Tennessee Vs. John Scopes Essays - Scopes Trial, John T. Scopes

Tennessee Vs. John Scopes: Tennessee vs. John Scopes: The monkey trial It was the year 1925 and in the town of Dayton, Tennessee a trial that would decide whether evolution could or could not be taught in schools was taking place. This trial was Tennessee vs. John Scopes and is commonly known as the monkey trial. This trial took place from July 10, 1925-July 25, 1925 (Douglas, On-line). Tennessee passed an act prohibiting the teaching of the Evolution Theory in all the Universities and public schools of Tennessee on March 13, 1925. The act went as follows: Section 1. Be it enacted by the General Assembly of the State of Tennessee, That it shall be unlawful for any teacher in any of the Universities, Normals and all other public schools of the State which are supported in whole or in part by the public school funds of the State, to teach any theory that denies the story of the Divine Creation of man as taught in the Bible, and to teach instead that man has descended from a lower order of animals. Section 2. Be it further enacted, That any teacher found guilty of the violation of this Act, Shall be guilty of a misdemeanor and upon conviction, shall be fined not less than One Hundred Dollars nor more than Five Hundred Dollars for each offense. Section 3. Be it further enacted, that this Act take effect from and after its passage, the public welfare requiring it. (Butler, On-line) Many people read Inherit the Wind and think they know the story behind the monkey trial when all they really know about is a fictional trial that resembles the monkey trial. It all started when The American Civil Liberties Union advertised in newspapers to locate a teacher in Tennessee who would be willing to test the Butler Act in the courts. Of course, the ACLU would pay all expenses. Dayton resident, George Rappleyea, saw an ACLU advertisement in a Chattanooga newspaper and persuaded his friend John Scopes to accept the offer. The only catch was that Scopes was not a science teacher and had never actually taught evolution. Scopes was a math teacher and football coach who had filled in for the sick biology teacher for two weeks at the end of the school year. With Scopes' permission, Rappleyea immediately notified the ACLU that Professor J.T. Scopes, teacher of science Rhea County High School, will be arrested and charged with teaching evolution (Menton, On-line). The Scopes trial began on July 10th, 1925 and lasted eight days. The trial became a major media event covered by over 200 newsmen. It was the first trial to be covered by a national radio broadcast, and the first to receive international coverage. Sixty telegraph operators sent daily reports over the newly laid transatlantic cable. Dayton became a spectacle as spectators, soap box orators, and vendors converged on the little town from all over America. Much of this attention resulted from the fact that two of America's most famous lawyers faced off on a deeply divisive religious and philosophical issue. How did humans come into being, and what control should parents have over how this subject is handled in our public schools (Menton, On-line). The chief lawyer for the prosecution was William Jennings Bryan, a popular speaker who is widely regarded as one of America's greatest orators. Bryan was a leader in the Democratic Party for nearly 30 years, and served as Secretary of State under Woodrow Wilson. Bryan was a conservative Christian who developed a strong interest in the creation-evolution controversy. He clearly favored creation, but was inquisitive enough about evolution to have read Darwin's On the Origin of Species. Bryan was knowledgeable enough of the scientific evidence to carry on a correspondence-debate with distinguished evolutionists of his day such as Dr. Henry Fairfield Osborn. Bryan publicly declared that he did not oppose the teaching of evolution in the public schools as long as it was dealt with as a theory rather than a fact (Menton, On-line). The chief lawyer for the defense, Clarence Darrow, was a well-known criminal lawyer who specialized in defending unpopular people and causes. Darrow was an outspoken ungodly man who was eager to discredit Biblical Christianity and promote evolutionism. Darrow made

the wars essay hero Essay Example

the wars essay hero Essay Example the wars essay hero Essay the wars essay hero Essay himself in danger for the better of Levitt and Poole and showed himself as a loyal, heroic leader. see he is commander, doesnt panic and controls the convoy. quick thinking (witted) tells Poole to use bugle. Robert got off of his horse and struck out onto the fog alone, and commanded Levitt and Poole to stay back until he found the break in the dike. he dangerously put himself at risk; doing what others wont never give up on any difficult situations. C. Point two 1. The second part of the definition of the term. 2. Craters (p. 23- 125) Highlighted his position as commander when ordering them what to do (Get out handkerchiefs and urinate on them). Displays anger and frustration at others unable to do so, due to fear. The concept he learned in chemistry class makes him a hero, as it saved his comrades from being fatally injured by the chlorine gas. ommands everyone to Jump into the crater filled with water and corpses, Soldiers fght for the gas mask and Robert pulls his gun on them, At gun point, Robert orders the soldiers to take out their handkerchiefs, He sacrifices his ask for the man with the two broken legs, Robert mandates the men to urinate on their cloths; he helps one man do so, Robert tells the soldiers to bury their faces in the cloths and put their faces down into the clay. Its the first time Robert sacrifices his mask without knowing if the wetted cloths would work. Strengthens his development to become a leader an d forces quick thinking. shows how Robert Ross progresses as a hero and demonstrates the responsibilities and pressures the war puts on an individual as is can make them think irrationally. It also shows how eamwork is the most valuable tactic in surviving battle. It gives a more visual outlook to the reality Robert experiences in the war as he expresses fear and quick thinking. trust as it demonstrates how trust in yourself, others and methods of survival is critical to moving forward in battle. The fear shown by characters is what forces trust and cooperation with others. All right, he said, you sons-of-bitches do exactly what I say. One of the men began to run. Robert fired. The man fell down but was not hit, Robert having missed him on purpose. Now, he said. If you want to live you have about twenty seconds. Get out your handkerchiefs. (Findley 139). This quote emphasizes the fear and how during war you need to be quick on your feet and always fearful for what is to come. Fo r a moment they ceased to be soldiers and became eight panic-stricken men who were trapped in the bottom of a sink hole, either about to be drowned or smother to death with gas. Eight men and one mask. Robert had to fght to keep it and he ended up kicking both the living and the dead (Findley 138). This quote emphasizes, that although they are regular men fighting and being strong for their country, they still feel fear and are willing to sabotage other soldiers lives to save their own. But the poor daft crazy was so afraid and so confused that he put the cloth on top of his head (Findley 140). This quote emphasizes how war causes people to lose their sense of rationality and act upon situations in an unusual way because of the extreme pressure to survive. Robert Ross and his fellow soldiers lives are put on the line when they are fac hlorine gas, and as a result they develop trust, cooperation and irrationality. D. Point three 1 . The third part of the definition (if there is one) ed with 2. Shooting Captain Leather to save horses (p. 183- 184)- Bravery shown, Im going to break ranks Leather is insane. Kept running even when barn was burning, Just keep goi ng. If an animal had done this, then shoots Leather as getting up to his feet. Heroic as some would be afraid of their Captains, rather than doing what may be right. Leaders do the right things, managers do things right). Isnt afraid of consequences and ready to step outside of comfort zone Devlin also expressed fears of being reprimanded by Leather, before finally concurring. It cannot be called disobedience to save these animals when theyll be needed, for Gods sake, half-an-hour after this is over. And if we stay here, how can they avoid being killed? (Findley,202) Captain Leather was about to shoot Robert because he did not want him to free up the horses. He was waving the gun in the air and trying to get hrough the circle of horses and mules so that he could draw a bead on Robert. (Findley, 202) The shells eventually killed all the horses and mules. Robert was very enraged. He thinks that it was all Captain Leathers fault so he killed him. He paused for the barest moment looking at the whole scene laid out before him and his anger rose to such a pitch that he feared he was going to go over into madness Leather rose to his knees and began to struggle to his feet. Robert shot him between the eyes. (Findley, 203)

Memory, Thinking, and Intelligence UNIT 4 IP Essay

Memory, Thinking, and Intelligence UNIT 4 IP - Essay Example Although Spearman's Intelligence Model is a useful guide to the comprehension and measurement of the phenomenon of human intelligence, Gardner's Multiple Intelligence Model is both more precise and comprehensive, rendering it more consistent with psychology today. Spearman's Model of Intelligence maintains human intelligence to be comprised of two factors. These are General Intelligence, "g," and Specific Intelligence, "s" (Deary et al., 2004). General Intelligence refers to the general performance of individuals across a wide variety of tasks and is a measurement of their capacity to assimilate and utilise information/knowledge. Specific intelligence, on the other hand, refers to the performance of individuals on specific tasks, as in their gift, or lack thereof, in certain areas (Deary et al., 2004). Specific intelligence, as Spearman contends, and as may be inferred from both definitions, is partially predicated upon general intelligence, with the inference here being that general intelligence supports and promotes specific intelligence. Spearman established the correlation between the two through mathematical formulae (Deary et al., 2004). Gardner's Multiple Intelligence Models can be defined as a step beyond Spearman's Model of Intelligence and identified as a more evolved model. ... These are (1) verbal/linguistic; (2) musical; (3) logical/mathematical; (4) visual/spatial; (5) bodily kinaesthetic; (6) interpersonal; (7) intrapersonal; and (9) naturalist (Shearer, 2004; Jie-Qi Chen, 2004). A review of Gardner's different intelligence types indicates that his theory of intelligence is consistent with Spearman's insofar as he similarly identifies and defines specific intelligences. The primary difference between the two, and as attested to by Jie-Qi Chen (2004) is that Gardner specifies the different types of specific intelligence. It is, thus, that his model can be identified as a progression of the Spearman model. The value of Gardner's model of intelligence lies in the fact that it recognises the complexity of the human intelligence phenomenon, and concedes to the fact that an individual can display gifted intelligence levels in one area while exhibiting below average intelligence levels in another. Shearer draws attention to this particular aspect of the Gardner Multiple Intelligences Model Shearer (2004) and highlights the fact that it builds upon the Spearman one. Quite simply stated, the Gardner model focuses upon the factor of specific intelligences and identifies and defines them. More importantly, by defining and identifying the various types of specific intelligences, Gardner furnishes an explanation as to why some individuals are highly gifted in a particular skill set, such as mathematics, while being under-skilled in other areas, such as bodily kinaesthetic. In attempting to determine which of the two models is more consistent with the study of psychology today, one is bound to, as are Brten and Strms (2005) favour the Gardner model. As Brten and Strms (2005) contend, psychology has,

ENGLISH AND GRAMMER MISTAKES ( A REPORT OF WHERE THE MISTAKES ARE ) Essay

ENGLISH AND GRAMMER MISTAKES ( A REPORT OF WHERE THE MISTAKES ARE ) - Essay Example the support of strategic partners and Life Telecom’s self-resources, the company will not only study the requirements of the mall but also come up with an integrated solution that will provide excellent internet and other communication services more favorably in favor of efficiency, cost and control. The changes in the methodology of telecommunication era have necessitated adopting a completely viable alternative to traditional, disparate telephone, data, video and TV networks (I don’t understand what you’re trying to say here). Life Telecom’s competitive advantage over other providers is based on execution of commitments, true delivery of advanced services and breakthrough technological solutions. It is also the first company in Bahrain to combine the extensive use of IPs for the integrated deployment and management of voice, data and video & VAS over wireless networks. In this way, Life Telecom has achieved many key objectives: To offer customers on wireless practically unlimited bandwidth (i.e. on demand request) and to maximize the efficiency of the investment in its infrastructure, hence, reflecting cost effective on customer side. With this built up Network, Life Telecom is developing innovative, value added services that are used simultaneously over the same network platforms. Life Telecom provides a wide range of services – telephony, broadband internet connectivity, advanced IPTV and video services, advanced video-communication (video-conferencing for businesses and video-streaming for live events), Tele-surveillance - to all market segments ranging from large, small and medium sized businesses, small offices and home offices to residential customers. Also, Life Telecom would be shortly providing mobile broadband wireless access (hotspot Wi-Fi) & virtual private networks (VPNs). Life Telecom can also deploy and implement Wireless infrastructures across buildings, campuses, hospitals, and cities. - Innovation and service differentiation: Life

History of Learning Theories Research Paper Example | Topics and Well Written Essays - 2750 words

History of Learning Theories - Research Paper Example A brief history of the theories of learning can provide a context for understanding social learning. The basics of three learning theories—Behaviourism, Cognitivism and Constructivism—are discussed in this section (Mergel 1998). Behaviourism took form as a learning theory when Aristotle made an essay entitled "Memory". This essay discussed associations between events such as lightning and thunder. The theory concentrated on behaviours that are overt enough to be observed and measured (Good & Brophy 1990). The illustration is that the mind is some sort of a â€Å"black box† such that the response to a stimulus can be quantified and observed. However, this assumed that the possibility that processes are running in the mind are totally ignored. Pavlov was considered as one of the key players of the development of the Behaviourist Theory together with Skinner, Thorndike and Watson. Pavlov was known for his reputation as the Russian physiologist who worked on stimulus substitution, more popularly known as classical conditioning. His experiments mainly involved food, a dog and a bell. Others who followed Aristotle's thoughts include Hobbs in 1650s, Hume in 1740s, Brown in 1820s, Bain 1860s and Ebbinghaus i n 1890s (Mergel 1998). However, when the 1920s came, the limitations in the behaviourist approach to understanding learning were noticed. It was in this time where Cognitivism was born. Specifically, Edward Tolman observed that the rats he used in his experiment seemed to have a mental map of the maze he was using for the experiment. It was noticed that when he closed a part of the maze, the rats did not bother to look for an alternative path because they seem to know that it led to the blocked path. This was the phenomenon that behaviourists were unable to explain. Certain social behaviours seemed to be out of the bounds of behaviourism.

Chemiluminescence and Bioluminescence in Nature

Chemiluminescence and Bioluminescence in Nature Bioluminescence is a scientific phenomenon that is complex in character because luminous organisms possess unique light-producing chemical reactions and have varied methods of controlling light. Luminous organisms do not fall under order of animals but are unevenly distributed across multiple animal orders. Furthermore, luminous organisms are often adapted to specialized environments and can be difficult to physically research. This paper will cover the background of bioluminescence, luminous reactions and their regulators, and the practical applications of knowledge in this field. The purpose of the research is to gain an adequate understanding of chemiluminescence in nature in order to predict the nature of future research and gauge its potential in the modern world. Research for this paper was accomplished through the reviewing of published scientific papers and literature on the subject. Some of the results reached include that bioluminescence is different in terrestrial and aqua tic organisms and that a wide range of techniques are used to moderate light in both habitats. The conclusions that have been reached are that research of bioluminescence will surely accelerate and that further research of bioluminescence has potential in the areas of evolutionary biology, lighting technology, and medicine. Introduction When Christopher Columbus embarked on his voyage in 1492, he had to overcome many strong prejudices rooted in European folklore. Tales of sea monsters have captured the minds of Europeans for centuries, and Columbus was utterly mesmerized when the waters surrounding his ship began to shine. The alluring glow of bioluminescent organisms has continued to perplex humans all the way through modern times. Although science has illuminated the surprisingly dark realm of bioluminescence, further research is still required. This paper will cover the background, reactions, and uses of this complex, yet common phenomenon to determine the nature of future research and its applicability in other areas of science. HISTORY During the seventeenth century, the English physicist Robert Boyle conducted an important experiment concerning bioluminescence. Robert Boyle encased a piece of glowing wood within a glass bell and then proceeded to suck the air out the enclosure. As he took out the air, he observed that the glowing of the wood grew fainter and eventually was extinguished completely (Simon 114). This was scientific experiment demonstrated a principle concept of bioluminescence: oxygen plays a key role in luminous reactions. Towards the end of the nineteenth century, the French physiologist Dubois began to research luminous organisms in his marine laboratory. His major contribution was his experiment involving the Pholas clams. In his experiment, Dubois prepared two different solutions of clam juice. For the first solution, he mixed the clam juice with cool water and observed it glow for a while before it faded. He then mixed clam juice with hot water, but this solution failed to produce any light at all. In a stroke of genius, he decided to mix the two nonluminous solutions together. As soon as they were combined, the bluish light characteristic of the Pholas shone forth once again. This led Dubois to assume that in the cold solution, one substance was exhausted after luminescence and that in the hot solution, a different substance was destroyed. Thus, Dubois concluded that the unknown substance destroyed by the hot water was almost certainly an enzyme. An enzyme is an organic catalyst. Dubois identified that bioluminescence required an oxidizable substrate, an enzyme, and oxygen. He named the substrate luciferin and the enzyme luciferase (Simon 116). This major advancement was the stepping-stone into future research on this perplexing phenomenon. FUNCTION Although terrestrial habitats seem to be devoid of bacterial modes of light-production, there are a few cases of bacterial luminescence on land. Many supposed bioluminescent organisms such as mole crickets do not produce light themselves, but have turned out to be infected with parasitic forms of luminous bacteria. Luminous bacteria multiply within the hemolymph of arthropods (which is analogous to human blood cells). The infected creatures end up eventually end up dying (Nealson and Hasting 508). For example, the luminous bacteria X. luminescens live in the gut of a certain nematode belonging to the genus Heterorhabditis. Farmers greatly value nematodes because these un-segmented roundworms parasitize pest insects. The Heterorhabditis nematode enters the body of a host caterpillar through orifices like spiracles or the mouth. Once inside the caterpillars body, the nematode will proceed to penetrate the caterpillars hemocoel, the area containing hemolymph. When in contact with the he molymph, the nematode will then release its fertilized eggs along with the bacteria X. luminescens. The bacteria then multiply and produce extracellular chitinase and lipases that the nematode uses to complete the its life cycle. X. luminescens also produces antibiotics that arrests the growth of bacteria that would otherwise outcompete it and also prevents the caterpillar from putrefying (Havens 1). It is interesting to note that the bacteria only glow while in the hemolymph of the caterpillar, but not inside the nematodes themselves. This land bacterium uses a biochemical reaction very similar to its marine counterparts. The overall general reaction is the same: the flavin-mononucleotide and long-chain aldehyde (fatty aldehyde) are oxidized in the presence of luciferase to produce water and light. FMNH2 + RCHO + O2 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ FMN + H2O + RCOOH + Light (Havens 1). FUNCTION The most important luminous bacteria are the commensal forms that thrive inside the gut tracts of marine animals. Its not unusual to find 5ÃÆ'-106 to 5ÃÆ'-107 colony-forming units of luminous bacteria per meter of intestinal surface (Nealson and Hastings 508). Colony-forming units are used in the area of microbiology to express quantities of viable bacteria capable of forming colonies or clusters visible to the human eye. This relationship between the bacteria and the host organisms seems to be commensal because luminous bacteria produce the enzyme chitinase, thereby benefiting their host if they eat marine crustaceans (a regular staple of marine diet). However, studies of the senorita fish Oxyjulis californica, the blacksmith fish Chrormis puntipinnis, and the half-naked hatchetfish Argyropelecus hemigymnus show that the occurrence of each fish was connected with the species composition of the planktonic luminous bacteria population (Nealson and Hastings 508). Fecal pellets were l uminescent and contained colony-forming units of luminous bacteria. Similarly, luminous fecal pellets have been reported from the Antarctic cod and a species of midwater shrimp (Nealson and Hastings 508). Because the fecal pellets of these marine animals contain viable bacteria populations, it is possible that luminous bacteria mutually benefit through unintentional propagation by their host organisms. Historical accounts from 19th century battlefield hospitals have shown that luminous bacteria in the open wounds of soldiers were considered to be a sign of healing (Nealson and Hastings 507). It is interesting to note that Xenorhabdus is known to produce antibiotics (Nealson and Hastings 508). TYPES Bioluminescence can be divided into two subcategories: terrestrial forms and aquatic forms. Terrestrial forms of bioluminescence are sparse and restricted to insects and their relatives. Beetles in particular have unique chemical reactions. Non-insect relatives include certain centipedes. Luminous centipedes are unique in that they secrete luminous slime (Simon 57). Land is largely devoid of luminous animals that utilize bacterial forms of light production. Luminous land animals are usually found in humid, heavily forested environments. Contrarily, luminous bacteria dominate the majority of aquatic environments. Luminous bacteria even thrive in arctic waters. Luminous bacteria can exist as free-living bacteria, saprophytes, and as symbionts in relationships with various marine animals. Luminous bacteria in their free-living forms are regularly present in seawater. Recent studies give further insights on luminous bacteria demography. A sampling of the waters off the coast of San Diego, California showed that Beneckea were common in the winter while P. fischeri was prevalent during the summer (Nealson and Hastings 505). A study of luminous bacteria depth distribution demonstrated that P. phosphoreum were most abundant in the midwater layer of the open ocean. Saprophytic forms of bacteria are also extremely common. These forms of luminous bacteria are quite common and live on the surfaces of dead organic material. In fact, researchers often swab the outer surface of freshly killed fish or squid to start a culture of luminous bacteria. BACTERIA REACTION As opposed to most terrestrial forms of bioluminescence, bacterial bioluminescence is the dominant form in marine habitats. Currently, six species of marine luminous bacteria belonging to the genera of Photobacterium and Beneckea have been identified. There is one species of freshwater luminous bacteria (Vibrio). Like all forms of bioluminescence known to man, light of bacterial origin involves a luciferin-luciferase reaction. Luminous bacteria generate light through the luciferase-catalyzed oxidation of the substrate flavin-mononucleotide (FMNH2) with the associated oxidation of a long-chain aldehyde. What is unique about this reaction is that it is very slow; it takes ten seconds for a single luciferase cycle to occur, making it one of the slowest enzymes (Nealson and Hastings 497). Luciferases from various luminous bacteria have been isolated; although they all share high specifity for flavin-mononucleotide and long-aldehyde, the luciferase of Photobacteria exhibits fast decay whi le that of Benecka exhibits slow decay. Recent amino acid sequencing of P. fischeri and B. harveyi support the theory that the luciferases of these two species evolved from the same monomer. Bacterial luminescence has high oxygen affinity and occurs under low concentrations of oxygen or microaerophillic conditions. It is also interesting to note that facultative anaerobes, produce extracellular chitinase, and have specific requirements for sodium ion (Nealson and Hastings 497). FIREFLY REACTION The most widely known example of bioluminescence is in the fireflies. Bioluminescence in members of the beetle order is very unique. Fireflies use precisely timed light signals to attract mates. Specialized cells within the lantern section of the abdomen like all forms of bioluminescence involve a luciferin-luciferase reaction. This reaction can be divided into two steps. First, luciferin combines with adenosine triphosphate (ATP) to form luciferyl adenylate and pyrophosphate (PPi). This first step requires the prescence of magnesium ions (Osamu 5). Next, the enzyme luciferase speeds up oxidation of luciferyl adenylate to form oxyluciferin, adenosine phosphate (AMP), and light. This two-part process can be expressed as: Luceferin + ATP à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Luciferyl adenylate + PPi Luciferyl adenalte + O2 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Oxyluciferin + CO2 + AMP + Light FIREFLY CONTROL Although the reaction has been studied, the methods firefly use to control these flashes is still not well understood. Fireflies release the neurotransmitter octopamine that triggers a luciferin-luciferase reaction within the firefly lantern structure. However neurons synapse on tracheolar cells and not on firefly photocytes. Thus, there is a 17 micrometer gap between tracheolar cells and the photocytes. When fireflies were placed in a dark observation chamber with a steady flow of NO gas at 70 parts per million, adult Photuris fireflies immediately started to flash (Trimmer et al 2). Another not complexity in firefly light production is that fireflies can display different wavelengths of light. Because their luciferin molecules remain the same, scientists proposed that it was the color variation was the result of changes in the size of the luciferase protein cavity. Theoretically, a larger cavity would allow for more energy loss and thus lower-energy red light. Conversely, a smaller cavity would reduce energy loss and allow for higher-energy yellow and green light. Though this explanation seems to be logical, recent studies published by a team of scientists in Beijing suggest that the color of firefly light is affected by the polarity within the lantern microenvironment. Ya Jun Liu of the Beijing Normal University reports, Weve shown that the light wavelength [of the Luciola cruciata firefly] does not depend on the rigid or loose structure of luciferase but on the water H-bond network inside the cavityà ¢Ã¢â€š ¬Ã‚ ¦Mutations of luciferase on residues involved in this network should modulate the color (Zyga 2). Though a little light is shed on how fireflies may actually the color of their light, clearly further research on the exact process is required. Marine Control In the marine environment, equally diverse techniques are employed to regulate bioluminescence. However, because most marine creatures house bacterial symbionts, light is constantly being produced and is difficult in a sense to turn on or off. Although light can attract prey and is useful in underwater communication, it also attracts unwanted attention from predators. The flashlight fish uses a retractable fold of skin as a shutter to conceal its bright photophore that lies below its eyes. In a similar sense, various luminous squids expand their chromatophores (color pigments) as to block off the emission of light. However, just recently scientists have discovered the first case of bioluminescence controlled by the use of hormones. Unlike the firefly luminescence, the velvet-belly lantern shark Etmopterus spinax relies on hormones to regulate luminescence, not nerves. Etmopterus spinax is now known to melatonin, prolactin, and alpha-MSH. These hormones are not new to science; theyve been known to control skin coloration in sharks and their cartilgenous relatives. Melatonin yields a slow, long-lasting glow on the underbelly of the shark, supposedly serving as counterilumination. On the other hand, prolactin elecits a quicker shine that only lasts up to an hour. Scientists hypothesize that the Etmopterus spinax use these relatively fast shines to singal to mates. Lastly, alpha-MSH inhibits luminescence. Melatonin is produced by the pineal gland and is known as the dark hormone for its role in sleep patterns in animals. As the shark descends deeper into the water column, its pineal gland senses the increasingly dark environment and compensates by producing melatonin. Therefore, melatonin is an ideal regulator because it is linked to the established biological processes of Etmopterus spinax. Quality of Light Chemiluminescence is the production of light through chemical reactions. Bioluminescence is simply chemiluminescence by a living organism. Therefore, bioluminescence can be considered to be a subset of chemiluminescence. The chemical reactions used to produce light are extremely efficient when compared to other methods of light production. Hence, bioluminescence is also known as cold light due to the relatively low amounts of heat that are produced. Conversely in incandescence, most of the energy used to create light is wasted as heat, and is accordingly dubbed hot light (Simon 13). Fluorescence on the other hand is the result of a special coating on the bulb that absorbs ultraviolet energy and then emits the energy as a longer wavelength of visible light. Phosphorescence is similar to fluorescence, but takes more time to re-emit light and is an overall slower process (Binger 1). INNOVATIONS The chemical luminol valued for its use as a chemiluminescent detector in crime scene investigations. Forensic investigators use luminol to specifically detect trace amounts of blood at crime scenes. To produce light, luminol needs to be activated by an oxidant. Often, a solution of hydrogen peroxide and a hydroxide salt is used to activate the luminol (Harrison 1). When a solution of luminol and the activator is sprayed upon a crime scene, trace amounts of iron present in the blood serves as a catalyst and speeds up the decomposition of hydrogen peroxide. The products of this chemical reaction are hydrogen and water. The luminol reacts with the hydroxide salt to form a dianion. The oxygen (produced by the decomposition of hydrogen peroxide) then reacts with the diananion to form organic peroxide. This compound is unstable and immediately decomposes to produce 5-aminophthalic acid. Electrons of the 5-aminophthalic acid are initially in an excited state, but they soon return to their ground state and release their excess energy as visible photons. Thus, a blue glow is generated and lasts for up to 30 seconds. Although this technique requires a fairly dark atmosphere, the glow can be recorded by a long-exposure photograph. Bioluminescence is finding its unique applications in many fields. A team of researchers headed by Ohio State University have discovered how to manipulate a firefly gene to fight a form of cancer. These researchers were hoping to find a way to fight the cancer adult T-cell lymphoma and leukemia (ATLL). Laboratory mice had ATLL tumor cells injected into their abdomens. Normally, the tumor would progress unnoticed until it reached its later more serious phase. However, the ATLL tumor cells were genetically modified to produce firefly luciferase. Upon receiving the altered ATLL cells, the mice were injected with luciferin. This immediately triggered the biochemical reaction characteristic of the firefly, allowing the researchers to clearly record the visual progression of the tumor. Using this precise method of tracking the tumor, the were able to discover that the drug PS-341 killed over 95% of the cancerous cells (Firefly Genes 1).

Tobacco Essay -- essays research papers fc

THIS IS A PAPER REGARDING THE TOBACCO INDUSTRY (3 PAGES). The Killing Business? This paper is about the tobacco industry. Some would find that the label ‘killing business’ is very appropriate. Others would say that that name is misleading and inaccurate. Biased, I am not. So we will look at the issue in regards to the industry from both consumer and producer points of perspective with fairness and equality in reach. With an open mind now, let’s peer closer at the aftermath tobacco has left us standing in. Something has to get a non-tobacco user to try his/her first cigarette, cigar, chew, or whatever it may be. What is that something? Tobacco ads play an important part in getting people hooked. The government has taken a step in the right direction by reducing the ways that the industry can advertise tobacco. They have limited it to written ads mostly like magazines, billboards, sponsorship (meaning that Marlboro could sponsor a racecar driver), and T-shirts. They aren’t able to advertise on television or radio in any way. This helps to steer youth away from tobacco. But is this grafting the industry’s amendment of free speech? Not when the industry is responsible for thousands of deaths each and every year. What is it that makes a tobacco-user keep on buying the product? One of the most addictive substances in the United States. The mystery matter that keeps consumers coming back for more is nicotine. Is it necessary that the industry utilize nicotine to keep customer...

Business Proposal for a Tutoring Agency Essay

Executive Summary The proposal is for a tutoring company based in the East London area in the UK. This is going to be a partnership that will be forged among 3 partners: Shirin Akhter, Meer Hossain and Faisal Ifitkhar. The business will be financed by the partners themselves, with the profits distributed proportionately after costs are considered. The Private tutoring industry in the UK is now experiencing a steady growth, with people paying a considerable amount of money per hour to secure the services of an academically qualified tutor. However, this company is focused more on creating a market for people that cannot afford to pay  £70 to  £100 for a private tutor. All 3 of the partners had some experience in being both students to private tutors and private tutors themselves, and therefore have collaborated to utilise the combined skills to enter the market of Private Tutoring. The first step of this venture is to come up with a business plan. The plan will act a document that will assist in the development of the partnership. As there is very minimal cost consideration involved in this project, the partners are not seeking any financing from any other investors. The Market Based on various news reports, personal research conducted on parents residing in the East London area and considering the experience and capability of the partners (who will be the tutors as well), the company has found out the ideal target market. The target market has 3 separate segments: Students preparing for the Entrance Exam, 13+ and GCSE students. The initial base of students will comprise of children of various parents the tutors have a personal connection with. The cultural similarity (the tutors and potential parents are of Bangladeshi ethnicity) is therefore the pivotal factor in this regard. However, the company wishes to become one of the largest tutoring agencies in East London. Therefore it plans to tutor children from other cultural backgrounds gradually. The Services The services provided to the target will comprise of one to one tutoring, group tutoring, GCSE exam preparation and online services (social media). The company would ideally promote groups sessions as it is cost effective for both tutors and the students. Although private sessions can be deemed as being focused and intensive, group session make room for healthy debate and discussion, thus enhancing the learning procedure. The process of teaching would be based on personal skills coupled with feedback from other partners and feedback from the students. The focus of the services is not of immediate satisfaction of queries, but of better understanding of the concepts related to tutoring. The subjects in which the company offers private tutoring include Business Studies, Accounting, Physics, Chemistry, Science and Mathematics, and verbal and Non-verbal Reasoning. Promotion and advertising The initial base of students that have been proposed here are not at par with the rich families, therefore the USP of the proposed company is that it will provide tutoring service to students for a reasonable price. It has been noticed that the average price range for tutors in East London is  £15 to  £20 per hour, therefore the company will provide the sessions 1 and half hour long for the same money. It can therefore establish itself as a company that is affordable. The partnership wishes to use the most effective advertising for the minimal cost as well. Therefore it would use Word of Mouth as its main promotional tool. Satisfied students and their parents are therefore the most important component in their promotional mix. The company will also make use of Social Media for promoting the company, as well as to use the online platform for feedback from the students and to assist the students online when needed. The company would also have some sales promotion in the form of introductory price offer, such as getting 5 sessions for the price of 4. However, the details of such sessions are yet to be discussed. Management The management of the company would comprise of all 3 partners, however, as per the legal requirement of UK, Meer Hossain will act as the nominated / general partner for the company. However the need for the partners to act as managers will only arise after it has grown considerably. The managers are therefore the employees of the company. All 3 partners are Graduate and professionals who also had experience as private tutors. The partners also have experience in working as supervisors / managers in their own professional area. They have become more and more culturally tolerant and astute, as they have been working in a multicultural country for more than a few years. The management will act as trainers when the company is going to start employing other tutors for the company. Future plans The company plans to extend it services to include Undergraduate students as their customers. The company also has plans to set up a website, as well as start the option of video conferencing in the future. 1. Description of the Business 1.1. Mission The company would approach teaching in an innovative and unique way with the idea of helping creating a bridge between students and the subject they need to have a good grasp on. The customised and focused process of teaching would equip the students with the necessary tools needed for improving their understanding and thus achieving success in their studies. The company is valued by the mental satisfaction and the observable outcomes of the students. The success of the company rests on the success of the students. 1.2. The key factors 1. Creating effective and innovative methods of approaching individual subjects and the sections within them for the easiest possible understanding of the challenging subject matters. 2. Increasing market presence via word of mouth promotion achieved through the excellence in service and knowledge distribution. 3. Creating a constant feedback process whereby the needs of the individuals are assessed and the processes tailored as a result. 1.3. Goals 1. To be the market leader in tutoring service in East London, specifically in the London Borough of Tower Hamlets by the end of year 4. 2. To double the revenue of the company by the end of Year 2. 3. To extend the tutoring service to Undergraduate students by the end of Year 2. 4. To establish a strong online presence via interactive web learning process by the end of year 2. 1.4. Scope of the business According to Smith (2012), a micro-business is defined by the involvement of 1 to 4 people, and a small business has 5 to 20 people in the enterprise [Smith, H. (2012): Learn Small Business Startup in 7 Days, Wiley, Milton, QLD, AUS, p 2]. The proposed Tuition agency can be therefore defined as a micro-business as the number of people in the core business would be 3, at least at the outset. As far as the goals and objectives are concerned, the business aims to be slightly bigger that a small business as far as the aforementioned definition is concerned. 1.5. The company The proposed company would provide tutoring services in few selected subjects for students ranging from 11+ to the GCSE qualification, focusing mainly in the East End of London, UK. The courses the company aims to provide tutoring support includes Mathematics, Physics, Chemistry, Business Studies and Accounting. The company would also provide tutoring supports for students interested in other subjects, but would act as a contact point would primarily outsource such tasks, acting as an intermediary in the process. The tutoring sessions would focus on assisting students grasping seemingly difficult concepts in the aforementioned areas of study. The process taught would help them perform better in their respective schools and / or educational institutes. It would also help them create a strategy for any forthcoming exams. The service would also assist them in understanding the effective method of writing various essays relating to the subject(s). The company aspires to prepare student in a manner where they would empowered to solve various problems on their own, rather than approaching individual tasks on a short term basis. 1.6. The owners The proposed company would be owned by 3 people: Shirin Akhter, Meer Hossain and Faisal Iftikhar. The company would therefore be a partnership. The ownership is expected to remain unchanged, but extenuating circumstances might bring change to the ownership structure. 1.7. Legal and regulatory frame of the company Based on the classification as stipulated by UK, the owners will form a limited partnership [Limited Partnership – GPO2, http://www.companieshouse.gov.uk/about/gbhtml/gpo2.shtml, accessed 10 August 2013]. Therefore the owners or partners of this company will be liable for all debts and obligations, however, the scope of such debts and obligations will not be more than the individual investments towards the company. As mentioned in the proposal, the company would be registered as a partnership. According to the present definitions set out by the Department of Work and Pensions, the owners (partners) of the company would therefore be classified as self-employed. The company would not itself pay any taxes; rather taxes would only apply on the individual revenues of the partners in the business [Set up a business partnership, https://www.gov.uk/set-up-business-partnership, accessed 10 August 2013]. Some of the terms of the agreement will include the following: 1. The profit of the business will be proportionate to the initial capital invested by the individuals entering into the agreement. 2. Meer Hossain has agreed to be the nominated partner as per the requirement of the the UK government for a partnership at the outset. Therefore the company will treat Meer Hossain as the only limited partner / general partner at the outset. Any amendments would be discussed upon and the changes would be done accordingly. 3. The partners will also act as the employees of the company, and they would receive salary as employees of the company according to the service they provide, based on the rates fixed. 1.7.1. DBS Checks The Disclosure and Barring Service (DBS) has recently replaced the CRB checks in the UK. Although this is not a requirement for private tutors in terms of their business [Fagg, H. (January 19th, 2013): New Disclosure and Barring Service (DBS): What it means for private tutors, http://www.thetutorblog.com/tag/crb/, accessed 10 August 2013], because the target market for this business involves working with children, the partners, as employees, would apply for a DBS check on themselves with Disclosure Scotland, a branch of DBS that allows for self employed tutors residing in England, Scotland and Wales to be checked. It is considered to be an essential part of the company [Guide: Disclosure and Barring Service (DBS) checks (previously CRB checks), https://www.gov.uk/disclosure-barring-service-check, accessed 10 August 2013]. 2. Business opportunities An investigation into a possible business always begins by analysis various opportunities. Therefore all the sources relating to an opportunity should be studied and analysed, and the process should also be done on a systematic and regular basis [Murthy, C.S.V. (2010): Small Scale Industries and Entrepreneurial Development, Global Media, (Mumbai, IND), p 43]. The tutoring service is not something novel in idea; however, the aim of the company is to provide the service at a reasonable cost. According to Lesonsky (2001), it is not necessary (for most start-up companies) to come up with a new and unique idea. A new business can venture into an existing industry, planning on how it can improve on the existing practices and how it can differ from its competition [Lesonsky, R. (2001): Start Your Own Business: The Only Start-Up Book You’ll Ever Need, Entrepreneur Press, Irvine, CA, USA, p 24]. The partners in this regard have agreed on an opportunity that they feel they can make the most use of by becoming the affordable solution to tutoring needs. 2.1. The driving forces 2.1.1. Experience As Amar Bhide looked into the private ventures in America, he discovered that new ventures in the country were usually problems that the founders of such companies faced themselves and were looking at solving those problems. 71% of these â€Å"domain experts† were actually people who approached an existing problem differently in their area of business, whilst 20% used their serendipitous ideas in their new business ventures [Price, R. W. (2004): Roadmap to Entrepreneurial Success: Powerful Strategies for Building a High-Profit Business, AMACOM Books, Saranac Lake, NY, USA, p 73]. The 3 tutors have all come from Bangladesh, where they already had experience of being taught by a private tutor and being a tutor themselves. They have all felt that for some of the ‘trickier’ subjects, such as higher mathematics (Binominal Equations, Matrices, Calculus, Statics and Dynamics etc.), Physics and Quantum Physics, Organic Chemistry and various other subjects required that the students have a special understanding outside the realms of a classroom environment. However it was not really a business plan until recently, when they realised that there is a growing demand for such personal tutoring in the UK as well. As mentioned by Pinson and Jinnett (2006), an entrepreneur can look into his or her interests and volunteer experience for an idea of a business. They also added that capability is important in regards of a new business, and any specialised skills that can complement [Pinson, L. and Jinnett, J. (2006): Steps to Small Business Start-Up: Everything You Need to Know to Turn Your Idea Into a Successful Business, Dearborn Trade, A Kaplan Professional Company, Chicago, IL, USA, p 2-3]. The partners realised that their experience in being both students and private tutors can come in handy for the new business setup. Therefore they agreed to come up with this new business venture. 2.1.2. A rising market The market of private tutoring is now experiencing a surprising growth in the UK. According to a recent news report by the BBC [Burns, J. (2 August 2013): Private tutors boost grammar chances, suggests survey, http://www.bbc.co.uk/news/education-23547666, accessed 7th of August, 2013], A pilot study found out that many parents in the UK nowadays rely on the service of private tutors to increase the chance of their children of securing a place in a grammar school. As the poll suggests, around 72% of the 212 first year grammar school students surveyed had undergone private tutoring for entrance exams during their final years in primary schools. Of this 72%, 5% received private tutoring as part of a small group, whilst 67% of the grammar school students subscribed to a one-to-one form of private tutoring. Around 78% of these students believed that private tutoring was helpful for them in the enhancement of their performance in the entrance exam. Prof Judy Ireson mentioned that some of the parents perceive that this process of private tutoring is rational as it can help their children to â€Å"perform well in the entrance exams for schools of their choice† [Burns, J. (2 August 2013): Private tutors boost grammar chances, suggests survey, http://www.bbc.co.uk/news/education-23547666, accessed 7th of August, 2013]. In a news report in 2009, Guardian stated that 45% of students based in London has had a private tutor. The percentage is now increasing, and according to TES, around 25% of all students between 11-18 years of age have all received some form of private tutoring, specifically in mathematics [Dyer, A. (24 July 2013): Private Tuition Is on the Rise, Should the Industry Be Regulated? HUFFPOST STUDENTS United Kingdom, http://www.huffingtonpost.co.uk/alex-dyer/private-tuition-regulation_b_3643876.html, accessed 8th August 2013]. 2.1.3. Better return on investment possibility Private tutoring is pretty common in more affluent households. There are few London based tutoring firms that hire graduates from Oxford and Cambridge, who sometimes charge a hefty amount of  £70 –  £100 for a one hour session, just for the preparation of entrance exams. There are also reports that suggest that parents on average incomes are also subscribing to the service of private tutors, as mentioned by the private tutoring chain Explore Learning [Aug 17th 2013: Private tuition Premium economy, The Economist (British Edition), http://www.economist.com/news/britain/21583707-private-education-becoming-more-egalitarian-premium-economy, accessed 20th of August, 2013]. 2.2. Potential Customer The tutors for the company are all qualified as graduates. However, given the scenario as depicted in the news reports above, the tutors have decided not to teach, as of now, any higher than GCSE level. The target market in this regard can be broadly classified into 3 segments: Pre-Entrance students: Students who want to prepare for entrance for a grammar school of their choice fall into this category. The subjects that would be taught in this regard include Mathematics, Verbal Reasoning and Non-verbal reasoning. English has been excluded due to the non-native status of the tutors. 13+ students: Students in this target student can receive tutoring in Science, Mathematics and Verbal and Non-verbal Reasoning. GCSE students: for the GCSE students, the subjects that will be covered will include Business Studies and Accounting, Science, Chemistry, Physics and Mathematics. 2.3. Competition Tutors are generally people who have specific expertise and little extra time. A significant amount of competitors are mainly one-to-one private tutors that advertise on various online websites, such as Gumtree [http://www.gumtree.com/other-tuition-lesson-services/london/private+tutor, accessed 09 August, 2013]. With the growing number of tutoring agencies with a physical establishment and a strong online presence, the competition in the private tutoring market is varied and intense. According to a directory website of East London, the average rate per hour as charged ranges from  £15 to  £20 per hour [http://www.hometutorsdirectory.co.uk/EastLondonTutors.html, accessed 09 August, 2013]. 3. Marketing plan and Strategy The difference between a rapidly growing company and a slowly growing or declining company operating in the same target market is in the effective marketing of the former. As an example, companies such as Coca-Cola, Frito-Lay and Gillette have all succeeded in their respective market because of the fact that they were able to market better than their competitors. Therefore to grow a business, it is essential to become an effective marketer, promoter and advertiser as well [Henricks, M. (2001): Grow Your Business, Entrepreneur Press, Irvine, CA, USA, p 152]. The marketing plan in this regard includes the construction of a successful strategy for the target. Burk and Lehman (2004) define strategy as a plan of action that has been designed purposely towards a goal or a set of goals. The components of a good strategy should include an assessment of the state of the business at the time of formulating the strategy, identification of the goals to be achieved, and the processes adopted to reach the goal and to consider the problems in the process [Burk, J. and Lehman, R. (2004): Financing Your Small Business, Sphinx Publishing, an Imprint of Sourcebooks, Inc., Naperville, IL, USA, p 21]. 3.1. Initial essentials This is a start-up business; therefore an analysis of present performance of the business cannot be done. There are however a few essentials that has been agreed upon before the business can be started. These essentials include: 3.1.1. DBS checks The DBS checks of the 3 person involved will be done via Disclosure Scotland, and will cost  £25 for each person involved [Disclosure Scotland: Apply online for Basic Disclosure: Cost, http://www.disclosurescotland.co.uk/apply-online/#cost, accessed 10 August 2013]. 3.1.2. Registration and licensing The Company name would be registered and would aim for a certified certificate by filling up an IN01 form and that would cost  £20 [http://www.companieshouse.gov.uk/infoAndGuide/faq/registerNewComp.shtml, Accessed 19 August, 2013]. The company would also apply for a limited partnership by filling up an LP5 form [LP5 form, LIMITED PARTNERSHIPS ACT 1907: Application for Registration of a Limited Partnership (In accordance with section 8 of the Limited Partnerships Act 1907), http://www.companieshouse.gov.uk/forms/generalForms/LP5_Application_for_Registration_of_a_Limited_Partnership_and_Statement_of_particulars_and_of_the.pdf], and the cost in this regard is also  £20. 3.1.3. Company Address For the time being, the company will be registered against the residential address of Meer Hossain as the nominated / general partner of the firm. 3.2. Objectives of the Business The goals of the business have already been discussed in the short description of the business. However, in this section, the goals would be further broken down in what is known as SMART objectives. SMART is an acronym that is commonly used for determining objectives of a business. SMART objectives are objectives that are â€Å"Specific, Measurable, Achievable, Realistic and Timebound,† or SMART [Martin, V. (2006): Managing Projects in Human Resources, Training and Development, Kogan Page Ltd., London, GBR, p 11]. Based on the goals of the organisation, the objectives set for the company therefore are as follows: 1. To have an overall average revenue of  £5,000 per month at the end of 1st year. 2. To increase the revenue to  £10,000 at the end of year 2. 3. To employ at least 2 local (UK academic qualification) graduate students before the end of year 2. 4. To create an interactive website at the end of year 2 for potential and existing customers. The objectives here specified are mostly related to the expected future performance of the business. 3.3. The Unique Selling Proposition (USP) It is important for a company to come up with a USP for its products or services to stand out from the competition. USP has been defined by Rosse Reeves (1961) as a proposition that communicates to the customers about a unique benefit that can be acquired from a product or service and the benefit needs to have enough power to account for considerable revenue [Reeves, R. (1961): Reality in Advertising, Knopf, New York, NY, USA]. USP was considered to be advertising imperative for any brand building exercise. This company will promote tutoring at a reasonable cost. The USP of this company is therefore affordable education for aspiring students. It is evident that although the target customers are students, the USP will be aimed at parents who would pay for the service and therefore would see the benefit in this process 3.4. Pricing After looking at various figures in the market, the pricing that has been set for various students are as follows: For Entrance Exam preparation:  £15 per session of 1 and half hour. For 13+ tutoring:  £15 per session of 1 and half hour. For GCSE preparation:  £20 per session of 1 and half hour. The pricing has been agreed upon based on the market in East London, and the quoted price above offers more for the money as spent in the existing market of Private tutoring. 3.5. Promotion and Advertising The company would be promoted via 2 major media: The internet and word of mouth. The former can also be termed as Social Media Marketing, and will rely mainly on a Facebook page. There would also be Sales promotion, therefore inserting a bit of incentive for the beginners and encouraging bulk purchase for the company. 3.5.1. Word of Mouth As it has been mentioned before, the partners of the company has each conducted (unstructured) data collection in areas in the Tower Hamlets Borough in an attempt to assess the need of a tutoring service. These surveys were conducted among people that they personally knew. This is where the word of mouth process comes in. Word of mouth is considered to be the most effective method in making the process of decision easier and also in accelerating the decision process of potential customers [Silverman, G. (2001): Secrets of Word-of-Mouth Marketing: How to Trigger Exponential Sales Through Runaway Word of Mouth, AMACOM Books, New York, NY, USA, p 21]. Word of mouth advertising is done by satisfied customers, friends and normally close relatives, but satisfied customers are the most desired in the mix. Each of the partners started private tutoring in the process of helping out a friend or a family member, and that would also be the starting point for this company. The partners would start by tutoring children of the parents they have conducted a survey on, and that would ensure that the process of word of mouth gets started. They would ask these parents to refer them to others, as well as refer any struggling student to them. 3.5.2. Sales Promotion Sales promotion will also be adopted by the company, whereby the target customers would be given an incentive outside the scope of advertising [Hundekar, S.G., Appannaiah, H.R. and Reddy, P.N. (2010): Principles of Marketing, Global Media, Mumbai, IND, p 103]. In this case, the potential customers will be offered to take advantage of bulk purchases, therefore they can buy 5 sessions for the price of 4. The sales promotion would also inspire customers to create a small group of students at their homes for studying, thus reducing the cost per head in the process.. 3.5.3. Social media marketing In this day and age of Facebook, Twitter, Buzzfeed, LinkedIn and various other social media networks, it has become easier to setup a platform that is virtually free and tremendously interactive. The act of posting and creating various contents online creates a ‘circle’ of like minded individuals that interact with each other [Agresta, S., Bough, B. B. and Miletsky, J. I. (2010): Perspectives on Social Media Marketing, Course Technology / Cengage Learning, Boston, MA, USA, p 2, p 36]. Social media have now become an important sector on its own right is considered vital for influencing behaviour of consumers [Assenov, I. (2012): Social Media Marketing and the Hospitality Industry: Evidence from Thailand. 6-7 Sept]. The participants in social media interaction becomes part of the cycle of social feedback, as demonstrated in the figure below. The Cycle also illustrates how social media can influence a market [Evans, D (2010): Social Media Marketing: The Next Generation of Business Engagement, Sybex, Hoboken, NJ, USA]. [pic] Figure 1: Social Feedback Cycle (Source: Evans. D, 2010) Amongst the existing set of Social Media Network, Facebook is considered to have the highest reach. As of 2011, Facebook had more than 500 million users worldwide [Weintraub, M. (2011): Killer Facebook Ads: Master Cutting-Edge Facebook Advertising Techniques (2nd Edition), Sybex, Hoboken, NJ, USA, p 2]. The number of Facebook users is ever increasing. Facebook also has the capability to be personal and professional. It can be used to promote a venture as well as to connect with close ones and friends [Adler, L. and Sillars, R. (2010): Linked Photographers’ Guide to Online Marketing and Social Media, Course Technology / Cengage Learning, Boston, MA, USA]. The partners have decided to open up a Facebook page under the name of the company. The page would act not only as a promotional tool, but it would also act as a platform for feedback from existing students, as they will be able to post various of their queries on a session they have already undergone. The page would also include useful links, videos and study materials relating to the sessions. 4. Operations and Processes 4.1. Background of the owners / employees 1. Shirin Akhter: She is currently doing her MBA with a reputed institute in the UK. He is from a Bangladeshi descent, and has been an experienced private tutor for some time in Bangladesh. Her areas of expertise include Business Studies, Mathematics and Chemistry. 2. Meer Hossain: An ex-engineer in the marine industry, Mr. Meer Hossain has in depth academic knowledge of Applied Physics and Electronics. Like his partner, He also was a house tutor in Bangladesh for a considerable period of time before he moved out to Russia, eventually coming to the UK. He works as a trainer in a retail setting, and therefore is also adept in communicating in the most culturally relevant manner. His are of expertise include Physics, Mathematics and Chemistry. 3. Faisal Iftikhar: Alumni of one of the top business schools in Asia, Faisal Ifitkhar is currently working in the retail industry as a trainer and a customer service assistant. He is adept in creative writing, and recent interests into Physics have increased his understanding of the subject. He has the experience of teaching in a classroom environment as well as a one to one private tutor. His Area of Expertise include Mathematics, Business Studies and Accounting. All of these individuals have one thing in common: they are all good at assessing the needs of the individual and customise their process of teaching accordingly. The partners have also decided to hold weekly meetings that would discuss the problem areas of their own students and work out the best solutions, so that the individual is catered for in a more effective process. 4.2. Personnel plan The company plan to improve their capability and try to reach the undergraduate market by the end of Year 2. It also plans to employ more tutors at the beginning of Year 2. However, the requirement of extra tutors depends on the capacity and the willingness of the existing teachers. There would be a training plan devised for any prospective teacher who is being hired. The training plan would involve the following few processes: 1. Training on the Job: The trainer that has been recruited will be asked to accompany the existing tutors and learn how tutoring is done. This would give them a practical sense of what is involved in the process of teaching. 2. Personal assessment on the skills: Although a tutor will be hired based on a respectable academic record, they would still need to be assessed by the company, and trained if necessary on areas where there is room for improvement. 3. Feedback and group communication: The new tutor will be included in the weekly meetings that discuss specific problems relating to specific students. The discussion would not only assist in learning various ‘tricks of the trade’, but the employee will be able to put in his or her feedback and thus add value to the company. 4.3. Dealing with the start up Martin and Crisp (1992) have described that the initial few months of a business are usually the most expensive ones, and a successful business must have enough to keep it going for several months [Martin, C. L. And Crisp, M. G. (Editor) (1992): Starting Your New Business: A Guide for Entrepreneurs, Course Technology / Cengage Learning, Menlo Park, CA, USA, p 12]. This has been considered by the partners. They have all decided that would continue to work in their present workplace, but with reduced hours, and therefore any additional cost relating to the company would be reimbursed by the partners of the company. The input in this regard would count as investment, and therefore the profit would be shared accordingly, at the end of they 1st year, in proportionate to individual investment. 4.4. The process of value creation More and more companies are now becoming socially responsible. It is not enough that a company is profitable, but it is important that a company adds value to the society. Social Entrepreneurs are therefore considered to be the new wave of entrepreneurs. In terms of creating value, the distinction can be made between those who are social entrepreneurs and those who are commercial entrepreneurs. According to Volkmann, Tokarski and Ernst (2012), Commercial entrepreneurs are more focused on value appropriation, whilst the social entrepreneurs are focused on value creation [Volkmann, C. K., Tokarski, K. O. and Ernst, K. (2012): Social Entrepreneurship and Social Business: An Introduction and Discussion with Case Studies, Springer Gabler, p 106]. The company in this regard can be termed as a mixture of both. The obvious value is that of a commercial nature, the business is going to be involved in a profit oriented service industry. However, due to the nature of the service provided, it can be said that the company will also add value as it becomes part of the educational system in the country. 4.5. Diversity management The company aims at tutoring students who are based in the East London Area. East London has a lot of Bangladeshi people, which is therefore culturally and linguistically easier for the owners to relate to. Keeping that in mind, the company is to consider that fact that to be the top of all tutoring agencies, it would need to be able to deal with a diverse group of students coming from a diverse group of ethnicity. Therefore a certain level of Cultural Intelligence or CQ is expected from the tutors. According to Ang & Dyne (2008), CQ or cultural intelligence is the capability of a person to function in various cultural settings [Ang, S. and Van Dyne, L. (Editor) (2008): Handbook of Cultural Intelligence: Theory, Measurement, and Applications, M.E. Sharpe, Inc., Armonk, NY, USA]. The partners, working and living in UK for a considerable period of time, has exhibited CQ towards their co-workers, managers and employees. That learning will be incorporated as the company starts to serve in different cultural settings. The hiring process as explained would also consider in these facts, and preference would be given to someone from a different cultural background than that of the owners. 4.6. Services offered The target market has been identified and classified in preceding sections of this proposal. In this section the services are classified and explained in terms of what kind of tutoring services can be provided among the target consumers. 4.6.1. One to one tuition One to one tuition would obviously be the most common one in this regard. The teacher will travel to the student’s residence and teach him or her on an individual basis. 4.6.2. Group session Not only is group session more cost effective, it is also more effective in terms of learning. A group session enables the students to interact and communicate with each other and thus creates a better understanding of the subject matter. Group sessions would therefore be especially encouraged for the students. 4.6.3. GCSE revision courses As the GCSE exams approach the students, this service would enable the students to get help with the following: †¢ Preparing for the exam †¢ Learning various exam techniques †¢ Guidance for coursework This would also include appraisal services for dissertation and for coursework. 4.6.4. Online services Based mainly on social media feedback, this service would actually use the online platform for feedback and queries from the students and deal with the queries promptly. 4.7. Future operations These services will be part of the start up business, and the company has plans to add more services as the company improves. By the end of year2, the company plans to serve Undergraduate students, and has plans to include distance learning, whereby the internet will be used for group session via video conferencing. 5. Technological consideration There is no denying the impact internet has on the present business scenario. It is considered as one of the â€Å"greatest disruptive technology to hit the world since electricity.† GE chairman Jack F. Welch (1999) said that the internet â€Å"was the single most important event in the U.S. economy since the Industrial Revolution† [Price, R. W. (2004): Roadmap to Entrepreneurial Success: Powerful Strategies for Building a High-Profit Business, AMACOM Books, Saranac Lake, NY, USA, p 45]. The technological consideration in this regard is mainly the maximum usage of the internet, especially via Facebook. A Facebook Page will be created for the students and the parents. The Facebook page will include the following: 1. Discussion (Generated by the App ‘Forums’): It is important that students discuss various problems they face with specific subject areas. 2. Videos: various useful hints and tips would be uploaded from the tutors, discussing very specific methods and processes of overcoming various problems regarding subjects. 3. Photos: Photos will include the success of various students who have subscribed to the service of the company, as well as various other related photos, and, true to the internet generation, various ‘Meme’s will also be uploaded to maintain a lighter side of studying. 4. Docs: this is more appropriate for a group rather than a page. The docs section will include various useful hints and tips, shortcuts, and various other methods and processes that are categorised in a coherent order for existing sets of students. However, a Page on Facebook is more public, whereas the privacy of a group can be controlled. Therefore most of the materials will become part of a Facebook group, enabling fee paying students to get the most out of social media. 5.1 Future online plans 5.1.1. Website Many renowned Tutor services, as well as companies, have their own websites. Although there is a cost consideration in a website, the flexibility that can be offered on a website would outweigh the comparatively minimal cost. The website would mainly have the option to pay / register online, therefore making it easier on future customers. 5.1.2. Distance learning via video conferencing There are numerous softwares, apps and programmes that allow for video conferencing for virtually no cost. The only cost consideration in this regard therefore is the initial setup, which would buying a business internet connection for the company, a physical facility to set the computers, and of course, computers that will be used for video conferencing. Video conferencing would thus increase the reach and decrease the cost of travelling. 5.2 Communication To ensure cost minimisation, the partners will make use of their existing mobile phones for various forms of communication. However, there are plans to subscribe pay-as-you-go phone services to deal with future communication, if frequency of calls increase, and also if the cost becomes more than the number of calls the partners can afford. The company expects to include pay-as-you-go phones in the 2nd half of the year. 6. Financial Consideration There is little start-up cost involved in the business. Investment would come mainly from the partners themselves. However, there are future cost and investment considerations in this business that have been mentioned, however, the estimation is based on the projection of increase in business. 6.1. Estimated initial / fixed costs The total cost for the start-up is  £115 in total. There are also costs of travelling, which comes at  £96.80 per month for each tutor (based on a zone 2-4 rate in a travel card). The travelling cost might increase if the target audience lives in zone 1 (which includes Aldgate and Liverpool Street) or is outside zone 4 in East London. These costs will be accounted and paid for from the revenue of the individual tutors. The tutors in this regard might come up with a travel allowance to adjust for the salary of the employee. Adjusting the total cost of travelling to 3,500 for the year (rounded from  £3484.80 annually for the company based on zone 2-4 travelling only), the total cost comes as follows: [pic] Figure 2: Estimated (fixed) Cost for Year 1 |Total Cost for Year 1 | |Travel cost |3,500 | |Start up cost |115 | |Total Cost |3,615 | 6.2. Other Costs There are other costs that might occur, which can be termed as variable costs, though not in its strictest terms of production cost per unit. As far as the plans are concerned, if the company needs to buy pay-as-you-go connections, internet connection, a facility and a video conference setup, additional costs will occur. As an example, if the company is able to rent a space in East London for the aforementioned purposes, the cost would be as follows: Rent / month:  £1,000 –  £2,000 (depending on the facility and the area) Internet payment / month:  £16 (BT Business Broadband) [Latest Bt Business Deals: http://www.uswitch.com/broadband/providers/bt_business/?bb=1&gclid=CJ2ZrMW3m7kCFZPItAodcAIAPQ#content, accessed 19 August 2013] 3 pay-as-you-go phones:  £20 x 3 =  £60 per month (O2 pay and go-go-go service) [O2 Pay and Go Go Go: https://www.o2.co.uk/freesim/, accessed 19 August 2013] 3 laptops (with webcams and microphones): Average market price  £320*3 =  £960 [http://www.currys.co.uk/gbuk/computing/laptops-315-c.html, accessed 19 August 2013]. 6.3. Expected Revenue In terms of the projection of the revenue expected in the future, the company has gone for a conservative approach. The demand for tutors only from private contacts is deemed enough to reach a monthly target of  £5,000. Therefore it does not account for any new students that will be make use of the service in the future. However, the 2nd year projection can be termed as optimistic, as the assumption is that the business will actually grow and will be able to generate double the revenue. The revenues, as expected from the operations, are as follows: [pic] Figure: Expected Revenue for Years 1 and 2 | |Average income / month | | |Year 1 |Year 2 | |Entrance students |2500 |3,500 | |13+ |1500 |3,500 | |GCSE |1000 |3,000 | References 1. Smith, H. (2012): Learn Small Business Startup in 7 Days, Wiley, Milton, QLD, AUS, p 2 2. Murthy, C.S.V. (2010): Small Scale Industries and Entrepreneurial Development, Global Media, (Mumbai, IND), p 43 3. Lesonsky, R. (2001): Start Your Own Business: The Only Start-Up Book You’ll Ever Need, Entrepreneur Press, Irvine, CA, USA, p 24 4. Price, R. W. (2004): Roadmap to Entrepreneurial Success: Powerful Strategies for Building a High-Profit Business, AMACOM Books, Saranac Lake, NY, USA, p 73. 5. Pinson, L. and Jinnett, J. (2006): Steps to Small Business Start-Up: Everything You Need to Know to Turn Your Idea Into a Successful Business, Dearborn Trade, A Kaplan Professional Company, Chicago, IL, USA, p 2-3. 6. Henricks, M. (2001): Grow Your Business, Entrepreneur Press, Irvine, CA, USA, p 152. 7. Burk, J. and Lehman, R. (2004): Financing Your Small Business, Sphinx Publishing, an Imprint of Sourcebooks, Inc., Naperville, IL, USA, p 21. 8. Martin, V. (2006): Managing Projects in Human Resources, Training and Development, Kogan Page Ltd., London, GBR, p 11. 9. Reeves, R. (1961): Reality in Advertising, Knopf, New York, NY, USA 10. Silverman, G. (2001): Secrets of Word-of-Mouth Marketing: How to Trigger Exponential Sales Through Runaway Word of Mouth, AMACOM Books, New York, NY, USA, p 21. 11. Hundekar, S.G., Appannaiah, H.R. and Reddy, P.N. (2010): Principles of Marketing, Global Media, Mumbai, IND, p 103 12. Agresta, S., Bough, B. B. and Miletsky, J. I. (2010): Perspectives on Social Media Marketing, Course Technology / Cengage Learning, Boston, MA, USA, p 2, p 36. 13. Assenov, I. (2012): Social Media Marketing and the Hospitality Industry: Evidence from Thailand. 6-7 Sept 14. Evans, D (2010): Social Media Marketing: The Next Generation of Business Engagement, Sybex, Hoboken, NJ, USA 15. Weintraub, M. (2011): Killer Facebook Ads: Master Cutting-Edge Facebook Advertising Techniques (2nd Edition), Sybex, Hoboken, NJ, USA, p 2. 16. Adler, L. and Sillars, R. (2010): Linked Photographers’ Guide to Online Marketing and Social Media, Course Technology / Cengage Learning, Boston, MA, USA 17. Martin, C. L. And Crisp, M. G. (Editor) (1992): Starting Your New Business: A Guide for Entrepreneurs, Course Technology / Cengage Learning, Menlo Park, CA, USA, p 12. 18. Volkmann, C. K., Tokarski, K. O. and Ernst, K. (2012): Social Entrepreneurship and Social Business: An Introduction and Discussion with Case Studies, Springer Gabler, p 106 19. Ang, S. and Van Dyne, L. (Editor) (2008): Handbook of Cultural Intelligence: Theory, Measurement, and Applications, M.E. Sharpe, Inc., Armonk, NY, USA 20. Price, R. W. (2004): Roadmap to Entrepreneurial Success: Powerful Strategies for Building a High-Profit Business, AMACOM Books, Saranac Lake, NY, USA, p 45. 21. Limited Partnership – GPO2, http://www.companieshouse.gov.uk/about/gbhtml/gpo2.shtml, accessed 10 August 2013 22. Set up a business partnership, https://www.gov.uk/set-up-business-partnership, accessed 10 August 2013 23. Fagg, H. (January 19th, 2013): New Disclosure and Barring Service (DBS): What it means for private tutors, http://www.thetutorblog.com/tag/crb/, accessed 10 August 2013 24. Guide: Disclosure and Barring Service (DBS) checks (previously CRB checks), https://www.gov.uk/disclosure-barring-service-check, accessed 10 August 2013 25. Burns, J. (2 August 2013): Private tutors boost grammar chances, suggests survey, http://www.bbc.co.uk/news/education-23547666, accessed 7th of August, 2013 26. Dyer, A. (24 July 2013): Private Tuition Is on the Rise, Should the Industry Be Regulated? HUFFPOST STUDENTS United Kingdom, http://www.huffingtonpost.co.uk/alex-dyer/private-tuition-regulation_b_3643876.html, accessed 8th August 2013 27. Aug 17th 2013: Private tuition Premium economy, The Economist (British Edition), http://www.economist.com/news/britain/21583707-private-education-becoming-more-egalitarian-premium-economy, accessed 20th of August, 2013 28. http://www.gumtree.com/other-tuition-lesson-services/london/private+tutor, accessed 09 August, 2013 29. http://www.hometutorsdirectory.co.uk/EastLondonTutors.html, accessed 09 August, 2013. 30. Disclosure Scotland: Apply online for Basic Disclosure: Cost, http://www.disclosurescotland.co.uk/apply-online/#cost, accessed 10 August 2013 31. http://www.companieshouse.gov.uk/infoAndGuide/faq/registerNewComp.shtml, Accessed 19 August, 2013 32. LP5 form, LIMITED PARTNERSHIPS ACT 1907: Application for Registration of a Limited Partnership (In accordance with section 8 of the Limited Partnerships Act 1907), http://www.companieshouse.gov.uk/forms/generalForms/LP5_Application_for_Registration_of_a_Limited_Partnership_and_Statement_of_particulars_and_of_the.pdf, accessed 19 August 2013 33. Latest Bt Business Deals: http://www.uswitch.com/broadband/providers/bt_business/?bb=1&gclid=CJ2ZrMW3m7kCFZPItAodcAIAPQ#content, accessed 19 August 2013 34. O2 Pay and Go Go Go: https://www.o2.co.uk/freesim/, accessed 19 August 2013 35. http://www.currys.co.uk/gbuk/computing/laptops-315-c.html, accessed 19 August 2013 Appendix Table 1: Expected Revenue, Year 1 |Jan |Feb |Mar |Apr |May |Jun |Jul |Aug |Sep |Oct |Nov |Dec | |Entrance Exam | £1,000 | £1,000 | £1,500 | £2,000 | £2,500 | £5,000 | £6,000 | £6,500 | £4,500 |0 |0 |0 | |13+ | £1,500 | £1,500 | £2,000 | £2,000 | £2,000 | £2,500 | £1,500 |0 | £1,000 | £1,500 | £1,500 | £1,000 | |GCSE | £1,000 | £1,000 | £1,000 | £1,500 | £2,500 | £2,500 | £1,500 |0 |0 |0 | £500 | £500 | |Total Revenue | £3,500 | £3,500 | £4,500 | £5,500 | £7,000 | £10,000 | £9,000 | £6,500 | £5,500 | £1,500 | £2,000 | £1,500 | | Table 2: Teachers’ Payment, Year 1 |Jan |Feb |Mar |Apr |May |Jun |Jul |Aug |Sep |Oct |Nov |Dec | |Shirin | £800 | £800 | £1200 | £1200 | £2000 | £2400 | £2400 | £1600 | £1440 | £400 | £480 | £400 | |Meer | £1200 | £1200 | £1200 | £1600 | £2000 | £2800 | £2400 | £1600 | £1520 | £400 | £560 | £400 | |Faisal | £800 | £800 | £1200 | £1600 | £1600 | £2800 | £2400 | £2000 | £1440 | £400 | £560 | £400 | |Total Payroll | £2,800 | £2,800 | £3,600 | £4,400 | £5,600 | £8,000 | £7,200 | £5,200 | £4,400 | £1,200 | £1,600 | £1,200 | | Table 3: Profit and Loss (Before Taxes), Year 1 |Jan |Feb |Mar |Apr |May |Jun |Jul |Aug |Sep |Oct |Nov |Dec |Total | |Revenue | £3,500 | £3,500 | £4,500 | £5,500 | £7,000 | £10,000 | £9,000 | £6,500 | £5,500 | £1,500 | £2,000 | £1,500 | £60,000 | |Fixed Cost | £3615 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 | £3,615 | |Variable Costs | £35 | £35 | £45 | £55 | £70 | £100 | £90 | £65 | £55 | £15 | £20 | £15 | £600 | |Teacher’s payment | £2,800 | £2,800 | £3,600 | £4,400 | £5,600 | £8,000 | £7,200 | £5,200 | £4,400 | £1,200 | £1,600 | £1,200 | £48,000 | |Total Cost | £6,450 |2835 | £3,645 |4455 | £5,670 |8100 | £7,290 |5265 | £4,455 |1215 | £1,620 |1215 | £52,215 | |Total Profit |- £2,950 |665 | £855 |1045 | £1,330 |1900 | £1,710 |1235 | £1,045 |285 | £380 |285 | £7,785 | |Note: Variable costs are determined as 1% of the expected revenue; assumption includes additional cost of travelling (Zone 1).

The Civil War: an Inevitable Conflict

The bloodiest time in history for America was during The American Civil War; a time when Americans fought against themselves for their own rights in which they believed they were entitled to. To many it would be considered shocking and absurd to say the Civil War was something that could have avoided – and they’re right. The Civil War was an unavoidable and ultimately inevitable conflict that was essential to the evolution of our nation. The differences between the North and the South, economically and politically, were majors players on why the two divided halves of the America could not prosper together at that time; that and the fact that they had previously tried to compromise also makes the Civil War the inevitable and undeniable conclusion of this melting-pot of problems brewing between the two sides. Excellent introduction There were many differences between the antebellum North and South regions of America, and many of these were economical. The most obvious of which is that the North was, for the most part, industrial; while the South on the other hand was economically dependent of the production of staple crops (primarily cotton). The production of cotton in the South with the advent of the cotton gin soared, causing an increase of labor required; this lead to a dependency on slave labor in the south. Slavery was something the North often looked down upon and also held little or no value to them. How could a nation survive with no conflict when there were two very distinct sides that held opposing economic ideals and beliefs? In terms of politics, there were polarizing differences between the North and the South with their ideals and philosophies. Political parties at the time right before the start of the Civil War often catered to either the North or the South specifically; for example there was the Republican Party which was first organized in 1854 in opposition to Stephen Douglas’s introduction of the Kansas-Nebraska Act into Congress. The Republican Party exclusively catered to the benefits of northerners. They favored internal improvement, building transportation routes between the north and the west while relying on the southerners to foot the bill (while receiving no benefit of their own). The election of the Republican candidate Abraham Lincoln was the last straw for the southerners politically. Why would they want to be part of a nation with a leader that would not fairly and accurately represent them? Excellent paragraph In spite of these differences, the North and the South tried to compromise with each other VIA a series of legislations. They tried to exhaust their other options before going to war, like diplomatically attempting to compromise; but it ultimately only succeeded in temporarily putting off the war, though not preventing it. For example they established the Kansas-Nebraska act which created the territories of Kansas and Nebraska in 1854. They included the idea of popular sovereignty into the proposal which established that settlers could vote on whether or not to allow slavery. They included this idea in hope that it would ease relations between the North and the South. Though in reality all it did was create conflict, opponents of the act denounced it as a concession to the slave power of the south. The heinous amount of American blood that was shed during the American Civil War was nothing but inevitable. The polarizing differences between the North and the South both politically and economically are what ultimately drove the two sections of the nation apart. The failure to compromise between these differences diplomatically is what led them to come to the undeniable conclusion that war was unavoidable.

Late Adulthood and Death Paper Essay Example

Late Adulthood and Death Paper Essay Example Late Adulthood and Death Paper Paper Late Adulthood and Death Paper Paper Late Adulthood and Death Paper PSY/280 July 19, 2011 Late Adulthood and Death Paper Analyzing late adulthood and the death of an individual as a culmination of the life span development process one must understand late adulthood consists of. This paper will give a brief overview of ageism and stereotypes associate with late adulthood. This will explain how health and wellness techniques in the late adulthood stages can mitigate the negative effects of aging. As people age the social views and experiences changes in relationships and interactions with individuals, as he or she nears end of life. When closely approaching the end of life, a person has cultural and personal attitudes about death and dignity in late adulthood. Ageism and Stereotypes When examining ageism and stereotypes associated with late adulthood defines as ones prejudice or discrimination that occurs on the basis of age. When thinking about ageism one must look at the disengagement theory (Cumming Henry, 1961) that proposes that adults voluntarily reduce the contact with society rather than experiencing exclusion later and the disappointment not chosen. Other ageism statements say that older people forced involuntarily to give up participation with society. The disengagement theory justifies withdrawal from social institutions. Stereotyping defines as one making comments to someone saying that a certain age does a task that way. Stereotypes toward old people are cruel and unethical because one-day he or she will be in the same situation. Some stereotypes include older people show depression and loneliness, all old people look the same, old adults look sick, frail, and dependent, last older adults act cognitively and psychologically impaired. People who make stereotypical comments do this to build one’s own self confidence. If one researched all the data about the stereotypical comments one would see the comments made are not as accurate as he or she believes. Everyone deserves to be respected, especially as one ages. Health and Wellness Aging is inevitable, a fact that cannot be ignored. The aging process in late adulthood is called senescence. People cannot stop the effects of aging but there are alternatives that can help ease the process. These measures are not always followed because people make poor life choices such as smoking. Aging adults will even spend millions of dollars trying to slow the process of aging. No matter how much money they spend aging will occur. Most aging adults do not receive the necessary preventive services to help promote health and wellness during this stage of life. These preventive services include vaccinations and screenings. These important services help detect many diseases, delay their onset, or identify them early in their most treatable stages to ensure healthier, longer, and more productive lives for older adults (Prevention, 2011). Better people take care of themselves the longer they will live. People who balance: the right diet, making better choices and not acting sedentary has a better chance in living longer lives. With the advances in medical care, better health practices, improved nutrition, and other factors help people live longer. As long as older adults are following the correct measures, they can help counter the effects of aging because this stage here most people retire, they need to stay active and keep eating healthy foods. By not living actively can lead to his or her body shutting down, and may also lead to an early death. Many programs are available that older adults can join to help keep them on track. Aging adults can also receive information from their doctors and pamphlets from clinics that will give them a guideline to follow to age gracefully. Importance of Relationships and Social Interactions Humans are social animals, dependent on one another for survival and drawn to one another for joy, (University of Phoenix, 2010). Studies show that married older people are healthier, wealthier, and happier than unmarried people and their spouse’s support can help extend their lives. The importance for older adults to have a partner helps because they can depend on each other for help, and they can also help each partner in an area that they are experiencing trouble with because of age. Older adults experience capabilities of being able to have an even give and take relationship and give mutual respect in the relationship. * Older adults who have no partner should have social interactions daily as it has proven emotionally healthier than to be alone. Also older married adults must adjust to their interactions with his or her spouse because they will be together much more when they retire. This constant interaction can lead to disputes but has shown that older adults in a close marital relationship have been proven less depressed and less eager about disabilities that may present themselves because of age. * The importance of companionship in older adults, the average married woman will experience four to ten years of widowhood. The average man will experience none. The first two years can be especially difficult for the widow, but studies show that women come to enjoy the newfound independence and few seek new companionship. For widowers it is not the same, widowers have fewer friends and receive less support from the family. Those widowers try to interact to find new companionship. * Cultural and Personal Attitudes The aging process and developmental stages come to the end once a human being is deceased. A normal life cycle will have its last developmental and cognitive stage in late adulthood. This is a period is defined by the individual’s death. The cognitive learning and development in late adulthood shares some traits with the early stages of life. In this final stage the individual is seeking relationships with his close family and will create dependency on the family members. These dependencies are in all areas of human life. The cognitive and physical abilities of a person experiencing late adulthood are decreasing. Cultural factors play important roles in the lives of the elders. Different cultures will dictate the way that the older person will be taken care of financially, emotionally, social, and in all the remaining areas. Different cultures will have different approaches to this final stage; usually the children will adopt a more active role in their parent’s life. In this transition process that occurs in the late adulthood is a dynamic shift in responsibilities and roles. The elders will not be responsible for their children’s; the children will be responsible for their parents. This has a clear decrease in the analytical abilities. The cultural influence in the upbringing will determine if the alders will be on assisted living facility or will be solely responsibility of by family members. During this stage cognitive development is influenced by the mortality and their legacy. This stage the individual will realize his mortality and most cases assume a role of an amicable person than an authoritarian figure. The spouse also plays an important role on the individual quality of life. All the persons surrounding an individual in late adulthood will focus in providing a good quality of life, a safe environment, and a honest relation. Like in the early stages of life the family component is one of the driving entities in this stage. Family and close friend will have a direct impact in the quality of the individual. Once the individual’s need get more complicated the family will decide to take the person to a nursing home because the medical need cannot be meet by the family. The late adulthood is a stage very complex and full of different experiences. This transition stage allows the relinquishing of responsibilities to family members and in many instances they will seek the oldest knowledge. This stage should be used to resolve and organize the individual’s state. Ensuring that everything is taking resolved will provide a sense of accomplishment and serenity. At that time the main focus should be ensuring the quality of life remaining. Different cultures have different approaches to the wellbeing of the older adults; all have the same goal, to obtain and maintain the highest quality of life for the older. This is also complemented by the medical advantages available. Hospice care and pain management are some important tools available for the families to ensure dignity in this stage of life; that many consider a beginning, not the end. * References Berger, K. S. (2010). Invitation to the Life Span, 1e. Retrieved from The University of Phoenix eBook Collection database. Todd D. Nelson, (2004). Ageism: Stereotyping and Prejudice Against Older Persons. : Massachusetts Institute of Technology. Prevention, C. f. (2011, March 14). Clinical Preventive Services for Older Adults. Retrieved July 17, 2011, from CDC: cdc. gov/features/PreventiveServices/

Comparing and contrasting Hinduism, Christianity, and Islam. beliefs Essay

Comparing and contrasting Hinduism, Christianity, and Islam. beliefs from given documents - Essay Example It is upon us to appreciate the similarities and differences in these religions, as the writer will show in this paper. Christianity is based on Jesus and the Bible; everything that Christians practice is found in the Bible as interpreted by Jesus (Spirin 13). On the other hand, Islam is based on Muhammad’s teachings as revealed to him by angel Gabriel. Hinduism is based on medieval revealed texts like the Upanishads and the Vedas, and their existence cannot be associated with any single source. The central message in the Bible is love and forgiveness, while the central theme in the Quran is peace and brotherhood. In Hinduism, the central theme is that all beings – animate and inanimate- are divine and that God manifests in all things (Barker, Gregory, Gregg, and Tutu 38). All three religions discourage war and hate, and encourage peace and love in all beings. All three religions believe in the existence of an omnipotent and omnipresent being who watches over us day and night. There are other shared themes like respect and forgiveness, and that a final judgment will be passed on all man kind based on our actions on earth. Further, all three religions believe in some form of heaven and hell, where people who disobey their teachings will suffer forever and those who are obedient will live forever in happiness (Spirin 56). While Christians and Muslims do not believe in impersonal Gods, Hindus do. Hindus believe in an impersonal God called Brahman who pervades all mankind but also stands apart from all mankind. It is absolutely impersonal, in sharp contrast to Christianity and Islam which do not have any impersonal gods (Spirin 19). Hindus believe that Brahman is completely beyond human knowledge, understanding, or thought. According to Hindu beliefs, Brahman is neither a thing nor a non-thing; it is neither a person nor a non-person; it is genderless and numberless; and it is infinite (Spirin 32). On the other hand, all three religions teach the