Implications of E-Learning Systems †Free Samples to Students

Question: Talk about the Implications of E-Learning Systems. Answer: Presentation: E-learning alludes to a sort of learning process that includes mechanical application. Standards exuding from subjective science underscore the significance with respect to determination and utilization of suitable sight and sound to improve the psychological learning so as to hold the information for long time (Clark Mayer, 2016). .In todays innovation driven world, the significance of e-learning is verifiable as it not just confers information to the student through the specialized mechanical assembly yet in addition make long haul sway in their brain. The strategy is useful in carrying the understudy to the contact of outside world expanding their psychological skyline and constantly reshaping it. In this paper a short conversation upheld by existent articles has been introduced to reveal insight into the significance and adequacy that E-inclining gives to the students (Rennie Morrison, 2013). How this learning procedure impacts the students viably permitting them receive reward from it. The organization of conversation is introducing survey of important writing or articles that portrays the worry of the paper. The paper looks at three vital angles significant regarding the way that over past decade, utilization of e-learning has been developing amazingly in the post optional instruction arrangement of United States. The as a matter of first importance perspective is the how viable is the learning procedure with assistance of innovation contrasted with the ordinary instructional study hall based method of teaching understudies. It has been found from broad meta-examination that results of e-learning are only proportional to some other method of liberation through media keeping the conditions adhered to in guidance based framework steady. The subsequent viewpoint is to discover and survey the infectious characteristics of the procedure that make it all the more impacting. Cooperation, submersion makes the e-learning process additionally engaging. The third viewpoint is the trouble looked so as to embrace the strategy in post optional instruction. The moves looked by low salary understudies t o benefit the office questionable expenses and plausibility of misrepresentation and corrupt action make prevention to embrace the framework (Bell Federman, 2013). The paper talks about the variables that have been effective so as to recognize and impact the e-learning method being broadly acknowledged in the creating nations of the world.. E-picking up being mainstream method of redemption of advanced education overall require reception of legitimate structure for execution getting the hang of, inspiring, making individuals mindful innovatively and affecting practices of understudies. The examination experiences a relative investigation made on two significant partners of creating nations; ICT specialists and workforce while utilizing the reactions from 76 sources gathered in Delphi technique and Analytical Hierarchy Process. The substance further makes suggestions in regards to appropriate usage and upkeep of elearning framework that would upgrade the capacities of analysts in the creating scene with featuring the confinements just as potential outcomes to continue quality (Bhuasiri et al., 2012). The paper traces the effective appropriation of e-learning process in the western culture that have a viewpoint of installing innovation with instruction process so as to accomplish higher profitability. This makes difficulties and rivalry to creating nations in type of monstrous weight that is attempting to endeavor globally with comparable capabilities and aptitudes. The opposition go about as impulse for these countries to synchronize innovation in the learning procedure to execute equivalent degree of efficiency. The focal point of the paper is for the most part on a model of innovation acknowledgment that assume applied job in the structure and embracing of e-learning. To make the framework successful comprehension and acknowledgment of the rules by the end clients are significant. The markers for fruitful usage and continuations of e-learning have been broke down with regards to Jordanian Universities (Al-Adwan, Al-Adwan Smedley, 2013) The paper tosses consideration on one of the significant factor of making the e-picking up speaking to understudies with ensuing methodology of how to accomplish that. Significance of charmed consideration and dynamic brain of the understudy are critical here. Bringing out enthusiasm through use of games in the learning configuration can actuate understudies psyche and catch entire of their eye to the learning procedure. The paper means to discover how inserting gaming and fun component can prompt subjective result in the learning educational plan. Two tests have been led including and barring the gaming segment to survey the effect it has on the e-learning system. The outcomes inferred out of the test on 38 understudies having a place with various secondary schools reflects decrement in investment without gamification where as unbiased in interest with gamification (Amriani et al., 2013). The paper speaks to an examination that estimates achievement of e-learning framework in the midst of the developing utilization of web by the colleges all around the globe. The significance for this measure originate from the more extensive access to web by understudies and compatibility of online courses originating from different organizations. A theoretical model has been structured and assessments from 33 specialists have been noted down. Consolidating the proposals made and pertinent data accessible exploration markers were fixed. A broad contextual investigation has been consolidated taking 5 colleges Iran University of Science Technology, Khaje Nasir Toosi University of Technology , Tehran University, Shahid Beheshti University and Amir Kabir University. In light of the addressed survey from 369 responder the model was fabricated and estimated the achievement of e-learning (Saba, 2012). The paper reveals insight into the results subsequent to embracing and utilizing e-learning framework in the instruction framework. Three frameworks have been conceptualized and their results are spoken to here. The result surveyed from the appropriation constructs points of view about scholastic exhibitions, learning help, help gave to a network. These builds of points of view have been used to build up a model that further survey the final product of receiving and applying e-learning. A longitudinal study information has been gathered from 249 colleges and with the assistance of learning the executives guideline Partial least Square test has been rushed to test the model under examination. The outcomes makes proposal on how help with respect to apparent network building and learning sway understudies execution in scholastics (Islam, 2013). The paper fortifies the viable ramifications that e-learning has on advanced education in the time of firmly developing correspondence and data innovations. It predominantly means to survey the evaluative segment they have and play in online projects which are colossal in numbers with explicit viewpoint to be dealt with in each program. A technique blend has been received to introduce the conversation. The approach incorporates blend of E-learning and Face to Face method of instructing and learning and was applied in the subjects like microeconomics, business organization, law and the board to assess the effect that the both sort of procedure pass on to the students. The result is very like that of the discoveries of different papers showing more prominent cooperation by the understudies upheld by inspiration (Novo-Corti, Varela-Candamio Ramil-Daz, 2013). This paper delineates the job e-learning play in present day long periods of training. With additional time development of skyline that instructive projects offer the extent of separation learning has opened up just as appropriate. Regardless of whether e-learning is danger to the presence of customary study hall learning strategy however ages can be replied from this conversation and curiously the examination depicts the powerlessness of e-figuring out how to destroy traditional strategies. The viability of e-learning lies in the guide or help it gives in type of preparing generally PC or online and diverted through electronic apparatuses. Mix of points coming from psychological hypothesis and practice comprise the fundamental examination issue of the paper that has been broke down with assistance of devices and methods, utilizing factors and speculations of corresponded research issue (Gnitecka, 2012). This paper takes consideration towards the recognition and nitty gritty examination of the elements causing disappointment in the experience of e-learning process as method of studies. The method of the paper is for the most part insightful towards the response and reactions understudy experience just as the advantages and fulfillment inferred all the while. Leading study of 424 understudies from various colleges worldwide with the assistance of filled survey the outcome that has become very apparent is the self adequacy or proficiency of the understudy that decides the impression of significance of the program, benefits accomplished from it or fulfillment that the student gets which additively diagrams the personal conduct standard of individual understudies. The conversation in the paper likewise makes recommendation in regards to improved adequacy affected by cooperation in learning exercises, directions given in interactive media with applying appropriate model (Liaw, 2012). The paper illuminates about the significance of basic suppositions in the plan of data innovation that should be comprehended since these are reshaping our general public and instructive framework around the globe. Execution of e-learning is one of the utilizations of innovation in the training framework that propels the learning procedure with cost productivity and proportional nature of any educator drove homerooms. The paper contains the aftereffect of a study led on understudies seeking after shifted online courses. The contemplations that ought to be kept up in the e-learning process have been talked about so as to let the program advance accomplishment in the motiv

Clear writing is dangerous - Emphasis

Clear composing is hazardous Clear composing is hazardous Clear composing is hazardous composition. On the off chance that you alter out all the cushioning and arrive at the point, you may really say something, and this can be very vexing. All things considered, you might not have any desire to be intense and stick your head over the parapet. You may be comfortable with an indistinct style. This is a dubious issue. Numerous individuals might want their association to create archives and messages that are more clear and progressively concise. In any case, not every one of their associates may share this desire. They may offer empty talk to the thought, yet think that its harder to consent or feel that progressively mind boggling language loans an emanation of demonstrable skill to their subject. Composing aptitudes preparing can help, to a degree. Up to an association picks a decent supplier, staff will figure out how to plan and structure their musings, center around their perusers advantages and compose all the more clearly in a connecting with style. This causes them feel increasingly certain and exposes a significant number of the unhelpful fantasies they may have run over at school and college. Regularly individuals experience what nearly sums to a strict transformation, as the scales tumble from their eyes and they understand how viable business composing can be. However when they return to the workplace, the language of a considerable lot of the individuals they cooperate with won't have changed (in the event that they havent been on or appointed the course) and the current culture may mean its hard to try their new aptitudes. (A style guide can help.) The majority of the composed records they see will be in a style they will presently feel needs evolving. However, on the off chance that its their line administrator whos composing it, that represents the more recalcitrant issue of how to go up against this. Be striking In some cases its not people but rather the way of life of the whole association that disrupts everything. In spite of the fact that its kin may perceive the requirement for change, and even welcome it at first, its very simple to slip once again into those natural old propensities or be sponsored into them by negative input. In this way, be intense, urge your associates to take a gander at their assumptions about language, particularly from your perusers perspective, and in the event that they appear to be truly stuck, send them on a decent composing abilities course. Snap here to get some answers concerning our preparation.

MIT Regular Action Decisions Now Available Online

MIT Regular Action Decisions Now Available Online MIT Regular Action admissions decisions for the Class of 2023 are now available at decisions.mit.edu You can log in using the same username and password that you use to log in to your MyMIT account. There are no interim screens, so you should be sure you are ready to receive your decision online before logging in to decisions.mit.edu. Between Early and Regular Action, 21,312 students applied to join the MIT Class of 2023. As of today (inclusive of Early Action), we have offered admission to 1,410 students. The Class of 2023 has been curated with care to collectively climb the mountain that is MIT. They represent all 50 states, 67 countries, and nearly 1,000 high schools all across the world. Though they all do different things â€" morphology and marathons, innovation and informatics, twirling and taekwondo â€" they are united by a shared standard of rigorous academics, high character, and a strong match with MIT’s mission to use science, technology, and the useful arts to make the world a better place. We can’t wait to welcome them to our campus to join the 4,602 outstanding undergraduates who already call MIT home. There are also students who may be climbing other mountains, with other mountaineers, next fall. Of the students to whom we do not offer admission today, we have placed a small number on our waitlist and informed the balance that we will not be able to admit them to the Class of 2023. Turning away so many kind, generous, and super-smart students has left us  bleary-eyed and reminded us that what we do is more than a job, but a privilege and an honor. Thank you for sharing your aspirations and inspirations with us in the application process. If you are among the many stellar students to whom we are not offering admissions, then all I can remind you is that success is not always a straight line. That your path isnt something MIT sets you on, its something you make yourself. And if you spend the next few years trying to make wherever you are as amazing as you can (as you  already are), then someday you’ll look back on this Pi Day and realize it all worked out okay. I’m closing comments on this blog post to concentrate conversation in the open threads for admitted, waitlisted, and not admitted students. Answers to frequently asked questions for waitlisted students can be found here, with more information about next steps to come in early April. Congratulations to the Class of 2023, and best wishes to all of our applicants. No matter where you enroll next fall, please make it a better place. I know you can. I hope you will. MIT Regular Action Decisions Now Available Online MIT Regular Action admissions decisions for the Class of 2018 are now available at decisions.mit.edu You may log in using the same username and password that you use to log in to your MyMIT account. There are no interim screens, so you should be sure you are ready to receive your decision online before logging in to decisions.mit.edu. 18,357 students applied to the MIT Class of 2018. As of today, and inclusive of Early Action, we have offered admission to 1419. These 1419 students are truly exceptional. The admitted Class of 2018 includes mathematicians and marksmen and metallurgists; coders and carpenters and cosplayers; Texans and Tennesseans and Turkmen. Collectively, they represent all 50 states, more than 50 countries, and more than 1000 high schools; together, they constitute an incredible community, each contributing a set of rare skills and perspectives while holding in common the highest caliber of character, conscientiousness, and, of course, remarkable intelligence. We often say we dont admit numbers to MIT, we admit people. Yet this isnt quite true either: we admit classes, cohorts which have been curated with great care, each student hand-picked to assemble the best possible team to climb the mountainwhich is MIT. I have to tell you, this is one hell of a team. Every year I tell myself that this class cannot possibly be more breathtaking than the last; every year they take my breath away. There are also those students who may be climbing other mountains, with other friends, next fall. Of the students to whom we do not offer admission today, we have placed a small number on our waitlist and informed the balance that we will not be able to admit them to the Class of 2018. Turning away so many kind, generous, super-smart young people has been more than difficult: it has been truly painful. If you are among them, then all I can say is that MIT is just another place. If it is amazing, it is amazing not because of some local magic emanating from beneath the Great Dome, but because the people here are amazing. And if you are an amazing person, then you can be amazing wherever you go, if you choose to do so. Im closing comments on this blog post to concentrate conversation in the open threads for admitted, waitlisted, and not admitted students. Weve also posted an articleover at MIT News. Congratulations to the Class of 2018. I wish all of our applicants well. No matter where you enroll next fall, please make it a better place. I know you can. I hope you will. Post Tagged #Early Action #Pi Day #Regular Action MIT Regular Action Decisions Now Available Online MIT Regular Action admissions decisions for the Class of 2020 are now available at decisions.mit.edu You can log in using the same username and password that you use to log in to your MyMIT account. There are no interim screens, so you should be sure you are ready to receive your decision online before logging in to decisions.mit.edu. Between Early and Regular Action, 19,020 students applied to join the MIT Class of 2020. As of today (inclusive of Early Action), we have offered admission to 1,485 students. These 1,485 students are truly exceptional. The admitted Class of 2020 includes artists and architects, bakers and baritones, from Boston to Bhutan. Individually they represent more than 70 countries and 1,000 high schools; together, they constitute an incredible community, each contributing a set of rare skills and perspectives while holding in common the highest caliber of character, conscientiousness, and cognitive throughput. We often say we dont admit numbers to MIT, we admit people. Yet this isnt quite true either; we admit classes, cohorts which have been curated with care to create the best possible team to climb the mountainthat is MIT. There are also those students who may be climbing other mountains, with other people, next fall. Of the students to whom we do not offer admission today, we have placed a small number on our waitlist and informed the balance that we will not be able to admit them to the Class of 2020. Turning away so many kind, generous, super-smart students has been more than difficult: it has been truly painful. If you are among them, then all I can say is that MIT is just another place. If it is amazing, it is amazing not because of some occult magick emanating from beneath the Great Dome, but because the people here are amazing. And if you are an amazing person, then you can be amazing wherever you go, if you choose to do so. Im closing comments on this blog post to concentrate conversation in the open threads for admitted, waitlisted, and not admitted students. Congratulations to the Class of 2020. I wish all of our applicants well. No matter where you enroll next fall, please make it a better place. I know you can. I hope you will. Post Tagged #Early Action #Pi Day #Regular Action MIT Regular Action Decisions Now Available Online decisions.mit.edu   MIT Regular Action admissions decisions for the Class of 2021 are now available at decisions.mit.edu   You can log in using the same username and password that you use to log in to your MyMIT account. There are no interim screens, so you should be sure you are ready to receive your decision online before logging in to decisions.mit.edu. Between Early and Regular Action, 20,247 students applied to join the MIT Class of 2021. As of today (inclusive of Early Action), we have offered admission to 1,438 students. These 1,438 students are truly exceptional. The admitted Class of 2021 includes musicians and mathematicians, farmhands and physicists, rocketeers and raconteurs, from Albania to Zambia and everywhere in between. Individually they represent more than 60 countries and 1,000 high schools; together, they constitute an incredible community, each contributing a set of rare skills and perspectives while holding in common the highest caliber of cognition and character. We often say we don’t admit numbers to MIT, we admit people. Yet this isn’t quite true either; we admit classes, cohorts which have been curated with care to create the best possible team to climb the mountain  that is MIT. There are also those students who may be climbing other mountains, with other people, next fall. Of the students to whom we do not offer admission today, we have placed a small number on our waitlist and informed the balance that we will not be able to admit them to the Class of 2021. Turning away so many kind, generous, super-smart students has been more than difficult: it has been truly painful. If you are among them, then all I can say is that MIT is just another place. If it is amazing, it is amazing not because of some occult magick embedded in the Great Dome, but because the people here make it so. If you spend the next few years trying to make wherever you are as amazing as you can (as you are), then someday youll look back on this Pi Day and realize it all worked out okay. Im closing comments on this blog post to concentrate conversation in the open threads for admitted, waitlisted, and not admitted students. Answers to frequently asked questions for waitlisted students can be found here, with more information about next steps to come in early April. Congratulations to the Class of 2021. I wish all of our applicants well. No matter where you enroll next fall, please make it a better place. I know you can. I hope you will. Post Tagged #Early Action #Pi Day #Regular Action MIT Regular Action Decisions Now Available Online MIT Regular Action admissions decisions for the Class of 2016 are now available at: decisions.mit.edu You can log in using the same username and password that you use to log into your MyMIT account. There are no interim screens, so you should be sure you are ready to receive your decision online before logging in to decisions.mit.edu 18,109 students applied for admission to MIT this year, the most in our history, and the first time the number of aspiring students has exceeded 18,000. As a result, our admit rate this year is the lowest in MITs 151 years; we had to turn away the vast majority of excellent, qualified, well-matched students who applied to us, something difficult for all involved. Of those 18,109 applicants we admitted 1620 students. They are all amazing individuals, from rich and varied backgrounds, perspectives, locations, and experiences: over 1,100 high schools are represented amongst our admits. Every day at my job I am constantly amazed by the caliber of character, intellect, and achievement of these students. They are all superstars in one way or another, and when arranged together they constitute the constellation of the Class of 2016, which is, to me, just about as awe-inspiring as any other in the cosmos. There are also those stars who will compose different celestial bodies next fall. If you are one of the students to whom we were unable to offer admission, please remember that, as one of our bloggers posted earlier this year, MIT is just another place. It is an awesome place, but it is not awesome because of some immanent force radiating from beneath 77 Mass Ave, where the Great Wizard Rogers once cast his spell of special. Its awesome because of the people here. The corollary of this is that if you are an awesome person, you will be awesome wherever you go. Even more importantly, you can make wherever you go more awesome for everyone else. I hope you do. I know you will. Im closing comments on this blog post to concentrate conversation in the open threads for admitted, waitlisted, and not admitted students. Congratulations to the Class of 2016. I wish all of our applicants well. Its been an honor to learn so much about your lives. May Pi, Tau, and peace be with you. Post Tagged #Pi Day #Regular Action MIT Regular Action Decisions Now Available Online decisions.mit.edu   MIT Regular Action admissions decisions for the Class of 2022 are now available at decisions.mit.edu   You can log in using the same username and password that you use to log in to your MyMIT account. There are no interim screens, so you should be sure you are ready to receive your decision online before logging in to decisions.mit.edu. Between Early and Regular Action, 21,706 students applied to join the MIT Class of 2022. As of today (inclusive of Early Action), we have offered admission to 1,464 students. These 1464 students are truly exceptional. The admitted Class of 2022 includes archers and architects, fangirls and farmhands, whizzkids and wunderkinds, from Australia to Zimbabwe and everywhere in between. Individually they represent more than 60 countries and 1,000 high schools; together, they constitute an incredible community, each contributing a set of rare skills and perspectives while holding in common the highest caliber of cognition and character. We often say we don’t admit numbers to MIT, we admit people. Yet this isn’t quite true either; we admit classes, cohorts which have been curated with care to create the best possible team to climb the mountain  that is MIT. There are also those students who may be climbing other mountains, with other people, next fall. Of the students to whom we do not offer admission today, we have placed a small number on our waitlist and informed the balance that we will not be able to admit them to the Class of 2022. Turning away so many kind, generous, super-smart students has been more than difficult: it has been truly painful. If you are among them, then all I can say is that MIT is just another place. If it is amazing, it is amazing not because of some occult magick embedded in the Great Dome, but because the people here make it so. If you spend the next few years trying to make wherever you are as amazing as you can (as you are), then someday youll look back on this Pi Day and realize it all worked out okay. Im closing comments on this blog post to concentrate conversation in the open threads for admitted, waitlisted, and not admitted students. Answers to frequently asked questions for waitlisted students can be found here, with more information about next steps to come in early April. Congratulations to the Class of 2022. I wish all of our applicants well. No matter where you enroll next fall, please make it a better place. I know you can. I hope you will. Post Tagged #Early Action #Pi Day #Regular Action

John Locke And Rene Descartes Essay - 1444 Words

Who are you? What defines who you are? Why makes you who you are? What is your personal identity? Have you ever sat around pondering the meaning of life, or maybe just your life? Have you asked yourself any of these questions? What were your answers? These are questions that people have been trying to answer since the beginning of time, before me and you were ever born or thought of. People live their whole lives trying to figure out exactly who they are and what their purpose is in life. In the field of philosophy, many philosophers have had theories on personal identity and a person’s â€Å"self.† These people have gone down in history books for their theories on a person’s identity: John Locke and Rene’ Descartes. These are two of the most†¦show more content†¦The result of this exchange is that the prince still considers himself the prince, even though he finds himself in an altogether new body. (Nimbalkar, 2011)† Rene’ Descartes is a well-known philosopher that is also famous for his theory on a person’s â€Å"self† or personal identity. His famous quote, â€Å"I think therefore I am, (Descartes, 2004)† came from his theory about personal identity. He came up with his theory on a person’s â€Å"Self† after he decided he was going to go through all his beliefs to prove to people that you could know something whole-heartedly. â€Å"I realized that if I wanted to establish anything in the sciences that was stable and likely to last, I needed—just once in my life—to demolish everything completely and start again from the foundations. (Descartes, 2004)† He believed that a person could doubt that anything existed, including themselves, but that if you were thinking about if you exist, then you must exist because you are thinking. Hence, â€Å"I think therefore I am. (Descartes, 2004)† His use of doubt was because he believed it w ould bring him irrefutable, undeniable truths about his beliefs. His theory on personal identity has been coined over the years as â€Å"dualism.† The Premise of dualism is that a person can doubt that they have a body, because Descartes doesn’tShow MoreRelatedPropelling Rational Thought Over Compelling Empiricism1459 Words   |  6 Pages In this paper I intend to examine the rationalist philosophy of Rene Descartes and fundamental empiricism of John Locke’s philosophical arguments, in particular their ideas relating to the science of man, his identity and attempt to explain distinctions between the two. As I lay the framework of my argument it is important to understand the precepts that serve as the underpinning for the views considered by Descartes and Locke respectively. Rationalism and empiricism are two modes of thoughtRead MoreJohn Locke And Rene Descartes1442 Words   |  6 PagesPhilosophers are individuals who address critical analysis of fundamental assumptions or beliefs with underlying theories of their own. John Locke and Rene Descartes were both classified as modern philosophers in the seventeenth century who sums up the subject about personal identity and its determents in reference to our own existence, such as who are we? The personal identity theory states that the philosophical confrontati on with the ultimate questions of our own existence, such as who are weRead MoreInnate Ideas Essay653 Words   |  3 Pagesof ideas. Rene Descartes and John Locke were these two philosophers with the opposing argument on innate ideas. The place where Descartes discusses his views were in the Meditations on First Philosophy and Lockes argument is located in An Essay Concerning Human Understanding. By using these sources I will be able to describe the difference between these two arguments on innate ideas. Rene Descartes was a mathematician and an extremely brilliant man. In mediation three, Descartes is tryingRead MoreEssay on Descartes vs Locke1257 Words   |  6 Pageslargely by experience, observation, and sensory perception. Renà © Descartes and John Locke, both seventeenth century philosophers, are often seen as two of the first early modern philosophers. Both Descartes and Locke attempt to find answers to the same questions in metaphysics and epistemology; among these: What is knowledge? Is there certainty in knowledge? What roles do the mind and body play in the acquisition of knowledge? Descartes and Locke do not provide the same answers to these questions. InRead MoreSimilarities And Weaknesses Of Descartes And Locke On The Topic Of The Origin Of Ideas1237 Words   |  5 Pageswe have? Renà © Descartes and John Locke, both seventeenth-century philosophers, are often seen as two of the first early modern philosophers. One question that the both of them try to tackle is the origin of ideas. Descartes and Locke do not provide the same answers to this question. This paper will discuss some of the strengths and weaknesses of both augments of Descartes and Locke on the topic of the origin of ideas. I t will also discuss who had the stronger argument overall. Descartes believesRead MoreDescartes vs Locke Essay1191 Words   |  5 PagesPhilosophy Essay (Descartes vs. Locke) Socrates once said, â€Å"As for me, all I know is that I know nothing.† Several philosophers contradicted Socrates’ outlook and believed that true knowledge was in fact attainable. This epistemological view however had several stances to it, as philosophers held different beliefs in regards to the derivation of true knowledge. Rationalists believed that the mind was the source of true knowledge, while in Empiricism, true knowledge derived from the senses. Rene DescartesRead MoreDescartes vs. Locke1175 Words   |  5 PagesPhilosophy Essay (Descartes vs. Locke) Socrates once said, â€Å"As for me, all I know is that I know nothing.† Several philosophers contradicted Socrates’ outlook and believed that true knowledge was in fact attainable. This epistemological view however had several stances to it, as philosophers held different beliefs in regards to the derivation of true knowledge. Rationalists believed that the mind was the source of true knowledge, while in Empiricism, true knowledge derived from the senses. Rene DescartesRead MoreJohn Locke s View On Identity963 Words   |  4 PagesHow is John Locke acknowledged in society? Rene Descartes became accredited by what? Well, people knew these men for their philosophical views, their views on identity varied undoubtedly. For example, Descartes famous line I think, therefore I am alludes to the fact that he most certainly exists. On the other hand, Locke believes that if you committed a crime, but cannot recall your actions, then you should not serve time for your crime. He nce, Descartes perspective of identity contains the selfRead MoreThe Early Stages of Psychology974 Words   |  4 Pages Beginnings Psychology is still in its infancy when compared with other sciences. It is approximately 125 years old (University of Phoenix, 2008). The roots of psychology were founded in abstract philosophers like Rene Descartes and John Locke, but go as far back as ancient Greece. Although we know that Babylonians and Buddhists played a significant role in the development of psychology, much of their teachings are passed down orally and lost or forgotten. ThereforeRead MoreWhat Is the Enlightenment? How Was This Question Answered by 18th Century Thinkers? and How Have Their Ideas Influenced Our Understanding of Modernity?962 Words   |  4 Pagesdefinitions created by a range of philosophes during and after the enlightenment period. These philosophers included Immanuel Kant, John Locke, Francis Bacon, Marquis de Condorcet, Jean-Jacques Rousseau and Rene Descartes. Some believed that the enlightenment somewhat defined what we now call modernity and consider to be human. Immanuel Kant quoted in his famous 1784 essay, the â€Å"Enlightenment is mankind’s exit from its self-incurred immaturity.† Kant, I (1784) pp. 49-79. He believed that having the

Art Institute Of Pittsburgh Online Division - 1118 Words

The reasoning behind this essay is to prove to The Art Institute of Pittsburgh-Online Division that I, Adriana Petoskey, have the ambition, passion, and autonomy to take on the responsibilities of what comes with obtaining a Bachelor of Science in Graphic Design. My ultimate career goal is to one day own and run a successful tattoo shop and graphic design business. I expect my education from AIP Online to help me obtain these goals by not only improving my artistic abilities but my willpower and attributes as a person. I feel it will help me focus more on what’s really important to be the best I can be. Who wouldn’t take advantage of that?!? I know if they helped me obtain snow internship I would be totally committed. It makes it all that much easier knowing you have people to support you along the way, so why not try that much harder to pursue what you want. When doing research on AIP Online I was surprised the many other services they offer to help you be even more successful with your dreams. I personally know I will certainly use AIP Online career services throughout my educational journey. How did I choose my career goals you ask? Well I’ve been interested in art as long as I can remember and I’ve always searched for a career that I had a lot of interest in but involved art in some way. Through many years of self discovery, I found graphic design. I learned that it was something that was well demanded in the world, so I could be successful and do what I love. WithShow MoreRelatedAndrew Carnegie Essay1721 Words   |  7 PagesScotlands depression in 1848 caused the family to move to the United States. Here, they became part of a Scottish colony near Pittsburgh, in a town called Allegheny. Andrew was 12 years old at the time and worked in a cotton factory, going to school at night. 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February 1957 Established Nikka Lemon Co. , Ltd. for the production and distribution of lemon beverages. We will write a custom essay sample on Pokka Corp or any similar topic only for you Order Now October 1963 Built Nagoya factory in Kitanagoya-city, Aichi Prefecture. April 1966 Changed corporate name to Pokka Lemon Co. , Ltd. May 1972 Commenced production and distribution of canned coffee, POKKA COFFEE. November 1973 Developed and promoted vending machines, separate machines for hot and cold drinks. January 1977 Established Pokka Corporation (Singapore) Ltd. September 1980 Commenced production of canned soup to enter soup business March 1982 Changed corporate name to Pokka Corporation. December 1984 Built central laboratory and Nagoya distribution center in Kitanagoya-city, Aichi prefecture. June 1985 Listed on Second Section of Nagoya Stock Exchange (NSE). July 1987 Listed on Second Section of Tokyo Stock Exchange (TSE) February 1988 Built Toyota factory, far-infrared roasting factory for coffee, in Nishinakayama-cho, Toyota-city, Aichi Prefecture. April 1988 Listed on First Sections of TSE and NSE. February 1991 Built Gunma factory and distribution center in Isesaki-city, Gunma Prefecture. September 1993 Pokka Corporation(Singapore)Ltd. established Pokka Ace(M)Sdn. Bhd. October 1994 Established Pokka Create Co. Ltd. to start managing coffee shops and restaurants February 1996 Succeeded in developing de-oxygenating method; released first canned coffee produced using the method. December 1996 Acquired Foremost Blue Seal Ltd. in Okinawa December 2005 Implemented MBO and de-listed from TSE and NSE,to achieve further growth of the company and increase its corporate va lue. January 2008 Formed a capital and business alliance with Meiji Seika Kaisha, Ltd. September 2009 Formed a capital and business alliance with Sapporo Holdings Ltd. ——————————————————————————– How to cite Pokka Corp, Papers

Analysis And Proposal confidence prediction - Myassignmenthelp.Com

Question: Discuss about the Analysis And Proposal confidence prediction. Answer: Article analysis The title of the article is A Burkholderia Type VI Effector Deamidates Rho GTPases to Activate the Pyrin Inflammasome and Trigger Inflammation Summary Burkholderia cenocepacia is a Gram-negative environmental pathogen that causes opportunistic infections in the lungs of patients with cystic fibrosis (Juhas et al., 2012). The type VI secretion system of B. cenocepacia is required for its pathogenesis (Rosales-Reyes et al., 2012). This secretion system inactivates the Rho type GTPases, thereby causing downregulation of the phagocytic activity of macrophages, blocks assesmbly of the NADPH oxidase onto the vacuole containing the B. cenocepacia and also causes disruption of the actin cytoskeleton of macrophages (Rosales?Reyes et al., 2012; Toesca, French Miller, 2014). It also causes activation of the secretion of interlekins (IL)-1/18, macrophage pyroptosis and caspase 1 inflammasome (Gavrilin et al., 2012). This study identifies a non VgrG type VI secretion system effector molecule responsible for disruption of the actin cytoskeleton of macrophages. This Type VI secretion system effector is termed as TecA. This TecA effector causes d eamidation of of the Rho-GTPases. The target amino acid of TecA is asparagine. Deamidation of the asparagines 41 causes inactivation of the GTPases and eventual disruption of the actin cytoskeleton of host macrophages. Deamidation of RhoA by TecA causes activation of the Pyrin inflammasome, which in turn causes inflammation in the lungs. Thus, this study characterizes TecA and identifies its role as a non-VgrG type VI secretion system effector and carries out modification of the eukaryotic host, thereby causing host cell death and inflammation. Knowledge gap addressed and the main thesis of the article Very few reports are available regarding the characterization of Type VI secretion system effectors belonging to the non-VgrG family (Jiang et al., 2014; Miyata et al., 2013). Moreover, the physiological functions of the few non-VgrG family Type VI secretion system effectors reported were not identified (Valvano et al., 2015). Moreover, no reports were previously present that dealt with Type VI secretion system effectors of B. cenocepacia that can carry out disruption of the actin cytoskeletons of macrophages, thereby altering their physiology. The main thesis of the paper is to identify and characterize the mechanism of action of the Type VI secretion system effector TecA in B. cenocepacia pathogenesis. Hypothesis and Experimental methods The hypothesis for the first figure is the identification of the tecA gene encoding a non-VgrG family Type VI secretion system effector that can carry out alterations in host targets. The first hypothesis deals with the genetic mapping of tecA, which was found to be located in the chromosome 2 of B. cenocepacia K56-2 strain. B. cenocepacia tecA mutants when infected into macrophages produced a bead like appearance phenotype, which got abolished when tecA was expressed in trans through a plasmid. Thus, it was found that mutation of TecA affected its ability to carry out actin rearrangements. The hypothesis for the second figure identifies the target of TecA. It was found that TecA causes RhoA deamidation at the asparagines residue located at position 41. Mass spectrometry helped to identify the amino acid that is modified in RhoA. The hypothesis for figure 3 is that TecA is highly essential for deamidation of Rho and when mutated cannot carry out deamidation. Complementation of the te cA mutant with TecA expressed from a plasmid helped to induce RhoA modifiucation and mass spectrometry helped to show that asparagines at position 41 of RhoA gets converted to aspartic acid by TecA. Moreover, Rac1 was found to be modified at position 39, which is homologous to RhoA that undergoes modification at position 41. The hypothesis of the fourth figure is that TecA is a deamidases that modifies Rho type GTPases. BLAST analysis was carried out to determine the other TecA orthologs. Homologs were also identified. A conserved Cys-His-Asp sequence were identified, where the cysteine acts a s a nucleophile. Moreover, in silico modeling were also carried out. The hypothesis for the fifth figure is that RhoA deamidation activates the Pyrin inflammasomes. Mutation of tecA was unable to cause caspase 1 activation, interleukin secretion and pyroptosis. However, mutation of the residues of the catalytic triad resulted in loss of function of TecA. The hypothesis for the last figure is t hat TecA causes lung inflammation and when recognized by Pyrin, it gives protection from severe lung infection in mice. Immunoblotting and ELISA experiments were carried out. The results were highly compelling as these helped to identify the mechanism of action of TecA and also the targets that are modified by TecA in eukaryotic hosts. Conclusion The article is highly compelling as it for the first time helps to demonstrate the effects of a non-VgrG family type VI secretion system effector TecA in the pathogenesis of B. cenocepacia. This study carries out the experiments in mice models, but future experiments are needed to determine the effect of TecA in plant and insect models. Moreover, it is also necessary to determine whether TecA from B. cenocepacia can function in other pathogens using the Type VI secretion system. It is necessary to determine the position of TecA where the substrate RhoA binds. Research Proposal The title of my research proposal is Identification of the binding site of RhoA in the deamidase TecA in B. cenocepacia. The substrate binding site of TecA is not known, so my research objective would be to determine the binding site for RhoA in TecA. Hypothesis Hypothesis 1 The deamidase TecA has a specific binding site for its substrate RhoA. RhoA binding domains have previously been identified in other species, hence it is necessary to determine the binding site of RhoA in the deamidase TecA (Shang et al., 2012). This can be carried out by application of yeast 2 hybrid screens (Stynen et al., 2012). It will help to determine the binding site of RhoA in TecA. Hypothesis 2 The binding sequence for RhoA in TecA of B. cenocepacia shows significant homology with the other identified RhoA binding proteins. Sequence homology needs to be determined by carrying out sequence analysis using bioinformatic tools like BLAST, CLUSTALW, among others. This will help to determine the binding site sequence of TecA. Hypothesis 3 TecA carries out deamidation of RhoA in plant and insect models. To address this hypothesis, mutation of TecA will be carried out, followed by introduction of the B. cenocepacia tecA mutants in plant and insect cell lines. The ability of the mutants can be determined by its ability to carry out actin disruption in the host macrophages. For this phase contrast microscopy can be carried out. This will help to determine whether TecA has the same mechanism of action in other eukaryotic host models. Hypothesis 4 Overexpression of TecA from B. cenocepacia can complement the phenotypes of the tecA mutants in other pathogenic microorganisms. To address this hypothesis, tecA mutant of other pathogenic microorganisms can be complemented with B. cenocepacia TecA. TecA from B. cenocepacia can be cloned in an expression plasmid and overexpressed in trans in the tecA mutants in other species. Phase contrast microscopy can be carried out to determine the effects of overexpression of B. cenocepacia TecA on the stability of macrophages. This experiment will help to determine whether TecA can function in heterologous hosts as well. Bibliography Gavrilin, M. A., Abdelaziz, D. H., Mostafa, M., Abdulrahman, B. A., Grandhi, J., Akhter, A., ... Amer, A. O. (2012). Activation of the pyrin inflammasome by intracellular Burkholderia cenocepacia.The Journal of Immunology,188(7), 3469-3477. Jiang, F., Waterfield, N. R., Yang, J., Yang, G., Jin, Q. (2014). A Pseudomonas aeruginosa type VI secretion phospholipase D effector targets both prokaryotic and eukaryotic cells.Cell host microbe,15(5), 600-610. Juhas, M., Stark, M., von Mering, C., Lumjiaktase, P., Crook, D. W., Valvano, M. A., Eberl, L. (2012). High confidence prediction of essential genes in Burkholderia cenocepacia.PloS one,7(6), e40064. Miyata, S. T., Unterweger, D., Rudko, S. P., Pukatzki, S. (2013). Dual expression profile of type VI secretion system immunity genes protects pandemic Vibrio cholerae.PLoS pathogens,9(12), e1003752. Rosales-Reyes, R., Aubert, D. F., Tolman, J. S., Amer, A. O., Valvano, M. A. (2012). Burkholderia cenocepacia type VI secretion system mediates escape of type II secreted proteins into the cytoplasm of infected macrophages.PLoS One,7(7), e41726. Rosales?Reyes, R., Skeldon, A. M., Aubert, D. F., Valvano, M. A. (2012). The Type VI secretion system of Burkholderia cenocepacia affects multiple Rho family GTPases disrupting the actin cytoskeleton and the assembly of NADPH oxidase complex in macrophages.Cellular microbiology,14(2), 255-273. Shang, X., Marchioni, F., Sipes, N., Evelyn, C. R., Jerabek-Willemsen, M., Duhr, S., ... Zheng, Y. (2012). Rational design of small molecule inhibitors targeting RhoA subfamily Rho GTPases.Chemistry biology,19(6), 699-710. Stynen, B., Tournu, H., Tavernier, J., Van Dijck, P. (2012). Diversity in genetic in vivo methods for protein-protein interaction studies: from the yeast two-hybrid system to the mammalian split-luciferase system.Microbiology and Molecular Biology Reviews,76(2), 331-382. Toesca, I. J., French, C. T., Miller, J. F. (2014). The Type VI secretion system spike protein VgrG5 mediates membrane fusion during intercellular spread by pseudomallei group Burkholderia species.Infection and immunity,82(4), 1436-1444. Valvano, M. A. (2015). Intracellular survival of Burkholderia cepacia complex in phagocytic cells.Canadian journal of microbiology,61(9), 607-615.