacher does not need to focus on their own personal beliefs, but also on beliefs that are opposite of theirs. A teacher needs to focus on the good and bad things on eac... ...ectly. When the results of the reform are used correctly, reform will be effective. As an educator during reform initiatives, I will support the things that will make the education of students more effective. These are my beliefs for education. They include my general philosophy of education, and why I want to become an educator. Also I have described what my classroom will look like. This includes what my seating arrangement will be, and also what the bulletin boards in my classroom will contain. I have also discussed whether my classroom will be authoritarian or nonauthoritarian. I also discuss how I plan to manage the classroom, motivate the students, issue discipline, how I will teach, and how I will lead the students in my classroom. Lastly, I discuss my views on education reform, and whether it is effective or not to the education world.

Criminal Law 2009 Exam Paper

THIS PAPER IS NOT TO BE REMOVED FROM THE EXAMINATION HALLS UNIVERSITY OF LONDON 265 0010 ZA 269 0010 ZA 277 0101 ZA DIPLOMA IN LAW LLB EXAMINATION for External Students INTERMEDIATE EXAMINATION (Scheme A) FIRST AND SECOND YEAR EXAMINATIONS (Scheme B) GRADUATE ENTRY LEVEL I (Route A) GRADUATE ENTRY FIRST YEAR (Route B) BSc DEGREES for External Students MANAGEMENT WITH LAW, LAW WITH MANAGEMENT, ACCOUNTING WITH LAW AND LAW WITH ACCOUNTING FOR STUDENTS IN THE EXTERNAL PROGRAMME Criminal Law Wednesday 13 May 2009 : 10. 00 – 1. 15 pmCandidates will have fifteen minutes during which they may read the paper and make rough notes ONLY in their answer books. They then have the remaining THREE HOURS in which to answer the questions. Candidates should answer FOUR of the following EIGHT questions. Candidates should answer all parts of a question unless otherwise stated.  © University of London 2009 UL09/806 Page 1 of 4 1. Under what circumstances may a person be criminally liable for a fa ilure to act? 2. (a) Could the reasoning in the cases of Roberts (1971) and Williams and Davis (1992) be said to conflict with that in the case of Blaue (1975)? b) Anna stabbed Iqbal. Iqbal was seriously injured. He was taken to hospital and placed on a life-support machine. One night, an intensivecare nurse, Norah, who hated money being wasted on expensive lifesupport machinery and without being authorised to do so, switched off the life support machine. Iqbal died. Consider Anna’s and Norah's possible criminal liability for murder. 3. Fred and Marcus had fought because Marcus was angry with Fred for having carved the letter ‘F’ on to Livia’s arm using a penknife. Livia is Marcus’s 14year-old daughter, who begged Fred to do this as she was in love with him.Fred had reluctantly agreed. The wound was not serious, although it did require one stitch. Fred and Marcus decided to settle their differences by having a fight. Fred punched Marcus, knocking hi m over and causing him to fracture his skull. Fred ran away when the police were called. As Fred was making his way home, a beggar, Beryl, who was carrying a baby in her arms, approached him and asked him for money to feed the baby. This incensed Fred who hated beggars. He sprayed after-shave cologne in Beryl’s face causing her to drop the baby which bruised it slightly.The police then caught up with Fred. PC Bill tried to arrest him. Fred pushed PC Bill out of the way in an attempt to get away, causing PC Bill to stagger. In an effort to save himself from falling, PC Bill put his arm out and pushed it through a shop window, sustaining severe cuts to his arm. Discuss the possible criminal liability of Fred. UL09/806 Page 2 of 4 4. Egor, who had a history of depression and schizophrenia, and his wife Irina were eating in a restaurant. Egor was taking medication for his condition and was therefore not drinking alcohol.He was trying to reassure Irina who had received threatening letters from her ex-husband Alexey. All of a sudden, Alexey, who was very drunk, burst into the restaurant and stormed over to Egor and Irina’s table shouting: ‘You stole my wife! You must die! ’ Egor was alarmed. He picked up the heavy water jug from the table and threw it at Alexey. It hit Alexey on the head and he fell to the floor, unconscious. The sight of Alexey lying on the floor enraged Egor as he remembered the letters Alexey had sent to Irina.He was also worried that Alexey might wake up and kill him. He repeatedly kicked Alexey who died of a fractured skull before an ambulance could be called. Discuss Egor’s criminal liability. 5. â€Å"Self-induced intoxication is never accepted by the courts as an excuse for committing an offence. † Discuss. 6. On her way out from her workplace, Jenny found ? 50 which she used to buy a pair of shoes to go with the gown she had bought for her firm’s centenary ball. She later overheard someone in her office saying that they had lost ? 0 but she did not return the money. While chatting to her colleagues, she discovered that her firm had set up a fund to contribute ? 100 towards the cost of a ballgown for each female worker who could demonstrate financial hardship. Although, initially, she did not apply for this, as she had already bought her gown and was not in financial difficulties, after hearing that all of her female colleagues intended to do so, whether or not they had already purchased their gowns, she applied for the money stating that she was in financial difficulties.She thought it was probably alright as she knew that none of her colleagues was in financial difficulties either. She did not get the money as, by the time her application was received, she was told the fund had been spent. On the day of the ball, Jenny went to the hairdressers which was offering a 20% discount to students. She had borrowed her sister’s student union card which she showed to the r eceptionist and obtained the discount. When she arrived at her house, Jenny noticed that her next door neighbours were having a delivery of shopping.She had forgotten to buy anything for her lunch and was hungry and so, hoping they would not mind, took a microwave meal from one of the shopping bags, putting ? 5 through their letter box. Consider Jenny’s possible criminal liability. UL09/806 Page 3 of 4 7. Antoine enjoyed dressing up as a woman and so every Sunday he wore his sister's clothes and called himself Antoinette. One Sunday, at his local pub, a visitor to the area, Geezer, starting chatting to him. Very quickly Antoine realised that Geezer thought he really was a woman and was sexually interested in him.Antoine did not tell Geezer the truth as Geezer was rather rough and Antoine was a little nervous of him. What Antoine did not know, however, was that Geezer was even more interested in Antoine's Cartier watch which he thought would make a nice gift for his wife. He t old Geezer that he was going to ‘powder his nose' and took himself off to the men's lavatory to think about how he was going to get away from Geezer. Geezer, however, came into the lavatory and was shocked to see ‘Antoinette' there. As he came to realise what was going on, he became extremely angry at having been fooled.He ripped off Antoine's clothes and forcibly penetrated him with a bar of soap. He then held Antoine down while he removed his watch. He put it in his pocket and ran off. Antoine, who was, by now, very distressed, put his clothes back on and left the pub. He thought a cup of tea might make him feel better and so went into a cafe where he ordered tea and toast. When he offered to pay, he was told that a bill would be brought to his table and that he should pay the cashier at the door as he left the cafe. When he had finished, he left the cafe without having paid.He was subsequently diagnosed with post-traumatic stress disorder and claims that he did not kn ow what he was doing when he left the cafe. Consider the possible criminal liability of Antoine and Geezer. 8. Priya and her twin brother Dipak – both aged 16 – hated their next door neighbour, Hans. He swore at them if they made a noise and they were convinced that he spied on them and reported everything they did to their parents who were abroad. They decided that it was time to teach Hans a lesson and that Dipak would break into Hans' house and give Hans a fright while Priya kept watch outside.The following night, while Priya kept watch, Dipak entered Hans' house dressed as a skeleton, using a spare key he had found under a flowerpot. He put the key back once he had opened the front door. On his way to Hans' bedroom he spotted a ? 20 note on the table and decided to take it. He then went into Hans' bedroom, gently climbed on to the end of the bed and started vigorously jumping up and down shouting: â€Å"We're coming to get you! † Hans woke up and was so terr ified he had a heart attack and died instantly. Consider the possible criminal liability of Dipak and Priya. END OF PAPER UL09/806 Page 4 of 4