Human Experience: Miracles Essay

In our society today, through medical and scientific breakthroughs, to extensive and higher levels of knowledge, the idea of miracles becomes overshadowed by explanations. There are many people who could be described as â€Å"doubting Thomas'† because to believe, they feel that they â€Å"need to see†. Almost anything can be explained if one tries hard enough. Most of the cure miracles in Luke’s Gospel can be shown to have happened to people with diseases, traced back to mental and nervous disorders. However, it is still evident that lots of people across the word still believe in miracles, as over 200 million people visit Lourdes each year. All of the Miracles found in Luke’s Gospel, are signs of the Kingdom of God as it is obvious that the divinity of God is present, when the lame can walk, and the blind can now see. These miracles give hope to those who are themselves, in need of healing, as they show that Jesus will help them in their time of need, it also helps to strengthen their faith. Through the study of these miracles, it is easy to see that universalism is a main characteristic of Luke’s gospel, as in every miracle, it is the outcast, the marginalised, who is healed. Jesus often paired the healing with forgiveness of sins. There are many Holy sites throughout the world, that are renowned for the miracles that have taken place there, such as Lourdes, Fatima, and Knock. Lourdes is probably the most visited of these sites, garnering over 200 million pilgrims every year. Over 7000 cures have taken place in Lourdes, but only 67 have been recognised as â€Å"miraculous† by the Catholic Church. The latest recognised miracle was that of Anna Santaniello, who on a visit to the Baths of Lourdes was healed of her acute heart condition on the 19th of August, 1952. She was brought to the baths on a stretcher, and left walking by herself. â€Å"In front of the Grotto, I prayed to the Blessed Virgin Mary that she would restore this young man to full health so that he could at least continue to work.† Anna was a kind, selfless woman, who then went on to help unfortunate children find families and homes. Often, those healed went on to help others who were in need, following on in the example of Bernadette Soubirous, who joined the Sisters of Charity of Nevers convent, as an assistant infirmary and then a sacristan. It is clear that the numerous charities in action today, who are responding to those in need, are following in the example that Jesus set. Charities such as Trà ¯Ã‚ ¿Ã‚ ½caire, and Children in Crossfire, are constantly trying to help children and families in under developed countries. An example of the kind of people that Trocaire helps every day, is that of Juan Francisco Trujillo, aged 16, from a remote village called Caserà ¯Ã‚ ¿Ã‚ ½o Chilama in El Salvador. His family live on the opposite side of the river to the rest of the village. Flooding cuts his family off from their village. When this happens, Juan Francisco cannot go to school. ‘There is a large boulder in the middle of the river. If the water is over this boulder, I know it is too dangerous to cross’, says Juan. Another example of someone helped through the work of Trocaire, is Mary Akai, who suffers from Aids who is a member of the HIV/AIDS support group at Love and Hope Centre, three of her children died of AIDS. She calls the founder of the centre, Sister Patricia Speight, her new mother. â€Å"I thought I was dying,† she said. â€Å"I owe my recovery to Sister Patricia. She fed me from a spoon when I was too low.† Many of those in need, visit â€Å"faith healers† and though some genuinely believe that they can cure people of disease, many are con-artists who steal innocent people’s money, or some actually try to â€Å"heal† or get rid of â€Å"demons† from children. ‘Ndoki’ was said to target children particularly either when still in the womb or in early childhood through a piece of food infected with the evil spirit, said Dr Hoskins who has made an extensive study of traditional religions in Africa. â€Å"We know that ndoki does exist. Back home and everywhere else too there are people who are used by the devil to bring a curse or bad luck to other people’s lives, even to kill them,† says Pastor Modeste Muyulu. Dr Hoskins, is a consultant to the Metropolitan Police on religiously-motivated ‘ndoki exorcisms’, agrees instances of extreme violence are rare. â€Å"My experience of Africa and the Congo where I’ve lived for years and travelled a lot is that Congolese people love their kids,† he said. He also believes that some of the churches and charities set up by Congolese people in the UK were simply â€Å"money-making schemes†. Antoine Lokongo, the editor of a Congolese newsletter, Congo Panorama, believes the growing violence in exorcisms is due to western influence. Two women and a man from England were arrested for the abuse of an eight year old girl who they suspected of having ‘ndoki’. The girl testified that the adults slapped, punched and kicked her repeatedly. One pushed a kitchen knife into her chest until it drew blood. She told police, â€Å"It’s because my auntie says I have witchcraft. She dances and laughs when she hits me.† AB was beaten with belt buckles and a high-heeled shoe. She was only fed tea and bread. The adults seemed particularly concerned that the girl would practice her evil powers at night time. So they woke her up twice and rubbed chilli-peppers into her eyes. They forced her into a large plastic bag, allegedly to â€Å"throw her away for good† by drowning her in a nearby river. But they changed their mind at the last moment. In conclusion, miracles will always be relevant to today, as at some point in our lives, we are all in need of some miracle, whether it is the strength to make it through another day, or the forgiveness of sins to heal our conscience. Although some may find it hard to believe, almost anything can be changed into something cruel and evil, in comparison to what it was before, even the miracles in the bible. But Pastor Modeste Muyulu says â€Å"But disciples should only do what the master did, I never read in the bible about Jesus Christ being violent with anybody to cast out any spirit.† Therefore we should always try to be like disciples of Jesus and help those who are in need, and never intentionally hurt another human being, as we know that Jesus himself would never do something like this.

American Involvement in Somalia

This is a continuation of my research into the American involvement in the Somali civil War between 1992 and 1994. This paper will attempt to fit the historical data into some of the various ideas put forth in the Kriesberg book, though, unfortunately, the war did not really develop in the same way that the book might describe due to the complete failure of the mission and the brief time of actual American combat. Nevertheless, Kriesberg will provide a useful theoretical starting point to understand this conflict and its ultimate lack of resolution. The civil war that the US was supposed to stop continues without resolution to this very day.1. Escalating the war took place in three rapid stages. All of these were American led operations, though under the cover of â€Å"UN Resolutions† which seemed to provide some kind of a moral stamp on the operation. The three stages were all complete failures from every conceivable point of view. Conventionally, they are called, in order UN OSOM I, UNITAF and finally, UNISOM II, which was finally terminated in 1994 (Lyons, 1995, 39). All of these acronyms concern either UN or US projects in Somalia. The first, in 1992, saw the deployment of only a handful of peacekeepers once most of the factions in the country agreed to some kind of mediation.But as soon as the grand total of 50 men landed, the factions refused any kind of negotiation and immediately resumed fighting. UNOSOM I was considered a bad joke at best. However, the US took over operations a brief time later under UNITAF, which was basically an American controlled operation. In early 1993, the US sought to intervene under the cover of both UN diplomacy and under the idea of â€Å"humanitarian intervention,† a concept where the state intervening does not have any real political capital to gain, but is intervening to save lives and avert famine.But the reality is that the US was interested in controlling Somalia for one reason: to keep it from falling int o the hands of the Islamic movement of General Mohammed Farah Aidid (Lyons, 1995, 39-42). Aidid very quickly succeeded in making himself the most powerful faction leader in Somalia, and in his turn, made himself the anti-American and anti-Israeli leader in the war, holding to a semi-communist kind of Islam that sided with Sudan and, to some extent, Syria in the middle east (Schultz, 2006, 92-94). Aidid also condemned American involvement in the Iraq war.Hence, very quickly, the Clinton administration dropped both te UN and the â€Å"humanitarian† cover and sought to capture Aidid at all costs. Aidid was a threat to both US and Israeli interests for several reasons, dealt with in detail in the last paper: first, Somalia is an oil-rich state, second, it helps control access to the Red Sea, and third, it controls access, to some extent, to the equally oil-rich state of Sudan, where western backed rebels in oil rich Darfur are fighting the Islamic state of Omar Bashir (Kreitzman, 2006).Hence, Somalia was considered a strategic country on all counts. The American force was fought to a draw by Aidid’s forces in the famed 1993 Battle of Mogadishu. It was not long after that that both UNITAF and UNOSOM II, engaged in at the same time, withdrew its forces from Somalia. 2. There was an US brokered attempt to create a unified faction against Aidid in Ethiopia (then a pro-US power in the region), but negotiations quickly broke down (Lyons, 1995, 40-41 also 45). But this is where the American failure can be more closely analyzed.First of all, the Americans approached negotiations as a purely zero-sum game (Kriesberg, 2006, 273). The point of negotiations in 1993 was not to end the war, but to escalate with, with a strongly western backed coalition against Aidid. Since there was no real understanding of the ideas of all factions, political or religious, the US also, secondly, stereotyped its opponents: the Muslims were evil, foul and, worse, anti-Israel, and t he others were secular and progressive (Kreisberg, 2006, 280).Hence, both due to the zero-sum question as well as stereotyping, the US could not successfully operate on Somali territory, even if the number of soldiers escalated higher. The zero-sum aspect of this is also connected to what Kriesberg calls â€Å"cognitive dissonance† in warfare–that is, an intervening party must convince themselves that the official reason that one is intervening is the real one (Kreisberg, 2006, 157). Of course, no serious person could possible pull that off, and hence, there was a schism in the mentality of the intervention from day one.Since the real purpose behind US intervention was to install a secular government friendly to American interests, and the â€Å"humanitarian† rhetoric went out the window at an early date once Aidid became powerful and popular, the official purpose and the real purpose of the intervention became an â€Å"open secret† early on. This could o nly hamper American efforts. As General Montgomery pointed out, the issuance of UN Security Council Resolution 814, with tacit U. S. support, clearly changed the mission. â€Å"For us there was no such thing as mission creep,† he pointed out, â€Å"because it was very clear at the outset what we were supposed to do.† While the resolution was unrealistic and overly ambitious, General Montgomery insisted the taskings in it were clear enough (Hoffman 2004). Nothing could be further from the truth. If anything, â€Å"mission creep† was the order of the day. Directives from Washington differed from directives from the UN. Washington wanted Aidid, while the UN wanted some kind of humanitarian action. But this is not atypical from upper brass in the military establishment, as much a political position as a military one.Ultimately, there was a superficial resolution of the problem by saying that the reason the humanitarian disaster occurred was that Aidid made sure the food aid did not get to â€Å"the people. † This assertion has no evidence to underscore it. But even more, the US got involved in an obscure part of the world for oil and Israeli interests. The US had no real comprehension of the religion and culture of either the Islamic or Christian Somalis. The US, as mentioned in the last paper, failed miserably in the propaganda war once Aidid made it clear that the US was an invading and imperial force working at the behest of wealth and power.This set of ideas helped bring Somalis to his side, and made the US look bad. But American ignorance of the real situation and the perception of US interests among the common population ultimately forced the withdrawal of all troops by 1994 with little having been done. 3. The consequences of this intervention were absolutely disastrous. Since 1992, roughly 1. 2 million Somalis have lost their lives. Starvation is the order of the day, and the war continues without abatement. Aidid himself was ki lled in a gun battle in 1996, yet his movement remains strong.But more abstractly, there are indirect consequences. First, the US realized that any serious commitment needed a large number of troops with strong air support. Second, the approbation of the UN, while having no military value, has a strong degree of moral value. Third, Americans are not interested in long term warfare, unless a major event can take place where Americans are killed. Hence, 9/11 gave both the US and the Israelis a green light to take care of their political problems with little fallout (at least in the short run). Fourth, there needs to be a constant threat to keep Americans interested.Since Somalis did not threaten Americans, it was very difficult to maintain American interest or support. But constructing an ubiquitous web of Islamic terror cells might keep Americans interested. In reality however, none of these lessons were truly learned, and the realist approach to intervention still maintains itself: the US will intervene whenever its financial interests are concerned, which includes protecting the hated state of Israel at all costs to her prestige or credibility. Even more, the UN ended up looking like a paper tiger, a tool of US interests and without a clear agenda of its own.It was a disaster in every significant way. 4. The sort of warfare one is looking at in Somalia is clearly â€Å"zero-sum. † The US intervened solely out of an interest in African oil and the control of access to the strategic Red Sea. The failed negotiations in Ethiopia produced no results because of American ignorance and the refusal of US negotiators to permit Aidid to have any say in the matter. Hence, it became officially clear (contra the words of General Montgomery above) that the real purpose of the mission was to keep Aidid away from power at all costs.But in rejecting the most popular and powerful faction in the country and trying to cobble together a coalition of small and non-ideologica l factions led to complete disaster, and American intelligence completely failed to figure out who was who, and who wanted what (Razack, 2004, 44). The US failed due to the â€Å"social psychological† atmosphere that they themselves created (Kriesberg, 2006, 147). Aidid saw through the American purpose from the outset, which permitted him to construct an Islamic nationalist base that proved very popular. That was a nut that the semi-committed Clinton administration could not understand or crack.Furthermore, organizational structure of Aidid’s forces also changed (Kriesberg, 2006,158). As he became more and more popular, it became clear that his organization became more powerful, regularized and disciplined. As mentioned in the last paper, Aidid began providing his own social services, paving roads and even contemplated minting his own currency, all of which the US was determined to destroy, apparently on â€Å"humanitarian grounds. † 5. In Conclusion, Kriesberg can help us understand the war in Somalia and the American failure in several ways. First, the US stereotyped its enemy and the Islamic world in general.Second, it approached the war as a zero-sum game, with everything on the secular warlords and nothing on Aidid. Instead of talking with him and respecting his popularity, the US attempted to destroy his very base of power and his functioning administration (Lyons disagrees with this, and claims the US did briefly negotiate with Aidid, pp 43, but it went nowhere). Third, the US entered this war without any real understanding of the mentality of third world people in an impoverished state. Like in Iraq, it was assumed that the US would be greeted as peacekeepers. Instead, they were greeted as occupiers (Razack, 2004, 10-11).Fourth, the US did not have a clear sense of mission. While official sources held that the mission was truly humanitarian, from the outset it was clear that the purpose was to keep Aidid and all like him from power and make certain a pro-US leader was installed in this strategic country. Aidid, a man of great military and political talent, took advantage of all these failures to eventually drive the US out of Somalia. Bibliography: Hoffman, Frank (2004). â€Å"One Decade Later: Debacle in Somalia. † The Proceedings of the Naval Institute. January. (www. military. org) Kriesberg, L.(2006). Constructive Conflicts. Rowman and Littlefield. Kretzman, Steve (2003). â€Å"Oil Security, War and the Geopolitics of United States Energy Planning. † Multinational Monitor, Jan/Feb. Lyons, Terrence (1995) Somalia: State Collapse, Multilateral Intervention and Strategies for Political Reconstruction. Brookings Institute Razack, Sherlene (2004). Dark Threats and White Knights: The Somalia Affair Peacekeeping and the New Imperialism. University of Toronto Press Shultz, Richard (2006) Insurgents, terrorists and Militias: The Warriors of Contemporary Combat. Columbia University Press

Novel Room Analysis

Jack's mother however has a tougher time than her son even though she was once part of this society. Because of her isolation for seven years and he birth of her son, Jack's mother struggles to readjust to her old life. Since her new life revolves around Jack her concern towards him at the beginning makes her adaptation a slower process but as she realizes his true importance in her life he becomes the reason for her sudden improvement. The birth of Jack gave his mother a purpose to live and a reason to believe that escape was still a possibility.When Jack's mother is being interviewed in front of a live audience, she explains Jack's impact on her life, â€Å"Jack was everything. I was alive again, I mattered† (Donahue, 233). After her unsuccessful attempts to escape from Old Nick's imprisonment, Jack's mother loses all of her faith and gives up on believing that she could have a regular life once again. This only changes when her son is born and she acquires a new purpose, re sponsibility in her life. Because she was the only person present in Jack's life, she had to pass on to him everything that she was capable of.This included simple things such as teaching him how to brush his teeth or how to take a bath. Jack would not have learned these things if it were not for his mother. She knows how important she is to him when she says, â€Å"l was just afraid Jack would get ill – me too, he needed me to be K† (233). This idea of being needed by someone is what Jack's mother needs to keep going and to forget the circumstances that she was living in. As a consequence of being born hidden from society, Jack grew in an imaginary world which was created by his mother.This was done to prevent Jack from dreaming of a life that he could never have and to give his mother control over things. However, this only worked until they were rescued exposing Jack to the real world. When the interviewer asks his mother if it will be easier to untie raising jack i n this new world she says it will be more difficult. She says, â€Å"Its actually harder. When our world was eleven foot square it was easier to control. Lots of things are freaking Jack right now. But I hate the way the media call him a freak, or an idiot savant, or feral, that word† (236).Jack's mother is not only worried about her son's future but she is also wondering whether this fantasy she created for her son was a great idea. This concern she has towards Jack is making her life miserable because she has not only to take care of herself but also of her son. The mother was locked up for seven ears and just like Jack she has to adapt to society once again. The way the media sees and talks about him affects her because she does not see him that way. She is afraid that he will suffer for the rest of life if this image others have of him does not change.The overwhelming pressure and responsibility Jack's mother experiences causes her to try to take her life away. When Jack returns from a trip with his uncle he notices that something is wrong, â€Å"l see Ma's pill bottles open on the table, they look mostly empty. Never more than two, that's the rule, how could they be mostly empty, where id the pills go? ‘ (249). Swallowing the extra pills is the best way Jack's mother sees to avoid having to face her problems. She knows attack's adaptation to society will not happen suddenly and for it to move forward she needs to participate.However, she does not think that she is well and ready enough to play the supportive and strong mother figure Jack needs at this moment. The way she deals with her desperation by giving up on everything and everyone around her shows her lack of maturity. If she dealt with her problems as a mature adult she would not have done what she did because at first she loud have thought about Jack instead of herself. The constant attention and questioning from the media makes her doubt whether she would be up for the challenge of taking care of Jack.When she is being interviewed, Jack's mother demonstrates how tired she is of the all the attention they have been getting lately, â€Å"I'm not a saint. Wish people would stop treating us like we're the only ones who ever lived through something terrible. â€Å"(235). Besides doubting herself there were others including family members that disbelieved in her capacity. It is clear that her insecurity is worsened by other people's pylons. When Jack's mother realizes of the mistake she is done, she decides to start from the beginning with her son.When Jack sees her mother for the first time after her incident she says, â€Å"Guess what, Jack, you and me have our own For someone who is been through a lot, the idea of living on her own with a five year old child is not an easy decision. This strength she shows is a result of her immense love for her son. The mother at this point has already realized that she needs Jack just as much as he needs her. Jack instead of making her adaptation a slower process helps his mother o see that moving on by building a new life could be the answer to all of her problems.When Jack's mother mentions to one of her counselors that Jack has been enough for her, she is told that this is a result of her becoming a mature and responsible mother (314). She is not the same woman she was before she was taken. Raising Jack is the only pride she has left and the only thing that keeps her going. Regardless all of the suffering and sacrifices, she raised a perfectly healthy child that has the potential to be successful in the future. The love Jack's mother has for her son is the major factor for err improvement, well – being.

Coursework fiction Essay Example | Topics and Well Written Essays - 500 words

Coursework fiction - Essay Example but to my surprise the article stated at the end that both of his parents died since he was two years old and after which his grandparents took care of him. I was very sad and badly bothered by that fact. My own beloved father died three years ago. What if my mom will leave me too? It was a frightening moment then. It was my first day in high school. I was enrolled in a Catholic institution. My mind was just centered on the idea that I have to be the top of our class. I didn’t mind about my physical appearance for unknown reasons. Some said I look weird but I did not care. My motto was, â€Å"Do your own business and I will do mine as long as you will not step on my inherent rights.† Surprisingly, things did not happen as I planned it to be. While I was eating in the school canteen, somebody sat beside me and asked if I could move a little. I knew she was a girl by the tone of her voice. When I saw her face, I couldn’t help but stare at her. She was very cute and pretty. The girl said, â€Å"Hello? Have you seen a ghost or something? Could you move a little please?† It was love at first sight in the very first day of school. From that moment, I was already conscious on my appearance. It was the first day then that I became interested with girls and discovered the life of a normal teenager in the land of United Kingdom. During that period, I realized how hard it was for the amputated boy to go to school. When I got home, my mom was surprised when I asked her to accompany me for shopping and grooming. I think she was curious enough to know that I liked someone in school. She suddenly asked me about my first day. The usual nod was replaced with a naughty answer, â€Å"Oh! It was great! Everyone seemed nice, friendly and accommodating. In other words, I like the school and the students.† My mom responded, â€Å"That’s good! I hope you made a good impression.† Then I replied, â€Å"Of course mom.† I was enlightened by that statement from my dearest mother.

The 336th Infantry and the 92nd Buffalo Infantry Division Term Paper

The 336th Infantry and the 92nd Buffalo Infantry Division - Term Paper Example In this perspective, a lot of emphasis was laid on the aspects of military life such as discipline, aggression, and physical strength among other facets of the disciplined forces. Although basic infantry skills and competencies are necessary for the survival of any type of soldiers, there is more to infantry training than the training offered to those soldiers trained to fight on horsebacks, using tanks, or those who deal in signals and armory duties. The main area in which Infantry Divisions become most useful is in maneuvering rough terrains that would otherwise not be accessible by tanks or armored vehicles. Although technological advances in the West have rendered infantry less important in wars, the role of Infantry Divisions in wars and battles cannot be ignored3. The increased technicality and complexity in military technology and equipment has implied that less infantry is necessary in combats. However, during the two World Wars, the Infantry Division was the most important mechanism by which states and allies would conquer their enemies in battles given that technological advances had not caught up with the military. This paper explores the history of the 366th Infantry Division and the 92nd Infantry Division of the U.S Army. Both the 92nd and the 366th Infantry Divisions were activated in 1917 and served in the two World Wars after which they were disbanded. During World War I and World War II, each of the sides of the wars needed the military capabilities and advantages that would enable it effectively defend its national borders as well as to win the wars. To achieve these objectives, there was need for proper military organization and structuring. Generally, the military organization and structuring used during the two World Wars were hierarchical and formalized in ranks. However, executive management and control were the preserve of governments, through the

Peer rejection Term Paper Example | Topics and Well Written Essays - 1750 words

Peer rejection - Term Paper Example dolescent is becoming hostile, aggressive or even violent and taking inherent action to ensure that the child takes positive steps to deal with a situation more productively. Those with anger management problems often manifest their hostilities in the form of fighting, destruction of property, verbal abuses, manifesting angry outbursts, or even manipulative behaviors against others. This essay explores the issue of the development of anger issues during the adolescent stage of development as a direct outcome of peer rejection. The essay further investigates treatment methodologies for adolescents that have developed anger management problems as a result of peer rejection, focusing on the implications of this hostility on current adolescent development and future adult social adjustment. Treatment methods differ in curbing anger management problems with adolescents and this research essay conducts a comparison and contrast to determine which treatment strategies might be most effective for a peer-rejected adolescent youth that has developed hostility problems. During the adolescent stage of development, peer opinion and acceptance become primary needs as the youth seeks establishment of a sense of social identity. It is during this period where adolescents define their sense of self-importance based on their ability to fit in with peers. When adolescents have perceived a positive sense of belonging, it can lead to increased self-esteem which has fundamental implications as to whether the adolescent becomes fully self-actualized in adulthood, or reaching the full pinnacle of one’s achievement capacity and maximizing one’s fullest potential. Hence, peer rejection during adolescence has significant implications for whether the adolescent is fully prepared to transition into a well-adjusted and self-venerating adult. Peer rejection that occurs during adolescence can lead to the youth’s inability to self-regulate their emotional states (Trentacosta and Shaw,

Kant, Prolegomena to Any Future Metaphysics Research Paper

Kant, Prolegomena to Any Future Metaphysics - Research Paper Example What brings about such illusions in the traditional metaphysics is the predilection of past human understanding of sourcing for the natural, untouched things, that is, to harbor an array of concepts to its perceived conclusion even when the ultimate prize is unachievable by the mere natural senses. Kitcher suggests that an individual’s understanding may reveal that complete things are made up of small parts or pieces, and sensibility may prompt human understanding to arrive at a smaller section of any particular whole item; but only understanding suggests that disintegration into parts has to dawn on something too simple, an item that human beings could never notice by the use of mere senses (547). Future metaphysics therefore will utilize senses data and explore other ways of unearthing the rationale behind what mere senses cannot notice. Technically, reason as the epitome of future metaphysics, may generate concepts of the natural world, such as the concept of the general suitability of adages of action, which do not fall short of providing adequate information with regards to the natural environment, since they do not mention anything relating to the environment, only how it should be. But in its philosophical employment, reason seems to provide vital, deeper insight s into the world that the traditional metaphysics relying solely on human senses or on incompatible perception could not resolve. According to Allais this analysis of traditional metaphysical shortcomings best explains Kants theoretical approach in the text, where he delivers an array of incompatibilities between the nature and extent of sensibility as influenced by reason, on the one hand, and the affectations of limitless understanding, on the other (183). In classical conceptions of the text, Kant argues that all the pretensions of traditional metaphysics were structured along these lines. In this critical text, the philosopher singles out a number of metaphysical

The Role of Strategic Human Resource Management in Small Sized Firms Research Proposal

The Role of Strategic Human Resource Management in Small Sized Firms - Research Proposal Example This project will take a quantitative approach in which statistical data will be collected and analyzed before coming up with amicable conclusions. The project is expected to take a span of two months after which the results will be presented. For the purpose of this research, 20 small firms will be surveyed and data collected from two members of the human resource department. Questionnaires and oral interviews will be used to collect data. If affirmed, this project is expected to cost approximately $5,000 which will be used to meet the expenses of the whole process. The institution will also request for an office in which will be used as the center of research for the two months that the project will last. Other materials such as the recording instruments and stationery will be obtained from the institution’s bookshop. This survey will investigate the significance of strategic HR in small business firms. If affirmed, the findings of this research will help small business organizations to reform their HR to achieve better production from their employees. In the 21st century, the ability of a business organization to engage effective strategic management is a necessary competence. Pearce and Robinson (1994) define strategic management as the process of designing, implementing and evaluating the functional structures of a business organization that are necessary to meet the organizational goals. The human resource management forms part of the top level management that is involved in the implementation of strategic management. This research seeks to investigate the role of human resource managers in small business firms. Over time, strategic management is a term that has evolved to refer to all the operations conducted by the organizational heads that contribute to the productivity of the organization. Beaver (2007) and McCarthy (2003) noted that business that the concept of strategic management has evolved to be a term relevant only to large  business organizations.  

Design Assignment Example | Topics and Well Written Essays - 500 words - 2

Design - Assignment Example The above instruction based on learning consideration would be vital in ensuring that all the learners are actively engaged in the study of labor mobility while enhancing direct absorption of the required study instructions. As part of the teaching plan, the instructor must anticipate the use of authentic or elicit questions from the learners as it would create a self-test environment regarding their natural’s curiosity towards issues of labor mobility. With consideration to the maintenance of the study objectives, learners must be allowed to sit for test questions at different prompt and determine their progressive levels. As part of ADDIE training guided, some of the estimated costs that shall be incurred to undertake the process of training moderation are as shown. However, considerations must be put in place that such estimates are not exact costs and every value may be subjected to variation depending on the number of participant’s skills and contact hours. Any adjustments of the costs below musts be done in consideration to the actual estimated cost as it critical in keeping a record of a well-organized trail Major stakeholders involved within the above labor mobility training program are organizational employees and the management. However, the plan has given an allowance for modification to embrace legal personnel whose mandate would be to ensure that the training is moderated as per the required standards. The training is also designed on a computer based platform, and most notes shall be issued in the form of slides and handouts, but main themes of studies shall be highlighted through projectors. Ultimately, the training sessions shall be conducted within the organizational premise. More precisely, the training theater and a practical moderation would be carried out for two hours three days a week until all the contact hours are

Should American Gun Laws Be Reformed Essay Example for Free

Should American Gun Laws Be Reformed Essay America is under ever mounting pressure to reform its gun laws. Overall, 337,960 gun related crimes and 31,000 firearms deaths a year results in America having the highest rate of firearm crime and death in the western world. America’s gun violence is so remarkably high for such a wealthy nation. Continuous mass shootings in schools and workplaces, most recent of which was the Sandy Hook school shooting on December 14 2012, means there is constant political debate over if/how the government should tackle gun violence. Many argue that there should be tighter checks on people purchasing guns, while the NRA and gun advocates claim that the Second Amendment guarantees each citizen an absolute right to â€Å"bear arms†. Aims 1. I aim to find out what the current law is on carrying a firearm in the USA. 2. I aim to compare gun laws and gun crime in the USA to countries with similar levels of gun ownership. 3. I aim to discuss if there are effective ways to reduce gun violence in the USA whilst retaining the right to bear arms. USA gun laws The Second Amendment is the part of the US Bill of Rights that protects the right of US citizens to keep and bear arms, it reads: â€Å"A well-regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed. (1791) Gun laws vary in the USA between different states. Stricter states like California require a Handgun Safety Certificate for handgun purchases, obtained by passing a written test; and short-barrelled shotguns and rifles are prohibited. By contrast, states like Arizona let any adult who is not a prohibited possessor openly carry a loaded firearm. â€Å"Self-defence† is a legitimate reason to carry a gun in public nationwide. All states have gun laws that are more relaxed than British law. Comparing Countries The US has the highest rates of gun ownership in the world, 88. 8 guns per 100 people (2007). The number two country, Yemen, has significantly fewer guns with 54. 8 guns per 100 people. This shows how separated the US is from the rest of the world in terms of gun ownership. It also makes it hard to directly compare the USA to a country with similar gun ownership rates. Finland compared to the USA Finland has the 4th highest firearm ownership worldwide; 45. 3 guns per 100 people, with only Switzerland (45. 7), Yemen (54. 8) and America (88. 8) with higher rates of gun ownership. However, where Finland differentiates itself from America (and Yemen) is that it has comparatively low levels of gun crimes and deaths. The small arms survey (2007) shows that 60% of murders in the USA are gun-related whilst in Finland only 19. % of murders involve a gun. Last year alone America suffered seven mass shootings; Finland, just one. Gun ownership in Finland is much more regulated than it is in the US. Firearms can only be obtained with an acquisition license, which can be applied for from the local police. Guns must be stored in a locked space or otherwise with vital parts removed and separated. They may be carried only when they are transported from their place of st orage to the place of use (eg: shooting range). Aside from police and military personnel, only security guards with closely defined working conditions, special training and a permit are allowed to carry a loaded gun in public places. Self-defence is not a valid reason to own a gun. The firearms certificate may be cancelled if a person has committed any crimes. Physical and mental problems or reckless behaviour are also valid grounds for cancelling the certificate. A major question is whether gun-control laws reduce crime. It would seem that Finland shows this to be true. Tighter gun control seemingly drastically reduces gun crime. Are restrictive gun laws the reason that Finland has a much lower rate of gun crime than the USA? Or are there other major factors? Israel compared to the USA Although Israel has seemingly very tight laws on firearm ownership, it is a country that is very heavily armed due to compulsory military service and armed security guards in every school and most workplaces; yet they rarely use their guns to shoot each other. Many men and women openly carry firearms while carrying out day-to-day activities in Israel, but non-political mass killings there are unheard of. In Israel guns for personal use are theoretically hard to legally obtain. Assault rifles are banned, registration is necessary, and a whole system of checks and requirements are in place to keep weapons out of the wrong hands. Yet, gaps in the system and non-thorough checks make it easy for nearly anyone to come up with a legal excuse to own a gun (even though not many do). Despite being in a constant cold war, only 58 Israelis were murdered by guns last year, compared with 10,728 Americans. Israel hasn’t even got a high percentage of gun related murders; 11. 7%. Lower than both Finland and the USA. This can’t be down to heavy gun restriction, because Israel is a country where everyone; not only knows how to use a gun effectively due to compulsory, excessive military training, but, every single citizen has almost immediate direct access to a gun. Surely, any Israeli intending to murder someone, would instinctively choose a gun as their weapon? So, why is it that, in one of the only countries in the world that makes it compulsory for every eighteen year old to spend 3 years learning how to shoot to kill, we see some of the lowest levels of gun crime worldwide? In Israel, guns are not toys to be used as displays, or for threatening suspicious people walking down the street. They are necessary security measures against terrorism for the public’s safety. When everyone has a gun, guns are no longer seen as talismans for the weak, frightened, and unstable, seeking a sense of security, but as killing machines that are to be handled with the utmost caution and care, used solely for serious protection. Can the USA reduce gun violence? Israel is a prime example of a society that has a large amount of armed civilians in public places, yet almost no gun crime. This is a direct result of its gun culture. Its attitude towards guns and the knowledge every adult holds; how to handle and use a gun correctly, translates to a very responsible society. A similar model can be seen in Finland. Responsible gun carrying adults, with appropriate knowledge, who understand the uses and dangers or guns, result in low levels of gun crime and a safer society. Similar attitudes towards guns can also be seen in Switzerland (also with compulsory military service. ), Sweden and Norway all of which are in the top 12 countries for gun ownership yet all have far lower rates of gun crime than the USA. Changing gun culture in the US would be a realistic place to start trying to reduce violence, even though it may be costly. This would be a legitimate and possibly more effective alternative to heavily decreasing the number of guns in public ownership. Conclusion To be sure, shooting rampages have occurred in the past years in Germany, Norway, Finland, Canada, Australia and the United Kingdom, but nowhere as costly or numerous as in the USA. This is largely down to America’s gun culture which needs to be changed if America wants to end mass shootings and decrease its gun crime. Following Israel’s example and educating gun owners about their rights and responsibilities, so as to create a culture of sensible and mindful gun ownership. If the US government were to spend money educating gun owners about the uses and dangers of guns (which they already do with gun carrying police officers), they would start to create a more stable society. America’s gun culture is what needs to change, not its ownership rates, if people want to own firearms and the government permits it; it’s the government’s responsibility to make sure the owner is capable of handling a gun safely, so that they don’t infringe on others citizen’s life. This solution would not mean a drastic reduction of citizens owning guns. Rather, it would encourage them to use them safely, with caution and respect. This has the direct intention of reducing accidental injuries and crime alike. Gun ownership isn’t the problem. People aiming guns at each other is. Guns don’t kill people, people kill people. America needs to change to attitudes of its people fast, before more of them die.

Properties of Enzyme Catalysts

Properties of Enzyme Catalysts Introduction Enzymes:Enzymes are single or multiple -chain proteins that act as a biological catalysts with the ability to promote specific chemical rxn under the mild condition that prevail in most living organism. Over-view of Enzymes catalysts All reaction in the body are mediated by enzymes, which are protein catalysis that increase the rate of reaction without being changed in overall process. Among the many biologic reaction that are energetic possible, Enzyme selectively channel reactant called substrate into useful pathways. Enzynes thus direct all metabolic events. Enzyme are Protein Catalyst that increase the velocity of the chemical rxn, and are not consumed during the rxn they catalyse. Some type of RNA act like a Enzyme, RNA with catalytic activity are called Ribozymes. Enzymes are protein catalysts, they influence the kinetics but not the thermodynamics of a reaction Increase the rate of a chemical reaction Do not alter the equilibrium Properties of enzymes Enzyme molecules contain a special pocket called a active site. The active site contain amino acid side chain that create a three dimention surface complementary to the substrate . the active site bind the substrate , forming an enzyme substrate (ES) complex. The ES is converted to enzyme product(EP), which subsequently dissociated to enzyme and product. Catalytic efficiency: Most enzyme catalytic rxn are highly efficient , proceeding from 103 to 108 times faster than the uncatalysed rxn. Eacg enzyme molecule is capable of transforming 100 to 1000 substrate molecules into product each sec. The number of molecules of substrate converted to product is called the turnover no. Characterstic of Enzymes Certain substance is small amount have unique capacity of speedingup chemical rxn without being alter after the rxn, they acceleration the velocity of the rxn without necessary initially it. Substance that behave in this manner are called catalyst or catalytic agent. For eg hydrogen and oxygen do not combine to any appreciable extent under normal atmospheric condition. However unlike platinum , while is inorganic , enzyme are organic compound produce by living organism. Thus we may define enzyme as organic catalyst produced by a organic cell. The three distinctive characterstic are 1)specificity. 2)high Catalyst rate 3)high capacity for regulation. A general model of reaction kinetics of biological systems Dyanamic mathematical model in biotechnology require beside the information require the stoiciometry ok the biological rxn system.. The identification of a priori unknown reaction kinetics is often a critical task due to the non-linearity and (over-) parameterization of the model equations introduced to account for all the possible modulation phenomena. The contribution of this paper is to propose a general formulation of reaction kinetics, as an extension of the Michaelis-Menten kinetics, which allows limitation/activation and inhibition effects to be described with a reduced number of parameters. The dianamic model of a perfectly stirred tank bioreactor is usually derived from a mass balance which lead to a differential eq systwm for the concentration vector ) = c0; r(c(t))=q(c(t))cx0(t) The matrix âÅ'ˆâ‚ ¬R^m*n contains the information on the stoichiometry of the reaction system and is usually timeinvariant. The biological reactions r â‚ ¬ R ^ m are catalysed by the viable biomass, whose concentration is denoted by cx0(t); and the specific reaction rate vector q â‚ ¬R^m is usually a non-linear function of the concentrations. Dâ‚ ¬ R is the renewal (or dilution) rate and u â‚ ¬ R^ n containsthe reactor input/output conditions. There are a large variety of mathematical descriptions of the reaction kinetics available in the literature. A systematic approach is, therefore, necessary to find the best model structure and the best values ofthe model parameters with respect to some imposed criterion. For instance, in terms of model identification, the optimal structure is characterised by minimal correlations between parameters and maximal identifiability properties. In terms of state estimation and control, however, simplicity and (non-)linearity play impo rtant roles.[5] ENZYME CATALYST Most of the rxn that occur in living organism are catalyst by molecule called enzyme. Most enzymes are proteins (certain RNA molecules also act as enzyme). An enzyme is in specific in its action. Many enzymes catalyst only the conversion of a particular reactant to a particular product ;other enzyme catalyst only a certain class of rxn(by ester hydrolysis) . Enzyme speed up rxn rate very substantionally and in their absent most biological rxn occur . The molecule an enzyme act on is called the substrate.the substrate bind to a specific active site on the enzymeso form as enzyme substrate complex. Some physiological poison act by binding to active site of an enzyme,there blocking the action of the enzyme.the structure of an inhibitor may resemble the structure of enzyme substrate .Cyanide act by blocking the enzyme cytochrome oxidase. The single called Escherichia coli, a bacterium that flourished in human colons, contain about 2500 different enzymes .[6] Enzyme Kinetics 1 Michaelis-Menten Kinetics 2.Lineweaver-Burk Kinetics 3. Hanes-Woolf Kinetics 4. Eadie-hofstee 5. Reversible Inhibition[7] K1 k2 E+S ↔ ES ↔ E+P k-1 k-2 E is the free enzyme , S is the substrate, ES is the enzyme substrate complex p is the product. Thp overall rxn is s gives p. The enzyme is assumed in step 1 and rearranged in step 2.Enzymes can catalyze up to several million reactions per second 2.Enzyme rates depend on solution conditions and substrate concentration. Conditions that denature the protein abolish enzyme activity, such as high temperatures, extremes of pH or high salt concentrations, while raising substrate concentration tends to increase activity. To find the maximum speed of an enzymatic reaction, the substrate concentration is increased until a constant rate of product formation is seen. This is shown in the saturation curve on the right. Saturation happens because, as substrate concentration increases, more and more of the free enzyme is converted into the substrate-bound ES form. At the maximum velocity (Vmax) of the enzyme, all the enzyme active sites are bound to substrate, and the amount of ES complex is the same as the total amount of enzyme. However, Vmax is only one kinetic constant of enzymes. The amount of substrate needed to achieve a given rate of reaction is also important. This is given by the Michaelis-Menten constant (Km), which is the substrate concentration required for an enzyme to reach one-half its maximum velocity. Each enzyme has a characteristic Km for a given substrate, and this can show how tight the binding of the substrate is to the enzyme In most experimental studies on enzymes kinetics, the enzyme concentrationis much less than the substrate concentration; [E] [ES]-[E][P] 0=([E] -[E][S])(k[E][S]-[P])-(+)[ES] If [is the initial enzyme concentration than [E]=[E]+[ES].since the conc is [E]during the rxn is generally not known while [E] is known , we replace [E] by [E] The const rate is =- R=[E][S]-[ES] R=[E][S]-([S]+[ES] Since the concentration of the intermediate ES is very small, we have Usually,the rxn is followed only to a few percent completion and the initial rate determined. Setting the product concentration [P]equal to 0 and [S]equal to [S] We get as the initial rate r where the Michaelis Menten const is defined by . The reciprocal of above eq is 1/r= 1/ Equation 2 is the Michaelis Menten eq , and above eq is the Lineweaver Burk eq. One measure r for several [S] values with [E] held fixed. The constant Since [E] is known . strictly speaking r is not the rate at t=0 , since there is a short induction period before steady state condition are establish . Although many exp studies on enzyme kinetic give a rate law in agreement with the Michaelis Menten eq .the mech ‘a is grossly over simplified. For one thing , there is much evidence that , while the substrate is bound to the enzyme , it generally undergoes a chemical change before being released as product . hence a better model is E + S ES ↔ EP ↔ E+ P The above model gives a rate law that has the same form as the Michaelis Menten eq but the const are replaced const with diff significance . Enzyme rxn are quite fast but can be studied using â€Å"classical† methods by keeping [E] and [S]very slow. Lineweaver- Burk Equation The method describe for the determination of is someone complex and therefore simpler method have been devised. Two such method are given below: First method-a convient means of evaluating and is to plot kinetic data as the reciprocals of v and (S) where v velocity and (S) is the total conc of substrate. such a double reciprocal was proposed by Hans Lineweaver and Dean Burk in 1934. If one take the reciprocal of Michaelis Menten eq, the following eq is formed This is known as Lineweaver- Burk Equation. This eq is the form y=mx+b, if one condition the variable to b and 1/(s). When one plots a graph against these two variable , a straight line is obtained . the slop of this line corresponds to and the 1/v intercept corresponds to 1/. Since can be determine from the intercept , the can be calculated . Second method: another graphical method for the measurement of for experimentel data on V as a measure of (S) makes use of the above Lineweaver- Burk Equation . multiplication on sides of the by (S) gives: A plot of verses (S) gives a straight line on axis is and the slope is and can be obtained from intercepy of the slope. A lineweaver burk plots provide a quick test for adhereance to Michaelis Menten eq kinetic and allows easily evaluation of the critical const . it also allow the discrimination between diff kinds of enzyme inhibition and regulation. A disadventure of lineweaver-Burk plot is that a long extrapolation is often require to determine , which corresponds uncertainty in the result. Consequently , other way of plotting the data are sometimes used. Alternate plot are based on Hanes-eq: [s]/v So that v/[s] is plotted against v. The relative merit of the Lineweaver-Burk, Hanes and Edlie-Hoffstee eq for the determination of and are llustrated below in fig. Using the same set of e ixperimental values of v for a series of substrate concentration . it can be seen that the lineweaver-Burk eq gives the unequal distribution of points and greater emphasis to the points at low substrate concentration that are subject to a greater experimental error, whilst the Edlie-Hoffstee eq and a Hans eq gives a better distribution of points. In the case of the Hans plot , greater emphasis is placed on the experimental data at higher substrate 1)Lineweaver plot 2)Hanes plot 3) Eadie-hofstee plot Lineweaver burk, Hanes and Eadie hofstee plot the same set of experimental data of the effect of substrate conc. [S] on the initial rate v of the enzyme catalyst rxn. Reversible Inhibition Now consider the effect of reversibly-binding inhibitors on an enzyme. If an inhibitor binds reversibly at the same site as the substrate, the inhibition is referred to as competitive. If the inhibitor binds to another site on the enzyme, the binding is described as noncompetitive. These two alternative behaviors may be distinguished by their effects on Lineweaver-Burk or Hanes-Woolf plots. If a reversible inhibitor can bind to the enzyme active site in place of the substrate, it is described as a competitive inhibitor. In pure competitive inhibition, the inhibitor is assumed to bind to the free enzyme but not to the enzyme-substrate (ES) complex. The binding is described as shown below: Here Ki is the dissociation constant for the EI complex. EI does not react to form E + P, and the enzyme is unable to bind both S and I at the same time. There are several graphical methods for detecting and analyzing competitive inhibition. The Michaelis-Menten, Lineweaver-Burk, and Hanes-Woolf equations can all be modified to include a term that describes the inhibition by I. Choose one of the cases below to consider each of these in more detail: The Michaelis-Menten equation for competitive inhibition is: The Lineweaver-Burk equation for competitive inhibition is: The Hanes-Woolf equation for competitive inhibition is: Noncompetitive Inhibition If a reversible inhibitor can bind to the enzyme at a site that is distinct from the active site, it is described as a noncompetitive inhibitor. In pure noncompetitive inhibition, the inhibitor binds with equal affinity to the free enzyme and to the enzyme-substrate (ES) complex. The binding is described as shown below: Here Ki is the dissociation constant for either the EI complex or the IES complex. Neither of these complexes can react to form E + P. There are several graphical methods for detecting and analyzing noncompetitive inhibition. The Michaelis-Menten, Lineweaver-Burk, and Hanes-Woolf equations can all be modified to include a term that describes the inhibition by I. Choose one of the cases below to consider each of these in more detail: The Michaelis-Menten equation for noncompetitive inhibition is: The Lineweaver-Burk equation for noncompetitive inhibition is: The Hanes-Woolf equation for noncompetitive inhibition is: Limiting Kinetics of Enzyme-Catalysed Reactions At very low concentrations of substrate many enzyme-catalysed reactions display approximately second-order kinetics, with rate given by the following equation: v = kA [E]0 [A] . . . . . . . in which the symbol kA (or, in general, kR for a reactant R) is the apparent second-order rate constant or specificity constant and [E]0, which may also be written as [E]t or [E]stoich, is the total or stoichiometric concentration of catalytic centres. The rationale for the subscript 0 is that the total enzyme concentration is normally the concentration at the instant of mixing, i.e. at time zero. Conversely, at very high substrate concentrations the same reactions commonly display approximately first-order kinetics (zero-order with respect to substrate): v = k0 [E]0 . in which k0, which may also be written as kcat is the apparent first-order rate constant. Although these limiting types of behaviour are not universally observed, they are more common than Michaelis-Menten kinetics)and provide a basis for classifying inhibitory and other effects independently of the need for Michaelis-Menten kinetics. The quantity k0[E]0 is given the symbol V and the name limiting rate. It is particularly useful when k0 cannot be calculated because the total catalytic-centre concentration is unknown, as in studies of enzymes of unknown purity, sub-unit structure and molecular mass. The symbol Vmax and the names maximum rate and maximum velocity are also in widespread use although under normal circumstances there is no finite substrate concentration at which v = V and hence no maximum in the mathematical sense. The form Vmax is convenient in speech as it avoids the need for a cumbersome distinction between capital V and lower case v. When a true maximum does occur the symbol vmax (not Vmax) and the name maximum rate may be used for the true maximum value of v but care should be taken to avoid confusion with the limiting rate. Enzyme Mechanism: Enzyme kinetic studies,together with the other typeof investigation have led to inside into the way in which enzyme exert their catalytic action.aspects of this are of special interest . This specificityof enzymes is explained in terms of the an elaborating of Fischers â€Å"lock and key†which is concerned with the way in which an enzyme and the substrate fixed together in forming a Enzyme substrate complex and in undergo subsequent rxn . the second aspect is the very high effectiveness of enzyme in comparison with other catalyst. the high effectiveness of catalyst almost always is associate with a low energy of activation for the rxn. in some cases the effect has been attributed to the fact that the enzyme is acting as a bifunctional catalyst, in tha two catalytic group are presentside by side at the active centre. Transition state : When a chemical reaction occurs, the energy content of the reacting molecule or atom increases. This is why most chemical reactions, whether they release heat or absorb heat, happen faster as the temperature is raised. The high-energy state of the reactants is called the transition state. For example, in a bond-breaking reaction, the transition state may be one where the reacting bond, although not completely broken, is vibrating at a frequency high enough that it is equally likely to split apart as to reform. Forming reactants or products results in the loss of energy from the transition state. This principle is shown in Figure 1 , where the increased energy of the transition state is represented as a hill or barrier on the energy diagram. Catalysts reduce the height of the barrier for achieving the transition state. General Catalytic Mechanism Catalysed reaction occur by a wide variety of mechanism.There is however one pattern that applies to a no of single substrate rxns catalysted by surfaces,enzymes, acids and bases. It is useful to consider this schmene of rxn first show as to appreciate the similarities that exist between certain rxn that are catalysted by different type od catalyst. The rxn schme: C + S ↔ X + Y X + W ↔ P + Z Here C represent the catalyst and s is the substrate; X and Y are intermediate , the first of which undergoes a second rxn with a species W to give final product or products P together with the addition substance Z. This scheme shows only the kinetically significance reactions; the substate Y and Z undergo other process that do not have any effect on yhe kinetic behaviour. To simplify the treatment it is assumed that the second rxn does not in the reverse direction ; this can b ensured if the product P is removed as far as it is formed. In surface catalysis X is an adsoption complex, Y and W are non exitance. The const in this case are first order rate const, while is the second order const. In catalysis by acid and base however Y and W play important role. Thus i c is an acid catalyst, rxn 1 involces the transfer of a proton to S,so that Y is the base conjugate to the acid C. In acid catalyst the intermediate X is the protonated substrete SH+ and a rxn 2 is proton is transferred to a species W. The species W therefore has basic properties and it may b molecule of a solvent and a solute. For eg It may be the species Y formed in 1 step . we will see that the kinetic behaviour depends in an important way on wheather the intermediate X transfers its proton to solvent molecule or to a solute molecule. Conversely in base catalyst Y is the acid conjugate to the base C.the intermediate X is the substrate Molecule minus a proton., and in rxn 2 it accepts a proton from W.again we have a solvent molecule or a solute molecule.in some situations a rate with which a intermediate X undergoes rxn 2 may be sufficiently slow that the first rxn may b regarded as being at equilibrium.the exact condition for this is [W][X][Y].since this case corresponds to Arrhenius concept of an intermediate in eq with the reactants, such intermediate have being called Arrhenius intermediates. The converse case is that the condition is [X][Y]the concentration of X is small and the steady state treatment may be appliedto it. Intermediate of this kind have been called Vant Hoff intermediates. If neither of this of this extreme condition applies , the kinetic situation is more complicated , and the appropriate differential eq have to be solved. Only the equolibium and steady-state treatments are considered here. Equilibrium Treatment : Arrhenius intermediates In this case the equation : Applies. However , the concentration of C and S do not correspond necessary to yhe initial concentration [C] and [S]. Since appreciable amount of C and S have been used to form a intermediate X. These initial concentration may be expressed as [C]=[C] + [S] [S]= [S] + [X] As long as attention is confined to initial rates. Eq a become This is quadratic in [X] and can be solve for [X]. Yhen the expression for rate equal to k[X][W] , can be written down. However it os, more useful to consider two special cases. Case 1: if the initial conc of the substrate is much greayer than that of yhe catalyst, that is, if [S][C], it follows that [S] [X] is very close to [S], since [X] cannot exceed [C]. Eq b there fore reduces to : And thus The rate of rxn therefore V=[X][W]= This rate eq correspond toa variation of rate of all type represent .At lower substrate conc , when K[S][Y], the rate become independent of [S], as long as the condition [S]>>[C] holds, however the rate varies linear with [C]. This type of behaviour is characteristic or single-substrate rxn on surfaces and of enzyme rxn. For both of these the species Y and W are nonexistence and eq c become: The eq is also eq to the Michaelis Menten eq for enzyme rxn. This eq usually written Where is the Michaelis const , is equal to 1/k in the present treatment. In rrn catalysed by acid and base it will be seen that the rate remain linear with the substrate concentration ; this is because of the special type of equilibrium that are rapidly established in the sol. Case 2: on the other hand , if the catalyst is greatly in excess of the substrate, that is [C]>>[S] eq a reduces to And the rate of rxn is The rate now varies linearily with the concentration of substrate , but the variation with the catalyst concentration . (b)The rate of reaction as a function of substrate conc for the case in which [S]>>[C] (a) rate of rxn as a function of catalyst concentration for the case[C]>>[S] Steady-state Treatment:Van,t hoff intermediate If the condition [W]>> applies, the concentration of X is small and the steady state treatment is available. The steady-state is substitution of [C] -[X] for [C] and of [S]-[X] for [S} gives since [X] is very small the term in can be neglected ; with its approximation above eq gives the rate is therefore this eq again indicates that at low conc of either catalyst or substrate the rate is proportional to either [C] or [S] ; at a higher concentration of either the rate become independent of that concentration . in catalyst by surface and enzymes , W and Y are nonexistence and the rate eq become An eq of essentially this form was first derived by Briggs and Haldane for enzyme reaction Catalyst By Enzyme Catalysis by enzyme , the biological catalyst , is much more specific than that by acids and bases. soe enzyme shows absolute specificity ; an eg is urease, which only the catalyzed of Urea. A lower degree of specificity is shown by such enzyme as the proteolytic enzymes, which catalyst the hydrolysis of the peptide linkage provided that certain structural condition are specified in the neighbourhood of the linkage.; this is known as group specificity. many enzyme exhibit stereochemical specificity, in that the catalyze the rxn of one stereochemical form and not the other.the proteolytic enzyme.The enzymes are protein but may be associated with non protein substance that essential to the action of enzyme.the action of enzyme shows some resemblance to the catalytic action of acids and bases but is more complicated. the present treatment of enzyme kinetics is confined to the influence concentration, ph, and temperature and to some brief comments about enzymes mechanisms. Measurement of the kinetics of biological systems at elevated temperatures utilizing flow techniques Continuous flow-type reactors have been used to study the kinetics of biological systems for quite some time. For continuous media sterilization, tubular flow reactors are particularly useful being simple in character and easy to control. However, one aspect quite often neglected in sterilization calculations is the residence time distribution of the reactor system. Serious errors in estimating the degree of bacterial destruction can be encountered if the residence time distribution is neglected; especially when a high degree of destruction is desired. This paper reports a study made to characterize and use the residence time distribution of a tubular reactor in the interpretation of high-temperature, short exposure time data for inactivation of Bacillus stearothermophilus spores. Mathematical models accounting for the residence time distribution of the tubular reactor have been proposed and employed to obtain high-temperature death-rate data.[14] Result Since enzymatic reactions are so important to biological chemical reactions, it is of great interest to be able to model them. By use of the study of chemical kinetics, it is possible derive rate equations for the steps involved in an enzymatic reaction. These rate equations are differential equations and can be used to model theconcentrations of each compound in the system. However, this system of differential equations is hard to determine experimentally because of the difficulty of determining the rate equations into theMichaelis-Menten enzyme equation. Many benefits stem from this transition. One benefit is the fact that it is now easy to determine the constants related to the enzyme equations. However, how do we know the Quasi-Steady-State Assumption is valid? It seems reasonable from a physical argument. Byuse of dimensional analysis, we can give a more rigorous mathematical argument for the Quasi-Steady-State Assumption. The Michaelis-Menten enzyme equation is very important i n the study of cellular systems by allowing a model that can be easily derived through experimentation. Summary Enzymes are single or multiple -chain proteins that act as a biological catalysts with the ability to promote specific chemical rxn under the mild condition that prevail in most living organism. All reaction in the body are mediated by enzymes, which are protein catalysis that increase the rate of reaction without being changed in overall process .than properties of catalyst in which Enzyme molecules contain a special pocket called a active site. Than the characterstic of enzymes where enzyme are organic compound produce by living organism. Thus we may define enzyme as organic catalyst produced by a organic cell. Then we studied the Enzyme Kinetics where studied the five equation:1 Michaelis-Menten Kinetics 2.Lineweaver-Burk Kinetics 3. Hanes-Woolf Kinetics 4. Eadie-hofstee 5. Reversible Inhibition.Than we studied the enzyme mechanism where studied two equations theSteady-state Treatment:Van,t hoff intermediate and the Equilibrium Treatment : Arrhenius intermediates.

History of DNA Sequencing and Research

History of DNA Sequencing and Research DNA sequencing technology has evolved very rapidly since its inception in the 1970s, and continues to evolve and grow today. This paper will review the major innovations and developments in sequencing technology and briefly summarize their methodologies. The first group that was able to sequence DNA was the team of Allan Maxam and Walter Gilbert (Maxam and Gilbert). This was a first generation sequencing reaction, and was developed in 1976-1977. This method uses purified DNA and relies on chemical modification of DNA bases (like depurination of adenine and guanine using formic acid and methylation using hydrazine or dimethyl sulfate). The 5 end is radioactively labeled so that it can be visualized in a gel, and then fragments of modified DNA are electrophoresed. Autoradiography can then be used to visualize the sizes of each DNA fragment. The maximum read length for this technique was approximately 100 bases long. The next major innovation in DNA sequencing was the Sanger dideoxy chain termination method. This was developed in 1977 by Frederick Sanger (Sanger, Nicklen, and Coulson), and became much more popular than Maxam and Gilberts method. Sanger sequencing is a synthesis reaction and uses dideoxy nucleotides to randomly terminate synthesized strands of DNA. The DNA strands that had been terminated with ddNTPs originally were run in 4 different lanes (one for each ddNTP) and were radiolabeled so that they could be visualized with autoradiography. Later innovations made Sanger sequencing even easier when each dideoxynucleotide was labeled with different fluorescent dyes. As such, sequences could be run on a single gel in a single lane. This method was the most popular way of sequencing DNA for many years, and was prevalent until about 2004. While read length was initially about 100 base pairs long, Sanger sequencing now has a read length of about 800 to 1000 base pairs long when run in capil lary gels. With the start of the human genome project, it was necessary to find ways to sequence DNA much more quickly and more cost-effectively than had been done previously. This led to the development of so-called à ¢Ã¢â€š ¬Ã…“second generationà ¢Ã¢â€š ¬Ãƒâ€šÃ‚  DNA sequencers. It also allowed for the use of smaller samples for sequencing. One of the first major automated platforms was the Roche 454 (Margulies et al.). This utilizes pyrosequencing, which is a synthesis type sequencing reaction. This also uses emulsion PCR on beads. When a dNTP is incorporated, it releases a pyrophosphate (PPi). ATP sulfurylase is present in the reaction mix, and when PPi is released, converts it to ATP, which can activate luciferase and the emission of light. The Roche 454 can measure the amount of light given off and relate it to the number of nucleotides that have been incorporated. One problem with this type of sequencing is that it can be difficult to accurately characterize sequences of the same nucleotide in a row as the intensity of the pyrophosphate peak given off does not have a linear relationship with the number of homopolymers present. The read length for 454 is approximately 250 base pairs long, and the error mode tends to have indels. The next major second gen sequencer is the Illumina Solexa platform (Bennett). The chemistry of this platform is that it utilizes reversible terminators and sequences by synthesis. A flow cell is covered with DNA oligonucleotides that are complementary to adaptor sequences that have been ligated to the ends of fragmented genome pieces. As the genome fragments are streamed across the surface of the flow cell, they will randomly bind and go through multiple cycles of denaturation and extension, which creates clusters of clones. After these clusters have been generated, they are loaded into a sequencer which measures fluorescent signals as single nucleotides are incorporated by taking a picture and noting the location of fluorescence. Read lengths are about 26-50 bases on average, and the types of errors that are typically present tend to be SNP errors. Another important second generation sequencer is the ABI-SOLiD (Sequencing by Oligonucleotide Ligation and Detection) sequencing platform (Valouev et al.). This is another sequencing by synthesis reaction, but unlike Illumina and 454, which use polymerases, this uses ligases. After using emulsion PCR on beads to create clonal clusters, primers base pair to a known adapter sequence that has been ligated to the genomic DNA. Differently labeled probes competitively base pair to the sequencing primer, and sequencing goes through several cycles in which different primers are used each time to bind to positions offset by a single nucleotide each time. DNA bases are added in groups of two in this method. Average read lengths for this technique are on average about 35 base pairs long. The next second generation sequencing technique is Ion Torrent, which is a sequencing by synthesis technique (http://www.iontorrent.com). When nucleotides are added to a growing DNA chain, pyrophosphate and a hydrogen ion are released. Ion Torrent takes advantage of this by measuring the pH of the reaction mix after flooding a DNA strand with the four bases (one at a time) to determine sequences. One major advantage of this technique is that it doesnt require a high-cost camera set-up to measure incorporation events. However, because it indirectly measures nucleotide addition through changes in pH, it has difficulty with accuracy in calling sequences of homopolymers, resulting in indel errors (like pyrosequencing). Average read lengths using this technique are about 200 base pairs long. A more recent innovation is the Helicos-True Single Molecule Sequencing (tSMS) technique (Thompson and Steinmann). It is somewhat similar to Illumina sequencing in that it also uses fragmented DNA, adaptors, and fluorescently labeled dNTPs, but there is no amplification step. This helps eliminate issues with GC bias, which tend to affect amplification steps and can cause errors in base calling. Average read length is greater than 25 base pairs. Pacific Biosciences SMRT technology (Single Molecule Real Time sequencing) immobilizes a DNA polymerase at the bottom of a well and is a sequencing by synthesis technique (Eid et al.). Fluorescently labeled phosphate groups in dNTPs are added to the reaction mix and as the base is added to the growing DNA strand, the machine can measure the light that is given off (each base is labeled with a different fluorescent molecule). The major advantage of this technique is that it can sequence very long reads (more than 1000 bp!) which is very important in de novo sequence assembly. In addition, PacBio can also measure methylation of DNA sequences based on the kinetics of addition of base pairs (using the observation that modified base pairs tend to take longer to incorporate into a DNA strand). Furthermore, this technique can also potentially use a single molecule of DNA, which reduces any GC bias that occurs due to amplification. The final technique that will be discussed here is nanopore sequencing (Stoddart et al.). The idea behind this is that DNA may be threaded through a nanopore one base at a time. As its fed through, the sequencer can measure the change in current as it passes through (which will vary based on what base is moving through the pore). Thus, the sequence can be determined straight from the DNA without the need for modifications or reagents. In addition, because this can be done on a single molecule, there is again no need for amplification and thus no possibility of any GC bias in base calls.

Aspects Of City Life - Crime. :: essays research papers

Aspects of City Life - Crime.   Ã‚  Ã‚  Ã‚  Ã‚  Different angles can be taken with regards to crime in the city, and further to this, the main topic can be broken down into smaller areas. I have conducted two types of research; Primary - Interviews etc. Secondary - Named Sources.   Ã‚  Ã‚  Ã‚  Ã‚  The question of crime and how it affects a city is perhaps best put to those people that have either lived in a city all their lives (thus knowing what the crime is like in the area), or to those that have moved to a city from a town or village (therefore being able to make a comparison between the types of crime and their severity in the two habitats).   Ã‚  Ã‚  Ã‚  Ã‚  A city, apart from having a great deal more shops, civic and recreational amenities, and night life will also have many more people - people that need somewhere to live, meaning vast expanses of housing estates and other residential areas. In Sunderland's case all of the above are true, and, as with many other cities across the country it has a very large student population. There are two centres of higher education in Sunderland - the university, and the college, both with large subscriptions. Although both have been established for a while now, it was only fairly recently that the old Polytechnic achieved university status. This has not only increased the size of the university in terms of property but also the number of students attending it. This therefore means that the overall size of Sunderland has increased, including the numbers of shops, clubs, recreational activities and also houses.   Ã‚  Ã‚  Ã‚  Ã‚  A great deal of people in Sunderland believe that their local pubs and clubs have been 'taken over' by students and at first there was a great deal of apprehension and tension between locals and students, often resulting in violent conflict. This still exists but to a much smaller extent. However, something that can be connected with this is the mugging and burglary that happens to a small minority of students. Obviously crime occurs everywhere, no matter where you live, but students are seen as easy targets due to their vulnerability, as well as the fact that they have money and valuable possessions. The severity of some of the attacks has been such that victims have needed extensive hospital treatment due to the injuries they have sustained. Security measures at certain halls of residence have been questioned after several attacks occurred in usually safe surroundings.   Ã‚  Ã‚  Ã‚  Ã‚  The most startling aspect of violent crime in this area is that it still occurs, despite increased policing and advice to students regarding how to

The Life Of John F. Kennedy :: essays research papers

The Life of John F. Kennedy John F. Kennedy was born in Brookline Massachusetts on May 29, 1917. He attended Harvard University and graduated in 1940. From 1941-1945 he served in the United States Navy, during World War II. In 1946 he was elected to the United States House of Representatives. Then in 1952 he was elected to the United States Senate. On September 12, 1953 he was married to Jacqueline Lee Bouvier. Then in 1960 he was elected President of the United States. On November 22, 1963 he was assassinated in Dallas, Texas. John grew up in Boston, Massachusetts. His father Joseph P. Kennedy, was a self-made millionaire. During the administration of President Franklin D. Roosevelt, he served as the first chairman of the Securities and Exchange Commission, and as United States Ambassador to Great Britain. During John's childhood, his family often moved. Some of these moves sent the family into New York. All of the Kennedy children developed a strong competitive spirit. The boys enjoyed playing touch football together. John Kennedy's education included elementary schools in Brookline and Riverdale. By the age of thirteen his father sent him to the Canterbury School in New Milford, Connecticut. He then transferred to Choate Academy in Wallingford, Connecticut, and graduated in 1935 at eight-teen years old. In 1936, after a summer in England, John entered Princeton University. After Christmas, of that same year, he developed jaundice. Then in 1936 he entered Harvard University. At Harvard he majored in government and international relations. In 1940 he graduated from Harvard. He then enrolled at Stanford University, but dropped out after only six months. After serving in the United States Navy, where he won the Navy and Marine Corps Medal as the skipper of a PT boat in World War II, John decided to enter government. In 1946, he ran for the House of Representatives and won the election over his Republican opponent. He was reelected to the House in both 1948 and 1950. In 1952, he ran for the United States Senate. He defeated his opponent Henry Lodge, who was a popular and experienced legislator. After the 1956 Presidential election he decided to try to run for the upcoming 1960 Presidential election. In 1960 John Kennedy ran in the Presidential Election. His opponent, Richard M. Nixon, was a popular person, he had previously been the vice-president under Dwight Eisenhower. Together they became the first Presidential opponents to debate face-to-face on television. John Kennedy won the election. During his years as president, John helped pass a number of laws. He also established the United States Peace Corps, through

Education and Social Change

Education and Social Change Education in Technical Sense. Is the process by which society; through schools, colleges, universities, and other institutions, deliberately transmits its cultural heritage – its accumulated knowledge, values, and skills – from one generation to another. Social Change * a response to many type of change that take place on the social and non-social environment * Generally affected by the agents of socialization John Dewey * A prominent American philosopher and professor of the late 1800s and early 1900s * Father of Progressivism Progressivism was derived from pragmatism *John Dewey wrote the Essay on â€Å"Education and Social Change* EDUCATION AND SOCIAL CHANGE * â€Å"How schools† participate in the Social Change * Dewey supports the notion that society is constantly changing, and that education reflects, generates, and guides social change. * *There is some confusion in how the school lead the society *Definition by the â€Å"Conse rvatives† Conservatives Those People who are considered to be traditionalists. They want the old ways rather than the new ways. Conservatives are opposed to modernism and progressivism * Conservatives believe that schools should not influence or guide social change * They favor older types of study and â€Å"disciplinary methods† in schools (Dewey, 2001, p. 335). â€Å"Impotence of Education† * Those who represent dominant and economic political regime, together with the conservatives, believes that education does not influence social order or social change. * Economy is the influence, and education merely reflects this social order and the dominant economic class. * Nothing can hange without overthrowing this dominant economic class and replacing it with another, not even for education. * Dewey argues that if all of this were true, then any coup of the current dominant economic class would also have to bring with it other changes in the morals, mentality, and cu lture of society so that this new system/social order can survive * But Dewey finds no evidence that an economic change can solely make these other kinds of changes in society * Schools shape morals, mentality, and culture in agreement with the economic class. Education still plays a vital role in social change * Dewey states that schools and educators can: Dewey states that schools and educators can: a) continue to influence society without exploring b) employ a scientific method of teaching and learning that corresponds with the cultural forces that learning that corresponds with the cultural forces that cause social change. ) take a conservative approach and make schools a force of maintaining old order and rejecting any new a force of maintaining old order and rejecting any new forces that steer society away from this old social order. Democracy * Since Dewey argues that education infulences social change, then it must have some â€Å"frame of reference,† or else educatio n would be meaningless. * Democracy was the frame of reference No clear definition but involves active participation for society * Education was founded on the principle of equal opportunity * Acting and making decisions together helps build a better society. Psychosocial Development Theory * Erik Erikson * Based on an individual’s development * Trust vs Mistrust * Autonomy vs Shame and Doubt * Initiative vs Guilt * Industry vs Inferiority * Identity vs Role Confusion * Intimacy vs Isolation * Generativity vs Stagnation * Integrity vs Despair SUMMARY * John Dewey founded Progressivism Progressivism is the educational theory that supports active learning * John Dewey’s essay â€Å"Education and Social Change† tells us about how schools participate in Social Change * Conservatives disagree with Dewey because they believe that School should not affect the individual or the society * Some believe that it was the economy that’s responsible for social change an d education reflects the social orders * Dewey presented his points and made a strong point that what the Conservatives and others were pointing was wrong * Educational and Social change has a symbiotic relationship, they benefit from each other * Dewey wanted primarily was Educational Democracy * Erik Erikson’s Theory of Psychosocial Development helps us understand how an individual develops and understand himself, thus, he finds his position in the society.

Business & Organizational Ethics Essay

Course Description: This course is designed to develop an understanding of the theory and practical application of ethical issues facing business and organizational leaders/ in the 21st century. Students will explore a variety of ethical paradigms and will become actively engaged in the evaluation and in-depth examination of critical topics in management today. This course is organized in a seminar format and with 6 in-person and two virtual meeting times focusing on a specific topics in each session. Course Texts: Selected Readings – Provided by instructor Whitworth’s Educational Principles: Whitworth’s educational principles are grouped broadly into three categories as described on pages 7 and 8 of the Whitworth University catalog: 1. The knowledge that students will gain 2. The skills we believe are needed to work effectively in the world 3. The  faith and values that our community seeks to reflect This course is designed to integrate all three of these principles through the process of learning, practicing and applying knowledge in the area of business ethics. Students will gain knowledge and skills needed to understand basic accounting and its application in an ever-changing business environment through study, practice and application. The integration of ethics and values in a manager’s role in business will be addressed specifically in the course content. Program Mission and Outcomes: The mission of the Whitworth School of Business is to develop ethical global professionals. This course will provide a platform on which students will be able to demonstrate competency through the ethical application of managerial concepts in a â€Å"real-world† setting. The learning outcomes for students completing Graduate Studies in Business state that one should be able: 1. to understand the sources and uses of data and to know how to evaluate and use data and other information; 2. to think and function independently as professionals, and in particular to be able to foresee and solve problems; 3. to understand the legal, economic, business and organizational cultures and environment that frame their professional work. 4. to communicate well, both within and across cultural and national barriers, and work effectively in teams of diverse individuals; and 5. to begin to integrate their spiritual and ethical values with their chosen professional vocation. Course Outcomes: At course conclusion student will be able to: Critically evaluate complex business situations from multiple perspectives Understand and clearly articulate their personal ethic and maintain that when confronted with business world realities Demonstrate an in-depth understanding of current major issues in business/organizational management understand the practice of management from an â€Å"other† moral centered framework demonstrate strong writing competence essential for professional management/leadership Assignment Guidelines: All written assignments must be typed (double-spaced), stapled and have numbered pages. I expect all writings to be turned in on or before the due date. Assignments handed in after the date on which it is due will not be accepted unless you can demonstrate extenuating circumstances. Written assignments will be evaluated for clarity, construction and appropriate format. Unless the assignments states differently, all assignments and oral participation will be evaluated on the basis of the student’s comprehension of the course materials plus the student’s ability to articulate and to support an informed and critical personal analysis of the issues presented. Graduate students are expected to come prepared to class, as active participation is essential to learning in this course. To encourage this, I will typically call on several students to answer questions concerning assigned readings. Attendance: Attendance is essential to satisfactory completion of this course, as a major part of learning in an Ethics course occurs in classroom participation and discussion. Absences of any kind cannot exceed 25% of class meetings or an â€Å"F† in your final grade will result. Academic Dishonesty: Please note that I take seriously the college’s policy on the need for academic honesty in all your work. I refer you to the current college catalog, and the current Student Handbook, where guidelines on plagiarism and other forms of academic dishonesty are spelled out. Any form of dishonesty in an assignment will lead to a zero on the assignment, and I reserve the right to give a grade of F for the course as well. Special Needs: Whitworth University is committed to providing its students access to  education. If you have a documented special need that affects your learning or performance on exams or papers, you will need to contact the Educational Support Office (Andrew Pyrc – ext. 4534) to identify accommodations that are appropriate. Statement on Classroom Behavior: The University takes seriously its commitment to maintaining civility and mutual respect in the classroom. Please refer to the current Whitworth University catalog for more information on university policies and classroom behavior expectations. Course Content: The course consists of 8 sessions (Mondays Sept 29, Oct 6, 8(Wed), 13, 15(Wed), 20, 27, Nov 3). Two of these sessions (Wednesdays Oct 8 and Oct 15th) are allotted for team and project work, in-person or virtual. Each in-person session will focus on specific topical areas in business/organizational ethics. I will provide selected readings for each of these topical areas and generally spend the first part of each class period discussing these readings as well as related subject material. Additionally, working in teams, you will research contemporary literature relating to your assigned subject area and present a written summary as well as lead class discussion on the assigned class date. Reflection papers Four 5-6 page reflection papers will be submitted on the following dates: Oct 6, 13, 20, and 27. These are short essays in which you will present your thoughts and reflections on what you have learned in the course. They may be reactions to readings or insights you have picked up in discussions or lectures. These papers are to be typed and double spaced in essay format. Written assignments will be evaluated for engagement, clarity, and academic polish. APA style is expected. Late assignments will not be accepted. Personal Ethic Most adult learners have a fairly established moral/ethical belief system, although few have taken the time to analyze and articulate it. In this  paper, you will integrate information obtained in class as well as readings to describe and support what might be described as â€Å"your personal theory of ethics† or â€Å"the basis for your personal ethic† or â€Å"How do I know the difference between right and wrong?† This paper should be 8 – 10 pages in length (in essay format) and will be evaluated for clarity, comprehensiveness and persuasiveness. The paper is due the last night of class (Nov 3). Team Research and Presentation Students will work in teams and research current contemporary literature regarding a specific topical area within business and organizational ethics and present a summary of their findings to the class (and lead class discussion) according to the attached schedule. Each team will produce an annotated bibliography and a summary paper. This paper will be done in APA format and will be between 2500 – 3500 words in length. Your presentation to the class will follow the attached schedule, but the completed paper and annotated bibliography will be due the last night of class (Nov 3).

How to Respect Your Parents

How to respect your parents? There are many days set aside in non-Islamic societies to honour and appreciate special people; examples of these are Father's Day, Mother's Day, Memorial Day and Labour Day. In Islam, however, respecting, honouring and appreciating parents is not just for a single day of the year, but rather for each and every day. Parents in the Quran: A Muslim child should respect and appreciate his or her parents on a daily basis. Allaah mentions that human beings must recognise their parents and that this is second only to the recognition of Allaah Himself.Throughout the Quran, we notice that parents are mentioned with appreciation and respect. In the Quran, there is a very beautiful description of how parents are to be treated; Allaah Says (what means):  Ã¢â‚¬Å"And your Lord has decreed that you not worship except Him, and to parents, good treatment. Whether one or both of them reach old age [while] with you, say not to them [so much as] ‘uff' [i. e. , an ex pression of irritation or disapproval] and do not repel them but speak to them a noble word. And lower to them the wing of humility out of mercy and say: ‘My Lord!Have mercy upon them as they brought me up [when I was] small. ‘†Ã‚  [Quran 17:23-24] The recognition and respect of parents is mentioned in the Quran eleven times; in every instance, Allaah reminds children to recognise and to appreciate the love and care that they have received from their parents. One such example is when Allaah says what means:  Ã¢â‚¬Å"And We have enjoined upon man goodness to parents†¦Ã¢â‚¬ Ã‚  [Quran 29:8 & 46:15] 3. In Chapter Al-An'aam, Allaah reemphasises that people should be kind to their parents; He says what means:  Ã¢â‚¬Å"Say: ‘Come, I will recite what your Lord has prohibited to you. He commands] that you not associate anything with Him, and to parents, good treatment†¦ ‘†Ã‚  [Quran 6:151] Mother First Among parents, it is usually the mother who makes the most sacrifice and endures the most hardship in the care of her children. She gives birth and looks after them. Islam recognizes this fact, offering more honor to the mother as a parent. Muhammad once said, â€Å"Paradise is placed at the mothers' feet,† so high is their status and regard. The Qur'an reminds people of the sacrifices and hardships that mothers face on behalf of their children. â€Å"And e enjoined upon mankind concerning parents: his mother carried him in weakness upon weakness, and his weaning is two years. Therefore show gratitude to Allah and to your parents† (Qur'an 31:14). On another occasion, some people asked the Prophet Muhammad, â€Å"To whom should we show kindness first? † He answered, â€Å"Your mother. † Then he was asked again, â€Å"And after that, then whom? † Muhammad again replied, â€Å"Your mother. † He was asked yet again, and he gave the same reply again: â€Å"Your mother. † Only af ter that, when he was asked one more time, did he answer, â€Å"Then, your father. Duties to Parents Our life would not be possible without the sacrifice and hard work of our parents, who cared for us and met all our needs when we were young. The Qur'an addresses this point in one touching verse: â€Å"And your Lord has decreed that you worship none but Him, and that you be kind to parents. If one or both of them attain old age during your life, say not to them a word of disrespect, nor repel them. But address them in terms of honour, and lower to them the wing of humility, out of mercy, and say, ‘My Lord!Bestow on them Your Mercy, as they did bring me up when I was young’† (Qur'an 17:23–24). Muslims are advised to treat their parents gently and respectfully. They should always strive to please them and never become impatient or rude with them. Muslims consider it an honour and a blessing to be able to care for their parents in old age. After all, it's th e least we can do to repay them for all of their hard work and sacrifice. Nursing homes and hospice care are new phenomena in the Muslim world, and they are not widely accepted.Elderly and ill family members almost always remain in the homes of children or relatives, cared for and respected until death. Muhammad encouraged his followers to treat their parents well and to be mindful of their needs. Once, a young man came to him and wanted to join the Muslim army on the battlefield to defend the community from attack. Muhammad asked him if his parents were living. When the young man said they were, he told him: â€Å"Then go back to your parents, serve them, and deal with them kindly.This is as good as fighting for God's sake. † Muslims consider their parents' opinions about important matters, such as choosing a career path, spouse, or place to live. As a Muslim gets older, any income she earns is partially used to support her parents and meet their needs. A Muslim prays that a fter their deaths, God will forgive her parents and show mercy toward them. Also, you should always listen and obey to the commands that your parents have told you to do. Always take care of them afterall to have them is a big gift.