The sense of taste Essay Example | Topics and Well Written Essays - 500 words

The feeling of taste - Essay Example Likewise alluded to as gustation the feeling of taste includes a mind boggling collaboration between receptors on the individual’s tongue and mental recognition. As the salivation in one’s mouth separates food, the taste sense receptors in the tongue hand-off messages to the neurological parts of the sensory system. As one would expect there are a wide cluster of receptors in this locale, which has driven a few scientists to contend that there is in reality more than one feeling of taste; rather they battle taste establishes an assortment of recognizable attributes. For example, of the most promptly discernable receptors capacity to recognize tastes for sweet, salty, harsh, and unpleasant; another receptor, alluded to as the umami receptor, identifies the amino corrosive glutamate (‘Umani Taste Receptor’). There are various prominent components and highlights identified with one’s feeling of taste. One of the most intriguing is that while all people are brought into the world with a feeling of taste, similar to fingerprints all people taste receptors are marginally extraordinary. It’s additionally evident that as people age their taste receptors will correspondingly change. At an early age taste buds work around the whole individual’s mouth, yet as people age these encompassing taste buds contract with the goal that they are at last restricted to overwhelmingly the tongue (‘Taste’).

When to Capitalize Religious Terms

When to Capitalize Religious Terms When to Capitalize Religious Terms Realizing when to underwrite strict terms can be hellfire. Or then again should that be Hell? Also, there we get to the core of the issue. Are words from religions consistently promoted? Is it just when you utilize these terms in a strict setting? Or on the other hand would it be advisable for you to simply say â€Å"to hell with it† and quit mindful? All things considered, before you do that, look at our manual for promoting strict terms. When to Capitalize Religious Terms As a rule, you ought to normally underwrite the primary letter of strict terms when they are utilized as a formal person, place or thing. This is a thing that names an extraordinary substance, for example, â€Å"Barbra Streisand† or â€Å"Donald Duck.† In a strict setting, formal people, places or things may include: Religions and strict developments (e.g., Judaism, Methodism) Strict figures and divinities (e.g., Jesus, Zeus) Heavenly messages (e.g., Bible, Quran) Strict occasions (e.g., Easter, Diwali) Titles when utilized with a name (e.g., Reverend Green) Nonetheless, there are a few situations where the right capitalization relies upon how you’re utilizing a term. We will take a gander at a couple of these underneath. God, Gods, Goddesses and Proper Nouns As referenced above, you ought to consistently underwrite the principal letter in a formal person, place or thing. In the event that you were alluding to the Christian god, for example, you would need to underwrite the â€Å"G† in â€Å"God†: I am here just by the beauty of God. Be that as it may, a few words, as â€Å"god,† can be either legitimate or regular things relying upon how we use them. So on the off chance that you were alluding to divine beings and goddesses when all is said in done, or any god or goddess where â€Å"god† isn't a piece of their name, you would need to utilize a lower case â€Å"g†: Before Christianization, the Anglo Saxons adored the Germanic divine beings and goddesses, including Ä'ostre, the goddess of the sunrise and spring. Notice that we do, be that as it may, underwrite Ä'ostre in the model above, despite the fact that we utilize a lower case â€Å"g† for â€Å"goddess.† This is on the grounds that Ä'ostre is the name of a goddess, so it is a formal person, place or thing. Other Inconsistent Capitalization â€Å"God† is the most conspicuous case of something we just underwrite in specific cases. Nonetheless, there are numerous strict terms that have second implications. What's more, you should possibly underwrite these words on the off chance that you use them in a strict setting, not when they’re utilized somewhere else. For example, we would underwrite â€Å"Catholic† in â€Å"the Catholic Church.† But â€Å"catholic† can likewise mean â€Å"all-embracing.† And we would not utilize a capital â€Å"C† to expound on somebody with interests in a scope of apparently disconnected things (i.e., somebody with â€Å"catholic tastes†). Catholic tastes ≠A preference for Gothic design and recolored glass. In like manner, we would underwrite the â€Å"M† in â€Å"Mass† on the off chance that we were discussing the strict service. In any case, we would not for the most part underwrite a similar word when utilizing it as a modifier in â€Å"mass market† or â€Å"mass transit.† It pays, at that point, to twofold check whether strict terms have different employments. Sacred Pronouns Previously, it was entirely expected to underwrite the primary letters of pronouns when alluding to strict figures. This is known as respectful capitalization. For example, on the off chance that we utilized â€Å"his† to allude to God, we may underwrite the â€Å"H†: Our hearts will celebrate in God and His sacred name! This is very unordinary in current composition. In any case, in the event that you do utilize respectful capitalization, there are two key standards to follow: Just apply it to pronouns that allude to gods and heavenly creatures. Apply it reliably all through your composition. To guarantee consistency, you may likewise need to have your composing edited. Be that as it may, on the off chance that you do, let your manager realize which terms you’ve picked to underwrite. Paradise and Hell At long last, we have paradise and damnation. When in doubt, you don't have to underwrite these terms. This is genuine in any event, when alluding to the Christian ideas of â€Å"heaven† and â€Å"hell.† Take Matthew 5:18 from the NIV Bible, for example: For genuinely I let you know, until paradise and earth vanish, not the littlest letter, not minimal stroke of a pen, will using any and all means vanish from the Law until everything is cultivated. Be that as it may, some strict establishments do want to underwrite the words â€Å"Heaven† and â€Å"Hell.† And you ought to consistently underwrite ‘Heaven’ when alluding to the renowned gay dance club in London. Is this what Belinda Carlisle was singing about?(Photo: Nick Cooper/wikimedia) The capitalization of â€Å"Heaven† is, actually, one of only a handful not many regions where zealous Christians and the LGBT+ people group really agree. What's more, that, in any event, ought to be praised.

The Most Important Part of Your Essay The Thesis Statement

The Most Important Part of Your Essay The Thesis Statement EP 43: The Most Important Part of Your Essay: The Thesis Statement EP 43: The Most Important Part of Your Essay: The Thesis Statement When a professor reads your essay, they will be able to tell almost immediately whether you have done a good job in framing your topic. How do they know this after just reading the first few lines of your work? They focus on the most important part of your essay â€" the thesis statement. But what is a thesis statement and how do you write a good one? Join Cath Anne on Episode 43 as she discusses the most important part of your essay. Looking for study tips, help with essay writing, or advice on how to be a better student? Welcome to The Homework Help Show, a weekly show where we teach, assist, and offer valuable insights for student life. From study hacks to writing tips, discussions about student mental health to step-by-step guides on academic writing and how to write a resume, weve got you covered. Want your questions answered? Write them below or join the conversation on social media using the hashtag #askHHG TRANSCRIPT: Cath Anne: [00:00:00] Hi guys and welcome back to our channel. My name is Cath Anne and this is Episode 43 of The Homework Help Show by Homework Help Global. Here on the show we provide you with valuable content before your academic and student life. Lets jump in. Cath Anne: [00:00:23] Essays are a necessary component of an undergraduate college or graduate degree. An essay is something that is written to inform people of something or to allow the professor to know that you are comprehending the information they provide to you in your coursework. Cath Anne: [00:00:40] When a professor reads your essay they will be able to tell almost immediately if you have done a good job in framing your topic. How do they know this? After just reading a few lines of your essay this is because they focus on the most important part of your essay. The thesis statement. But what is the thesis statement and how do you write a good one? Cath Anne: [00:01:03] Your thesis statement is like a road map for the reader, aka your professor. It tells the reader where your essay is about to go. It also helps to guide the ideas in the paper. The thesis statement is not only a topic it reflects an opinion or a judgment that the writer has made about a reading or a personal experience. The thesis statement is a sentence that states the main idea of a writing assignment. Whats more the thesis statement should intriguer reader keep them wanting to read more. It is also clear eloquent and fact based. Cath Anne: [00:01:42] Lets talk about an example. Humans are not genetically required to eat meat. So vegetarianism is the only moral choice to avoid the senseless killing of animals. This thesis statement provides a valid point, expresses a strong and debatable opinion and it can be supported by research. This does not necessarily mean that the statement is true, it only means that it can be debated. When you provide a strong thesis statement at the beginning of an essay, it tells the reader what the paper is going to be about right away. The reader will know what youre going to talk about and how you feel about the topic in question and this is a very important point. But how do you write a strong thesis statement? No Pressure it will help you figure it out. Cath Anne: [00:02:24] First you have to establish an issue or problem like humans impact on climate change, the factors that contribute to homelessness in Canada, or the slow death of the television industry. Try to come up with something topical and preferably something controversial. The thesis statement should not be something like cats are cute. First of all no one is going to debate you on that and youll want more than just cat fanatics being interested in reading your essay. Instead it should be something more interesting something your reader may not have thought about before. Cath Anne: [00:03:02] Play devils advocate with yourself and ask yourself whether this is something only you will find interesting. Like how much your cat loves to be cuddled when you come home from work. Or is it something that has more of a universal appeal like Donald Trumps potential connection to Russia? Is it something that can be argued and is based on fact like the rise and fall of the stock market? Or is pretty much going to be your opinion? Like cats are cuter than dogs. Cath Anne: [00:03:32] Youre not just explaining facts. Youre also going to want to provide your opinion. Take a strong position on the matter and debate it either argues strongly for or against a matter. Dont be wishy washy your reader will want to know how you feel about the topic and they will either be on board or not. Cath Anne: [00:03:54] Lets discuss some examples of good thesis statements and bad thesis statements. Good thesis statement: Traveling the world is an important element of any young persons well rounded education. Bad thesis: Europe is a great place for students to visit. Good thesis: more than anything else in our society, cell phones are responsible for loneliness in American society. Bad thesis: American people are lonely. Good thesis: When an elderly person is thinking about adopting a pet a cat is a more appropriate choice than a dog. Bad thesis: Cats are cuter than dogs. Get the point? Cath Anne: [00:04:34] Your thesis statement should be broad enough to appeal to a large audience but also specific enough so that you can narrow it down and focus on specific details within your argument. At the end of the day the thesis is definitely the most important part of your essay. However you cant just state your thesis statement and then walk away. You must back it up with research and evidence. Make sure to have at least three pieces of evidence that you can use to back up your thesis statement. You definitely want to make a point, you want it to be debatable and you want it to be fact based. Cath Anne: [00:05:11] Good luck writing your thesis statements and I hope you are excited for this semester. We will join you along the way. Cath Anne: [00:05:18] Okay thats it for me this week guys. I hope this video was of benefit and I cant wait to talk to you soon. As always if you have any questions leave them in the comments below. Make sure to give this video a like a thumbs up if youre looking to connect with us on social media. Please check out our links in the description below. Have a great week guys. Talk soon. Take care. The Most Important Part of Your Essay The Thesis Statement EP 43: The Most Important Part of Your Essay: The Thesis Statement EP 43: The Most Important Part of Your Essay: The Thesis Statement When a professor reads your essay, they will be able to tell almost immediately whether you have done a good job in framing your topic. How do they know this after just reading the first few lines of your work? They focus on the most important part of your essay â€" the thesis statement. But what is a thesis statement and how do you write a good one? Join Cath Anne on Episode 43 as she discusses the most important part of your essay. Looking for study tips, help with essay writing, or advice on how to be a better student? Welcome to The Homework Help Show, a weekly show where we teach, assist, and offer valuable insights for student life. From study hacks to writing tips, discussions about student mental health to step-by-step guides on academic writing and how to write a resume, weve got you covered. Want your questions answered? Write them below or join the conversation on social media using the hashtag #askHHG TRANSCRIPT: Cath Anne: [00:00:00] Hi guys and welcome back to our channel. My name is Cath Anne and this is Episode 43 of The Homework Help Show by Homework Help Global. Here on the show we provide you with valuable content before your academic and student life. Lets jump in. Cath Anne: [00:00:23] Essays are a necessary component of an undergraduate college or graduate degree. An essay is something that is written to inform people of something or to allow the professor to know that you are comprehending the information they provide to you in your coursework. Cath Anne: [00:00:40] When a professor reads your essay they will be able to tell almost immediately if you have done a good job in framing your topic. How do they know this? After just reading a few lines of your essay this is because they focus on the most important part of your essay. The thesis statement. But what is the thesis statement and how do you write a good one? Cath Anne: [00:01:03] Your thesis statement is like a road map for the reader, aka your professor. It tells the reader where your essay is about to go. It also helps to guide the ideas in the paper. The thesis statement is not only a topic it reflects an opinion or a judgment that the writer has made about a reading or a personal experience. The thesis statement is a sentence that states the main idea of a writing assignment. Whats more the thesis statement should intriguer reader keep them wanting to read more. It is also clear eloquent and fact based. Cath Anne: [00:01:42] Lets talk about an example. Humans are not genetically required to eat meat. So vegetarianism is the only moral choice to avoid the senseless killing of animals. This thesis statement provides a valid point, expresses a strong and debatable opinion and it can be supported by research. This does not necessarily mean that the statement is true, it only means that it can be debated. When you provide a strong thesis statement at the beginning of an essay, it tells the reader what the paper is going to be about right away. The reader will know what youre going to talk about and how you feel about the topic in question and this is a very important point. But how do you write a strong thesis statement? No Pressure it will help you figure it out. Cath Anne: [00:02:24] First you have to establish an issue or problem like humans impact on climate change, the factors that contribute to homelessness in Canada, or the slow death of the television industry. Try to come up with something topical and preferably something controversial. The thesis statement should not be something like cats are cute. First of all no one is going to debate you on that and youll want more than just cat fanatics being interested in reading your essay. Instead it should be something more interesting something your reader may not have thought about before. Cath Anne: [00:03:02] Play devils advocate with yourself and ask yourself whether this is something only you will find interesting. Like how much your cat loves to be cuddled when you come home from work. Or is it something that has more of a universal appeal like Donald Trumps potential connection to Russia? Is it something that can be argued and is based on fact like the rise and fall of the stock market? Or is pretty much going to be your opinion? Like cats are cuter than dogs. Cath Anne: [00:03:32] Youre not just explaining facts. Youre also going to want to provide your opinion. Take a strong position on the matter and debate it either argues strongly for or against a matter. Dont be wishy washy your reader will want to know how you feel about the topic and they will either be on board or not. Cath Anne: [00:03:54] Lets discuss some examples of good thesis statements and bad thesis statements. Good thesis statement: Traveling the world is an important element of any young persons well rounded education. Bad thesis: Europe is a great place for students to visit. Good thesis: more than anything else in our society, cell phones are responsible for loneliness in American society. Bad thesis: American people are lonely. Good thesis: When an elderly person is thinking about adopting a pet a cat is a more appropriate choice than a dog. Bad thesis: Cats are cuter than dogs. Get the point? Cath Anne: [00:04:34] Your thesis statement should be broad enough to appeal to a large audience but also specific enough so that you can narrow it down and focus on specific details within your argument. At the end of the day the thesis is definitely the most important part of your essay. However you cant just state your thesis statement and then walk away. You must back it up with research and evidence. Make sure to have at least three pieces of evidence that you can use to back up your thesis statement. You definitely want to make a point, you want it to be debatable and you want it to be fact based. Cath Anne: [00:05:11] Good luck writing your thesis statements and I hope you are excited for this semester. We will join you along the way. Cath Anne: [00:05:18] Okay thats it for me this week guys. I hope this video was of benefit and I cant wait to talk to you soon. As always if you have any questions leave them in the comments below. Make sure to give this video a like a thumbs up if youre looking to connect with us on social media. Please check out our links in the description below. Have a great week guys. Talk soon. Take care.

The Case Of Gee Wiz - 942 Words

In the case study of Gee Wiz, â€Å"Wanda David, a licensed CPA, works for Gee, LLC, a professional accountancy corporation with offices in Wisconsin and Illinois, in the audit department and she also has some small business clients that she provides tax services to in her spare time generally on weekends. Her employer does not know that she does this. Wanda never thought about a conflict of interests because the firm does no tax work. One of Wanda’s small business clients, Wiz Inc., was also an audit client of Gee and had fallen more than 90 days past due on paying bills. In her position with Gee, Wanda was assigned to the audit of Wiz and is responsible for preparing and estimating the Allowance for Doubtful Accounts. During the audit of Wiz’s financial statements during the week ending March 1, 2013, her boss asks her for justification for not including Wiz Inc. in the 90+ day aging report. It seems there are some audit-related questions about the collectible of the Wiz account. Wanda came up with an explanation for not including the Wiz account in the estimated allowance and her boss was satisfied. Within a week of this request, Wanda is given a nice promotion and raise, but she has to transfer to the office of Gee in Chicago for the new job. Wanda accepts the promotion, leaves immediately, and decides to quit doing accounting on the side. In moving, Wanda does not complete the corporate tax return for Wiz on Form 1120, which should be filed with the IRS by March 15. She also

Use Of Bone Marrow Transplants Health And Social Care Essay Free Essays

The bone marrow is a sponge-like tissue found in the centre of certain castanetss that contains root cells that are the precursors of ruddy blood cells ( red blood cells ) that carry O to the tissues in the organic structure, white blood cells ( leucocytes ) that aid battle infections and to assistance in the immune system and thrombocytes which help with blood curdling. Each of these cells plays a important function in the organic structure by keeping normal physiological map. The bone marrow is a critical portion of the human organic structure. We will write a custom essay sample on Use Of Bone Marrow Transplants Health And Social Care Essay or any similar topic only for you Order Now A bone marrow graft is when particular cells ( called root cells ) that are usually found in the bone marrow are taken out, filtered, and given back either to the same individual or to another individual. It involves pull outing bone marrow incorporating normal root cells or peripheral root cells from a healthy giver, and reassigning it to a receiver whose organic structure can non fabricate proper measures of normal blood cells. Infusion of haematopoietic root cells from oneself or another individual normally follows high dose chemotherapy and/or irradiation. The end of the graft is to reconstruct the receiver ‘s blood cells and immune system and hopefully bring around the implicit in disease In patients with leukaemia, aplastic anaemia, and some immune lack diseases, the root cells in the bone marrow have malfunction, bring forthing an inordinate figure of faulty or immature blood cells as in the instance of leukaemia or low blood cell counts in the instance of aplastic anaemia. The immature or faulty blood cells interfere with the production of normal blood cells, accumulate in the blood stream and may occupy other tissues so bone marrow graft enables the doctors to handle these diseases with aggressive chemotherapy and/or radiation by leting replacing of the morbid or damaged bone marrow after the chemotherapy/radiation intervention. While bone marrow grafts do non supply 100 per centum confidence that the disease will non repeat, a graft can increase the likeliness of a remedy or at least prolong the period of disease-free endurance for many patients. Bone marrow organ transplant is an effectual intervention for a assortment of haematological tumors, furnace lining lymphoma, and some solid tumours. An increasing figure of bone marrow grafts are performed every twelvemonth. The therapy has been used to rectify a assortment of marrow failure provinces, congenital mistakes of metamorphosis, immune lacks, haematological malignances, and even solid tumours. The first successful grafts were performed with root cells derived from the marrow of indistinguishable twins ( syngeneic organ transplant ) ; nevertheless, application of organ transplant therapy broadened with the usage of root cells obtained from either related or unrelated givers ( allogeneic organ transplant ) appropriately matched at the human leucocyte antigens ( HLA ) , or even with a patient ‘s ain root cells ( autologous organ transplant. Deciding on type of BMT depends on type and phase of disease, handiness of root cells, age, public presentation position and the c linical status of patient Bone marrow organ transplant is required in the sense that is to remedies many diseases and malignant neoplastic diseases. When a kid ‘s bone marrow has been damaged or destroyed due to a disease or intense interventions of radiation or chemotherapy for malignant neoplastic disease, a marrow graft may be needed to rectify the abnormalcy. It is besides required to replace morbid, non-functioning bone marrow with healthy working bone marrow ( for conditions such as leukaemia, aplastic anaemia, and reaping hook cell anaemia ) . It is besides indispensable to replace the bone marrow and reconstruct its normal map after high doses of chemotherapy or radiation are given to handle a malignance in a procedure called â€Å" deliverance † which is usually used for diseases such as lymphoma, neuroblastoma, and chest malignant neoplastic disease. The procedure is besides of import in the replacing of bone marrow with genetically healthy working bone marrow to forestall farther harm from a familial disease procedure. Literature reappraisal Bone marrow organ transplant ( BMT ) or haematopoietic root cell organ transplant ( HSCT ) is a medical process in the field of haematology and oncology that involves organ transplant of haematopoietic root cells ( HSC ) .It is most frequently performed for people with diseases of the blood or bone marrow, or certain types of malignant neoplastic disease. Transplant of either allogenic or autologous bone marrow has become an progressively applied and successful therapy for patients with haematological malignances and certain solid tumours. BMT is an illustration of a extremely proficient therapy that offers hope to patients with bone marrow failure or assorted malignances. Bone marrow organ transplant is much more dearly-won â€Å" up-front † but possibly non more dearly-won long-run than alternate therapies. Over the past 40 old ages, bone marrow organ transplant and haematopoietic root cell organ transplant have been used with increasing frequence to handle legion malignant and nonmalignant diseases. Post-World War II â€Å" Cold War † frights of atomic warfare stimulated involvement in the effects of radiation on the human organic structure. Early surveies with animate beings has shown that bone marrow was the organ most sensitive to the detrimental effects of radiation and for that ground the reinfusion of marrow cells was used to deliver lethally irradiated animate beings. In one survey done in 1950s, patients were given deadly doses of radiation to handle leukaemia and many had haematological recovery following this intervention, but finally all patients succumbed to get worse of their malignances or to infections. In the 1950s and 1960s, about 200 allogeneic marrow grafts were performed in worlds, with no long-run successes. However, during this clip, organ transplant utiliz ing indistinguishable twin givers has brought a just sum of success and provided a important foundation to go on clinical research in the field. Hematopoietic root cell organ transplant remains a hazardous process with many possible complications ; it has traditionally been reserved for patients with dangerous diseases. While on occasion used by experimentation in nonmalignant and nonhematologic indicants such as terrible disenabling auto-immune disease and cardiovascular, the hazard of fatal complications appears excessively high to derive wider credence. Although economic analyses appear comparatively simple, reading and usage can be debatable. Several economic analyses have identified complications that occur often and impact the reported cost-effectiveness of high-dose chemotherapy. Attempts to cut down the cost of bone marrow organ transplant have focused on new schemes to more efficaciously command these complications. The debut of new engineerings to rush engraftment, to better patient choice methods, and the shifting of attention to outpatient scenes all have resulted in important decreases in continuance of infirmary stay, treatment-related mortality, and costs. More surveies of long-run results are needed for graft and non graft intervention options to steer present and future applications of this intervention option. Expanded indicants for graft continue to be explored. Preliminary information suggest a possible function for graft in the intervention of autoimmune diseases such as lupus, multiple induration, systemic induration, and juvenile rheumatoid arthritis. In add-on, in utero graft holds promise for early rectification of familial disease, with some success already demonstrated with the immunodeficiency syndromes. The accent of current research is chiefly directed at diminishing toxicity and GVHD while increasing the pool of possible givers by developing techniques to traverse the traditional HLA histocompatability barriers more successfully. Grafts are performed with increasing grades of mismatch. With the promotions in techniques, indicants, and supportive therapy, the graft of haematopoietic root cells continues to be an forward field in the intervention of human disease. Once a disease procedure has been identified and graft is considered as a possible therapy, an appropriate giver must be identified. The best possible lucifer consequences in the least complications. For allogeneic grafts, HLA histocompatability typewriting is performed for immediate household members ab initio utilizing serologic typewriting. Fully matched household members provide the most compatible lucifers because they frequently portion minor HLA antigens non normally included in proving. Before undergoing BMT, patients should undergo a series of trials and processs for testing and readying based on the patient ‘s disease procedure and medical history. There is besides pre-transplant instruction where graft squad and the patient meet to discourse the consequences of the testing, intervention options and the intervention program. Transplant conditioning is the done with the chief purpose of destructing unnatural cells or malignant neoplastic disease cells throughout the pa tient ‘s organic structure utilizing conditioning regimen which consist of chemotherapy, radiation therapy or both. The crop processs for autologous or allogeneic BMT are similar and are depended on the undermentioned factors: The patient ‘s physical status, donor handiness and insurance blessing. The BMT process involves three stages. In the first stage, enduring 5 to 14 yearss, the bone marrow receiver is prepared for the transplant and immunosuppressive and cytotoxic chemotherapy are administered and irradiation is used to enable the receiver to accept the transplant, to forestall transplant rejection, and in instances of acute leukaemia to extinguish residuary leukaemia. In the 2nd stage, bone marrow is from the giver is intravenously administered to the transplant receiver. Donors and receivers of bone marrow grafts must hold HLA compatability. The 3rd stage involves a period of waiting for the bone marrow to ingraft and work usually in the receiver. During the clip required for engraftment, the transplant receiver is vulnerable to infection, hemorrhage, terrible weight loss, rejection of the transplant, and graft-versus-host disease ( GvHD ) . Some of the posttransplant intervention typically includes cyclosporin A and perchance other chemotherapies to either prevent or dainty transplant versus-host disease ( GVHD ) . The results of the therapy depend on many factors such as: Improvements in supportive attention, antibiotic regimens, and DNA-HLA is associated with favourable result. The patient ‘s province of wellness or stable disease or disease in remittal is associated with better results than those transplanted during a ulterior disease stage or with relapsed disease. Young age at clip of graft and besides CMV-negative position of receiver and giver enhance the likeliness of endurance. The sum of haematopoietic cell dose given at clip of graft may besides rush engraftment and better result though it has an increased hazard of GVHD. Bone marrow organ transplant is one of legion new medical engineerings that have raised complex legal and ethical issues. Laws refering to medical progresss have been passed in response to the demand to decide struggles in judicial sentiments instead than expectancy of those issues which impinge on single autonomies. Some of the legal and ethical issues are malpractice claims, proving prospective givers for AIDS, sale of bone marrow, informed consent for both giver and receiver, and inquiries that arise when the giver is a kid. Pre-counseling is done to the patient prior to any intercession since information helps the patients in the undermentioned ways: To build positive attitudes in relation to the disease, enables a better response to the state of affairs, facilitates patient ‘s effectual engagement in the determination devising procedure and future programs and besides plays a important or cardinal function in wellness. Furthermore, the patients have a legal right to be inf ormed about their disease. Decision: The bone marrow is a critical portion of the human organic structure. Bone marrow organ transplant is an effectual intervention for a assortment of haematological tumors, furnace lining lymphoma, and some solid tumours. The most of import cell needed for successful organ transplant is the haematopoietic root cell whose major beginnings are bone marrow, peripheral blood, and cord blood. These can be obtained from assorted givers as either autologous or allogeneic. Deciding on type of BMT depends on type and phase of disease, handiness of root cells, age, public presentation position and the clinical status of patient. The procedure is besides of import in the replacing of bone marrow with genetically healthy working bone marrow to forestall farther harm from a familial disease process.. BMT is an illustration of a extremely proficient therapy that offers hope to patients with bone marrow failure or assorted malignances. Bone marrow organ transplant is much more dearly-won â€Å" up-f ront † but possibly non more dearly-won long-run than alternate therapies. Hematopoietic root cell organ transplant remains a hazardous process with many possible complications ; it has traditionally been reserved for patients with dangerous diseases. The accent of current research is chiefly directed at diminishing toxicity and GVHD while increasing the pool of possible givers by developing techniques to traverse the traditional HLA histocompatability barriers more successfully. With the promotions in techniques, indicants, and supportive therapy, the graft of haematopoietic root cells continues to be an forward field in the intervention of human disease. With the promotions in techniques, indicants, and supportive therapy, the graft of haematopoietic root cells continues to be an forward field in the intervention of human disease. Mentions Frick, E. , Motzke, C. , Fischer, N. , Busch, R. , A ; Bumeder, I. ( 2005 ) . Is perceived societal support a forecaster of endurance for patients undergoing autologous peripheral blood root cell organ transplant? Psycho-Oncology, 14, 759-770. Holland, J. A ; Alici, Y. ( 2010 ) . Management of hurt in malignant neoplastic disease patients. Journal of Supportive Oncology, 8 ( 1 ) , 4-12. Jacobsen, P. ( 2009 ) . Promoting evidence-based psychosocial attention for malignant neoplastic disease patients. Psychooncology, 18, 6-13. Jacobsen, P. A ; Jim, H. ( 2008 ) . Psychosocial intercessions for anxiousness and depression in grownup malignant neoplastic disease patients: accomplishments and challenges. A Cancer Journal for Clinicians, 58, 214-230.A NCCN Clinical Practice Guidelines in Oncologya„? Distress Management ( Version 1.2010 ) . A © 2009 National Comprehensive Cancer Network, Inc. Available at: NCCN.org. Accessed [ Febuary 3, 2010 ] . Ranson, S. , Jacobsen, P. , A ; Booth-Jones, M. ( 2006 ) . Validation of the hurt thermometer with bone marrow graft patients. Psycho-Oncology, 15, 604-612. Wells, K. , Booth-Jones, M. , A ; Jacobsen, P. ( 2009 ) . Do get bying and societal support predict depression and anxiousness in patients undergoing hematopoitic root cell organ transplant? Jouranl of Psychosocial Oncology, 27, 297- 315. Williams, S. A ; Dale, J. ( 2006 ) . The effectivity of intervention for depression/depressive symptoms in grownups with malignant neoplastic disease: a systematic reappraisal. British Journal of Cancer, 94, 372-390.A The usage of allogeneic haematopoietic cell organ transplant ( HCT ) has increased as new techniques have been developed for organ transplant in patients who antecedently would non hold been considered HCT campaigners. However, its efficaciousness continued to be limited by the development of frequent and terrible ague GVHD. The complex and intricate pathophysiology of acute GVHD is a effect of interactions between the giver and host innate and adaptative immune responses. Multiple inflammatory molecules and cell types are implicated in the development of GVHD that can be categorized as: ( 1 ) triggers that initiate GVHD by therapy-induced tissue harm and the antigen disparities between host and transplant tissue ; ( 2 ) detectors that detect the triggers, that is, procedure and present alloantigens ; ( 3 ) go-betweens such as T-cell subsets ( naif, memory, regulative, Th17 and natural slayer T cells ) and ( 4 ) the effecters and amplifiers that cause harm of the mark variety meats. These multiple inflammatory molecules and cell types that are implicated in the development of GVHD have been described with theoretical accounts that use bit-by-bit Cascadess. Herein, we provide a fresh position on the immunobiology of acute GVHD and briefly discuss some of the outstanding inquiries and restrictions of the theoretical account systems. Bone Marrow Transplantation ( 2010 ) 45, 1-11 ; doi:10.1038/bmt.2009.328 ; published online 30November 2009 Fifty old ages ago, Billingham1 identified three requirements for the development of GVHD: ( 1 ) the presence ofimmunocompetent cells in the giver inoculant, ( 2 ) the inability of the receiver to reject the giver cells and ( 3 ) a histocompatibility difference between the giver and receiver. Billingham RE. The biological science of graft-versus-host reactions. Harvey Lect 1966-67 ; 62: 21-78. Some future research waies 1. Impact of type of harm ( programmed cell death V mortification of different cellular subsets ) , specific DAMPs, unfertile redness and complement system. 2. Contribution of host intestine microbiome and the giver immune position. 3. Determine GVHD antigenic repertory, place immunodominant antigens. 4. Understand the function of both professional ( DCs, macrophages ) and semi-professional ( B cells ) giver and host APC subsets, the relevancy and mechanisms of cross-presentation. 5. The mechanisms and function of donor Th distinction, regulative, memory T cell, and NK cell subsets. 6. Functions of specific effecter tracts in doing distinguishable mark organ harm. 7. Determinants of mark organ specificity, the function of mechanisms of fix and neovascularization in the badness of harm. 8. Mechanisms and effect of immunosuppression induced straight by GVHD. 9. Development of an incorporate systems attack for understanding the biological science of GVHD. Biology of ague GVHD S Paczesny et Al 7 Bone Patient Education / Curative patient instruction ( TPE ) a continous procedure integrated in wellness attention aˆ? patient centred aˆ? adapted to the development of unwellness and patientA?s life-stile aˆ? portion of the long-run direction of unwellness aˆ? structured and organized aˆ? benefited by appropriate pedagogic means* aˆ? multiprofessional, interdisciplinary and intersectonial. *I. Rabbone, 2007 The function of the patient is cardinal in taking attention of himself in order to lend to his conditions and be responsible of his status, and to be a squad resource â€Å" without costs † ( Rabbone I. , 2009 ) . **J. Philips, 1998 Patients have a legal right to be informed about their disease butaˆÂ ¦they assume it is non ever respected ( Visser et al. , 2009 ) . Information is a demand of patients as it allows them: – to build positive attitudes in relation to the disease, – a better response to the state of affairs and – an effectual engagement in the decission doing procedure and hereafter programs aˆ? Information besides has a cardinal function in wellness instruction plans Patient need information about: – Disease – Treatment options – Treatments results – Symptoms – Side effects – Quality of life aˆ? Information should be delivered in an synergistic manner aˆ? Information/education is necessary in all stages of the graft S Setting. Pick a private location. P Perception. Find out how the patient positions the medical state of affairs. I Invitation. Ask whether the patient wants to cognize. K Knowledge. Warn before dropping intelligence. E Empathy. Respond to the patient ‘s emotions. S Strategy/Summary. Once they know, include patients in intervention determinations * W. Baile et Al. â€Å" Out of 5 patients, merely 1 to 2 follow the instructions given by physycians. The others follow a â€Å" ain version † of the therapy and hold their thoughts sing their disease. They will ne’er squeal them. They are incorrect, but who is guilty? † J. P. Assal ( 1999 ) Literature McPherson CJ, et Al. Effective methods of giving information in malignant neoplastic disease: a systematic literature reappraisal of randomized controlled tests. J Public wellness Medecine 2001 ; 23 ( 3 ) : 227-234 aˆ? Thomas R, et Al. Anxiety and depression: consequence on patients ‘ penchants for information following a diagnosing of malignant neoplastic disease. Annalss of Oncology 1998 ; 9: 141 aˆ? Lobb EA, et Al. When the safety cyberspace of intervention has been removed: Patients ‘ unmet demands at the completion of intervention for hematologic malignances. Patient Educ Couns ( 2009 ) ; Department of the Interior: 10.1016/j.pec. 2009.02.005 aˆ? Mank A, et Al. An synergistic Compact disc read-only memory to inform patients about Stem Cell Transplant. Patient Educ Couns 2008 ; 73: 121-126 aˆ? Downs S. Ethical issues in bone marrow organ transplant. Semin Oncol Nurs 1994 ; 10: 58-63 aˆ? Lee SJ, et Al. Discrepancies between patient and physician estimations for the success of root cell organ transplant. J Am Med Assoc 2001 ; 285: 1034-8 aˆ? Andrykowski MA, et Al. â€Å" Returning to normal † following bone marrow organ transplant: results, outlooks, and informed consent. Bone Marrow Transplant 1995 ; 15: 573-81 A elaborate appraisal of BMT receiver ‘s emotional, societal, and psychological wellbeing before BMT is necessary to supply optimum, holistic attention. Distress and depression should be recognized, monitored, documented and treated quickly during the BMT intervention. BMT patients need to be screened at their pre-transplant assignment, at appropriate intervals, and as clinically indicated during the BMT procedure. Distress and depression should be recognized, monitored, documented and treated quickly during the BMT procedure to guarantee positive patient results. How to cite Use Of Bone Marrow Transplants Health And Social Care Essay, Essay examples

Management and Social Media Strategies free essay sample

Consider for a moment a midlevel manager at a multinational foods company, Fatima, who would seem to be at the top of her career. She’s consistently making her required benchmarks and goals, she has built successful relationships with colleagues, and senior management have identified her as â€Å"high potential. † But she isn’t happy with her work. She’d be much more interested in understanding how her organization can use social media in marketing efforts. Ideally, she’d like to quit and find something that better suits her passions, but in the current economic environment this may not be an option. So she has decided to proactively reconfigure her current job. Fatima is part of a movement toward job â€Å"crafting,† which is the process of deliberately reorganizing your job so that it better fits your motives, strengths, and passions. The core of job crafting is creating diagrams of day-to-day activities with a coach. We will write a custom essay sample on Management and Social Media Strategies or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Then you and the coach collaboratively identify which tasks fit with your personal passions, and which tend to drain motivation and satisfaction. Next the client and coach work together to imagine ways to emphasize preferred activities and de-emphasize those that are less interesting. Many people engaged in job crafting find that upon deeper consideration, they have more control over their work than they thought. So how did Fatima craft her job? She first noticed that she was spending too much of her time monitoring her team’s performance and answering team questions, and not enough time working on the creative projects that inspire her. She then considered how to modify her relationship with the team so that these activities incorporated her passion for social media strategies, with team activities more centered around developing new marketing. She also identified members of her team who might be able to help her implement these new strategies and directed her interactions with these individuals toward her new goals. As a result, not only has her engagement in her work increased, but she has also developed new ideas that are being recognized and advanced within the organization. In sum, she has found that by actively and creatively examining her work, she has been able to craft her current job into one that is truly satisfying. 1. Why do you think many people are in jobs that are not satisfying? Do organizations help people craft satisfying and motivating jobs, and if not, why not? I think people are in jobs that are not satisfying because of a possible tough financial situation or an accommodating work schedule. In addition, I believe that firms do try to create satisfying jobs by incorporating a number of elements including job enrichment, job rotation, job education, and job training as methods to make job satisfaction higher. 2. Think about how you might reorient yourself to your own job. Are the principles of job crafting described above relevant to your work? Why or why not? I currently work at the Office of Undergraduate Admissions in Jackson Hall. The principles of job crafting described above are not relevant to my work because Fatima holds a higher position than I do. Her higher position allows her to share and implement her new social media strategies with members of her staff. In contrast to Fatima’s midlevel management position, my work-study position does not offer the same amount of flexibility. Thus, my current situation does not allow me to craft my ideal job. 3. Some contend that job crafting sounds good in principle but is not necessarily available to everyone. What types of jobs are probably not amenable to job crafting activities? The types of jobs that are probably not amenable to job crafting activities include highly routine jobs such as assembly line worker and customer service representative. 4. Are there any potential drawbacks to the job crafting approach? How can these concerns be minimized? A potential drawback to the job crafting approach would be the erosion of focus on the job to be done. The modification of the job methods may lead to more inefficient ways of completing the task, and therefore, a loss of productivity. These concerns can be minimized by closely supervising the amount of production.

Japan and England essays

Japan and England essays What factors were necessary for modernization to occur Japan was a country that was completely closed to contact with European countries up until 1853. At this time Japan did not have manufacturing industries, steam engines, railways, or telegraphic communication, and the traditional weapons of war of its samurai military were the sword, the bow, and muzzle-loading cannon. It was not up until 1854 that Japan began to modernize as compared to England which was far more modernized than Japan. There were many factors that contributed to such modernization to occur in Japan including the arrival of Commodre Perry, increase in trade and population, change in power and beliefs, and the change of the social structure. It was not until Commodore Perry arrived to Japan with a fleet of steam powered ships in 1853, that initiated the isolated country Japan to modernize. Perry had witnessed that Japan at his point, was rigidly conformist, technologically backward, and military-feudal country that had a large agricultural society and had been almost totally closed to the outside world since 1638. Unlike Japan, England had trade agreements with other countries, thus new ideas and technology were created as the power and the economy of the country increased. At this point England had better technology than Japan, they had trains, communication, roads and trade. It was not until 1854 when the treaty of Kankagawa was signed, that set Japan in a series of sets to modernize and gain new ideas and technologies of European countries such as England. Another factor for modernization, was the need for a non-rigid social structure. Since Japan had a strict social structure, they isolated themselves from the Western culture as the Shoguns saw no merit in their culture. The Shogun wanted social stability by keeping Japanese people based on a social order. At the top of the order was the Emperor, then the samurai whose leader was the Shogun, ...

Weevils and Snout Beetles, Superfamily Curculionoidea

Weevils and Snout Beetles, Superfamily Curculionoidea Weevils are odd-looking creatures, with their comically long snouts and seemingly misplaced antennae. But did you know theyre actually beetles, just like ladybugs and fireflies? Both weevils and snout beetles belong to the large beetle superfamily Curculionoidea, and share certain common habits and traits. Description: Its difficult to offer a general description for such a varied group of insects, but you can easily identify most weevils and snout beetles by an extended snout (actually called a rostrum or beak). A few groups within this superfamily, most notably the bark beetles, lack this feature, however. All but the primitive weevils have elbowed antennae, extending from the snout. Weevils and snout beetles have 5-segmented tarsi, but they appear 4-segmented because the fourth segment is quite small and obscured from view without careful inspection. Weevils and snout beetles, like all beetles, have chewing mouthparts. While it may appear by its shape that a weevils long snout is for piercing and sucking (like true bugs), it is not. The mouthparts are quite small and located at the end of the rostrum, but are designed for chewing. Most weevil and snout beetle larvae are white or cream in color, legless, cylindrical, and shaped like a C. They tend to burrow, whether in a host plant or other food source. Families in the Superfamily Curculionoidea: Classification within the superfamily Curculionoidea varies, with some entomologists dividing the group into just 7 families, and others using as many as 18 families. Ive followed the classification accepted by Triplehorn and Johnson (Borror and Delongs Introduction to the Study of Insects, 7th edition) here. Family Nemonychidae – pine flower snout beetlesFamily Anthribidae – fungus weevilsFamily Belidae – primitive or cycad weevilsFamily Attelabidae – leaf-rolling weevils, thief weevils, and tooth-nosed snouth beetlesFamily Brentidae – straight-snouted weevils, pear-shaped weevilsFamily Ithyceridae – Ithycerus noveboracensis Family Curculionidae – snout beetles, bark beetles, ambrosia beetles, and true weevils Classification: Kingdom – AnimaliaPhylum – ArthropodaClass – InsectaOrder – ColeopteraSuperfamily - Curculionoidea Diet: Nearly all adult weevils and snout beetles feed on plants, though they vary greatly in their preferences for eating stems, leaves, seeds, roots, flowers, or fruits. The primitive families of weevils (Belidae and Nemonychidae, primarily) are associated with gymnosperms, such as conifers. The larvae of weevils and snout beetles vary greatly in their feeding habits. Though many are plant feeders, they generally prefer dying or diseased plant hosts. Some weevil larvae are highly specialized feeders, with peculiar dietary habits. One genus (Tentegia, found in Australia) lives and feeds in marsupial dung. Some weevil larvae prey on other insects, like scale insects or the eggs of grasshoppers. Many weevils are serious pests of crops, ornamental plants, or forests, and have significant economic impact. On the other hand, because they feed on plants, some weevils can be used as biological control for invasive or noxious weeds. Life Cycle: Weevils and snout beetles undergo complete metamorphosis, like other beetles, with four life cycle stages: egg, larva, pupa, and adult. Special Behaviors and Defenses: Because this is such a large and diverse group of insects with a broad range of distribution, we find quite a few unique and interesting adaptations among its subgroups. The leaf-rolling weevils, for example, have an unusual way of ovipositing. The female leaf-rolling weevil carefully cuts slits into a leaf, lays an egg at the leaf tip, and then rolls the leaf up into a ball. The leaf drops to the ground, and the larva hatches and feeds on the plant tissue, safe inside. Acorn and nut weevils (genus Curculio) bore holes into acorns, and place their eggs inside. Their larvae feed and develop inside the acorn. Range and Distribution: Weevils and snout beetles number about 62,000 species worldwide, making the superfamily Curculionoidea one of the largest insect groups. Rolf G. Oberprieler, an expert in weevil systematics, estimates the true number of existing species may be closer to 220,000. There are currently about 3,500 species known to inhabit North America. Weevils are most abundant and diverse in the tropics, but have been found as far north as the Canadian Arctic and as far south as the tip of South America. Theyre also known to inhabit remote ocean islands. Sources: Borror and Delongs Introduction to the Study of Insects, 7th edition, by Charles A. Triplehorn and Norman F. Johnson.Encyclopedia of Entomology, 2nd edition, edited by John L. Capinera.Beetles of Eastern North America, by Arthur V. Evans.Morphology and Systematics: Phytophaga, edited by Richard A. B. Leachen and Rolf G. Beutel.A World Catalogue of Families and Genera of Curculionoidea (Insects: Coleoptera), by M. A. Alonso-Zarasaga and C. H. C. Lyal, Entomopraxis, 1999 (PDF). Accessed online November 23, 2015.

AL 3 CRJ 520II Response Essay Example | Topics and Well Written Essays - 250 words

AL 3 CRJ 520II Response - Essay Example Current research suggests drug court programs and juvenile programs, which include therapeutic, educational, and family components, appear to be effective in recidivism reduction (Drake & Miller, 2009). According to research, cognitive-behavioral programs often lead to positive outcomes. These positive outcomes are expected to result in a 6.9% recidivism reduction (Drake & Miller, 2009). With regards to high risk offenders, Lipsey and Landenberger (2005) found smaller sample size, attendance monitoring, intervention adherence, and mental health professionals characterized the research and demonstration programs. Positive outcomes were reported. Researchers further suggest positive outcomes are depended upon the quality of the cognitive-behavioral program provided. Perhaps implementing adult treatment programs that resemble juvenile treatment programs will prove to be effective. First, I would receive feedback from citizens in my home state in order to get a general consensus. I would hold a town hall/community meeting in large/key jurisdictions. I would invite key players to speak including county jail and state prison officials, individuals who specialize in offender treatment programs, probation officers, correctional officers, a budget analyst, and a few rehabilitated inmates who have benefited from treatment during and after confinement. In addition, I would also invite family members of inmates to speak regarding the effectiveness of rehabilitation. Of course this seems a bit over board, but we are discussing an issue that affects everyone in the state. My speech: We are all aware that crime rates fluctuate. Some research and statistical data contend crime rates have dropped. Yet some research and statistical data contend crime rates have increased. In addition, throughout this country including this state, we have witnessed an increase in incarceration rates, without any plausible

Andragogy Research Paper Example | Topics and Well Written Essays - 1500 words

Andragogy - Research Paper Example Just as importantly, defining what makes an individual an adult has meaning when determining how they will perform when trying to learn. The seven steps to creating a learning planning for adults is called the progress model which means that solving problems is the focus of how learning is accomplished. The following paper will examine the assumptions that define andragogy and the meaning behind them as they support adult learning and the differences between adult and child level learning capacities. Andragogy The origins of andragogy can be traced back to a German educator in 1833 who used the term to define adult education from child education. Alexander Kapp created the term which specifically means man-leading, which is in contrast to the term pedagogy which means child-leading. In the 20th century American education theorists defined three different types of adult learning. The first is andragogy, the second is self directed learning, with the third being transformative. Andrago gy is used as a description of adult learning as a concept in which the learner is motivated by a series of assumptions that end with the learner developing solution to problems in order to learn in the context that an adult learns best (Melik & Melik, 2010, p. 108). Defining andragogy is a bit difficult as it has been presented through a variety of different ideas and is therefore not quite a firm theory through which to filter ideas. Andragogy was originally presented with three assumptions. Some criticisms of the ideas behind andragogy is that it is focused on the individual and not a critical evaluation of the social perspective on adult learning. The concept of andragogy has been correctly criticized for not informing the social perspective, but Knowles suggests that it does not have to promote the social perspective in order to have value in developing a structure of ideas about adult learning. One of the main proponents of andragogy as a theory of learning for adults is Malco lm Knowles. Knowles introduced the idea in the 1970s in response to the fact that most theory on learning was focused on children (Utley, 2011, p. 32). He broke down the assumptions about the motivation for adult learning it six basic concepts. The following is a list of those concepts: 1. Adults need to know the reason for learning something (Need to Know) 2. Experience (including error) provides the basis for learning activities (Foundation). 3. Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept). 4. Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness). 5. Adult learning is problem-centered rather than content-oriented (Orientation). 6. Adults respond better to internal versus external motivators (Motivation) (Pierson, 2011, p. 182). These six principles outline the motivations that adults need in order to create a meaning ful learning experience. The development of andragogy was through recognition that adults learn very differently than children. This type of learning is problem solving oriented rather than based upon the idea of content based learning as is more often the situation with children. Andragogy begins with the notion that adulthood comes through a psychosocial perspective rather than through â€Å"a specific biological, social, legal, or chronological age group (Utley, 2011, p.

Individual Learning Styles and Strategies

Individual Learning Styles and Strategies Learners As Individual What is Learners as individual What is an individual learner and what do they look like? To answer this question, I need the meanings given by many educators. Howe other learners can become the individual learners? In sum, I believe that the individual who is to be educated is a social individual and that society is an organic union of individuals. If we eliminate the social factor from the child we are left only with an abstraction; if we eliminate the individual factor from society, we are left only with an inert and lifeless mass. Education, therefore, must begin with a psychological insight into the childs capacities, interests, and habits John Dewey, from My Pedagogic Creed, School Journal vol. 54, (January 1897), pp. 77-80 An individual is a person or any specific object in a collection. In the 15th century and earlier, and also today within the fields of statistics and metaphysics, individual means indivisible, typically describing any numerically singular thing, but sometimes meaning a person. (q.v. The problem of proper names). From the seventeenth century on, individual indicates separateness, as in individualism. Individuality is the state or quality of being an individual; a person separate from other persons and possessing his or her own needs, goals, and desires. Gracia, Jorge J. E. (1988) Learner is an individual involved in the acquisition of knowledge or skills in a technological learning system.Legendre, (2000:1) It is not concerned with one specific method, but allows for any method which the individual leaner finds beneficial to his learning purposes. Fenner Newby (2000) I, from the meanings given above, conclude that learners as individual is the learning styles that learners seek to the new modern learning strategies and they can learn autonomous. This styles include with personality, intelligence, attitude and attitude. They just get the rough guidance from the teacher in the class and then they and bring it to be increased and link or integrate with other fields. These learners have to often practice themselves as it be their habits. A learning style is an individuals preferred way of learning. What are Learning Styles? Before we deeply study into how to best advantages from making your learning style out, we need to spend a few moments studying the several types of learning styles and how to best identify which learning style group you appropiate into. Learning styles point to the variance in your ability to amass as well as incorporate information. Basically, your learning style is the method that best allows you to gain and use knowledge in a specific manner. Most experts agree that there are three basic learning styles. Each individual may holds a single style or could possess a joining of different learning styles. In most cases, the personalities of a learning style can even be noticed at a quite young age. Once you have identified your particular learning style you will be able to identify ways in which you can adapt the learning process and your studies to maximize your education. Visual Learners Individuals who fall into this type usually learn through what they are able to see with their own eyes. Visual learners are those students who navigate for the positions at the front of the class, must have front row theater seats and love to be right up front for sporting events in order to get the best view. Visual learners have a orientation to describe everything that they see in terms of exposures. These learners love visual medias such as photos, diagrams, maps and graphs. They habitually are good writers and will commonly perform quite well on written assignments. Auditory Learners Auditory learners are very good listeners. They tend to consume information in a more proficient manner through sounds, music, discussions, teachings, etc. These individuals will be more probable to record lesson so that they can revision them at a later time for study goals. They recognize books on tape and may find that reading aloud will help them to keep information. Rather than written statement, auditory learners tend to do better on verbal presentations and reports. Kinesthetic Learners Kinesthetic learners are tactile learning. This means that they learn best through moving, doing, acting out and touching. Projects that are acted in nature are best for kinesthetic learners. They tend to become thwarted when they must sit for long phases of time. They enjoy deportment experiments, exploring and accomplishing tasks. These students are independent and seek for the missing knowledge by themselves. They may have characteristics listed below; They are able to break up an organized visual field and keep part of it separate. surpass at retrieving names. conceive visual cues and are better at math. prefer learning surroundings that require least interaction. enjoy discovery learning and individualized self-paced learning. are more likely to be males. My Experience with the individual learners. I can much less meet students like this in my classroom, for my being Thai traditional condition teacher. Thailand has the specific cultural for the younger men have to express their respect to the elder ones. My students gain knowledge just in the limitation of curriculum and the instruction I have given. The materials related to the identity of individual learning are also lack. It may be caused by the poor country and the condition of environment that Thai students are the students in the developing country-that means have not been developed yet. However, I think this can be developed and changed by changing the crisis to become the chance. We can see various problems and this is the chance to diagnose and resolve them. Its the time to take together between teacher and students. Individual learners must consist with personality, intelligence, psychology and behavior. All the aspects must be deal together by realizing the differences of individual. Strategies to be learners as individual   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  There are activities might guide the learners to be independent and individual. They can be flexible , not arranged in orders, depending on their readiness and which condition. There are 16 strategies shown here. Readiness / Ability Teachers can use a variety of evaluation to find a students ability or readiness. Also, to learn new knowledge concepts students may be generally working below or above level or may be purely lack necessary required skills. Changing the level of query and thinking skills and compacting the curriculum and are useful strategies for accommodating differences in ability or readiness. Adjusting Questions During large group discussion activities, teachers indicate the higher level questions to the students who can deal them and adjust questions accordingly for student with greater needs. All students are answering important questions that demand them to think but the questions are goaled towards the students ability or readiness level. With written test the teacher may assign specific questions for each group of students. They all answer the same number of questions but the involvement needed varies from group to group. However, the alternative to go a parted from minimum requirements can be available for any or all students who indicate that they require an additional challenge for own their level. Condensing Curriculum Condensing the curriculum means assessing a students knowledge, skills and attitudes and providing alternative activities for the student who has already mastered curriculum content. This can be accomplished by pre-testing basic concepts or using performance assessment methods. Students who demonstrate that they do not require instruction move on to tiered problem solving activities while others receive instruction. Row Assignments Row activities are a series of related tasks of varying complexity. All of these activities relate to crucial understanding and key skills that students need to acquire. Teachers assign the activities as alternative ways of achieving the same goals taking into account individual student needs. Acceleration/Deceleration Accelerating or decelerating the step that students move through syllabus is another way of differentiating instruction. Students demonstrating a high level of competence can work through the curriculum at a faster step. Students facing difficulties may need adjusted activities that allow for a slower step in order to experience success. Flexible Grouping As student performance will transform it is important to permit movement between groups. Students readiness varies depending on personal intellects and interests, so we must remain open to the concept that a student may be below grade level in one subject at the same time as being above grade level in another subject. Even highly talented students can benefit from flexible grouping. Always they benefit from work with intellectual peers, while seldom in another group they can experience being a leader. In either case peer-teaching is a valuable strategy for group-work. Peer Teaching Many times a student may have personal needs that require one-one instruction that go beyond the needs of his or her partners. After gaining this extra instruction the student could be selected as the inhabitant expert for that concept or skill and can get valuable practice by being given the chance to re-teach the concept to peers. In these situation both students can get benefit. Learning Profiles/Styles Another filter for assigning students to tasks is by learning style, such as adjusting preferred environment such as quiet, lower lighting, formal/casual seating, or learning modality: auditory (learns best by hearing information) visual (learns best through seeing information in charts or pictures) or kinesthetic preferences (learns best by using concrete examples, or may need to move around while learning) or through personal interests. Since student motivation is also a specific element in learning, understanding individual learning styles and interests will grant teachers to apply right strategies for developing intrinsic motivational techniques. Student Interest Interest surveys are often used for determining student interest. Brainstorming for subtopics within a curriculum concept and using semantic network to explore interesting aspect of the concept is another effective tool. This is also an effective way of teaching students how to focus on a manageable subtopic. Reading Buddies This strategy is particularly useful for younger students and/or students with reading obstacle. Children get additional practice and experience reading away from the teacher as they develop fluency and comprehension. It is important that students read with a specific purpose in mind and then have an opportunity to discuss what was read. It is not essential for reading buddies to always be at the same reading level. Students with varying word recognition, word analysis and comprehension skills can help each other be more successful. Adjusted follow up tasks are also assigned based on readiness level. Independent Study Projects Independent Study is a research project where students learn how to develop the skills for independent learning. The degree of help and structure will vary between students and depend on their ability to manage ideas, time and creativity. A adjustment of the independent study is the buddy study. Buddy Studies A buddy study permits two or three students to work together on a project. The expectation is that all may share the research and analysis information but each student must consummate an individual output to demonstrate learning that has taken place and be answerable for their own planning, time management and individual accomplishment. Learning Contracts A learning contract is a written understanding between teacher and student that will effect in students working independently. The contract helps students to set daily and weekly work goals and develop management skills. It also helps the teacher to keep evidence of each students advance. The certain assignments will vary according to personal student needs. Learning Centers Learning Centers have been used by teachers for a long time and may contain both differentiated and compulsory activities. However a learning centre is not necessarily differentiated unless the activities are varied by difficulty taking in to account different student ability and readiness. It is important that students understand what is expected of them at the learning centre and are inspired to manage their use of time. The degree of structure that is provided will vary according to student independent work habits. At the end of each week students should be able to account for their use of time. Anchoring Activities A student can do these activities at any time when they have completed present assignments or it can be assigned for a short period at the beginning of each class as students arrange themselves and prepare for work. These activities may be related to specific needs or improvement opportunities, including problems to solve or journals to write. They could also be part of a long-term project that a student is working on. In conclusion, learners as individual is the one of methods encouraged the instructional progress. The characteristics defined the individual learners are given various by educators. They can be added and developed or also cut. These behaviors can be raise by the agreement of teacher and student. Learners as individual is also related to the research of many psychologists realizing the individual differences and it also includes with the assessment. We should assessment the students outcomes by be aware of their individual differences. Reference Sources http://en.wikipedia.org/wiki/Learning_styles http://www.futureknowledge.org/background/the-perspective-of-the-individual-learner http://www.instructorweb.com/info/learnstyles.asp http://www.learning-styles-online.com/overview http://people.usd.edu/~ssanto/styles.html http://www.lsda.org.uk/files/PDF/1543.pdfhttp://www.questia.com/Index.jsp http://www.saba.com/education/individual_learners.htm http://www.tefl.net/esl-articles/learning-styles.htm Coffield, F., Moseley, D., Hall, E., Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. www.LSRC.ac.uk: Learning and Skills Research Centre. Retrieved January 15, 2008: Keefe, J. W. (1979) Learning style: An overview. In NASSPs Student learning styles: Diagnosing and proscribing programs (pp. 1-17). Reston, VA. National Association of Secondary School Principles. Marzano, R. J. (1998). A theory-based meta-analysis of research on instruction. Mid-continent Regional Educational Laboratory, Aurora, CO. Merrill, D. (2000). Instructional Strategies and Learning Styles: Which takes Precedence? In Robert Reiser and Jack Dempsey (Eds.) Trends and Issues in Instructional Technology. Prentice Hall. Hayman-Abello S.E. Warriner E.M. (2002). Child clinical/pediatric neuropsychology: some recent advances. Annual Review of Psychology, 53, 309-339. Stewart, K. L., Felicetti, L. A. (1992). Learning styles of marketing majors. Educational Research Quarterly, 15(2), 15-23. Gracia, Jorge J. E. (1988) Individuality: An Essay on the Foundations of Metaphysics. State Univ. of New York Press.

Human vs. Other Organisms Essay

Horse3: Valine, Glutamine, Alanine Donkey3: Valine, Glutamine, Alanine Common zebra3: Valine, Glutamine, Alanine Pig, cow, sheep3: Valine, Glutamine, Alanine Dog3: Valine, Glutamine, Alanine Gray whale3: Valine, Glutamine, Alanine Rabbit3: Valine, Glutamine, Alanine Kangaroo3: Valine, Glutamine, Alanine Chicken, turkey3: Isoleucine, Valine, Glutamine Penguin4: Isoleucine, Valine, Glutamine, 0 Pekin duck2: Valine, Glutamine Snapping turtle3: Valine, Glutamine, Alanine Rattlesnake4: Serine, Glycine, Threonine Bullfrog4: Valine, Glutamine, Alanine, Cysteine Tuna4: Alanine, Valine, Glutamine, Asparagine Screwfly fly5: Valine, Glutamine, Arginine, Alanine Silkworm moth8: Asparagine, Alanine, Asparagine, Valine, Glutamine, Arginine, Alanine, Alanine Tomato horn worm9: Asparagine, Alanine, Aspartic acid, Asparagine, Valine, Glutamine, Arginine, Alanine, Alanine Wheat10: Asparagine, Proline, Aspartic acid, Alanine, Alanine, Lysine, Threonine, Alanine, Aspartic acid, Alanine Rice9: Asparagine, Proline, Lysine, Alanine, Glutamic acid, Lysine, Threonine, Alanine, Aspartic acid Baker’s Yeast11: Serine, Alanine, Lysine, Alanine, Threonine, Leucine, Lysine, Threonine, Arginine, Glutamic acid, Leucine Candida Yeast13: Serine, Alanine, Lysine, Alanine, Threonine, Leucine, Lysine, Threonine, Arginine, Alanine, Glutamic acid, Isoleucine, Alanine Neurospora14: Serine, Lysine, Alanine, Asparagine, Leucine, Lysine, Threonine, Arginine, Alanine, Glutamic acid, Glycine, Glutamic acid, Glycine, Glycine Reflection Questions: Summarize your amino acid comparison in paragraph form. To guide your summary, reflect on the following questions. 1.What does it mean when scientists say that living organisms share a universal genetic code? It means that all extinct organisms have all the same genetic code. 2.How does a universal genetic code relate to the hypotheses about the origin of life on Earth? The near-universal genetic code is that all extant things share some type of common ancestor. 3.How are self-replicating molecules, such as RNA molecules in the â€Å"RNA World† hypothesis, essential to the most popular hypotheses about the origin of life on Earth? They reproduce, and could have been formed through abiotic chemistry on the early Earth. 4.How might similarities and differences in genetic codes, or the proteins built as a result of these codes, be used to determine how closely related different species are? The more alike the letters are in a species, the more recent the ancestor was. If the ancestor was recent then the more alike the two different species will be. 5.Based on the amino acid sequence data for the Cytochome-C protein, chimpanzees and humans share an identical coding sequence. What other species identified on the chart has a coding sequence that is most closely related to the humans and chimpanzees and most distantly related? Explain your answer

Workplace Violence Essay - 1102 Words

Workplace Violence July 21, 2006 was a day just like any other. Elartrice â€Å"Marcell† Ingram reported to work at 8:00 a.m. as usual. His associate in the seafood department reported everything was fine with no evidence of trouble, but by the end of the day Elartrice had stabbed seven coworkers at the Cordova Schnucks in Memphis, TN. He was found guilty by reason of insanity and a little over a year later his doctors testify that he is ready to be released with family supervision. His victims still have concern that it has not been long enough and that he may snap again. Is this considered to be workplace violence? In 2007 in Charlotte, North Carolina an employee who admitted to his family that he had been harassed by†¦show more content†¦These violent acts include homicide, forcible sex offenses, kidnapping, assault, robbery, menacing, reckless endangerment, harassment, disorderly conduct, berating language, physical or verbal threats or vandalism of personal property. Most incidents are not recorded so it is difficult to determine exactly how many there are, but when we look at who is vulnerable we find that over two million American workers experience violence in the workplace. It can happen to anyone, anywhere, and at anytime. Some of the areas that are at risk are high stress environments, places that involve the public, and places where money is handled. An analysis of where workplace violence occurs by the Labor Department revealed the statistics below. Taxi Driving 23% Tavern/Liquor Stores 19% Convenience Stores 17% Fast Food Restaurants 12% Health Care Faciliti es 10% Business Offices 6% Government Offices 5% Police Work 4% Post Office 3% School 1% Source: O’Connor (1997) Mishandling of terminations, changes in behavior, making common threats, conflicts with employees, emotional outburst and history of frequency job changes have been identified as indicators by the FBI as onsets of workplace violence. The Government leaves it up to the employers to provide a safe workingShow MoreRelatedWorkplace Violence And The Workplace2844 Words   |  12 PagesWorkplace Violence statics across the United States of America have been on a steady rise each year since the early 1990’s. Reports have consistently shown in recent years that than an average of 500 homicides and 1.5 million assaults occur each year in America, in the workplace. With those types of statics on the rise in America it’s clear that a Workplace Violence Program is essential to the health, welfare, safety, and security of our employees in the workplace. When enacting a Workplace ViolenceRead MoreWorkplace Violence And The Workplace1145 Words   |  5 PagesWorkplace viole nce definition OSHA Fact Sheet (2012) states â€Å" workplace violence is a violence or the threat of violence against workers† (p.1). Workplace violence causes serious harm to employees or homicide that can lead to deaths. Act in any kind of shapes and forms such as: physical threat, threatening behavior, intention of assault and battery, verbal abuse, beating, stabbing, rape, shooting, being followed, psychological trauma, suicide, treat or obscene phone call/text, intimidation. WorkplaceRead MoreWorkplace Violence1735 Words   |  7 PagesWorkplace violence is present in every nook and cranny of corporate America, affecting millions of Americans every year. Workplace violence is defined by the Occupational Safety Health Administration, OSHA, as any act or threat of physical violence, harassment, intimidation, or other threatening disruptive behavior that occurs at the work site. It ranges from threats and verbal abuse to physical assaults and even homicide. In 2011, there were over 2 two million reports and claims of workplaceRead MoreWorkplace Violence And The Workplace1396 Words   |  6 PagesWorkplace violence Workplace violence can be any act of physical violence, threats of physical violence, harassment, intimidation, or other threatening, disruptive behavior that occurs at the work site. Workplace violence can affect or involve employees, visitors, contractors, and other non-Federal employees. A number of different actions in the work environment can trigger or cause workplace violence. It may even be the result of non-work-related situations such as domestic violence or â€Å"road rageRead MoreWorkplace Violence In The Workplace1071 Words   |  5 Pages INTRODUCTION: Violence in the workplace has become a major safety and health issue. Workplace violence is not limited to homicide. This type of violence includes behaviors and circumstances that threaten an employee s physical safety; such as: verbal threats, sexual or physical harassment, coercion, behavior changes, intimidation, stalking, telephone/email harassment, and history of aggression. â€Å"Workplace violence incidents have tripled in the last decade, and it is now the fastest-growing categoryRead MoreWorkplace Violence10377 Words   |  42 PagesUNLV Theses/Dissertations/Professional Papers/Capstones 5-1-2002 Workplace violence: A case study Robert F. White University of Nevada, Las Vegas Repository Citation White, Robert F., Workplace violence: A case study (2002). UNLV Theses/Dissertations/Professional Papers/Capstones. Paper 522. http://digitalscholarship.unlv.edu/thesesdissertations/522 This Capstone is brought to you for free and open access by Digital Scholarship@UNLV. It has been accepted for inclusion in UNLV Theses/Read MoreWorkplace Violence And Its Effects On The Workplace834 Words   |  4 Pagesspecialists, medical attendants and assistants who manage psychiatric patients; individuals from crisis restorative reaction groups; and doctor s facility workers working in confirmations, crisis rooms, and emergency or intense consideration unit. This is violence committed by an aggressor who either gets administrations from or is under the custodial supervision of the influenced work environment or the casualty. The aggressors can be present or previous clients or customers, for example, travelers, patientsRead MoreWorkplace Violence2432 Words   |  10 PagesWORKPLACE VIOLENCE: A FORCE OF OVERALL CONCERN Adell Newman-Lee Criminology-CJ102-D04 December 3, 2003 THESIS: WORKPLACE AS IT RELATES TO CRIMINAL JUSTICE I INTRODUCTION: †¢ Crime and violence †¢ Workplace violence a major concern †¢ The three entities involved II STATISTICS †¢ The Bureau of Justice Statistics †¢ Statistics from 1992 to 1996 †¢ National Crime Victimization Survey and The Bureau of Labor Statistic III WORKPLACE VIOLENCE A LAW ENFORCEMENT ISSUE †¢ Responsibility of Law EnforcementRead More Workplace Violence Essay1030 Words   |  5 PagesWorkplace Violence Workplace violence is a phenomenon that is now widely recognized as a social problem, which impacts all organizations. According to Department of Justice statistics for 1995, 21% of all violent crime occurred while the victim was either at work or traveling to or from work. Workplace Violence accounted for more than two (2) million violent Crimes annually from 1992-1997 (Kaufer 1-2). In this research paper I will provide an overview of workplace violenceRead MoreEssay on Workplace Violence620 Words   |  3 PagesWorkplace Violence Workplace violence can be defined as any action that can threaten the safety of an employee, impact the employees psychological or physical well being, or cause damage to a companys property. Workplace violence is not often talked about, but it does kill people. In the last decade it has become one of the leading causes of deaths in the workplace. The University

Internet Censorship of Child Porngraphy Essay - 977 Words

â€Å"They who can give up essential liberty to obtain a little temporary safety deserve neither liberty nor safety.†- Benjamin Franklin. Technically speaking, internet censorship is difficult to achieve. Proponents of this measure seem to have neglected the fact that putting in place a system of surveillance requires the establishment of clear, unalterable rules. But often, such a task can be almost unfeasible since it is quite problematical to define precisely the information that is supposed to be blocked. In the context of hate speech for example, it is important to acknowledge the existence of a line between criticism, whether it is constructive or not, and pure animosity. How can we know for sure that the server will identify accurately†¦show more content†¦When it comes to legal videos that may be inappropriate, the team instantly resorts to age-restriction. Both of these internet giants encourage free speech while supervising it and immediately removing content that is clearly offensive to the general public. This concept of self-regulation is a good alternative to extensive Internet censorship, since the website only has its own contents to focus on, rather than having an entire system of surveillance watching over the web, with the risk of it making errors in the process. Most importantly, the main idea behind these guidelines is not censorship, but moral, reasonable control. We should not let the government interfere and impose its draconian laws. Censorship is nothing but a violation of fundamental civil rights, starting with freedom of speech. By defying the First Law of Amendment (reference), internet surveillance will only give the government greater power to run our lives. Without our free will and autonomy, we are helpless, incapable of making a change. The Internet is a place that promotes freedom, in all its forms. Web surfers connect to each other and share their ideas for the world to read. Above all, they become fearless. They stop thinking about who could stop them because they know that they are united, in this huge yet intimate world. Anarchists from all over the world come together and send their support