Amylase lab report Essays

Amylase lab report Essays Amylase lab report Paper Amylase lab report Paper Enzymes are very specific; for example, amylase is the only enzyme that will break down starch. It is similar to the theory of the lock and the key. The enzyme is the lock and the key is the substrate; only the correct key could fit into the keyhole of the lock. Porcine pancreatic amylase is The purpose of this lab experiment is to investigate factors that can affect the porcine pancreatic amylase enzyme activity in different environments such as the temperature, pH and also how being stored in extreme temperatures can affect the activity of the amylase. The activity of the amylase is going to be determined by the presence or absence of starch in the samples over time. There are some hypotheses on the Effects of temperature and pH; as I add the amylase to the starch in different temperatures the reactions rate increases in high temperatures; I believe that the amylase will work better. As the environment grows warmer, the amylase is going to become more energetic and more effective. Amylase is affected by environmental PH. Predict that the amylase activity will work best at a pH 7. As the pH changes from this point I predicted that the amylase activity is going to decrease and eventually stop. If I boiled and rose some amylase solution, and try to digest starch with at it at room temperature, I predict the previously-boiled and frozen amylase will not work quite as well as amylase that has not been previously boiled and frozen. Experiment #1: Investigating the Effect of Environmental Temperature on the Activity of Porcine Pancreatic Amylase Materials and Methods Amylase experiment #1 was done to see how the temperature affected the efficacy of the enzyme. First we collected all of the materials that were necessary to perform this experiment. We needed five clean test tubes, a test tube rack, a beaker of 1 % starch solution (pH 7. ), a test tube of porcine amylase solution which was previously prepared by mixing porcine pancreatic amylase powder with 0. 9% Nasal concentration to create an amylase concentration of 0. Magma/ ml, one I-ml pipette, one 5-ml pipette with pipette pump, five transfer pipettes, two spot plates, a bottle of iodine solution, a timer, one beaker half way filled with ice and a small amount of water, two thermometers, and three water baths each with a different temperature. In this experiment, we first labeled the test tubes. We then added 5-ml of 1% starch solution with a pH of 7. 0 to each of them. After each tube was filled, the first one was placed in the freezer at O degrees Celsius, the second one was placed in room temperature with a temperature of 20 degrees Celsius, the third one was placed in warm water at 40 degrees Celsius, the fourth one was placed in hot water at 60 degrees Celsius, and fifth one was placed in extremely hot water at 80 degrees Celsius. Each test tube was then left in the selected place for ten minutes so that the starch solution could acclimate to its surrounding temperature. After ten minutes, we then used a 1 -ml pipette to add 0. Ml of the amylase mixture to each of the tubes and then the timer was set. After three minutes, we put 3 drops of the starch/amylase mixture from each of the five tubes into the spot plate, and then added two drops of iodine to each spot plate and noted the result. Iodine reacts with starch to change from yellow (not starch) to deep blue black in the presence of starch. After every three minutes had passed, these same steps were repeated, until 30 minutes had passed and noted all the result. Experiment #2: Investigating the Effect of Environmental pH on the Activity of Porcine Pancreatic Amylase Materials and Methods Amylase experiment # 2 was done to see how the pH affected the efficacy f the enzyme. First we collected all of the materials that were necessary to make this experiment. We needed five clean test tubes, the following standard solutions, 1% Starch Solution pH 3, 1% Starch Solution pH 5,1% Starch Solution pH 7,1% Starch Solution pH 9, 1% Starch Solution pH 11 0. 0375 MGM/ml Porcine Pancreatic Amylase Solution (amylase powder in 0. % Nasal ), Iodine Solution; each solution were pipettes into each of the 5 test tubes with 5 ml of 1% starch. Each tube contained a 1% starch solution with a different PH. All tubes were at room temperature. Room temperature was ICC. 0. 2 ml of porcine pancreatic amylase solution was then pipettes into each tube. A timer was started and every minutes the starch / amylase mixture were pipettes from each tube and pipettes into the spo t plate for every sample tube, then the iodine solution were added to a spot plate cell for each sample. Iodine reacts with starch to change from yellow to deep blue /black in the presence of starch. A lightening of the blue/ black to a brown color will occur as less starch is present. Results were reported as (+) for presence of starch in the sample or (-) for the absence of starch. After every three minute increment had passed, these same steps ere repeated, until 30 minutes had passed and all the results were noted. Experiment #3: Investigating the Effect of Freezing and of Boiling on the Activity of Porcine Pancreatic Amylase Materials and Methods Amylase experiment #3 was made to see if boiling or freezing the amylase would have an effect on the enzyme. For this experiment, we collected three clean test tubes, porcine pancreatic amylase solution, a test tube containing frozen amylase solution, two 600-ml beakers each containing 200-ml of room temperature water, a hot plate, two transfer pipettes, two spot plates, a bottle of iodine solution, First we took the frozen amylase solution out of the freezer and warmed it to room temp. Then we put about 0. Ml of amylase solution in a test tube and boiled it in at beaker for two minutes. Then we let the beakers sit in room temperature. We labeled each test tube, one boiled and the other frozen. We placed them in water and allowed them to sit for at least ten minutes until it cooled down to room temperature. Then we put 5-ml of starch solution pH 7. 0 in two test tubes and labeled them boiled amylase, or frozen amylase. We used a ml pipette to add 0. Ml of the boiled and frozen amylase solutions to their exceptive test tubes. The solutions were then thoroughly mixed together with a transfer pipette and the timer was set. After three minutes, we did the first test. We took out approximately three drops of starch/amylase solution from all two of the test tubes and put them on a spot plate into two separate wells. Then about two drops of iodine solution were added to each one. This same routine was repeated every three minute intervals until thirty minutes all together had passed. All of these tests were noted prior to each one. Discussion In the first experiment my hypothesis was that the amylase is going to work deter. As the environment gets warmer, and is going to become more active and get more effective. The amylase was put in different temperatures and the results were that amylase best works at a temperature near body temperature. While when the temperature starts decreasing to successes or increase to Celsius the amylase will work, but not at its 100 %, but when temperature reach Celsius or Celsius amylase dont work at all. The results of the experiments showed a significant effect of temperature on the amylase activity. The best temperature for porcine pancreatic amylase activity was ICC; it takes 6 min to gets the starch, as the temperature changed, the amylase activity decreased. When ICC was reached the amylase takes 12 min digesting the starch, also when ICC was reached the amylase took mini digesting the starch. Amylase is affected by environmental PH. I predict that the amylase activity will work best at pH 7. As the pH changes from this point I believe that the amylase activity is going to decrease and eventually stop. In experiment #2 the amylase was added into different pH to determine the optimum pH range. The result was that porcine pancreatic enzymes have best efficiency in the neutral pH 7 range, and does to work at its 100% potential at either between pH 9 and phi. The amylase did not work at all in extremely high or low pH such as phi and pH 11 . The results indicate that in pH 7 the enzyme works at its best. This can indicate that the amylase activity is optimal at pH ranges of the saliva and the small intestine. The two extreme pH values of pH 3 and pH 11 showed no amylase activity. This could be due to the anticipated competition at the enzyme active sites with increased hydrogen ion or hydroxide ion concentrations. Also the attraction of H or OH ions to the protein functional groups can alter the shape of the enzyme and thereby emit its activity. If I boiled or froze some amylase solution, and tried to digest starch with at it at room temperature, I predict the previously-boiled or frozen amylase will not work quite as well as amylase that has not been previously boiled or frozen. In experiment #3 the amylase activity was zero in the boiled sample. This confirms the prediction that freezing the amylase is not going to stop it from functioning, but is not going to work quite as well. In contrast the boiled sample results weakened my hypothesis because the amylase never showed any activity during the thirty min of the experiment. This can be imparted to the results in experiment #1 because amylase had no activity before being boiled, and neither when being in temperatures too high such as ICC.

Decolonization or Nationalistic Self

Decolonization or Nationalistic Self A typical understanding of the term decolonization could mean undoing colonization. It includes all the activities that a country may have done to free itself from powers of their colonial masters (Wong 253). Politically, decolonization could also mean gaining independence or an autonomous rule of a country without external influence and this is when a country is regarded as a sovereign state. Advertising We will write a custom essay sample on Decolonization or Nationalistic Self-Determination Movements specifically for you for only $16.05 $11/page Learn More In addition, the term may refer to the effort of dismantling neo-imperial empires that were started in Africa and Asia before and after the Second World War. Critically, it has been observed in most cases decolonization could be gained through peaceful negotiation; in practical decolonization was gained through violent revolts and resistance the colonizers. Such revolts or decolonization movements were mostly started by strong people in the colonies that had seen the need for their countries to be free from influence of colonizers. This paper looks into decolonization efforts that were muscled by Kenyan movements against colonization in Africa, Egypt revolts against Britain rule also in Africa and Russian revolts in the former USSR that caused their independence and freedom from influence by European colonies. In addition, the paper looks into the effects that the movements had in national self-determination efforts; the movements have improved or hampered attaining of self determination by many countries. To begin with, we shall start by looking at decolonization movements in Kenya; it was colonized by the Great Britain during the infamous scrabble for Africa (Majdalany 75). The revolution was started at around 1952 to 1960 before the country gained independence. Despite the fact that the rebellion did not get the intended support from the locals, there was a massive support o f the natives living in the central region of the country. The main reason for the massive involvement of central Kenya’s natives being much involved in the movement is since the region was regarded the most productive by then and therefore it was heavily habited by the Europeans (Majdalany 76). According to the British colonials’ description, the decolonization movement was biased and regarded the movement primitive and emotional since it was devoid of reasoning. Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, Mau Mau leaders, as the leaders revolt was popularly known, had a different presentation to make about the group; they were of the opinion that the movement was the most legitimate in the voicing of the needs and the grievances of the whole country (Branch 342). However, there is distorted information that is being obtained from focusing too much on the gains t hat had been made by the Mau Mau Movement to insinuate that the group was squarely dominated by the natives from central Kenya and that the group was only located in this particular region. Another mistake made when analyzing decolonization movements in Kenya is the fact that very few documentations were made on the other non-Mau Mau movements that were also started to fight for independence. The start of the uprising was specifically instigated by the fact that the British settlers had forcefully acquired ownership of the lands that were formally owned by the natives (Majdalany 77). In addition, there were reported cases of forced labor in the farms owned by the colonialists. There were smaller movements that had been accused of rebelling settlement of British farmers in the lands that formally belonged to different communities (Majdalany 77). In addition, Mau Mau was also revolting against high cases of deaths that had been caused by the European settlers as they forced their w ay into the highland settlement farms. British colonizers had gained their interests as early as 1895 when Kenya was considered a British protectorate. They showed their interests into the country as British missionaries who got different reception from the various communities in Kenya (Branch 342). There are those that welcomed them and there are those of the opinion that European immigrants wanted to harm the peaceful integration of the communities who inhabited the targeted regions. Another incident that instigated the start of rebellion was financial deprivation of the natives by the British settlers (Branch 342). Settlers had amassed huge chunks of land to themselves leaving natives landless and all they could do was work in the farms owned by the Europeans and take home meager resources or at time get nothing in return (Branch 344). Advertising We will write a custom essay sample on Decolonization or Nationalistic Self-Determination Movements specifically for you fo r only $16.05 $11/page Learn More At around 1952, the violence had been at its peak and the governor of the British Protectorate Company, had to write to the Colonial Secretary indicating that the condition of the uprising was dangerous and the security of the British settlers was at stake (Branch 343). As the fight and the uprising continued, there were increased cases of attacks on the British forces; the then British governor to Kenya declared a state of emergency. Despite all the efforts by the British government to control the spread of the violence and the uprising gaining fame, there was massive loss of land and resources that were owned by the British settlers (Majdalany 78). The movement had graduated from a primitive uprising to a guerilla warfare that had seen the British army give up the hunt. Unfortunately, Mau Mau uprising was almost crushed in 1952; but later, there were peaceful negotiations that commenced the processes of achieving independence; Bri tish colonials relegated their rule over the country. Similarly, the Soviet Union had decided on the ways of getting over colonial involvements in running of the region by forming the communist party which was the great USSR (Wong 253). The union had made sure that European colonizers would only get a controlled access and running of the protectorates. To control the spread and growth of European influence, there was the formation of leaders Marxist-Leninist; the Marxism theory supposed that imperialism in a country normally encourages capitalism and a society could be divided into classes depending on what one owns and what one can be able to control (Wong 255). Having instilled such ideas among the natives, it would be simpler to force for independence among the habitants of the land since the ruling class create a point to stir violence among the natives. The European colonies did not like the idea of socialism; and hence conflict ensued; the Soviet leaders had the capabilities of starting a cold war to the colonialists. As the fight for independence continued, there was increased response against the cold war; it was massively progressing and giving leaders of the Soviet Union more grounds over their colonizers (Wong 255). The need for cold war had spread to other parts of the world and they were regarded as the best strategies that the oppressed in the world would have felt satisfied and part and parcel of the organization and the management of the countries’ affairs. On the same note, the Americans were of the opinion that cold war would be the best option of dealing with colonialism.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The other attempt to take care of colonization was the Nikita Khrushchev’s shoe banging incident that occurred during the United Nations meeting aimed a discussing colonialism. The incident was an eye opener to a number of countries that had followed the idea of cold war towards colonialist and thereby gaining their independence. On the same note, Egypt in Africa had gone through similar movements that were against colonial rule in the land. There were a number of incidents that caused Egypt to be at its present state in terms of dealing with the European colonies (Mayer 82). There were several movements; one of the movements was the Urabi Suez revolt that was meant to conserve the integrity and the ownership of property by the Egyptians who believed that what they owned was meant for them. In 1882, there was an Anglo-Egyptian war that was composed of violence in the streets of Alexandria and the rioters attacked the Italians, Greeks and the Maltese businesses (Mayer 84). B ritish colonizers were of the opinion that the Egyptians would have given into the efforts by their army to take over the management of the Suez Canal. After the attack in which the Urabi conquered the Colonizers, Egypt became a colony of Britain until 1954 (Mayer 85). Despite the fact that Urabi’s revolt was defeated, it was able to stand as a landmark towards other consequent revolts intended to free Egypt from the influence of British colonialism (Mayer 87). The other example of a revolt movement was the Suez crisis which was started as a way of frustrating Britain from gaining control of Suez Canal. After the Second World War, Britain was of the opinion that it would be beneficial to them if they gained control of Suez Canal which joined Africa, the Middle East and Asia (Kyle 253). This had prompted Egyptian government to sign a peace treaty with the British colonies. As British colonials attempted to disarm violent groups in Ismailia, there were casualties and this pro mpted violence that caused deaths of some foreigners including some Britain nationals (Kyle 253). During the revolt, there were deliberate actions by the Egyptians to avoid any relations between the country and the rest of Middle East countries. These efforts bore fruits and the British government could no longer have control over Suez Canal and as a result it relinquished it back to Egypt. All the above named countries have on one time benefited from the revolts and the anti-colonialism movements. However, the movements have hampered the nationalization of the economic and political mechanisms of these countries (Kyle 253). In the case of Kenya and the Mau Mau, leaders who were prominent in the country distorted the initial intention of nationalizing the country’s economic growth after independence. However, the movement helped citizens of the country appreciate every countryman as having participated towards independence (Branch 400). On the other hand, USSR revolts and a nti-colonial movements affected the management of the huge region under the Soviet Union. This brought about the disintegration of the union to the present federal countries that have individual managements (Wong 257). The movements lacked policies of management; there was a unilateral system of making of decisions in the region. Despite the fact that the movements seem to have affected the integration of the national agendas, Egypt seems to have benefited from the movements due to the eventual nationalization of Suez Canal (Wong 257). In conclusion, decolonization movements were perfect means of controlling and gaining independence from European masters. The movements were mostly fueled by oppression and lack of freedom among the natives. However, the movements came with some negative influences that contradicted the initial goals of forming them. Branch, Daniel. Defeating Mau Mau, Creating Kenya: Counterinsurgency, Civil War, and Decolonization. New York, NY: Cambridge Universit y Press, 2009. Print. Kyle, Keith. Suez: Britains End of Empire in the Middle East. New York, NY: I.B. Tauris, 2003. Print. Majdalany, Fred. State of Emergency: The Full Story of Mau Mau. Boston, BO: Houghton Mifflin, 1963. Print. Mayer, Thomas. The Changing Past: Egyptian Historiography of the Urabi Revolt, 1882-1983. Gainesville, FL: University of Florida Press, 1988. Print. Wong, Kwok Chu. The Jones Bills 1912-16: A Reappraisal of Filipino Views on Independence. Journal of Southeast Asian Studies 13.2 (1982): 252-269. Print.

Foreign Currancy Essay Example | Topics and Well Written Essays - 1000 words

Foreign Currancy - Essay Example It is even predicted by the IMF that it will overtake the US economy by 2016(Economy Watch, June 2, 2010) In November 2011, U.S. debt to China amounts to $1.13 trillion. This is 25% of the total $4.6 trillion of US debts. In 2011, China exported $1.58 trillion worth of production, 18% of which is exported to the US, while it has imported $333.9 billion from US, creating a trade deficit of $295.5 billion.(Kimberly, Amadeo). This massive surplus is the effect of China’s monetary policy of keeping their Remnibi lower than the equilibrium rate. This monetary policy is the subject of debate of IMF, the World bank, the government ,and other financing bodies. However, despite its robust economy, its GDP per capita income has remained relatively low as compared to United States. China’s GDP per capita is $4,428 while US has $47,153.(The World Bank) In effect, China is not subsidizing US economy because both countries benefit from the deal. The proceeds of the US debts are spent on federal programs while payments of interests of loan is spent by China to propel its economic growth. US debts also kept interest rates low. It is threatening because by holding too much ownership of U.S debts, China can use it as an economic weapon and shift the economic balance in its favor. Being second greatest in the world’s economy, China can use this power as leverage for imposing demands. For instance, in 2009, China proposed for a new global currency to replace the dollar because it was alarmed of the drop of dollar rate, and was afraid that its investments would deteriorate (Macdonald, Joe. 24, Mar. 2009). China has been reported to feel uneasy about relying on the dollar to store its reserves. It has also pressed for changes to give developing countries more influence on the IMF, the World Bank and other financing institutions. To reduce its complete reliance to dollars, China now swaps currency with G-20 trading partners like Hong Kong and Argentina. G-20 is a group of finance ministers and central bank governors from 20 economies and was formed to discuss the international financial system. To date, there is no report on the success of this proposition. What is its impact to the U.S. economy? The reduction of China’s demand for dollars leads to a domino effect – increase of interest rates that would hamper revival of the economy. Threatening to pull out all of its holding from the US will create havoc because if China calls its debts all at once; demand for dollars would be increasingly high, causing a dollar collapse that would disrupt international markets. This would trigger another financial crisis wherein everybody suffers including China (Kimberly). This is more unlikely to happen because it will reflect of China’s competitiveness. When China raises its export prices, US consumers will think twice and buy US products instead. As a policy, China keeps its currency Remnibi, lower than the dollar, a strategy that works for its advantage because it makes product imported from China lower than the U.S. products, and in the final analysis, be able to create more jobs for the Chinese, and be able to fund the growth of its economy. The US is trying to persuade China to revise its policy of having an undervalued Remnibi. The Remnibi is said to be 40 percent below it real value thus making its products excessively low and the US exports comparatively high, but whether this will be heeded by the Chinese government remains to be seen in the light of recent

Literature Review on performance management systems and their links Essay

Literature Review on performance management systems and their links with rewards plans - Essay Example That debate has been carried on for centuries and has been reinforced in the equity and tournament theories of motivation. This paper will evaluate the significance of monetary rewards and then go on to discuss the concept of equity in pay. The paper will also discuss the importance of non-monetary rewards as well as performance management as a good creator of motivation. The paper will conclude with discussing the importance of intrinsic motivation. Some of the greatest theorists like F. W. Taylor, Abraham Maslow and Herzberg have all emphasized the significance of monetary rewards. Taylor’s view is rather conservative in that he believes that money is the sole motivator of human work. He believed in the idea of the ‘economic man’, and said that people were only motivated by self-interest. Taylor, therefore, gave much importance to the idea of pay-per-piece, because he said that this would enhance the speed of work. This theory meshes in well with the research of Armstrong (2006). Armstrong (2006) conducted an extensive research on the relationship between pay and the performance of the employee. The following table shows the interrelationship between performance ratings and pay ranges. This empirical research conducted by Armstrong (2006) illustrates the positive relationship between the two variables and holds evidence to the fact that pay really does impact performance. However, pay is not the only source of return for workers, especially nowadays. Other form of non-cash rewards are used commonly by many firms to enhance motivation. Zeidner (2010) reports that gift cards or certificates are the most popular form of non-cash rewards and are used by 38% of the companies today. This is followed by other forms of rewards including merchandise (19%), dinners (19%), special trips (19%), trophies or plaques (18%), top-performer listings (12%), honorary sales clubs (7%) and special parking spots (2%). Maslow’s hierarchy of needs is recognized as one

Strategic Human Resource Development Essay Example | Topics and Well Written Essays - 2250 words

Strategic Human Resource Development - Essay Example However, there are areas of significant importance - like training - that have been excluded from the control of Personnel Department and are organized into separate units within the organization. Due to the above phenomenon as well as to the delays in the firm's development - which have been caused by the dysfunction of the Personnel Department - the examination and the evaluation of the role of the latter has been considered as necessary especially given the extremely competitive conditions that characterize the UK market. Current Personnel Function of Highway Stores Ltd is based in the firm's head office in Midlands. Furthermore, the specific department comprises a Personnel Manager, a Personnel Officer and 3 Personnel Administrators. The main duties of the staff include the control of all issues related with the firm's human resource management except the payroll sector which has been incorporated in the Finance Department. The Personnel Function reports directly to the Legal Director. Another significant problem is created by the fact that there is not a specific provision for the training of the head offices' personnel (training programs as designed and developed by the Training function involves only the employees of the store network). On the other han On the other hand, the Personnel function has not proceeded to the design and implementation of a specific problem-solving procedure but there is a standard internal policy that whenever a problem arises, a guidance is issued. The absence of control over the training procedure as well as the failure of designing and applying an effective personnel policy can be considered as major problems for the Personnel function. Moreover, the lack of appropriate qualifications of the Personnel staff can be viewed as a severe disadvantage of the specific department while due to this fact; most of the problems arising in the human resources field have to be faced by the only qualified person of the department, its Manager. It's for this reason that Personnel Manager is not available for his managers whenever his intervention is requested by the Personnel staff. At a next level, a major weakness of the Personnel function is the procedure related with the sickness of employees. The Personnel function keeps records on employees including health certificates as well as notices on the employees' long term absence of work (six weeks or more) due to sickness. In this way, the department is not informed for the employees' short or long term absence of the work (except the above mentioned case) with all the consequences that this fact can have for the effectiveness of the firm's human resource management. Another problem involves the extension of the role of the Personnel function is the recruitment process. The specific process is designed and implemented by the Managing Director, while the responsibility for the recruitment of new staff belongs to Area managers. It should also be noticed here that

Three Worlds Of Welfare Capital Politics Essay

Three Worlds Of Welfare Capital Politics Essay The three worlds of welfare capitalism  written by Esping- Andersen in 1990 set the bar for welfare typologizing and has sparked a volatile and ongoing debate ever since. Most of the literature for those studying and analysing social policy is now based around mending or re forming the welfare capitalist in to something which acknowledges more factors which shape welfare provision and bring the original txt in to a modern or argument/ issue specific context. Issues such as gender, the role of the family and an expansion of the original categories of Welfare state have been the focus of much of Europes modern day social policy research and the defining factor in all of this research is that Esping-Andersen is almost always used as the starting point . This is the case despite the comment that typologizing is the lowest form of intellectual endeavour (Baldwin, 1996, p29). No matter how intellectually miniscule it may be reported to be the process of typologizing is an essential and b asic tool for carrying out and analysing strengths and weakness in welfare states and approaches to welfare and despite all the critiques and revisions it must be argued that if Andersens work is still being used as a basis of modern day research then it must have a fairly large amount of academic credibility left.   In the work of Esping-Andersen a typology was created by critically analysing 18 welfare states in relation to three main themes. These themes of: Decommodification; the extent to which welfare is reliant upon market forces, social stratification; the role of welfare states in maintaining society and equality within that society and the private-public mix which includes the role of the family and the voluntary sector, even though Andersen largely missed those out in his overall conclusions leading to significant criticisms being raised about his overall conclusions. How these states operate and how decomodified they are were the main criterion which lead to these welfare states being compartmentalised in to three welfare regime types; Liberal, Conservative and Social Democratic.(Esping-Andersen; 1990) Conservative welfare states are distinguished by their emphasis on the maintenance of status and the insurance based nature of welfare provision. Conservative welfare programmes, in which benefits are often earnings-related, are administered through the employer and what one puts in is what they get out. There is little or no redistribution of benefits or wealth within conservative welfare states. The role of the family is also emphasised and expected to some extent and a male breadwinner model is enshrined by the welfare system. France and Germany are strong examples of the Conservative model however according to Andersen so are the southern Mediterranean states which he analyzed. (Esping-Andersen; 1990) In Liberal countries, welfare is strictly controlled with entitlement criteria, and recipients are usually means-tested. Welfare is distributed on a sliding scale to those who need it most however Welfare provision is often very low meaning that often the effects of the welfare provided are negligible. The Social Democratic regime is the smallest of all 3 regimes. Welfare provision in social democratic countries is universal and relies on citizenship as its only real criteria for distribution. Social democratic countries try to promote full employment and the employed workforce is highly unionised. They also attempt to redistribute wealth throughout the population and there is much less of a stigma attached to this and much more of a willingness to contribute than in other welfare regimes. There are therefore a range of substantive critiques which can be used to critically assess the welfare capital and its modern day relevance; however an important starting point would be its relationship with gender. The gender-blind (Bambra, 2004, p201) concept of Decommodification and, the seeming unawareness of the role of women in the provision of welfare is startling. The welfare capital has been accused of being a; misleading comparison of aggregate welfare state expenditure (Bambra, 2004, p201). Not taking gender in to account has caused scholars and researchers to focus on this specific issue very acutely to point out how different the classifications of states could look with this factor included. This factor affects the Sothern European states to a disproportionate degree and many researchers and scholars have therefore pointed out how different the welfare categories would be if gender was accounted for. However there are more issues than simply gender issues which could l ead to the separation of the Sothern states from the conservative category and this must be addressed separately to which welfare states, and welfare state regimes, facilitate female autonomy and economic independence from the family. We must also asses the shift from the male worker model to the Adult worker model as well as the role of women in the home and look at how this has affected state policy and welfare provision. Many states now encourage women to enter the workplace and welfare is increasingly becoming about the individual rather than the family. This is certainly the case in some conservative countries but much less so in the southern welfare states of Europe. If Andersen had taken this factor in to account then once again we could likely have seen a very different set of results produced. The range of countries used to construct Esping-Andersens typology has met with criticism. Esping-Andersen only examined 18 OECD countries. This lead to countries such as Greece and Germany being grouped in the same category. Considering the economic differences and differences in terms of social structure this seems to be an unrealistic conclusion. It has therefore been suggested that given the unique characteristics of many of the southern European nations mainly; Portugal, Greece, Italy and Spain there is sufficient scope to create a fourth southern European welfare category. In the Journal of European Social Policy Arts and Gelissen state it seems logical to see the South European countries as a separate cluster (ArtsGelissen,2002,p145) . Southern welfare states are viewed as being extreamly basic in their welfare provision with strong emphasis on the family and fragmented care. They do however seem to have significant expenditure in some areas and more underdeveloped and limited expenditure in others. Pensions tend to be generous in southern European welfare states and this may be a feature of reliance on the family and a strong ethic of family protection and reliance on elderly people to provide services such as child care which are not provided by the state. There are also strong criticisms of the liberal states and the huge differences in both expenditure between liberal countries in total and on specific areas. Liberal nations in Esping-Andersens research tend to be groped as English speaking nations however the English speaking nations listed have huge ideological differences and state approaches to welfare funding and entitlement. A number of policy areas within nations also contravene the natural policy stances which are set out in the social categories too. For example the Universal UK NHS is not something which one would expect to see in a liberal model and it is not consistent with the criteria for the liberal welfare category and yet such policy variations have to be put aside in favour of an overall picture. Andersens has also been heavily criticised for his use and analysis of data and how this data has been presented and how easily manipulated it can be. Attention has been placed particularly upon decommodification indexes and the use of means to produce the final categories.  This method has a noticeable impact on the classification of certain countries, eg. the UK which, if a different cut-off point was used, may not have fallen within the Liberal regime. This is highlighted in the work of Bambra where she; Highlights an overlooked error in Esping-Andersens original calculations that led to the incorrect positioning of three borderline countries (Japan, the UK and Ireland) and resulted in the empirically erroneous composition of the Three Worlds of Welfare (Bambra,2006). Bambra Uses different methods to show how current data and the original data used by Esping-Andersen can be changed to produce very different catogories of welfare to great effect and she highlights the glairing errors as well in Esping-Andersens original calculations. (Banbra,2006). Therefore in conclusion it is clear that Arts and Glitsen are almost certainly correct when they state that Real welfare states are hardly ever pure types and are usually hybrid cases (Arts and Glitsen, 2002). It is also however clear that there is a basic role for the three worlds of welfare capitalism and that as a piece of work Esping-Andersen set the groundwork for the next 20 years of research and study in to European welfare spending and the grouping of European welfare states. Typologizing although a very inexact science in most cases is never the less extremely useful and we should not take that fact for granted. Nor should we take for granted the significant research that Esping-Andersen has subsequently inspired and the significant impact that his work has had on thinking within social policy.

Hack Me Once, Phreak Me Twice :: Computers Technology Hacking Hackers Papers

Hack Me Once, Phreak Me Twice There are a few elite in our technology-driven world that possess the unnatural ability to understand and wield the power of computers. To the media they are known as hackers, threats to computer security everywhere. To the underground they are known as "console cowboys", samurais, and the last defenders of free information. To the common man they are young teenage boys that break your computer and ruin your e-mail. Hackers are not criminals or mischievous kids with no purpose. They play an important role in our culture and are the fuel behind our technological revolution. Before we can fully understand the mind of a hacker, we need to look at the history of hacking. Hacking is usually broken up into three time periods: The Elder Days, The Golden Age, and Zero Tolerance. The Elder Days were the years from 1965-1979 when the "hackers" emerged from the computer labs of MIT, Cornell, and Harvard. These computer geeks of the 60's had an incurable thirst to know how machines worked, specifically computers. While professors were trying to teach structured, mathematical programming, students were staying up late nights "hacking" away at their programs until they found shorter and more elegant solutions to the problems. This process of "bumming code" contradicted the professors' methods, and so began the defiant and rebellious origins of hackers. This time period produced one of the best hacks of all time, when Dennis Ritchie and Ken Thomson of Bell Labs created the operating system UNIX in 1969. This primitive operating system was written by hackers, for hackers. There was now a standard to run programs on, although it required an enormous amount of knowledge of computers for even the simplest tasks. As a consequence of UNIX, the 1970's became all about exp loring and figuring out how the computer world worked. In 1971, a hacker found out how to get free calls from AT&T by emitting a 2600 MHz tone into the receiver. He called himself "Cap'n Crunch" because he used the free whistle that came in the cereal box to give off the 2600 MHz tone. From this, a new type of hacking gained popularity, one that did not deal specifically with computers but rather with telephones. Hackers like Cap'n Crunch were called "phreaks", for "phone freaks." So, fittingly, hacking phones is known as "phreaking." As more phreakers and hackers emerged, they needed a way to communicate with each other.

Concept of Education in Islam and Its Objectives Essay

The Arabic language has three terms for education, representing the various dimensions of the educational process as perceived by Islam. The most widely used word for education in a formal sense is ta’lÄ «m, from the root ‘alima (to know, to be aware, to perceive, to learn), which is used to denote knowledge being sought or imparted through instruction and teaching. Tarbiyah, from the root raba (to increase, to grow, to rear), implies a state of spiritual and ethical nurturing in accordance with the will of God. Ta’dÄ «b, from the root aduba (to be cultured, refined, well-mannered), suggests a person’s development of sound social behavior. What is meant by sound requires a deeper understanding of the Islamic conception of the human being. 1) Importance of Education Education in the context of Islam is regarded as a process that involves the complete person, including the rational, spiritual, and social dimensions. As noted by Syed Muhammad al-Naquib al-Attas in 1979, the comprehensive and integrated approach to education in Islam is directed toward the â€Å"balanced growth of the total personality†¦through training Man’s spirit, intellect, rational self, feelings and bodily senses†¦such that faith is infused into the whole of his personality† (p. 158). Educational theory in Islam: In Islam educational theory knowledge is gained in order to actualize and perfect all dimensions of the human being. From an Islamic perspective the highest and most useful model of perfection is the prophet Muhammad, and the goal of Islamic education is that people be able to live as he lived. Syed Hussein Nasr wrote in 1984 that while education does prepare humankind for happiness in this life, â€Å"its ultimate goal is the abode of permanence and all education points to the permanent world of eternity† (p. 7). To ascertain truth by reason alone is restrictive, according to Islam, because spiritual and temporal reality are two sides of the same sphere. Many Muslim educationists argue that favoring reason at the expense of spirituality interferes with balanced growth. Exclusive training of the intellect, for example, is inadequate in developing and refining elements of love,  kindness, compassion, and selflessness, which have an altogether spir itual ambiance and can be engaged only by processes of spiritual training. Education in Islam is twofold: 1. Acquiring intellectual knowledge (through the application of reason and logic) 2. Developing spiritual knowledge (derived from divine revelation and spiritual experience) According to the worldview of Islam, provision in education must be made equally for both. Acquiring knowledge in Islam is not intended as an end but as a means to stimulate a more elevated moral and spiritual consciousness, leading to faith and righteous action. 1. Emphasis on Acquiring Education in Qura’an: In a society where religion and knowledge in general and science in particular do not go hand in hand, it seems necessary to briefly describe the position of Islam vis-à  -vis knowledge, Islam, in theory as well as in practice, has always promoted knowledge. Distinctive mark of human beings over the angels is knowledge: â€Å"And Allah taught Adam all the names†¦Ã¢â‚¬  (2:31) The first verses of the Quran began with the word: â€Å"Read. Read in the name of thy Lord who created; [He] created the human being from blood clot. Read in the name of thy Lord who taught by the pen: [He] taught the human being what he did not know.† (96: 1-5). The Qur’an says. â€Å"Are those who have knowledge equal to those who do not have knowledge?!†(39:9). 2. Emphasis on Acquiring Education in Hadith: The Prophet of Islam (peace be upon him and his progeny) has also emphasized the importance of seeking knowledge in different ways: (a) Time: â€Å"Seek knowledge from the cradle to the grave.† (b) Place: â€Å"Seek knowledge even if it is far as China.† (c) Gender: â€Å"Seeking of knowledge is a duty of every Muslim† (d) Source: â€Å"Wisdom is the lost property of the believer, he should take it even if finds it in the mouth of a mushrik.† The Prophet did not only preach about importance of knowledge, he also gave examples of promoting knowledge. In the very first battle between the Muslims and unbelievers or Mecca, known as the war of Badr, the Muslims gain victory and caught seventy kuffars as prisoners of war. One of the criteria of releasing the prisoners devised by the Prophet was that those who were literate among the prisoners could go free if they teach ten Muslim children how to read and write. 2) Aims and Objectives of Education in Islam The aim of education in Islam is to produce a good man. What is meant by good in our concept of â€Å"good man†? The fundamental element inherent in the concept of education in Islam is the inculcation of adab (ta‘dib), for it is adab in the all-inclusive sense I mean, as encompassing the spiritual and material life of a man that instills the quality of goodness that is sought after. Education is what the Prophet, Peace be upon him, meant by adab when he said: â€Å"My Lord, educate (addaba) me and make my education (ta`dib) most excellent.† There is a general tendency among Muslims who are aware of the dilemma that is now pressing upon the Community to see its causes as external, as coming from the outside, originating from influences exerted by Western culture and civilization. That its causes are attributed to external elements is of course based upon correct observation, but it is also only partly true. It is true that the Muslim mind is now undergoing profound infiltration of cultural and intellectual elements alien to Islam; but to say that the causes are derived from external sources is only partly true. How has it been possible in the first place for Muslims to succumb to such infiltration to the extent that their predicament has now assumed the proportions of a dilemma? We will at once realize that the external causes referred to are not the only ones responsible for throwing us into a state of general crisis, and we must see that the full truth of our answer to the question lies undeniably in the prevalence of a certain anomaly within our Community; an anomaly that has with increasing persistence plagued our world and our intellectual history, and that has been left uncorrected and unchecked, now to spread like a raging contagion in our midst. Only by our consciousness and recognition and acknowledgement that serious internal causes have infact contributed considerably to our general disarray will we be able to discern the full truth that lies at the core of the dilemma we suffer today. The secular scholars and intellectuals among the Muslims derive their inspiration mainly from the West. Ideologically they belong to the same line of descent as the modernist ‘reformers’ and their followers; and some of them cleave to the views of the traditionalist ‘reformers’ and their followers. The majority of them do not possess the intellectual, spiritual, and linguistic prerequisites of Islamic knowledge and epistemology so that they are severed from the cognitive and methodological approaches to the original sources of Islam and Islamic learning. In this way their knowledge of Islam is at the barest minimal level. Because they occupy a strategic position in the midst of the community and unless they drastically change their ways of thinking and believing, they pose a grave danger to the Islamic welfare of the Community. They have no adab, for they do not recognize and acknowledge the legitimate authorities in the true hierarchical order, and they demonstrate by example and teach and advocate confusion and error. This is in fact the main reason why, as demonstrated in the course of Western intellectual history throughout the ages and the rise of secular philosophy and science in Western  civilization, the Western conception of knowledge based upon its experience and consciousness must invariably lead to secularization. There can be no doubt, therefore, that if the secular Muslim scholars and intellectuals allow themselves, or are allowed to confuse the Muslim youth in knowledge, the delslamization of the Muslim mind will continue to take effect with greater persistence and intensity, and will follow the same kind of secularizing course in future generations. Large numbers among them do not fully understand the nature of Western culture and civilization whence they draw their inspiration and before which they stand agape in reverential awe and servile humility portraying the attitude of the inferior. They do not even completely grasp the contents and implications of the teachings of their alien masters, being content only to repeat them in vulgarized versions and so cheat the Muslim audience of their true worth.

Edmund Kemper essays

Edmund Kemper essays On May 7, 1972dmund Kemper began his series of murders. His first two victims were both students at Fresno State College. They were hitchhiking to Stanford University, but they made the tragic mistake of excepting a ride from Kemper. After driving them around for while, he pulled into a remote deserted area. He forced Anita Luchese into the trunk of the car, and turned his attention to his first victim Mary Ann Pesce. He put in the back seat face down, and placed a plastic bag over her head. He then attempted to try to strangle her with a piece of cloth. But, his efforts were not successful at first, because even though she was handcuffed, she was able to bite a hole in the bag and to make Kemper even angrier the cloth broke. By this time Kemper became extremely frustrated with his efforts. He then proceeded to pull a knife and repeatedly stabbed Mary Ann, and eventually slashed her throat. Anitas death was much quicker, after Kemper removed her from the trunk he stabbed her with a different and larger knife. She fought and screamed for little bit, but finally wore down, and she to died a senseless death. Afterward, Kemper drove around for a while with the bodies still in his car, while trying to decide what to do with the bodies. He eventually brought Anitas body into his apartment, where he undressed her and dissected her body. He then beheaded both womens bodies. Kemper disposed of Mary Anns body in the plastic bag he tried to suffocate her with, and buried her body. Kemper later lead the police to the location of her body. He kept their heads for a while before dumping them into a ravine. Anitas remains were never found. Kemper drew no suspicion from these two murders, so he continued to prowl. On September 14, 1972, he picked up Aiko Koo, a fifteen-year-old dancer of Korean descent. She was on her way to dance class when she became tired of waiting for the bus and decide to hitchhike. Like his ...

Unbroken Essay Essay Example

Unbroken Essay Essay Example Unbroken Essay Paper Unbroken Essay Paper Unbroken Essay Unbroken is a non-fiction book written by Laura Hildebrand. Unbroken is about Lieu Simpering, an Italian American that lives in Torrance, California, soon to be an Olympic miler and bombardier of the air force. He was born in January 26, 1 917, at 5 years old, Lieu would smoke cigarettes while walking to kindergarten, and at 8 years old he would start drinking. He had a very troublesome childhood; he would steal around his neighborhood and would eat anything that was edible. He would be bullied because he was a small kid hen his dad taught him how to fight so, then he started picking fights but he always admired his older brother Pete. One day when Lieu was caught sneaking people in to a basketball game by using his home key (he found out theres a 1/50 chance of a fitting a key to any lock), was later almost suspended by the principal and was no longer able to participate in any sport or school activity. Pete begged to the principle to let Lieu participate in a sport in which later Pete convinced Lieu to join track and found out he was good at running but Lieu didnt like running so, he did it for the applause. Pete started coaching Lieu and he commenced to break records and earned the nickname Torrance Tornado. Lieu participated in an Olympic 5000 qualifier and lost but despite the loss he got invited to the final of the Olympic in NY. He was able to compete in the Berlin Olympics of 1936 even though he placed in 2nd place in the finals in a finish so close, Lieu later said, you couldnt put a hair be;men us. When missing 7th place he impresses the audience and meets Hitler who says, Ah, youre the boy with the fast finish. What was so impressive was his sat lap which broke record his final time, 14:46. 8, was by far the fastest 5000 run by any American in 1 936, almost 12 seconds faster than Lashs best for the year. Lieu got in trouble with the Nazis when he wanted to take the Nazi flag as a souvenir and later replied that he wanted a souvenir of the happy time he had had in beautiful Germany so they let him go and let him take the flag. When the press wanted to hear about Louses adventure he had 2 versions of how he got the flag in one version, Hitler himself had allowed him to keep the flag. In another, Lieu had concealed the flag so cleverly that it was never discovered. He had done it all, went the story, to win the heart of a girl. After the Olympics were finished the Olympic Village was transformed into a military barracks. Coming back from the Olympics Lieu attended the University of Southern California, making friends with Jimmie Assai, who was later found out as a Japanese spy/war criminal whose attempts to pass as a student were apparently an elaborate ruse. Lieu was looking forward to the next Olympics but was later cancelled because of World War II. In 1941, Lieu joined the Army Corps, but drops out later on. But, Lieu doesnt read the papers Of resignation from the Air corps to find out later after signing he had agreed to rejoin them so he became a bombardier. Louses aircrew was made up of Phillips, temporary co-pilot gross, Simpering, Mitchell, Douglas, Pillsbury, Clansman, Monster, Lambert, and Brooked. They were a very talented crew and their first mission that was also successful was on Wake Atoll. After the battle of Naira, some of the men survived an attack on their base on Funfair. Their first plane was called superman but was later unable to function after contact by some zeros where 2 crewmen died from bleeding in the skull and another from being shot. Their plane after Superman was Green Hornet which wasnt air worthy, had new crew members and had engine failures over 200 miles from base and caused them to crash and as a result only Lieu, Mac, and Phil survived. They drifted in the Pacific Ocean for 46 days. The first day Mac panicked and ate all of the food rations. They survived on the birds to use as bait and sometimes food when they didnt catch any pilot fish. When dying of thirst Lieu prayed to god and promised, If god would quench their thirst, he vowed, hed dedicate his life to him. Rain would fall the next day. Before reaching land Mac died and the Japanese Ana captured them. The Japanese didnt inform America of the capture of Lieu. They let Lieu and Phillip recover in a hospital then they Were transferred to a prisoner camp where they thought they Were going to be executed. Since Lieu was a famous Olympic runner, he was given harsh treatment by the guards. He was sent to a camp in Tokyo where he received ritual treatment from Mouthier Wattage a. K. A The Bird. A Japanese propagandist wanted to use Lieu to make pro-Japanese broadcasts to America then was punished for refusing. The men were completely cut off from news of the war until the guards let them go when the war was over. Lieu was sent to a hospital to realize later that he would never run again. When Lieu finally came home their family were ecstatic to see their once little Lieu was well alive but were not aware of his OPTS until during a homecoming he started having flashbacks and spit at any person that looked Japanese. He had nightmares when the Bird was beating him. After meeting Cynthia for 2 weeks he decided to ask her for marriage. Lieu became a hard drinker and sadly Cynthia wanted a divorce. Cynthia has a religious awakening and decides to not file a divorce after meeting Billy Graham. Cynthia managed to convince Lieu to attend a Billy Grahams sermon. Lieu remembers the day with Phillip where he promises to god, if he saved them, he would serve god forever. Lieu stops drinking, stops having nightmares, forgives The Bird, started giving talks and making appearances to tell his adventures.

Business law Essay Example | Topics and Well Written Essays - 1750 words - 5

Business law - Essay Example n, the police should have obeyed the laws and obtain permission from their base commander before agreeing to transport the Cold chisel band to the concert venue. The law discourage activities that would likely cause accidents. These includes, over speeding and careless driving, misuse of warning lights to indicate a form of danger especially when a dignitary is on a special trip of high importance that requires punctuality; the police officers transporting Jimmy Barner and the band pretended to be an important group of government officials late for an urgent meeting. Despite having come from the airport, the legendary Cold Chisel Rock band was not supposed to use government vehicles; any government property is subject to questions when used outside the required obligations. The taxes that are involved in the management and maintenance of the government owned properties including vehicles are sourced from taxes remitted by the common man. The police officers breached the laws governing government properties (Gans 2012). While not on an official duty, the police officers were not supposed to drive with emergency hazards lights on. The speed limits were to be observed, like any other passenger or private vehicle on the specified road (Church 2009). Law that governs property is based on the ownership of such properties. Government property is different from personal property hence should be handled with due respect. Any state property should be handled within the state laws of property management; hence the officers should have faced more charges for allegedly mishandling government vehicles. The police assisted unauthorized users to not only travel in the government vehicles, but also to gain security from public properties (Gans 2012). Since there is no link or contract between the Australian legendary Cold Chisel Rock band that would enable them to ride in state owned vehicles, the legendary Cold Chisel Rock group also committed an offence as they did not use

Health, safety and enviroment managment Personal Statement

Health, safety and enviroment managment - Personal Statement Example I chose to study ‘Health, Safety, and Environment Management’ because my former education and professional career are skewed toward this area of specialization. Technically and professionally, I have a solid background, but there is dire need of a weighty academic advancement not only to deepen my own knowledge and understanding of health and safety management, but also to have my experience validated. I wish to continue studying at Leeds Beckett because it is one of the top-ranked universities in the UK and is popular for its quality of education in the Bachelor Degree program I am interested in. The course contents including drilling, decommission, construction, and policy formation regarding corporate health and safety are all integral parts of my daily work as a senior safety technician. Getting this degree will enable me to be more productive with thorough knowledge of the processes and the ensuing informed decision