Learning as Biological Brain Change essays

Learning as Biological Brain Change essays This is a summary of the article, Learning as Biological Brain Change, by Robert Leamnson. It describes dramatic developments in the activity of the brain through the biological process as it relates to learning and remembering. Leamnson raises the idea of new developments in brain research and learning that are rapidly advancing our conceptualization of the human brain (2). According to the author, the brain is powerfully shaped by genetics, development and experience that actively shape the nature of our memory, and culture in which we live (3). Leamnson states, brain and behavior research both suggest that things we remember are reconstructed in the brain at the instant of remembering, and then reconstructed again at each subsequent remembering (1). Memory is an essential element of learning. Learning physically changes the brain. There is no one area of the brain that is solely responsible for memory. Leamnson suggests, that memories are well distributed throughout the structure of the brain. Areas of the brain vary dramatically in their flexibility and their capability to create long-term memories (6). Leamnson goes on to refer to another authors study about the wiring of the brain. John Searle, proposed the idea that a blueprint of the brains wiring does not exist, and the paths that signals take to generate a memory is not known (3). With new research developments, a greater sense understanding of how the brain creates and retrieves memories, how emotions effect rational and ethnical decision making, and how t he brain is influenced by aging can be determined by the brain structure and function (2). Leamnson identifies this by stating, to remember one needs to reflect on new information and relate it to what is already known (4). Leamnson explains while brain connections are vulnerable to aging, neural networks have the potential to grow more sophisticated as we age, making th...

Enzyme Biochemistry - What They Are and How They Work

Enzyme Biochemistry - What They Are and How They Work An enzyme is defined as a macromolecule that catalyzes a biochemical reaction. In this type of chemical reaction, the starting molecules are called substrates. The enzyme interacts with a substrate, converting it into a new product. Most enzymes are named by combining the name of the substrate with the -ase suffix (e.g., protease, urease). Nearly all metabolic reactions inside the body rely on enzymes in order to make the reactions proceed quickly enough to be useful. Chemicals called activators can enhance enzyme activity, while inhibitors decrease enzyme activity. The study of enzymes is termed enzymology. There are six broad categories used to classify enzymes: Oxidoreductases - involved in electron transferHydrolases - cleave the substrate by hydrolysis (uptaking a water molecule)Isomerases - transfer a group in a molecule to form an isomerLigases (or synthetases) - couple the breakdown of a pyrophosphate bond in a nucleotide to the formation of new chemical bondsOxidoreductases - act in electron transferTransferases - transfer a chemical group from one molecule to another How Enzymes Work Enzymes work by lowering the activation energy needed to make a chemical reaction occur. Like other catalysts, enzymes change the equilibrium of a reaction, but they arent consumed in the process. While most catalysts can act on a number of different types of reactions, a key feature of an enzyme is that it is specific. In other words, an enzyme that catalyzes one reaction wont have any effect on a different reaction. Most enzymes are globular proteins that are much larger than the substrate with which they interact. They range in size from 62 amino acids to more than 2,500 amino acid residues, but only a portion of their structure is involved in catalysis. The enzyme has what is called an active site, which contains one or more binding sites that orient the substrate in the correct configuration, and also a catalytic site, which is the part of the molecule that lowers activation energy. The remainder of an enzymes structure acts primarily to present the active site to the substrate in the best way. There may also be allosteric site, where an activator or inhibitor can bind to cause a conformation change that affects the enzyme activity. Some enzymes require an additional chemical, called a cofactor, for catalysis to occur. The cofactor could be a metal ion or an organic molecule, such as a vitamin. Cofactors may bind loosely or tightly to enzymes. Tightly-bound cofactors are called prosthetic groups. Two explanations of how enzymes interact with substrates are the lock and key model, proposed by Emil Fischer in 1894, and the induced fit model, which is a modification of the lock and key model that was proposed by Daniel Koshland in 1958. In the lock and key model, the enzyme and the substrate have three-dimensional shapes that fit each other. The induced fit model proposes enzyme molecules can change their shape, depending on the interaction with the substrate. In this model, the enzyme and sometimes the substrate change shape as they interact until the active site is fully bound. Examples of Enzymes Over 5,000 biochemical reactions are known to be catalyzed by enzymes. The molecules are also used in industry and household products. Enzymes are used to brew beer and to make wine and cheese. Enzyme deficiencies are associated with some diseases, such as phenylketonuria and albinism. Here are a few examples of common enzymes: Amylase in saliva catalyzes the initial digestion of carbohydrates in food.Papain is a common enzyme found in meat tenderizer, where it acts to break the bonds holding protein molecules together.Enzymes are found in laundry detergent and stain removers to help break up protein stains and dissolve oils on fabrics.DNA polymerase catalyzes a reaction when DNA is being copied and then checks to make sure the correct bases are being used. Are All Enzymes Proteins? Nearly all known enzymes are proteins. At one time, it was believed all enzymes were proteins, but certain nucleic acids, called catalytic RNAs or ribozymes, have been discovered that have catalytic properties. Most of the time students study enzymes, they are really studying protein-based enzymes, since very little is known about how RNA can act as a catalyst.

Marketing Report Research Paper Example | Topics and Well Written Essays - 2500 words

Marketing Report - Research Paper Example This implies that in production, a company needs to have a clear understanding of its customers in relation to the things they need and an analysis of the most preferred size of the commodity. A good product that is acceptable in the market is able to win the confidence of customers and they are easily going to buy it from the market. Production and sale of Dove Soap Bar is one of its kinds because it has put into consideration the needs of the customers and this has made it very competitive in the market and has led many customers to neglect other brands of bar soaps to adopt it. Table of Contents Executive summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 Table of content†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.4 Supply Side Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦4 Demand Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦5 Segmentation and Targeting†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.......6 Comp etitor Identification and Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦......7 Competitive Advantage of Dove Soap Bar †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.8 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦.10 Introduction Dove Soap Bar contains some ingredients that make it good for bathing for people of different ages and sexes, who value skin protection. This is because in production of the bar soap, the producer focuses on giving people a quality product that has most of the things they like and need in a soap. The soap has different qualities that are physical and chemica l, which add value to it as soap sold in a market that has other varieties. Dove Soap Bar is produced with some diversity so that it can capture different people in the market and have them buy it according to their preferences dictated by their health and socialization (Raju, 1995, p53). Dove Soap Bar appears in the market with different qualities that make it preferable among other soaps in the market. The physical qualities of the soap is that it has sweet blue fig and orange blossom scent which makes it to attract people because it is friendly to them. It also appears in different colors, which include; blue, white, orange and pink, to attract different class of people to whom colors are important in determining the choices they make for products. In this respect, people choose the Dove Soap Bar according to these physical qualities, which manifest without a need for detailed evaluation on its properties. Dove Soap Bar has different properties that make the customers to prefer i t as compared to others that serve similar purposes to the people. For example, the property that it moisturizes after taking a bath with it and leaves the skin feeling soft and smooth makes it a preferable product for different people in the market (Parker, 2006, p57). Supply Side Analysis The supply of the Dove Soap Bar happens from an industry that produces it and presents the orders to customers make from the company. In the US, customers who come from within the industry have ease of access from the shops in the area and different retail opening in the area which supply consumer products in small quantities (Jacoby, 2010, p31). The supply of Dove Soap Bar is established in that it has two main channels i.e. from the industry to consumers and from the industry

Immunosurveillance Essay Example | Topics and Well Written Essays - 1500 words

Immunosurveillance - Essay Example There is a third element in the research for investigating interactions between the immune system and neoplasia. This is that neoplasia deliberately develop certain defence mechanisms against the incumbent system in such a manner that they successfully evade punitive action (Chernock et al, Undated). This paper's purpose is to investigate what these evasive strategies may be and how they assist neoplasia to evade immune reaction. In the 1950s Lewis Thomas and Sir MacFarlane Burnet postulated the theory positing that effector cells of the immune system constantly patrol the body to actively identify and eradicate incipient tumour cells (Ichim, 2005). In the 1970, subsequent research found that T-cells may be implicated in this defensive mechanism (Ichim, 2005). This theory fell out of favour in the 1980s as research studies noted certain discrepancies in it but, in the 1990s, it was again revived because subsequent research studies noted that it was partially viable (Bhardwaj, 2007). It is observed that both the innate immune system - phagocytes, NK cells, NKT cells, cytokines, proteins, etc. - and the adaptive immune system - B- and T-cells, etc. - do fight neoplasia but, ultimately, it is observed for most spontaneous tumours that the overall immune system fails to entirely rid the organism of the cancerous cells. This is so as per three acknowledged phases to the immune response - 1) the elimination phase during which nascent tumourous cells are eliminated by the immune system; 2) the equilibrium phase when the tumour cells persist but are held in abeyance by the immune system; and 3) the escape phase when the tumour cells develop strategies to combat the immune system (Bhardwaj, 2007). This is the whole concept of 'immunoediting' and the last phase - the escape phase - is the one the paper is interested in because it is the one in which the neoplasia develop successful strategies in evading immune reaction. Evasive Strategies The evasive strategies adopted by neoplasia may be pre-existing or adaptive. Since such develop from healthy normal cells, some of the progenitor cells' evasive strategies pre-exist in them (Chernock et al, Undated). Pre-existing Strategies: Normal cells are incorporated by certain mechanisms that assist them in evading the body's own immune reactions. Such mechanisms may be self-tolerance, shielding from proper surveillance, antigen shedding, lymphocyte killing, secretion of immunosuppressive cytokines, lack of MHC2 expression, lack of co-stimulatory molecules and local secretion of prostaglandins and neuropeptides. These strategies are often sustained in neoplasm (Chernock et al, Undated). They ultimately, to a large extent, help the mutant cells maintain themselves with impunity in the organism's body. Adaptive Strategies: Nevertheless, such mutant cells are altered and have certain distinct proteins that differ from normal cells and these may be recognised by the immune system. To evade this eventuality such cells develop strategies that are not inherited from normal cells but are variants developed customarily by the mutant cells themselves as per requirements. Such adapted strategies may be up-regulation of the evasive tactics of healthy cells still existing in the mutants,

An Analysis of Night by Elie Wiesel Essay Example for Free

An Analysis of Night by Elie Wiesel Essay â€Å"One day as I was looking in a mirror, I didn’t recognize myself†¦I then decided that since everything changes—even the face in the mirror changes—someone must speak about that change. Someone must speak about the former and that someone is I. I shall not speak about all the other things but I should speak, at least, about that face and that mirror and that change. That’s when I knew that I was going to write.† Elie Wiesel in Conversation with Elie Wiesel â€Å"I owe them my roots and memory. I am duty-bound to serve as their emissary, transmitting the history of their disappearance, even if it disturbs, even if it brings pain. Not to do so would be to betray them, and thus myself.† Elie Wiesel, â€Å"Why I Write,† in Confronting the Holocaust: The Impact of Elie Wiesel One of the primary themes or messages Elie Wiesel said he has tried to deliver with Night is that all human beings have the responsibility to share with others how their past experiences have changed their identity and how those experiences affect others. Wiesel believes that, in order to understand the true impact of the Holocaust, survivors like himself must serve as messengers to current and future generations by â€Å"bearing witness† to the events of the Holocaust and by explaining how those events changed each individual’s identity. II-Pre-Writing assignment: Personal Inventories Before writing your autobiographical sketch, all students must complete 10 Personal Inventories that describe the important people, places, experiences, lessons, etc. in each person’s life. Since these inventories could include sensitive or private information, they will checked for credit but will not be read by anyone except the student who wrote them. III-Autobiographical Sketch Write a story about an experience that affected you deeply and ought to be known by others. The story can be written in prose, can be a poem, can be a short story, can be a song, or another approved form of written artistic expression. In writing that story, answer the following questions: Provide context: what was the year? how old were you? Where did you live? what were the circumstances surrounding the experience? Re-tell the experience from beginning (exposition, rising action) to end (climax, falling action, resolution): what happened? who was involved? when? where? why did it happen? Reflection: what were your thoughts about the story at the time it happened? what are your thoughts about the story now? Share the moral or lesson: how does your story relate to the way you see yourself and others? W hat did you learn? what lessons does your story teach others? The sketch must be typed, point size 12, and double-spaced. The story is due on the day of the final.

The Harried Coffee Culture vs. the Joys of Drinking Tea :: Argumentative Persuasive Argument Essays

The Harried Coffee Culture vs. the Joys of Drinking Tea Dawn approaches. Signs and sounds of life appear as warm-blooded creatures slough off the chill of night and lumber forth to greet the day. Chitterings and grunts, screeches and roaring fill the ether and rise to a crescendo as beasts gather for their early morning feeding. Many creatures are thrown together, instigating the occasional scuffle as each vies for position. Claws flash, accompanied by warning growls as dominance exerts itself, subordinates retreating with rumbling complaint. One by one each pulls away from the frenzy, hunching over hard-won spoils: double tall cafà © latte with whipped cream and nutmeg, biscotti on the side. And so man has devolved to brutishness, compelled by the base sensuality of the elemental coffee bean. Coffee drinking has soared in popularity, as evidenced by the proliferation of establishments such as Starbucks and Pete's Coffee. According to the Koffee Korner website, coffee made its historical debut in 850 A.D. and by 1995 coffee became: "the worlds [sic] most popular beverage. More than 400 billion cups are consumed each year. It is a world commodity that is second only to oil." The fondness for this viscous black beverage has made such a stir that the phrase "coffee culture" has been coined to express this mania. Yet the use of the term "culture" is misleading, when you look at Webster's definition: "enlightenment and excellence of taste acquired by intellectual and aesthetic training" (Merriam). What enlightenment can be acquired while people madly dash around gulping high-octane fluid - like Espresso (Italian for "fast"), invented in 1903 by Luigi Bezzera (Sippy, Did you know) - from paper cups in a never-ending effort to get through the day? On the contrary, coffee's contribution to this sort of break-neck pace is a cause for the decline of the pursuit of intellect in modern society. Conversely, the pastime of tea drinking is on a more elevated plateau of reasoning. Unlike coffee, there is no instant tea to speak of (not counting instant iced tea which is too distasteful to mention). In fact, the perfect cup of tea is achieved only after careful preparation. A favorite teapot is selected and filled with boiling water to warm. The warming water is tossed out and freshly boiled water is poured over tea leaves added to the pot, a measure of tea for each cup and one measure respectfully for the pot.

Britains Policy of Salutary Neglect

Thesis: * Britain’s policy of Salutary Neglect guided the American Society in Legislative assemblies, commerce, and religion; it is because of these factors that made the Americas a thriving world source for trade and many other things. Point One: * Because of salutary neglect, citizens were able to form their own legislative assemblies and were free to make their own decisions. * Legislative Assemblies were formed out of the same principle of the British House of Commons. The principle of government in the House of Commons was that government should represent the people. * To begin, legislation was readily discussed in various areas throughout the new world. In New England, a convention was launched, and delegated power to town officials.* The officials had meetings where they discussed the future of their country. * . Similarly, a council was started in Virginia, the House of Burgesses, which acted as a legislative body for the Virginia colony. Point Two: * Because it helped the colonists expand trade with other countries. escaped the strict laws of the English system in free America * England times were commercially tough, especially in the 1600's with the Glorious Revolution taking shape. But in America, tobacco, cotton, and manufacturing began to ascend to the economic throne. * In fact, the reason that many colonists arrived in the new world was to escape the control of the monarch and the Parliament. * Additionally, in the colonies, there was a policy of states’ rights which also played a role in giving power to the people.Point Three: * Religious times grew immensely with salutary neglect * From the beginning, America was a place to practice religion freely. * Puritans and separatists all flocked to America to practice religious freedom. * The Quakers were given freedom to practice their religion in Pennsylvania. * The â€Å"Catholic Haven† of Maryland was granted freedom of religion through the Act of Toleration. * These ideologies were present within the new world because no â€Å"big brother† was enforcing laws against religious freedom. When Edwards and Whitefield began preaching during â€Å"The Great Awakening,† religion was largely revived.* The religious revival stressed tolerance and unity, and was the first real movement that unified the colonists. The roots of the revivalism came from Penn, Hooker, (â€Å"Mother Anne†) Lee, Williams, and others who strived for toleration earlier. Conclusion: * Britain’s policy of Salutary Neglect guided the American Society in Legislative assemblies, commerce, and religion; it is because of these factors that made the Americas a thriving world source for trade and many other things.

Issues in Psychological Testing

Issues in Psychological Testing PSY/475 October 24, 2011 Issues in Psychological Testing What are at least two ethical issues associated with psychological testing? What impact do these issues have on the field of psychological testing? Informed consent involves the process by which a psychologist gain an individual’s voluntary consent prior to the administration of an assessment or test. As stated by Hogan (2007), â€Å"The psychologist is responsible for informing the person about the nature and purpose of the assessment† (p. 91). When providing this information it is imperative that the psychologist do so in a manner that is understandable to the examinee, it needs to be communicated on his or her level. If the patient or examinee is under the legal age of consent or in unable to authorize consent for another reason; parents, a legal guardian, or appropriate substitute must then provide consent. It is important that the psychologist convey that consent can be withdra wn at any time during the assessment process (Hogan, 2007). Exceptions to this rule exist including assessments mandated by the court or other government regulation in which case the psychologist need only explain the nature and purpose of the test as well as any limitations to the rule of confidentiality (American Psychological Association,  n. d. ). Implied consent is another exception and applies to assessments administered during the job application process and â€Å"institutional testing programs† such as school assessments (Hogan, 2007, p. 591). Test security is another ethical issue related to psychological testing. The administrator for a test must ensure that materials and scored results are kept in a secure location and not easily accessed by unauthorized persons. Care should be taken to refrain from revealing the content of a test (test items) publicly through media outlets or even casual conversations. Both of these issues are significant to the process of psychological testing. Informed consent is necessary to provide anyone volunteering to take an assessment or test the opportunity to fully consider what personal information will be revealed as well as any ramifications that may result in doing so. Participants must be afforded the chance to make this determination without the undue influence of others. Most tests require the cooperation of participants if they are expected to yield true and accurate results with any degree of reliability. Additionally, test security is significantly important as well to ensure that individuals who participate in an assessment do not have prior knowledge or exposure to the questions asked. Psychological tests are more reliable when the examinee has not had time to prepare or rehearse the answers they will provide. If the contents of assessments given to prospective employees are revealed to the public, individuals who have seen them may have a significant and unfair advantage over those who have not. What are at least two legal issues associated with psychological testing? How do these issues affect the field of psychological testing? The equal protection clause, found under Section one of the Fourteenth Amendment to the United States Constitution is important to psychological testing. This clause provides that all individuals shall be afforded protection under the same laws as everyone else regardless of class, race, gender, etc. According to Hogan (2007), â€Å"If a test (or anything else) operates to arbitrarily restrict the rights (including opportunities) of some individuals (citizens), then the equal protection clause of the Fourteenth Amendment becomes relevant† (p. 600). The relevance of this clause as it relates to psychological testing is that no test or measurement should be used for the purpose of identifying an individual as a specific race, gender, class, sexual orientation, religion, culture, or age. If such tests are used for the purpose of discrimination it will yield untrue or skewed results because people will not feel secure enough to disclose any personal information that could lead to them being rejected on the basis of any of these factors. The Family Education Rights and Privacy Act (or FERPA) of 1974 is another important legal issue that relates to psychological testing. FERPA guarantees that individuals, parents, or legal guardians have a right to openly access to any information about themselves, or children in the case of parents and guardians. Additionally, they can â€Å"†¦challenge the validity of information in agency files, and that unwarranted other parties do not have access to personal information† (Hogan, 2007, p. 604). With regard to testing this means that there should be access to assessment and test scores and that the release and availability of these scores is limited to specific persons unless consent has otherwise been provided. Which court case do you feel has had the largest impact on the field of psychological testing? Why? I believe the class action lawsuit Soroka v. Dayton Hudson Corporation filed in 1989 impacted the use of psychological testing in the pre-employment screening process. The lawsuit claimed that portions of the Minnesota Multiphasic Personality Inventory and the California Psychological Inventory, which security applicant were required to take during the application process violated the â€Å"†¦privacy provisions of the California Constitution and certain anti-discrimination laws† (American Psychological Association, n. d. , Issue). The complainant contended that the required inventories contained questions that were invasive, probative, and had no significant job relevance. According to Saterfiel and Associates  (2003), the true or false questions included statements such as – â€Å"I believe my sins are unpardonable† – â€Å"I am attracted to members of my own sex† – â€Å"My sex live is satisfactory† – â€Å"I have never been in trouble because of my sexual behavior† and – â€Å"I feel sure there is only one true religion† (Saroka v. Dayton Hudson). Target used these inventories to help identify emotional characteristics that deemed to be problematic in security personnel. Target claimed to have no knowledge of the responses provided by prospective employees stating that â€Å"The tests were administered with answer sheets which were then placed in sealed envelopes and sent to the consultants for scoring and interpretation† (American Psychological Association, n. d. , Facts). Target further asserted that they received only reports from their consultants and never saw any candidate’s responses to the inventories questions. It was determined by the Superior Court that the complainants failed to establish that employment was denied based on religion, sexual orientation, or sexual traits. Upon appeal this decision was reversed and Target eventually settled the case out of court. I think this case was important to the issue of psychological testing, specifically their use in the pre-employment screening process because even when outside consultants are used, businesses and corporations administering tests such as the ones in this case, seek personal information that in most cases is not relevant to the job being sought. Subsequently, the evaluations, depending on who is completing them may display bias toward potential employees for reasons that go against the rights afforded to us under the U. S. Constitution. References American Psychological Association. (n. d. ). Ethical Principles of Psychologists and Code of Conduct: 2010 Amendments. Retrieved from http://www. apa. org/ethics/code/index. aspx American Psychological Association. (n. d. ). Soroka v. Dayton Hudson Corp. , dba Target Stores. Retrieved from http://www. apa. org/about/offices/ogc/amicus/soroka. aspx Hogan, T. P. (2007). Psychological testing: A practical introduction (2nd ed. ). Hoboken, NJ: Wiley. Saterfiel and Associates. (2003). Legality Issues Supporting the Use of Pre-Employment Testing. Retrieved from http://www. employment-testing. com/legality. htm

16 Essays - Americas, Christopher Columbus

Myisha Hassan 10/31/16 Essays - Americas, Christopher Columbus Myisha Hassan 10/31/16 725 Social Studies Why we should not celebrate Christopher Columbus day Christopher Columbus was born in Italy, 1451 and was an explorer. In 1492, he sailed from Europe to America thinking that he had arrived in Asia. So every year, on the second Monday in October, the people in the United States celebrate a national holiday in memory of Christopher Columbus, the one who discovered the new continent. But Columbus did not 'discover' America. There were many people already living there. Vikings from Europe had landed in America 500 years before and Native Americans were living there too. So we are celebrating a holiday when Columbus claimed the land of others, helped bring diseases over, made the natives into slaves, and killed many innocent lives. Because Columbus brought disasters to the Native Americans, many people opposed the Columbus celebrations. They began to think whether Columbus Day should be considered as a national holiday in the United States. Clearly, Christopher Columbus is not a hero, but a mass murderer and should not have hi s own federal holiday. Many people who are not informed of what Columbus did, celebrate what they think he did. They think he discovered the Americas and made the world as it is today. That is not completely true. He came to the Americas and completely took over. He cut off people's hands and let them bleed to death. He also killed anyone in his way of getting gold, land, resources, and other materials that Europe needed. The main reason Columbus Day draws attention and debate is because of how the explorer's arrival to the New World affected indigenous people. European settlers not only introduced new diseases to the Americas that wiped out thousands of Native people, but also war, colonization, slavery, and torture. He was a greedy person who didn't treat the Native people as humans and converted them to Catholicism against their will. This is why October twelfth should be a day of sorrow and not be celebrated with parades and parties. However, there are many others that believe Columbus is a hero. "Many may argue that Columbus doesn't deserve to be celebrated and that he is a killer and rapist but what you call home today is because of Columbus." This can be true, but another European discovered the Americas 500 years prior, so someone other than Christopher Columbus knew there was more than just one land out there. Columbus and his gang did bring the Americas livestock and varieties of vegetables and fruit, but he also brought disease and treated the people wrong. Many others may also say that he did not start slavery because it dated back to Ancient Egypt. This is true but he had started slavery before and after his journey to the New World. He had sold Native Americans and Africans and nearly half of the slaves died during the journey to the Americas or Europe. He did not have to make these innocent people into slaves. He could have been friendly and created allies with the Natives. So, in other word s, Columbus chose the act of evil and enslavement of the kind Natives. He probably even created a bigger amount of slavery than Ancient Egypt. After all, no one celebrates Adolph Hitler Day in Germany using the argument that because he rescued the German economy, there should be a national h oliday in his name. The overall point trying to be made here is that Cristopher Columbus discovered the New World much like a meteorite discovered the dinosaurs. And good old Columbus, mass murderer, and slave master gets his own federal holiday. This is an honor shared by Abraham Lincoln and Martin Luther King Jr. and the father of transatlantic slave trade is honored on the same level as them. Christopher Columbus, as it turned out, was responsible for widespread genocide; he allowed his men to murder, hurt and enslave indigenous people. The evil actions of Columbus far outweigh the few accomplishments he achieved. Considering all of this, Columbus Day clearly shouldn't be a thing, and it's time to change it. So this day will never be an American tradition, it will always be a recent mistake. Original

Complete Guide to the Florida Bright Futures Scholarship

Complete Guide to the Florida Bright Futures Scholarship SAT / ACT Prep Online Guides and Tips The Bright Futures scholarship programs are great resources for Florida students who plan on staying in-state for college. Aswith any scholarship program, though, there's a lot of information to processabout the awards. Just sifting through all the eligibility requirements and award limitations can be overwhelming, never mindfiguring out how to actually submit an application. In this guide, I've compiled all the information you need about the Bright Futures scholarships. I'll talk about the different award programs, their eligibility requirements, the application process, and strategies to help you win your own. What Is the Bright Futures Scholarship Program? The Bright Futures program offers merit-based scholarships to Florida residents who stay in Florida for college or vocational school (unfortunately, you won't be eligible for an award if you attend college out of state). If you qualify for a scholarship, you’ll receive funds to attend any public or private college in Florida. Financial need is not considered in awarding Bright Futures scholarships. There are three different scholarship programs, all with different eligibility requirements and award amounts. All of these scholarshipsare renewable - as long as you continue to meet eligibility requirements, you can get these awards year after year until you’ve finished your program of study: Florida Academic Scholars (FAS) - This is the most competitive scholarship and most generous scholarship. It's geared towards â€Å"A students." FAS winners canreceive funding for the entire duration of their course of study. Florida Merit Scholars (FMS) - This scholarship is less competitive than the FAS, but it still has relatively high minimum test score and GPA requirements. It's geared towards "B students." FMS winners canreceive funding for the entire duration of their course of study. Gold Seal Vocational Scholars (GSV) - This scholarship helps students pursuepost-high school vocational and certificate degrees. It's the least competitive award and provides the least amount of funding. GSV winners can receive scholarship funding for up to 72 credit hours of a technical degree program or career certificate program OR up to 60 credit hours of an applied technology degree program. Award Amounts Like I mentioned above, scholarship funds are awarded per credit hour. Scholarship recipients receive a fixed amount based on scholarship type, school type, and credit type: SCHOLARSHIP TYPE PROGRAM TYPE CREDIT HOUR AWARD - SEMESTER CREDIT HOUR AWARD - QUARTER CLOCK HOUR AWARD FAS 4 year $103 $69 2 year $63 $42 $2.10 FL Public Colleges - BA programs $71 Technical programs $52 $35 $1.73 FMS 4 year $77 $51 2 year $63 $42 $2.10 FL Public Colleges - BA programs $53 Technical programs $39 $26 $1.30 GSV (20-2012 high school grads and later) Career certificate program $39 $26 $1.30 Applied technology degree program $39 $26 $1.30 Technical degree education program $48 $32 $1.60 Want to calculatehow much scholarship money you could potentially receive? Just multiply the award amount (per credit hour) for the scholarship you're gunning for by the number of credit hours you'd need to complete a particular program. For example, a standard bachelor's degree requires 120 credit hours to complete. If I won the FAS scholarship, I could potentially receive $12,360 over the course of 4 years (120 credit hours x $103). Award Limits As flexible as the awards are, there are some ways in which you can't use Bright Futures funding. In addition to eligibility limits (which we'll get to shortly), there are some restrictions on how and where you can use Bright Futures scholarship money. You can only use the fundsat Florida schools - for more information, you can check this full list of eligible or participating institutions. You also can't use Bright Futures money to fund remedial coursework or (except in special circumstances) summer term work. How Do You Know If You're Eligible? Now that you know all about the sort of funding you can get with a Bright Futures award, I imagine you're interested in figuring out if you're eligible. First, you should determine if you meet the general Bright Futures requirements (these apply to all three scholarships): You must be a Florida resident and US citizen or eligible noncitizen (this is determined by your college). You mustcomplete the Florida Financial Aid Application by 8/31 of the year of your high school graduation. You must earn a standard Florida high school diploma or its equivalent from a Florida public high school or a registered Florida Department of Education private school. You can’t have been convicted of (or pleaded no contest to) a felony charge. You must be accepted by and enroll in a degree or certificate program at an eligible Florida public or independent postsecondary institution (postsecondary institution = college, university, vocational school). There are additional academic criteria for the FAS, FMS, and GSV scholarships.The FAS and FMS scholarships have pretty demanding criteria for GPA, ACT/SAT scores, and service hours, whereas the GSV program isn’t quite as demanding: FAS Requirements 3.50 minimum GPA (weighted) 29 minimum ACT scoreor 1290 minimum SAT score 100 minimum community service hours FMS Requirements 3.00 minimum GPA (weighted) 26 minimum ACT scoreor 70 minimum SAT score 75 minimum community service hours GSV Requirements 3.00 minimum GPA (weighted) in non-elective high school courses ACT score minimums = 17 in English subsection, 19 in Reading subsection, and 19 in Math subsection SAT score minimums = 440 in Critical Reading, 440 in Math 30 minimum community service hours There’s quite a bit of fine print when it comes to eligibility requirements. If you want to learn more (and you should), check out our complete guideto Bright Futures requirements. What Information Do You Need to Apply? Thankfully, there isn't too much of this involved in submitting a Bright Futures application. You'll be able to streamline the whole application process if you have all the necessary paperwork and materials in orderbefore you begin. Here's everything you'll need to prepare if you want to apply for a Bright Futures scholarship: Florida Financial Aid Application You'll need to submit the Florida Financial Aid Application, or FFAA, no later than August 31 of the year of your high school graduation.If you don’t submit the FFAA, you won’t be able to get any Bright Futures funding.The applicationtypicallyopens December 1. Official Transcripts Fortunately, Florida public high schools automatically submit official transcripts to the Florida Department of Education for Bright Futures evaluation. Ifyour high school doesn’t automatically send transcripts, you can ask them to submit yours via email toOFSA.transcripts@fldoe.org. SAT or ACT Scores You can take the SAT or ACT for the purpose of submitting your scores to the Bright Futures scholarship program through June 30 of your graduation year - this is obviously much later than you would take the tests for college applications. This long window gives you some extra time to meet score requirements if needed. You can submit your ACT/SAT scores for Bright Futures consideration when you register for the exams. Request, at registration, that your scores be sent to one of Florida’s 12 state universities, public community colleges, or public high schools. The scores will automatically be forwarded to the Florida Department of Education repository. The application process should run as smoothly (and as automatically) as a well-oiled machine. How Do You Submit an Application? Much of this process is automated - you won’t have to do much extra work outside of submitting the FFAA and keeping an eye on your application to make sure everything is processed correctly. Here are all the steps you should take to make sure you submit a complete and successful Bright Futures application: Step 1: Submit the Florida Financial Aid Application Remember, this must be submitted by 8/31 the year of your high school graduation. YourFlorida Bright Futures account login information will be sent to you after you submit the FFAA. Step 2: Take the ACT or SAT and Submit Your Test Scores You’ll have to take either the ACT or SAT for college applications anyway, so this shouldn't require extra work on your part. Send your scores to a Florida public school (like I mentioned earlier in this post) to ensure that the Florida Department of Education receives them. Step 3: Check on the Submission of Your Official Transcripts If you attend a Florida public high school, your transcript willbeautomatically submitted for Bright Futures consideration. It’s a good idea to check with your guidance counselor to confirm submission, especially if you don't attend a public school. Step 4: Keep the Information in Your Bright Futures Application Account Updated Again, you'll get account login information for your Bright Futures application account once you submit your FFAA. Once you have access to this account, you can use it to manage and monitor different parts of your application. To make sure that your scholarship application is on track, you should: Monitor your number of reported service hours. Update your postsecondary institution. Once you’ve enrolledat a FL college or vocational school, you shouldmake a note of this in your account. Update any demographic information. View your eligibility determination - check your account once everything’s been submitted to see if you’re eligible for the scholarship. When Do You Find Out Whether You've Been Selected? There are two different evaluation timelines: Early Evaluation and Final Evaluation. For the Early Evaluation timeline, you can get an eligibility determination posted to your online account as early as March. Your transcriptsand test scores mustbe submitted by January 31. For the Final Evaluation timeline, you can get an eligibility determination posted to your online account as early as July. Your transcripts and test scores canbe submitted following your last high school term. You actually don't get much of a say in how this cashis used (which may be a good thing if money tends to burn a hole in your pocket). How Can You Use Florida Bright Futures Scholarship Money? Now that you're up to speed on the application process, you'll probably want to know what actually happens with the Bright Futures funding once you get it. You won’t receive the money directly. The financial aid office at your school will calculate your award and then disburse funds (i.e. apply the funds to your account) after the end of the add/drop period each term. Like I've mentioned before, you have to use the funds at an eligible Florida school. Interested in studying abroad? Your school decides ifany Bright Futures funding can be applied to study abroad programs. Strategies: How to Increase Your Chances of Winning a Florida Bright Futures Scholarship Winning a Bright Futures scholarship could mean that the bulk of your tuition expenses (and maybe even some room and board costs) would be covered for up to four years. If you're going to submit a Bright Futures application, you'll want to make it count. There are four main eligibility requirements that you have control over (aside from state residency): coursework, GPA, ACT/SAT scores, and service hours. Here are some strategies to make sure you meet all of those requirements. Coursework If you attend any school in Florida, you're likely on track to meet all the coursework requirements. If you're in any way concerned,schedule a meeting with a guidance counselor ASAP to see if your schedule needs to be adjusted. For more information on coursework requirements, see our Bright Futures eligibility guide. GPA If you're concerned that your GPA isn't high enough to win the FAS scholarship - the most competitive of the awards - set a more reasonable goalby aiming for the FMS or GSV GPA requirement. Also, keep in mind that all the GPA requirements listed are weighted. If your GPA is currently unweighted, your weighted GPA may be higher if you've taken any advanced or honors classes. See your guidance counselor for more help in calculating your weighted GPA. ACT or SAT Scores You'll be doing yourself a favor in a couple of ways if you work on bringing up your ACT or SAT scores. Higher scores will open up more scholarship opportunities in addition to better-ranking school options. To give yourself time to bring up your scores, start preparing for and taking the tests earlier rather than later. The end of your sophomore year through the beginning of your junior year is a good time to start working on prep. Optimize your scores by choosing one exam to work on, rather than splitting your energies between the ACTand SAT.If you're unsure which test to take, check out our guide to figure out which test is best for you. If you're an upperclassman and don't have much time to prepare for thetests, check out our fast prep guides for the ACTand SAT. Service Hours The best way to meet theservice hours minimum is through consistency. Try to set a schedule (e.g. go at the same time every week) so that it feels like more of a serious commitment. The more consistent you are and the earlier you start chipping away at your community service hours, the fewer hours you have to volunteer per week. If you start as a freshman, you'd need to volunteer for 1 hour every 2-3 weeks to meet your minimum. If you start as a senior; however, you'd need to volunteer 1.5-2 hours every week. It'll be easier to stick with your volunteer commitment over the long run if you work with an established, legitimate agency thatwill consistently track your hours (although it's a good idea to keepyour own records as backup). If you need community service ideas, read up on the nine best places to volunteer. What's Next? Now that you know exactly what to focus on in order to get a Bright Futures scholarship, you can start working on making sure you meet all the eligibility requirements. Concerned about meeting those minimum testscores? Check out our prep guides for the ACT and SAT. Want to bring up your GPA? Read about four ways to bring up your high school grades fast. Interested in more community service ideas? Check out our guide to 129 great community service projects. You may alsobe interested in other community service-based scholarships. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Why cant Canadians compete with lower labour cost countries such as Term Paper

Why cant Canadians compete with lower labour cost countries such as India and China - Term Paper Example It is very difficult for Canada to be a manufacturing powerhouse like India and China. As of 2012, the 486.6-million Indian labor force makes it the globes second largest. Besides, the telecommunication industry in India is the world’s fastest growing. After the quarter of 2013, India became the third largest market for smartphones globally after China and the United States of America (Drà ¨ze & Amartya (2013). In terms of the gross domestic produxt, by 2013 China had become the globe’s second largest economy. On the other hand, China has been the globe’s manufacturing hub, leveraging its cheap labor in order to dominate global trade, especially the nation’s exports (Sang, 2013). In order to compete in the international manufacturing stage, Canada needs to differentiate itself from its competitors by making maximum use of its strengths. This will build ensure that it gains some steps in becoming a manufacturing powerhouse. China and India do not view Canada as a competitor because they have the capability to respond rapidly to the ever changing business environment and offer customers with what they need (Sexton, 2007). Chinese and Indian manufacturers have a vital strength in providing work that is customized together with services in order to meet the market requirements more flexibly than manufacturers in other nations like Canada. To attain this crucial strength (Scianna, 2014) argues that Canadian manufacturers need to invest in innovative technologies. Compared to low-cost nations like China, India, Malaysia and Brazil, the manufacturing sector in Canada is nowhere as big as other nations. In order for the Canadian manufacturers to stay in business competitively, the machine shops not only need to have the right equipment, but also make products for cost effective unit prices. Scianna (2014) noted that the most outstanding difference between Canada and its

Gendered Communications and Relationships Essay Example | Topics and Well Written Essays - 500 words

Gendered Communications and Relationships - Essay Example We are experiencing both physical and emotional intimacy, as long as being characterized by some levels of passionate attachment. In this relationship, the gendered nature is always dominating in our daily life activities. They are specific roles that me as the man I do play, such as security during outings and spearheading in different actions we want to participate in. When clearing our bills, I have to come in fully, or I have to chip in some cash so as to protect the image of my manhood. There are other roles that my partner, particularly plays in this relationship. She does laundry, prepare our meals, cleaning and preparing some items ready for my different daily functions that I attend to. Nevertheless, the roles are not too fixed and in case anything we allow flexibility in undertaking this role. For example, when she is unwell, I step in and perform her roles, such as cooking and laundry. The same also applies when am unwell, and she is around. The gender and sex characteristics have always played a part in the communication taking place between us. When it comes to launching an event or activity that always require some level of masculinity, am the one who starts the communication. For example, when we want to install some electric equipment in our room, am the one who raises the issue first, and the dialogue picks up. There are some of the most feminine issues that she is the one who dominate in when making decisions (Guru, 2014). She is the one who always communicates more with the kitchen and another dining activity. She brings a lot of her ideas when it comes to different types of utensils and cooking materials that we should put in place. This is mainly because all the activities in the kitchen lie under her roles. In this relationship, the feminine characteristics have been enjoying some benefits. She always enjoys the benefits that I offer to her as the man. When it comes to