Lab 4 Diffusion and Osmosis Essay

1. Diffusion and Osmosis, June 4, 2013 2. Purpose: The purpose of this lab is to help give visual understanding of diffusion which is a solution of high concentration spontaneously (no energy required) moving to an area of low concentration. Also taking a look at osmosis, which is the movement of chemicals across the cell membrane. Osmosis requires some type of energy to be put in for this to happen. After these experiments we should have a better idea and visualization of how chemicals transfer across the cell membrane. 3. Materials: Dropper bottle of water Compound microscope Dissecting needle Carmine powder Slide and coverslip 3 test tubes Transfer pipets 2 400 ml beaker 30 cm moist dialysis tubing 500ml beaker Hot plate Benedicts reagent I2KI solution starch solution Wax pencil 30% glucose solution String or rubber band Test tube rack Slides and cover plates 4. Methods and Procedures: Experiment 1: Prepare a slide of dry carmine and water and cover slip Put under the microscope, examine under the different magnifications, record you findings to later set up your conclusion. Experiment 2: Use dialysis tubing that has been soaking in water, fold it â€Å"accordion style† and use string to close the ends like a bag. Roll opposite end of bag till it opens and add 4 pipettes of 30% glucose into it. Add 4 pipettes of starch solution into it. Mix contents with bag closed. Then rinse with tap water. Add 300 mL of water to a 400- to 500- ml. add a few drops of solution till it turns an amber-yellow color. Leave bag in beaker for 30 minutes. Remove bag then let it dry. Record observations. Experiment 3: Obtain 7 equal size bore hole cylinder from the potato, cut roughly to the same size record the length and weight of each making sure they remain order. Next is to collect 7 cups filled with 100 ml of the 6 different concentrations of glucose (, 0.1 0.2, 0.3, 0.4, 0.5, 0.6, and water). Record the time and submerge the potato cylinders in the solutions. Let them sit for an hour and half before removing, weighting and recording the final weight. 5. Observations and data: Experiment 1: Carmine powder observation: movement is random, looks like continuous vibrations Experiment 2: Table 1 Benedicts Test Test final color Before heat of Benedicts test After heat Final Color Water (control) Clear Baby blue Blue Bag Slight yellow Baby blue Yellowish green Beaker Gold Baby blue Orange/pink After letting the bag sit inside the bath for 30 minutes the solution inside the bag went from a clear color to a slight yellow color. And after the final results of benedicts test I can conclude the carbohydrates did move from inside the bag out. My observation concerning the size of the potato cylinder in the glucose decreased as the concentration of glucose increased and the potato in water remained the same size. 6. Conclusion: The carmine powder experiment proved the theory of diffusion because with no energy required you can see the movement of particles under a microscope. Again diffusion is the movement of molecules from high concentration to low concentration with no energy required. On the other hand the experiment concerning osmosis were the dialysis bag and the saturation of the potato. Both experiments demonstrated the movement of sugar or water across a cell membrane. On the dialysis bag experiment we could see the slight color change as the IKI did move across the membrane in to the bag but the big surprise was see that after the benedicts test how strong the sugar content was in the beaker solution. Lastly the potato experiment demonstrated through the change in weight how water could pass through the membrane. As we saw the greater concentration of glucose the more shriveled the potato got, indicating the water inside the potato exited out trying to make the concentration equal. The solution containing strictly water made the potato swell as if the concentration inside was lower than the concentration outside.

Economics History Essay

During the 1980s Mexico experienced what Latin American social scientists call a change in its â€Å"development model. † Gone is the import-substitution industrialization model that characterized Mexico since the 1930s. Instead, Mexico has become an open economy in which the state’s intervention is limited by a new legal and institutional framework. Under the new model, the tendency is for the market to replace regulation, private ownership to replace public ownership, and competition, including that from foreign goods and investors, to replace protection. Nothing illustrates the change in strategy more vividly than the pursuit of a free trade agreement with the United States, first mentioned by Salinas in June 1990, and the constitutional reform of land distribution and the ejido system adopted at the end of 1991 (Watling, 1992). What prompted this change in development strategy? Mexico had taken a risk in the 1970s by borrowing heavily in world capital markets and indulging in over-expansive policies, and then paid dearly when oil prices fell and world interest rates rose. Adjustment to the new circumstances required a policy that would increase net exports, generating foreign exchange to service the external debt. Because the government, not the private sector, owed most of the external debt, fiscal policy also had to change in order to increase revenues and cut noninterest expenditures. The restoration of growth required changes that would build confidence and encourage private capital inflows by means other than commercial bank loans, which were no longer available. Finally, to make the economy more flexible and competitive in a global context, the rules that governed the flow of goods and investment had to change. In mid- 1982Mexico was in a deep economic crisis. The international environment was adverse to a Mexico saddled with foreign debt. World interest rates were high, the price of oil, Mexico’s main export, was falling, and commercial banks had stopped lending. This unfavorable international environment exacerbated the consequences of domestic imbalances and contributed to rampant inflation, capital flight, and chaos in the financial and foreign exchange markets. To confront the internal imbalances and accommodate the adverse external conditions, Mexico was compelled to adjust its expenditures, reorient its output, and find new ways to foster growth. In the early 1990s Mexico gained recognition as a country successfully managing economic adjustment and reform. Inflation slowed, flight capital was returning, domestic and foreign investment was rising, and per capita output began to grow. The path to recovery, however, had been far from smooth. Well into the late 1980s, analysts wondered why Mexico’s recovery was so slow despite the sound macroeconomic policies and structural reforms it had instituted. The slow recovery imposed high social costs on the Mexican population, as per capita real disposable income fell on average by 5 percent a year between 1983 and 1988. For some six years the Mexican government focused economic policy on restoring stability, particularly on lowering the rate of inflation and keeping the loss of international reserves in check. It finally succeeded in 1988, when inflation decreased from monthly averages close to 10 percent at the beginning of the year to about 1 percent by year’s end. However, growth did not follow. Only a combination of more decisive external support and a shift in Mexico’s development strategy managed to produce a turnaround. The changes regarding the role of the state in economic matters and the country’s economic interaction with the rest of the world are particularly striking. Reforms sought to reduce state intervention and regulation so as to open new investment opportunities, build business confidence, and create a more flexible and efficient incentive structure. These reforms have called for substantial modifications in the legal and institutional frameworks of the economy that will shape the country for decades to come. In the late 1970s, on the mistaken assumption that the rise in world oil prices and the availability of cheap external credit would continue, the Mexican government engaged in a spending spree. The resulting fiscal deficit increased inflation rates and the trade deficit. The fiscal and external gaps were filled with external borrowing. In 1981, when the price of oil began to fall and external credit became more expensive and of a shorter maturity, the Mexican government failed to implement fiscal and relative price adjustments to adapt to the new, less favorable conditions. Fear of an imminent devaluation of the peso fueled capital flight, and a large nominal devaluation followed in early 1982 (Banco de Mexico, 1983). As inconsistent policies were pursued, the macroeconomic environment became increasingly chaotic. Capital flight continued, and as reserves were depleted and no more credit was available to service debt payments, in August 1982 the Mexican government had to declare an involuntary moratorium on its debt, triggering a debt crisis that soon acquired global proportions. Tensions between the private sector and the government peaked in September 1982, when the government announced the nationalization of the banking system (Banco de Mexico, 1983). When Miguel de la Madrid’s government came to power in December 1982, it confronted the unenviable task of restoring economic stability in the face of a hostile domestic private sector and reluctant external creditors. In other Latin American countries the political resistance of different social groups expressed in massive strikes or threats of coups added to the climate of economic instability and made the necessary adjustment more difficult. However, Mexico’s difficulties cannot be blamed on the political resistance of wage earners or other social groups to absorbing the costs of adjustment. In Mexico, policymakers enjoyed remarkable freedom to act during six years of economic hardship. There were no serious wage conflicts, threats from the military, peasant uprisings, or active guerrilla movements.

Theme of love in Roman Fever Essay Example | Topics and Well Written Essays - 1500 words

Theme of love in Roman Fever - Essay Example It was recorded live during the work's New York premiere production, given at the Manhattan School in December 2001. Ward (b. 1917) has had a long, distinguished career, the highlight of which was the Pulitzer Prize he was awarded in 1962 for his opera The Crucible, after Arthur Miller's play. His musical idiom, here as elsewhere, is quite conservative tonally (he asserts in the notes that the line between opera and Broadway is becoming increasingly blurred), but he understands the effective deployment of dissonance and variety. This is best demonstrated in the last ten minutes of the hour-long piece, when an accidental meeting in Rome of two old friends -- twenty years after they first spent time there together -- results in a series of intense revelations that turn long-held assumptions upside-down for both of them. Wharton's story has a shocker of a dosing line, which librettist Roger Brunyate has preserved. The section leading up to it flits in and out of an arrestingly rhythmic 7/8 feel, unlike anything we've heard in the rest of the piece. Prior to that, the music has been unfailingly pleasant, if occasionally meandering, and the characters successfully drawn, but Ward and Brunyate have had to struggle with the fact that not much happens in the story -- the surprises begin only toward the end. Dorothy Grimley, as Alida, has a moving aria about the clanging church bells and the unpleasant memories they bring back. The four women (two mothers and their daughters) have a beautiful quartet, an outstanding example of vocal ensemble writing. The orchestrational and vocal flights of fancy in the latter part of "They kissed our hands" (for the two girls, sung by Amy Shoremount and Eudora Brown) help us forget that the beginning is a direct lift from Cole Porter's "It's DeLovely." In all, Roman Fever is an adroit, thoughtfully expanded operatic treatment of a great story, if not a great opera in itself; there is, however, plenty to enjoy. The continuing commitment to the production of contemporary opera by the Manhattan School is an invaluable experience for its students, who for the most part outdo themselves when given the chance to sing challenging new roles. The four young women in the cast (Erin Elizabeth Smith completes the quartet as Grace) all sing clearly and attractively; each mother/daughter pair shares a similar vocal coloring, so that similarity of sound is familial, not generational. Maxime Alvarez de Toledo divertingly rounds out the cast of five as a self-dramatizing waiter singing in Italian-accented English. The students of the Manhattan School of Music Opera Orchestra are in fine form under conductor David Gilbert. The Story Two old friends, Alida Slade and Grace Ansley, are finishing lunch on the terrace of a Roman restaurant and move to the parapet, where they benignly contemplate the magnificent ruins of the Palatine and the Forum. Remarking that the scene below is the most beautiful view in the world, the two ladies agree to spend the afternoon on the terrace. Alida arranges with the waiter to permit them to stay until evening. They hear their daughters, Barbara Ansley and Jenny Slade, departing to spend the afternoon with two eligible young Italian men, and Grace remarks that the young women will probably return late, flying back by moonlight from Tarquinia. It becomes evident at this point that Grace has a closer relationship with her daughter than Alida has with Jenny because Alida did not know where the girls were going. Also, Barbara remarks a bit ruefully to Jenny as the two of them depart that they are leaving their mothers with nothing much to do. At that point, Alida broaches the

Foundation of Law concerning Employment Assignment

Foundation of Law concerning Employment - Assignment Example In the same way that the employer is legally entitled the profits of an employee’s work, the employer has also a legal liability if the same work results in harm. On the other hand, is someone is injured and needs to be compensated; the legal system makes the victim whole and assigns liability to the employer and not the employee. The employer is therefore liable for any harm caused by their servants acting within the scope of employment. There are various legal theories which the employer may be held responsible for the actions of their employee. The master can be held liable for any harm caused by the employee acting in the scope of occupation. This applies to both employees and to the independent contractors for as log as there is an agency relationship. According to the plaintiff’s attorney, the employer should know that the employee might cause harm. If the employee cause the harm while acting within the scope of employment, his/her employer is liable for damages incurred by the victim. This means that irrespective of the employer’s good intentions, or policies, I the employee cause an injury or harm to anybody within and without the company, while performing within the scope of the employment, the responsibility traces back to the employer. Unlike the vicarious liability, the negligent hiring, retention and supervision arises from actions performed by an employee outside the scope of his/her employment. An example of this liability occurs when the employer is held responsible for criminal conducts of the e mployee. The bases of this liability are upon the carelessness of the employer on hiring a criminal for a piece of work that he expected would endanger the lives of others. This is now recognized as a cause of action by many nations. There elements are required for liability to attach to the master (employer). Firstly, employers who employ individuals must train them in every sector of their job responsibilities, if failing to do so would result to injuries. Â  For example, employees who operate a vehicle should be adequately trained to do so to avoid destructed driving because the risk is foreseeable. Secondly, the employer is responsible for hiring, training and supervising employees. Failure to do so is described as a breach of that duty. Lastly, there must be causation between the injury and the conduct. Â  By virtual of employees using some unnecessary devices at work such as the mobile devices while driving company’s vehicle, the employer is said to have breached his/ her duty to supervise his/her employees and is thus held liable to the accident victims.

Prpperties of an element Essay Example | Topics and Well Written Essays - 500 words

Prpperties of an element - Essay Example On the Word file, the links (hyperlinks) to your references must be hot! 4) Neatly typed narrative description (500 words minimum, i.e., about one page minimum) of the uses, importance, biological significance (if any) historical information, and any additional interesting information for the element. This should be written in paragraph format with proper grammar and spelling. Outlines or lists will not be given credit. Information must be properly cited (see #5). Plagiarism will result in a zero grade for this project with no chance to earn the lost points through other means. Your in-text citation to a printed source should hyperlink to the reference in your bibliography. Your in-text citation to an online source should also hyperlink to the reference in your bibliography. However, the hyperlinks from each of your references should be to the specific webpage(s) where you obtained the

With reference to negative feedback loops explore the role of the Essay - 1

With reference to negative feedback loops explore the role of the pancreas in glycaemic homeostasis - Essay Example sphate (ATP) molecules symbolizing energy-rich molecules that stimulate numerous cellular progressions (Schuit, Huypens, Heimberg and Pipeleers 2001, p.1). Level constancy is accomplished through negative feedback structures that warrant that blood glucose absorption to be maintained within a standard range of about70-110 milligrams in each deciliter of blood. The absorption of blood glucose is continuously organized through regulatory hormones, inclusive of insulin and glucagon. An organism can be regarded to be in homeostasis given that the internal surroundings are upheld at a balance. Homeostasis facilitates cells to guarantee stability that assist them to work efficiently irrespective of what is going superficially to the body (Triplitt 2012, p.4). Negative feedback systems outline developments that impact on the changes within the blood and activate instruments that reverse registered alterations in order to restore states to their standard intensities. Processes that practise to uphold a latent worth for a system amid slender limits exploit unconstructive feedback mechanisms, in which a divergence from the most favourable state delivers a come back to its finest state. In a negative feedback system, there is a requirement that a sensor or receptor that establishes the significance of the characteristics to be controlled such as glucose levels within the blood (Szablewski 2011, p.3). The feedback is tagged as â€Å"negative† owing to the fact that it terminates the effectors from undertaking a certain thing, and stimulates it to assume the reverse. In contrast, a decline in glucose absorption activates the processes that amplify the glucose levels. The result is that the absorption of glucose within the blood repeatedl y resumes to its original value. In healthy persons, blood glucose concentrations remain fundamentally reinstated to usual concentrations principally through the acts of two pancreatic hormones: insulin and glucagon. The receptors of

HIPAA Security Policy Essay Example | Topics and Well Written Essays - 500 words

HIPAA Security Policy - Essay Example I would also ensure that the physician is aware of all the measures of ensuring security and that these measures are well observed. The security measures will need to be observed by all the covered entities and these will include those providing treatment, payments, and other healthcare operations. I will also ensure that the business associates as well get to understand these measures and these will include individuals such as those having access to the information of patients and those who offer support during treatment and in other operations and will also include the subcontractors. I would then follow the relevant steps in implementing an efficient privacy rule (Online Tech, 2015). The security policies associated with HIPAA include technical policies and these include the integrity measures and controls that ensure that the electronic protected health information is in good working condition and is not altered nor destroyed. There are offsite backups and disaster recovery of IT that ensure that any failures or errors concerning electronic media are rectified to ensure that information concerning the health of patients is recovered while still intact. There is also the technical safeguard that ensures that the access to the electronic protected health data is controlled and only the authorized users have access. Record of activities on the hardware or the software is made possible by tracking logs or audit reports. Transmission or network is another safeguard practice that ensures that ensures there is protection against unauthorized access to electronic patient health information. There are also physical safeguards that ensure that limits the access to securi ty, and to ensure that all the entities that are covered have policies and use regarding electronic media and workstations (Hasib, 2013). One of the most important security policy requirements of HIPAA is the privacy rule. This rule requires that all the

Teaching Practice Essay Example | Topics and Well Written Essays - 2000 words

Teaching Practice - Essay Example Unraveling the idea about teacher efficacy however helps a lot in the process of developing a fine and efficient way of teaching students especially that of the second language education. (Milson, 2001, 32) Certainly, teacher efficacy in this sense is assessed as something that is most applicable in every sense of teaching even among age-diversified students. IT could be observed that there are indeed different factors needed to be given constant attention in considering cases of teaching students belonging to different age-bracket. Every factor though leads to the assessment of the efficiency of teachers to handle the situation in a much effective way that would be most beneficial to all the students that he or she handles in class. Education has and will always be an important aspect in the society. This idea is mainly true because of the fact that it ensures an individual sense of responsibility and it promotes independence by equipping individuals in the society valuable knowledge and skills for them to survive and become existent to their purpose. In general perspective, education significantly promotes the development and further advancement of the society as a whole by enabling the young people to become knowledgeable individuals capable of enhancing the current lifestyle and culture of the society (Campbell, 1996, 117). Thus, in like manner, the act and concept of teaching is indeed significant since it is one and the major link between education and the society. Teaching in either private or public educational institutions is always perceived to be a great and respectable profession however; challenges and problems also exist in this field (Colbert, 2006, 216). The recognition of the importance of the concept of teaching to the society is very important because of its significant benefits it offers for the individuals seeking knowledge and education. Secular teaching in the established educational institutions is generally considered by this author as a profession that is well honored and valued by the people. However, many problems and issues are still needed to be address and developed to fully recognize the significance of this concept for the society. Society has always been increasing and the population and likewise its number of students because of which, facilities in the educational institutions must also be expanded to accommodate the said increase. (Ross, 2006, 179) This author believes that every student has their own right to claim and have access to education thus they must be given a way for them to do so. Aside from the classroom, outside facilities must also be given to the student population such as laboratories, athletic fields and others. These facilities will greatly promote the enthusiasm and the educational pursuit of the students and also aid in their complete personal development in different humanistic aspect. DISCUSSIONS AND FURTHER IMPLICATIONS The Idealisms of Teacher Efficacy Teaching, generally also involves the professional and interaction between the students and the teacher wherein it is culturally perceived that the teacher has the authority over the situation (Guskey, 1993, 6). However, this

Should higher education be free Research Paper Example | Topics and Well Written Essays - 500 words

Should higher education be free - Research Paper Example It is not right from an ethical perspective to retrieve the money from the general taxpayers for the higher education of all students irrespective of their ability to afford. â€Å"In a period when the state cannot afford to keep police on the streets, the NHS functioning, and our armed forces properly equipped, it is right and proper that undergraduates should be asked to pay for some of the costs of their higher education to ensure that government money is spent fairly† (Holden). Considering the benefits students gain from the degree, it is ethically justified to make the students bear the cost of education. The extent to which students should be required to bear the cost of education is debatable, yet it is very dutiful of the students to give their input for something they would get output from in the future. There are numerous challenges that surface if the students are required to bear the cost of their higher education. There are a lot of students who are quite capable in the studies, but cannot afford any cost of education. For such students, the access to higher education should be based on the students’ tendency to achieve rather than their tendency to pay because â€Å"[i]t is the poor and middle class who are unable to afford the very thing that enables their children to seek a better life† (Peters). Government should provide the funds to the colleges but only for the education of the students who are capable but not in the position to afford the expenses. Supporters of the free higher education consider it the only fair means of advancing the academic career of the individuals since free education opens the gates to high education for all. However, if the higher education is made free for the capable yet poor students and not for the rest, the objective of making the higher education attainable for all is achieved. â€Å"From each according to his ability, to each

Reaction Time & Hemispheric Asymmetry Dissertation

Reaction Time & Hemispheric Asymmetry - Dissertation Example The tests failed to demonstrate a clear association with hemispheric aptitude in terms of reaction speed based on results of previous investigations in the literature. Introduction The two halves of the human brain are responsible for different perceptions and styles of information processing. Handedness as a functional preference begins with an entire half of the brain, one of which is personally dominant, and it is that dominant half that is used to process much information. Nonetheless, cognitive functions are enhanced when both sides of the brain learn to get along cooperatively, sharing capabilities in a balanced fashion. To optimize this sharing for the benefit of performance, there should always be room for strengthening whichever a person's weaker hemisphere happens to be. The left brain functions in a sequential, linear manner. It is an organizing, rank-making, list-maker. Left-brained individuals enjoy orderly planning, schedule-creation, and structured organization. Left-b rains finish tasks in sequence and enjoy the regularity that this regimented approach allows. And thus, learning in sequence can be easier for these individuals. Functions such as spelling are probably easier for left-brains. A sequential approach to mathematical calculations and stepwise directions are ideal conditions for this learner. This left hemisphere is also vital for many forms of communication. Aphasia can result from trauma, tumors or stroke-damage to the left hemisphere. Certain complex mouth-movements may be affected also. It is clear that language processing as well as spatial intelligence, and subtle movements involving hand-gestures are dependent on the left hemisphere. (Toga et al. 2003) In seeming opposition is the approach of the right-brained thinker. More haphazard and spontaneous. The right-brained thinker may drift through different modes and styles of thought. They may lack the regimented prioritization of the left-brained operator when they do complete the w ork they have set themselves towards. They may not accomplish less, but in a less direct fashion. A task may be delayed not because the right-brained wasn't applying themselves, but that they were applying themselves to many different priorities. Excessive regimentation provokes feelings of restlessness or rebellion. But schedules and order are still useful, and are perhaps more essential for this thinker. Editing, error-correction and spell-checking will be more important for this learner. Colors and images may be useful to this thinker as an organizational tool, as vivid depictions will be impactful for a right-dominant mind. Mnemonic devices should be the most beneficial for this thinker. In addition, the right cerebral hemisphere specializes in spatial perception and topographical comprehension, and men score higher than women when the input is restricted to the right hemisphere, or conversely, obtain significantly lower scores than women on such tasks after damage to this hemis phere. The left hemisphere specializes in language, and trauma here leads to aphasia, linguistic impairment in speaking, comprehending, or both. The fact that women score lower than men in right hemi-sphere tasks was for years explained in terms of the crowding out effect, a concept referring to the left hemis

Clotel Analysis Essay Example for Free

Clotel Analysis Essay Clotel is an interesting piece of literary work by William Brown, as it exposes the depraved social conditions of Chattel Slavery and its effect on Marriage relations between slave and slave owner. Interestingly, I recognized the stereotypes that can develop from conditions of race and class in our society. More importantly, we see how race and class present higher priviledges to mulatto slaves (quadroons), than what William coins as the real negro. Undeniably, there is a stereotypical belief in todays society that light skin or fairer skin people have an esteemed privilege than that of dark skin people. Although fictional characters, Currer, Clotel, and Althesa are real-life representations of that belief because they were mulattos. One may imply that it is quite stereotypical to say that light skin people have a higher privilege that is not necessarily given to dark skin people, although many believe it to be true as a result of the conditions faced by non-mulatto slaves. However, others may not agree. Currer and her two daughters Clotel and Althesa are all protagonists in this literary work. Currer, a bright mulatto was a housekeeper for slaveholder Thomas Jefferson, upon which she beared Clotel and Althesa. Currer being of the higher class of slaves was permitted to hire her time for more than 20 years. Surely Currer wanted nothing more than to raise her daughters to attract attention in efforts that they might marry into their freedom. Compared to ordinary slaves, Currer and her daughters had once lived in luxury due to privileged conditions of being a mulatto slave. Nevertheless, they were still slaves, and often reminded that they were no different than ordinary slaves. For example, Clotel was only 16 when she was purchased by Horatio Green, son of a wealthy gentleman of Richmond whom promised to make her mistress of her own dwelling. She lived in luxury for a while, and even beared a child named Mary with Horatio. The time came that Horatio began to be involved with politics, and his success with politics being of greater importance proved his union with Clotel would soon end. Horatio took interest in the daughter of a wealthy man with whom he found a connect to success in politics. Horatio later married her, leaving Clotel to be sold to a slaveholder at the demand of his mistress. It is here that we discover that even the mulatto woman is not as esteemed with privilege as she was once perceived to possess. She is still a slave , born of that blood. She may have lived in luxury for a while, but it was very predictable that she would be sold again to the highest bidder, and for the latter purpose. What is so significant about not only Clotels character, but also for her mothers and sisters character is that they are symbolic of how mulatto slaves were used as an even bigger commodity during slavery. They were put on a pedestal to feel as though they had more privilege, only to discover that they really did not. Even more importantly, mulatto slaves knew the significance of having been mixed-bred, and how it could be used in attempt to free themselves, just as Currer had planned for her daughters from the very beginning. Mostly, the mulattos or quadroons were the house slaves, and occupied the best situation a slave could occupy. Most of the mistresses of the slave owners in the South sought to make the lives of quadroons intolerable, because they viewed them as rivals. For this reason, Mrs. Green had demanded that Clotel be sold out of the state. How soundly ironic that mulattos could be stuck at the center of the depraved social condition of marriage relations between slave and slave owner? And being of the higher class of slaves still be subject to the will of his master. Were they really of a higher class, or were they no better than an ordinary slave whom labored outside the masters house? Some people have their own prejudices toward blacks in general even in todays society. It is safe to say that some whites even still view blacks as slaves. No matter how fair or light the shade of their skin is, it still does not dismiss the fact that they are born of African descent. As William stated in his work, there was a depraved social condition that placed the slave under total control of his master from the very beginning no matter how light or fair their skin was. Therefore, the stereotypical belief that mulattos or light-skin people have an esteemed privilege over dark-skinned people is without a doubt, debateable.

Landslide and Debris Flow Essay Example for Free

Landslide and Debris Flow Essay A. A landslide is when a mass of soil, rocks and other debris moves down a slope, powered by the force of gravity. Sometimes, this movement is so sudden and rapid that it causes devastating loss of life and structural damage. (http://www.health24.com/medical/Condition_centres/777-792-1461-2097,34702.asp) B. A landslide or landslip is a geological phenomenon which includes a wide range of ground movement, such as rock falls, deep failure of slopes and shallow debris flows, which can occur in offshore, coastal and onshore environments. Although the action of gravity is the primary driving force for a landslide to occur, there are other contributing factors affecting the original slope stability. Typically, pre-conditional factors build up specific sub-surface conditions that make the area/slope prone to failure, whereas the actual landslide often requires a trigger before being released. (http://www.americansnetworkingtosurvive.org/Landslide.html) C. Landslides occur in all U.S. states and territories. In a landslide, masses of rock, earth, or debris move down a slope. Landslides may be small or large, slow or rapid. They are activated by storms, earthquakes, volcanic eruptions, fires, and human modification of land. Landslide problems can be caused by land mismanagement, particularly in mountain, canyon, and coastal regions. Land-use zoning, professional inspections, and proper design can minimize many landslide, mudflow, and debris flow problems. (http://www.wilderness-survival.net/natural-hazards/landslides-mudslides/) D. Landslides are a serious geologic hazard that occurs in almost all 50 states. Every year in the United States, they cause significant damages and 25 to 50 deaths. Globally, landslides cause billions of dollars in damages and thousands of deaths and injuries each year. The term â€Å"landslide† describes many types of downhill earth movements ranging from rapidly moving catastrophic rock avalanches and debris flows in mountainous regions to more slowly moving earth slides. Some landslides move slowly and cause damage gradually, whereas others move so rapidly that they can destroy property and take lives suddenly and unexpectedly. Gravity is generally the force driving landslide movement. Landslides cause property damage, injury, and death and adversely affect a variety of resources. For example, water supplies, fisheries, sewage disposal systems, forests, dams, and roadways can be affected for years after a slide event. Landslides generally happen where they have occurred in the past, and in identifiable hazard locations. Areas that are prone to landslides include existing old landslides, the bases of steep slopes, the bases of drainage channels, and developed hillsides where leach-field septic systems are used. (http://www.survivalkitsonline.com/landslidepreparedness.html) E. Landslides occur when masses of rock, earth, or debris move down a slope. (http://emergency.cdc.gov/disasters/landslides.asp) Risks or Dangers from landslides A. The immediate risk to human life from a landslide or mudslide is being caught in its path: sand, and thick mud especially, can cause suffocation, and people can be trapped or crushed by boulders or other debris, or by buildings collapsing under the weight of the flow. (http://www.health24.com/medical/Condition_centres/777-792-1461-2097,34702.asp) B. Landslides can also disrupt power lines and water and sewerage pipes, potentially leading to electric shock and contaminated drinking-water. Roads and other transportation arteries may be blocked by debris, raising the risk for accidents and hampering access by rescue and medical services. (http://www.health24.com/medical/Condition_centres/777-792-1461-2097,34702.asp) C. Landslides, mudflows and debris avalanches frequently accompany other natural hazards such as floods and earthquakes. The October 17, 1989 earthquake resulted in many areas of unstable land throughout the County which will be further impacted by winter storm conditions . (http://sccounty01.co.santa-cruz.ca.us/oes/landslide%20and%20mudflow.htm) D. Areas are at Risk: 1. Areas where wildfires or human modification of the land have destroyed vegetation; 2. Areas where landslides have occurred before; 3. Steep slopes and areas at the bottom of slopes or canyons; 4. Slopes that have been altered for construction of buildings and roads; 5. Channels along a stream or river; and 6. Areas where surface runoff is directed. (http://www.americansnetworkingtosurvive.org/Landslide.html) Tips on Surviving landslides A. How to avoid them:1. Be in tune with your surroundings. If you’re travelling to a new area, swot up on it and find out about the potential risks (landslides or otherwise). Check out the topography: are there dodgy-looking slopes (steep or eroded) in the area? And especially: what is the weather doing? Intense rainstorms can be dangerous, especially if there’s been a preceding period of wet weather. 2. If you decide not to leave the area, then at least stay awake if you think there’s a chance of a landslide: many such disasters have occurred while their victims were asleep. Keep a portable, battery-powered radio with you to stay in touch with any safety announcements. Move up to a second story if possible, which might help to keep you above the level of the debris. 3. Listen for unusual sounds that might indicate moving debris, such as tree branches breaking, boulders knocking, or a faint rumbling that increases in volume. 4. A trickle of mud or soil may precede the main landslide. If you are near a stream or channel, beware of a sudden increase or decrease in water flow, or a change from clear to muddy water: this could mean landslide activity upstream. If you’re driving, remember that road embankments are prone to landslides. Also watch out for fallen rocks and mud. 5. Any of the above signs mean you may have only a few minutes (or even seconds) to get out of the path of the landslide. 6. Also, beware if the following occur for the first time: a. Cracks in walls or the ground. b. Doors or windows stick. c. Outside walls or stairs lean away from the main building. d. Underground utility lines break. e. The ground bulges at the base of a slope. f. Water breaks through the ground surface. g. Fences, walls, utility poles or trees tilt. (http://www.health24.com/medical/Condition_centres/777-792-1461-2097,34702.asp) B. Preparedness 1. Reinforce the foundation and walls of your home. Identify vulnerable areas of your home and add temporary shoring, bracing or shear wall supports where necessary. 2. Install flexible rather than stiff pipe fitting to avoid gas or water leaks in the event of a landslide or mudflow. 3. Mudflow is covered by flood insurance policies from the National Flood Insurance Program (NFIP). You can buy flood insurance even if you do not live in the flood plain. Keep your insurance coverage up to date. 4. Stockpile emergency building supplies such as ropes, buckets, large plastic bags, plywood, sandbags, plastic sheeting and lumber. 5. Maintain emergency supplies such as water, foods that require little cooking, a first aid kit, portable radio and flashlights. 6. In high risk areas, construct channels to direct the mudflows around your home or buildings. 7. If you are inside during a landslide and the building is not in peril of sliding down a hill, stay inside and get under a desk, table or other sturdy furniture. 8. If you are outside and cannot get into a sturdy building while rocks and debris tumble toward you, curl into a tight ball and protect your head. 9. Usually, you can survive a mudflow or debris avalanche only by avoiding it. If you are in a valley, get out as soon as possible once you hear rumbling from upstream or feel the ground tremble. These are signs that a mudflow may be coming your way. 10. If caught in a mudflow, try grabbing onto a large rock, tree or anything being carried along. (http://sccounty01.co.santa-cruz.ca.us/oes/landslide%20and%20mudflow.htm) What you should do? A. Before the landslide 1. Contact your local fire, police, or public works department. Local officials are the people best able to assess the potential danger. 2. Inform affected neighbors. Your neighbors may not be aware of the potential hazard. Advising them of a threat may help save lives. Help neighbors who may need assistance to evacuate. 3. Leave. Getting out of the path of a landslide or debris flow is your best protection. Take your pets with you when you leave, provided you can do so without endangering yourself. (http://www.survivalkitsonline.com/landslidepreparedness.html) 4. Assume that steep slopes and areas burned by wildfires are vulnerable to landslides and debris flows. 5. Learn whether landslides or debris flows have occurred previously in your area by contacting local authorities, a county geologist or the county planning department, state geological surveys or departments of natural resources, or university departments of geology. 6. Contact local authorities about emergency and evacuation plans. 7. Develop emergency and evacuation plans for your family and business. 8. Develop an emergency communication plan in case family members are separated. 9. If you live in an area vulnerable to landslides, consider leaving it. (http://emergency.cdc.gov/disasters/landslides.asp) 10. Contact your local emergency management office or American Red Cross chapter for information on local landslide and debris flow hazards. 11. Get a ground assessment of your property. 12. County or state geological experts, local planning department or departments of natural resources may have specific information on areas vulnerable to landslides. Consult an appropriate professional expert for advice on corrective measures you can take. 13. Minimize home hazards. 14. Plant ground cover on slopes and build retaining walls. 15. In mudflow areas, build channels or deflection walls to direct the flow around buildings. 16. Remember: If you build walls to divert debris flows and the flow lands on a neighbors property, you may be liable for damages. Explore a neighborhood or special district project. 17. Install flexible pipe fittings to avoid gas or water leaks. Flexible fittings are more resistant to breakage. 18. Familiarize yourself with your surrounding area. 19. Small changes in your local landscape could alert you to the potential of greater future threat. 20. Observe the patterns of storm-water drainage on slopes and especially the places where runoff water converge 21. Watch for any sign of land movement, such as small slides, flows, or progressively leaning trees, on the hillsides near your home. 22. Be particularly observant of your surrounding area before and during intense storms that could heighten the possibility of landslide or debris flow from heavy rains. Many debris flow fatalities occur when people are sleeping. 23. Talk to your insurance agent. Debris flow may be covered by flood insurance policies from the National Flood Insurance Program (NFIP). 24. Learn to recognize landslide warning signs.

Upper Body Tests Of Muscular Strength

Upper Body Tests Of Muscular Strength Muscular strength and endurance are one of the health-related physical fitness components (ACSM, 2003). McManis, Baumgartner, Wuest(2000)mentioned that the level of muscular strength and endurance affects an individuals ability to perform daily functions and various physical activities throughout the life span. Upper-body strength and endurance are also considered important for performing functional and daily activities as well as preventing injury and osteoporosis. Because of the importance of upper-body strength and endurance, Engelman Morrow (1991) pointed out that test developers make continuous efforts to develop different upper-body fitness test and include them in test batteries. So that the physical educators can use muscular fitness test scores to document health related physical fitness. There are many test batteries developed by different associations and available for the physical educators. Most of the include test items designed to measure upper body muscular strength and/or muscular endurance (AAHPERD, 1988; Chrysler Fund-Amateur Athletic Union[CE-AAU], 1987; Institute for Aerobics Research[IAR], 1987; PCPFS, 1987). In most of the test batteries, there will be one upper body muscular fitness test included, but some of them may provide several options for the practitioner, such as, the FITNESSGRAMÂ ® health-related physical test battery, which was developed by the CIAR(1999) and is currently endorsed by the American Alliance for Health, Physical Education, Recreation and Dance[AAHPERD], provides the following field tests for the practitioners: (a) the traditional pull-up (PU), (b) the modified pull-up (MPU), (c)the 90o push up (PSU), and (d) the flexed-arm hang (FAH). Although the practitioner may choose to use either of the tests, the PSU is recommended. According to AAHPERD (1988); CF-AAU (1987); PCPFS (1987), PU and FAH are the most commonly used field tests as measurements of upper-body strength and endurance. But, Ross, Pate, Delpy, Gold, and Svilar (1987) argued that MPU and PU are more acceptable field tests for upper-body strength and endurance, because they can provide a better range of scores. Baumgartner, Oh, Chung, Hales (2002); Clemons, Duncan, Blanchard, Gatch, Hollander, Doucet(2004) also pointed out that modified push up test (MPSU) is commonly used to measures upper-body strength and endurance. Statement of Problem Many test batteries include one upper-body strength and endurance tests among the 5 tests mentioned before, or provide several options for the practitioners without any explanation. Zhu (1998) pointed out that if test are used interchangeably, tests must be equivalent. Different tests may involve different muscle groups. According to Pat Manocchias Anatomy of exercise: [a trainers guide to your workout], PU involves biceps brachii,brachioradialis, latissimus dorsi, posterior deltoid, rhomboid, teres major and trapezius. For PSU, it involves deltoideus, coracobrachialis pectoralis major, pectoralis minor and triceps brachii. So a subject may get a high score in PSU but a low score in PU, because he/she has a very strong pectoralis major. Sherman Barfield (2006) pointed out that if tests are not consistent in classification, problems can occur when using test sores to classify whether the subject are in a health fitness zone. Purpose of Study The purpose of the study was to examine the interchangeability as well as the consistency of classification between the upper-body strength and endurance tests, including PU, MPU, FAH, PSU and MPSU by assessing the correlation between the test results among them. Significance of Study Mahar and Rowe (2008) pointed out that for researches, the aims of fitness test are to (a) determine the association between fitness and other health outcomes, (b) evaluate the effectiveness of training programs designed to increase fitness, and (c) determine the prevalence of adequate levels of fitness in defined population groups. In school settings, fitness tests are used to (a)provide individualized feedback to students about their fitness levels, (b) make recommendations for increasing or maintaining current fitness levels, (c) educate students about physical activity and fitness , and provide information to help determine the effectiveness of physical education programs. Among the test manuals available for selection, there are five commonly used upper-body strength and endurance tests, which are PU, MPU, FAH, PSU, MPSU. Test manuals usually include one of these tests in their test battery without explanation on the selection. Also the test manuals usually dont have any detailed information of the test, such as which muscle group will be assessed. FITNESSGRAMÂ ®, a test manual currently endorsed by AAPERD, allows the practitioner the option of administering any of the four upper-body strength and endurance tests, without stating their differences. As fitness test is important for assessing subjects fitness, hence, a subject should receive the same criterion classification regardless of what test is administered. If the tests can be used interchangeably, they must be equivalent. Misclassification of a subject may lead to an overestimation of appropriate physical activity or a discouragement in participation. Therefore, this study was designed to determine the consistency of classification, and interchangeability of the five commonly used upper-body strength and endurance tests. Chapter 2 REVIEW OF LITERATURE In most of the physical fitness test batteries, they include upper-body strength and endurance test, which implied the importance of upper-body strength and endurance in physical fitness (AAHPERD, 1988; Chrysler Fund-Amateur Athletic Union [CE-AAU], 1987; Institute for Aerobics Research [IAR], 1987; PCPFS, 1987). Upper-body strength and endurance are important for performing daily functions and various physical activities. A fitness test can assess subjects physical fitness level and help developing a suitable fitness program for the subject. But if the fitness test can not evaluate or classify the subjects physical fitness level accurately, it may lead to over or underestimation of the ability of the subject. The present study was to determine the consistency of classification, and interchangeability of the five commonly used upper-body strength and endurance tests. The review of literature for the present study focused on the following aspects: (a) validity and reliable of the five upper-body strength and endurance tests, (b) equivalence reliability of the tests, (c) summary of literature review. Validity and reliable of the five upper-body strength and endurance tests Pate, Burgess, Woods, Ross , Baumgartner (1993) studied the concurrent and construct validity of three common field tests of upper-body muscular strength and endurance including pull-up, flexed arm hang, push-up, Vermont modified pull-up and New York modified pull-up in children aged 9-10 years. The major findings are that the test performances were significantly associated with measures of weight-relative muscular strength, except push-up test, which was correlated significantly with the criterion measure of absolute strength, r(92)= .32, p McManis, Baumgartner and Wuest (2000) studied the objectivity and stability reliability of the 90o push-up test for elementary, high school and college-age students. They gave out some recommendations on improving the objectivity and stability reliability of the test, (a) the cadence should not be too slow, (b) elementary students and low-strength college women would be more successful in performing push-ups on their knees, (c) subjects should be required to wear tight, short-sleeved shirt for better judgment on angle of elbows. Baumgartner, Oh, Chung and Hales (2002) also suggested that women and very young individuals should execute push ups on the hands and knees. Besides the clothing, they pointed out that hand placement must be specified in the push-up test protocol. Romain and Mahar (2001) determined the test-retest reliability and equivalence reliability of the push-up and the modified pull-up tests from both norm-referenced and criterion-referenced frameworks. Sixty-two students aged between 10.5 and 12.3 years were administered the push-up and modified pull-up tests. The criterion-referenced test-retest reliability estimates were high for both tests, but the equivalence reliability estimates were considerably lower between them. Also the criterion-referenced equivalence reliability findings were not acceptable. Clemons, Duncan, Blanchard, Gatch, Hollander and Doucet (2004) determined the relationships between flexed-arm hang and select measures of muscular fitness, which are absolute strength (1RM lat pull down), relative strength (1Rm/mass) and muscle endurance (repetitions to failure at 70% of the 1RM). Sixty college-age women were studied and the results showed that FAH is a test of weight-relative muscular strength and appears unrelated to absolute strength or muscle endurance. Equivalence reliability of the tests Pate, Burgess, Woods, Ross, and Baumgartner (1993) found that the performance on the five field tests(pull-up, flexed arm hang, push-up, VMPU and NYMPU tests) were only moderately intercorrelated. The highest interest correlation was between flexed arm hang and VMPU tests, r(92)=.71, P Romain and Hahar (2001) were the pionners to study the criterion-referenced equivalence reliability estimate between push-up and modified pull-up tests among young children. They found that the classification agreement between push-up and modified pull-up tests was low. Also they pointed out that because the FITNESSGRAMÂ ® allowed the physical activity directors to choose among four tests to measure upper-body strength and endurance, the criterion-referenced equivalence reliability of these tests should be examined. Sherman and Barfield (2006) studied the equivalence reliability among the four upper-body strength and endurance tests(Push-up, pull-up, modified pull-up and flexed arm hang) in FITNESSGRAMÂ ®. 383 children in Grades 3 to 6 were tested over a week. The result showed that the equivalence reliability between PSU and MPU was acceptable for boy, but unacceptable for girls. The classifications for boys aged 10 and 11 regarding the push-up and pull-up tests were not consistent, but they were consistent for girls, except age 11. Summary of literature review Upper-body strength and endurance are important for daily functional activities. A valid upper-body strength and endurance can accurately assess and classify subjects muscular fitness level. This information can help physical educator the develop suitable fitness program for the subject. The above studies shown that the five field test are valid for measuring weight related strength rather than absolute strength and endurance. Also, for the equivalence reliability among the tests, there is lack of study on college student. Definition of Terms The following terms were defined operationally: Health-related physical fitness According to American College of Sport Medicine (2003), health-related physical fitness actually has four components: aerobic fitness, muscular fitness, flexibility and body composition. Muscular fitness is the strength and endurance of individuals muscles. Muscular Strength Docherty (1996) stated that the International System of Units (SI) defined strength as the maximal force or torque developed by a muscle, or muscle group, during one maximal voluntary action of unlimited duration at a specified velocity of movement. Muscular Endurance Docherty (1996) defined that muscular endurance is the ability of a muscle, or muscle group, to generate force repeatedly or for an extended period of time. Pull up According to AAHPED (1988), Pull up was defined as a person using overhand grip, body completely extended, raise until chin clears bar, then lower to full hang as in starting position. Flexed arm hang AAHPED (1988) defined Flexed arm hang as a person using overhand grip and in a position with chin clearing bar, elbows flexed, chest close to bar and hold this position as long as possible. Push up Chrysler Fund-Amateur Athletic Union (1987) defined push up as a person in prone position, elbows bent, hands flat on floor, thumbs pointing inward and next to chest, then pushes body up until elbows are straightened, while heels, hips, shoulders, and head remain in the same straight line. Modified pull up Pate, Ross, Baumgartner (1987)defined it as a person in supine position, the bar adjusted just out of reach of fully extended arms. That person grasps bar with overhand grip, maintaining arms and legs straight, feet together. Then pull up the body with arms so chin clears the bar. Fatigue According to Rod et al. (2006), fatigue is defined as the decreased capacity to do work and the reduced efficiency of performance that normally follows a period of activity. Research Hypothesis According to the above literatures reviewed, it was hypothesized that: 1. There would be no significant correlation between the five upper-body strength and endurance test results. And the classification is not consistent. Chapter 3 METHOD The purpose of the study was to examine the interchangeability as well as the consistent in classification of the upper-body strength and endurance tests, including PU, MPU, FAH, PSU and MPSU by assessing the correlation between the test results among them. This chapter was divided into the following parts: (a) subjects; (b) procedures; (c) method of analysis; and (d) statistical hypothesis. Subjects This study was targeted to male college students, who were studying in Hong Kong Baptist University and aged between 19 to 25 years old. Subjects will be selected by convenient sampling. Before the study, subjects was asked to sign on the consent forms after knowing the purpose, benefits and risks of the study. Procedures In this study, subjects were invited to perform the five upper-strength and endurance tests in a specific sequence, which is pull-ups, push-ups, modified pull-ups, modified push-ups and flexed arm hang. Test and retest were held on two separate days with in a week. All tests will be conducted in the fitness room of Hong Kong Baptist University or the fitness room of LCSD. The subjects were strongly advised not to have a heavy meal 2 hours before the sit-up tests. The subjects were invited to do warm up exercises. Warm up exercises included 5 minutes jogging or cycling and then 5 minutes related stretching exercises. After the warm up exercises, subjects were invited to perform the tests. The description of the pull-ups, push-ups, modified pull-ups and flexed arm hang tests were described by the FITNESSGRAMÂ ® (2007): Pull-ups The subject should start will hanging position an the bar with an overhand grasp. The subject uses the arms to pull the body up until the chin is above the bar and then lowers the body again into the full hanging position. The exercise is repeated as many times as possible. There is no time limit. Push-ups The subject should begin with a prone position with hand place under or slightly wider than the shoulder, fingers stretched out, legs straight and slightly apart, and toes tucked under. Then pushes up of the mat with the arms until arms are straight, keeping the kegs and back straight. The subject then lowers the body using the arms until the elbows bend at a 90o angle and the upper arms are parallel to floor. This movement is repeated as many times as possible. Modified pull-ups The student grasps the bar with an overhand grip. The pull up begins in this down position with arms and legs straight, buttocks off the floor, and only heels touching the floor. The student then pulls up until the chin is above the bar. The subject then lowers the body to the down position. Movement continues in a rhythmic manner. Flexed Arm Hang The subject grasps the bar with an overhand grip. With the assistance of one or more spotters, the student raises the body off the floor to a position in which the chin is above the bar, elbows are flexed, and the chest is close to the bar. The position is held as long as possible. Modified Push-up The subject should begin with a prone position with hand place under or slightly wider than the shoulder, fingers stretched out, legs straight and slightly apart, and knees tucked under. Then pushes up of the mat with the arms until arms are straight, keeping the legs and back straight. The subject then lowers the body using the arms until the elbows bend at a 90o angle and the upper arms are parallel to floor. This movement is repeated as many times as possible. There will be three minutes rest between each test. Delimitations The following delimitations were included in this study: The subjects of the study were delimited to the male students who were studying in Hong Kong Baptist University and aged between 19 to 25 years old. All the tests were carried at the fitness room of Hong Kong Baptist University or the fitness room of LCSD. The test and retest were held in separate days within a week. Data Analysis Statistical hypothesis The following null hypothesis was examined: 1. There would be significant correlation between the five upper-body strength and endurance test results. And the classification is consistent. Statistical Analysis Data were reported as mean and standard deviation. Minimum and maximum values of variables were analyzed by the Statistical Package for Social Science (SPSS). Pearson Production Moment Coefficient of Correlation (r) was used to examine the correlation between the 1-min sit-up result with that having fixed frequency and no time limit. An alpha level of p Limitations The following limitations were included in this study: 1. The subjects are restricted to the students who can use the fitness room of Hong Kong Baptist University or LCSD. 2. The motivation of the subjects in performing the tests, as all the tests are with no time limit, was uncontrollable. It might affect the results of the study. 3. The performance of the subjects might be affected because of their physical lifestyle and the physical activity level. 4. The performance of the subjects might affected due to their different physical characteristics. Study findings are applicable only to the subjects included in this study.

The Reality of Jacob Riis How the Other Half Lives Essay example -- W

The Reality of Jacob Riis' How the Other Half Lives Jacob Riis’ book How the Other Half Lives is a detailed description on the poor and the destitute in the inner realms of New York City. Riis tries to portray the living conditions through the ‘eyes’ of his camera. He sneaks up on the people flashes a picture and then tells the rest of the city how the ‘other half’ is living. As shocking as the truth was without seeing such poverty and horrible conditions with their own eyes or taking in the experience with all their senses it still seemed like a million miles away or even just a fairy tale.   Ã‚  Ã‚  Ã‚  Ã‚  The reality of this book hit the people of New York right between the eyes. Riis was once ascribed the label of lower class society, but worked his way up the ladder of success and entered into a higher class among humanity. Riis tried to write this book with pure objectivity but given his background and emotional connection to the tenement dwellers it was hard to keep that objectivity throughout his book. The references he uses to describe some of the immigrant live-ins were negative and very much stereotypical. For example on page 92 when he’s referring to Italians and their ability to speak, English. â€Å"Unlike the German, who begins learning English the day he lands as a matter of duty, or the Polish Jew, who takes it up as soon as he is able as an investment, the Italian learns slowly, if at all.† By referring to Italians in such a way gives, the effect that he holds a personal grudge against them. He makes it seem like they have personally of fended him by not knowing the English language, when in reality I don’t think he cares at all about what they have to say or what they think about him. He feels that if they (Italians or any of the minority groups) come to the United States they should be well briefed enough know the basic communication needs of his language or don’t come at all because your wasting his time and frankly just being a pain in the ass. He refers to all the immigration groups in a judgmental way. He complains about the intelligence levels of the Italians, how dirty and deceitful the Jews are, and even the immaculate cleanliness of the Chinamen. Although he does possess quite a bit of bigotry that boarders on the line of prejudice when it comes to African Americans he recognizes that they are suffering from racism and he sympathizes with th... ... them enough to care how they live. Once that was done you could take the care they discovered for those people and use it to better their homes. And the city would well be on it’s way to improvement. Riis writes his book effectively and manages to grasp the attention of the nation with his exposà © of real life stories and his snap photography of the tenements of New York City. His point of view wasn’t always objective and he had many stereotypes burned into his brain, but at the same time without some of those preconceived ideas I don’t think his writing would have been as effective as it was. There were real emotions and deep feelings that went into his work. Without his connection to the poverty stricken, he would not have an understanding of where those immigrants were mentally, the pain they were going through and the ‘rough road’ ahead of them. The main purpose of his book was to try to help open the eyes of the people in New York to the conditions in which the immigrants are living. By opening their eyes, he hoped that there would be compassion growing in their hearts and maybe open up to that community and aid in the reconstruction of the tenem ents in which they resided.

The Turing Test Essay -- essays research papers fc

One of the hottest topics that modern science has been focusing on for a long time is the field of artificial intelligence, the study of intelligence in machines or, according to Minsky, â€Å"the science of making machines do things that would require intelligence if done by men†.(qtd in Copeland 1). Artificial Intelligence has a lot of applications and is used in many areas. â€Å"We often don’t notice it but AI is all around us. It is present in computer games, in the cruise control in our cars and the servers that route our email.† (BBC 1). Different goals have been set for the science of Artificial Intelligence, but according to Whitby the most mentioned idea about the goal of AI is provided by the Turing Test. This test is also called the imitation game, since it is basically a game in which a computer imitates a conversating human. In an analysis of the Turing Test I will focus on its features, its historical background and the evaluation of its validity a nd importance.   Ã‚  Ã‚  Ã‚  Ã‚  First of all, the Test itself doesn’t really have any complex features. As described by Haugeland, the procedure of the game is simple. Suppose that we have a person, a machine, and an interrogator. The interrogator is in a room separated from the other person and the machine. The participants in this game use teletypewriter to communicate with one another -- to avoid clues that might be offered by tone of voice, etc.The object of the game is for the interrogator to determine which of the other two is the person, and which is the machine. The interrogator knows the other person and the machine by the labels ‘X’ and ‘Y’ -- but, at least at the beginning of the game, does not know which of the other person and the machine is ‘X’ -- and at the end of the game says either ‘X is the person and Y is the machine’ or ‘X is the machine and Y is the person’.(29-30) The object of the machine is to try to cause the interrogator to mistakenly conclude that the machine is the other person; the object of the other person is to try to help the interrogator to correctly identify the machine. If a machine passes the test, then it is clear that for many ordinary people it would be a sufficient reason to say that that is a thinking machine. And, in fact, since it is able to conversate with a human and to actually fool him and convince him that the machine is human, this would seem t... ...ing Test and scientists of AI have different opinions about it. However there are some facts of which we can be sure of. The Turing Test was invented by a great scientist, it has had a long and rich history of 55 years and has played an important role in the science of Artificial Intelligence.   Ã‚  Ã‚  Ã‚  Ã‚   Bibliography Artificial Intelligence. BBC. Mar. 3, 2005 Copeland, Jack. Artificial Intelligence: A philosophical introduction.   Ã‚  Ã‚  Ã‚  Ã‚  Oxford: Blackwell, 1993. Floridi, Luciano. Philosophy and Computing: An introduction. London: Routledge, 1999. Haugeland, John, ed. Mind Design II: Philosophy, Psychology, Artificial Intelligence   Ã‚  Ã‚  Ã‚  Ã‚  USA: MIT Press, 2000. Hodges, Andrew. Alan Turing and the Turing Test Mar. 15 2005 < http://www.turing.org.uk/turing/scrapbook/test.html> Millar P. H. â€Å"On the point of the Imitation Game.† Mind, New Series, Vol. 82, No 328 (Oct. 1973): 595 par1. Mar. 20, 2005 Oppy, Graham, Dowe, David, The Turing Test, The Stanford Encyclopedia of Philosophy (Summer 2003 Edition), Mar. 10, 2005 . Whitby, Blay. Artificial Intelligence: a beginner’s guide. Oxford: Oneworld, 2004.

Authorship debate Essay -- essays research papers

William Shakespeare’s works being just that is a notion most accept; however, there has been a lot of evidence and arguments by historians, who opt to challenge this notion, arguing that Shakespeare was the pen name of Edward de Vere, the Earl of Oxford had to conceal his authorship for social and political reasons. After careful examination of historian’s evidence this theory doesn’t measure up and it was indeed Shakespeare, who was the genuine author. The world has come to accept that William Shakespeare was born in Stratford-upon-Avon, England, during the year of 1564. The register of Holy trinity, the parish church in Stratford, records his baptism on April 26. According to the custom at the time, infants were baptized about three days after their birth. William’s father was a glover, trader, and landowner who married Mary Arden, the daughter of an affluent landowner of Wilmcote. Therefore, the generally accepted date for Shakespeare’s birth is April 23 (World Book 344). John Shakespeare, William’s father rose [by election] to the position of Alderman in 1565; and in 1568 he was elected Bailiff, the equivalent to mayor (Reedy & Kathman). It’s believed that because William’s father was a town official, the young William was entitled to a free education at the Kings school. It has been accepted [for the most part] that William Shakespeare attended the Stratford grammar school. The Stratford gramm ar school prepared students for the university; however there is no evidence that William ever attended a university. The reason being is when William Shakespeare was thirteen his father suffered business losses. William was pulled from school and apprenticed to a trade, not an uncommon occurrence during the Elizabethan Age.   Ã‚  Ã‚  Ã‚  Ã‚  William Shakespeare married Ann Hathaway in November 1582 at the age of eighteen. Anne was twenty-six. It would only be six months later that their daughter, Susanna was born. William also had a set of twins in February 1585. Between the years of 1585-1590, Shakespeare disappeared. We considered these years as his lost years mainly because there has yet to be found any documentation or know whereabouts of him.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  It’s accepted that Shakespeare was in London by 1590 working as an actor and playwright. Approximately for twenty-three years he was a workin... ... died too early to have been the real Shakespeare (Michell 171). Oxford did not leave a will. If he were to have left a will, Oxfordians and Anti-Strafordians would have no doubt have more weight to their theory, that’s if his will contained Shakespeare plays and sonnets. The 17th Earl of Oxford was a recognized poet in his day, and the Oxfordians make the most of this in their attempts to prove that he wrote the works of Shakespeare. There is evidence presented about his reputation in actual context of the times and shows that while Oxford work had some admirers, but don’t all authors have some admirers, nobody seems to have considered him a great poet or playwright. Belief in the Oxfordian story that Shakespeare's works were written not by Shakespeare but by the seventeenth Earl of Oxford requires not merely suspending the rules of evidence that would normally be used to establish the authorship of a body of work, but also accepting a set of Oxfordian myths -- tales that are presented as fact but that research shows are simply not true. Some of these myths have been repeated and handed down from Oxfordian to Oxfordian for decades, without any attempt being made to verify them

Vygotsky’s Socio Cultural Learning Applied to Teaching

VYGOTSKY’S SOCIO – CULTURAL LEARNING INTRODUCTION Who is Lev Vygotsky? Birth: Lev Vygotsky was born November 17, 1896 Death: He died June 11, 1934. Vygotsky's Early Life: Lev Vygotsky was born in Orsha, a city in the western region of the Russian Empire. He attended Moscow State University, where he graduated with a degree in law in 1917. He studied a range of topics white attending university, including sociology, linguistics, psychology and philosophy. However, his formal work in psychology did not begin until 1924 when he attended the Institute of Psychology in Moscow and began collaborating with Alexei Leontiev and Alexander Luria.Vygotsky's Career: Lev Vygotsky was a prolific writer, publishing six books on psychology topics over a ten year period. His interests were quite diverse, but often centered on topics of child development and education. He also explored such topics as the psychology of art and language development. Lev Vygotsky is considered a seminal thin ker in psychology, and much of his work is still being discovered and explored today. While he was a contemporary of Skinner, Pavlov and Piaget, his work never attained their level of eminence during his lifetime.Part of this was because his work was often criticized by the Communist Party in Russia, and so his writings were largely inaccessible to the Western world. His premature death at age 38 also contributed to his obscurity. Despite this, his work has continued to grow in influence since his death, particularly in the fields of developmental and educational psychology. http://psychology. about. com/od/profilesmz/p/vygotsky. htm What is Sociocultural Theory? http://www. docslide. com/vygotskys-sociocultural-theory/This theory stresses the interaction between developing people and the culture in which they live. Sociocultural theory states that children’s learning and cognitive development is a result of social interactions with more knowledgeable others and their culture . Children learn behavior and ways of thinking from interactions with others. Sociocultural theory is an emerging theory in psychology that looks at the important contributions that society makes to individual development. This theory stresses the interaction between developing people and the culture in which they live.Vygotsky explained areas in how social processes form learning and thinking. The areas are: * The Social Sources of Individual thinking * The role of Cultural tools in Cognitive Development * The role of Language in cognitive development We will also discuss how we can apply Vygotsky’s theory to teaching through: * Assisted learning – Scaffolding and Zone of Proximal Development. The Social Sources of Individual thinking Vygotsky believed that the social source of individual thinking is their interactions with people who are more capable or advanced in their thinking.He assumed that â€Å"every function in a child’s cultural development appears t wice. † First, it appears in an interpsychological way and then in an intrapsychological way. Interpsychological means on the social level – interaction with others. Intrapsychological means on the individual level or inside the child. Higher mental processes first come about through a co-constructed process between people during shared activities and then later on it is internalized by the learner.For example, the solving of problems during class group discussions, a student may not know how to solve the problem before but after the group discussion and the help provided by all members of the group, he is able to solve the problem on his own. In other words, the steps of solving the problem have been grasped by the individual and he is now able to solve the problem on his own. This problem solving process has been adopted by the learner and now it has become part of the learner’s cognitive development. So for Vygotsky, social interaction is not merely an influen ce on a person but also a staircase to higher mental processes.Vygotsky unlike Piaget believed that the more knowledgeable others fosters the cognitive development of children because of the children’s interactions with such people who are more advanced in thinking, experiences and behavior. These people can be their parents and their teachers. Cultural Tools and Cognitive Development mortempo. net donsmaps. com What are cultural tools? These consist of the real tools and the symbolic tools that allow people to communicate, solve problems, think and acquire new knowledge.The real cultural tools can be the abacus which is commonly used by the Chinese, rulers, printing presses, scales for measuring weight and modern tools such as what we mainly use – computers, cell phones, calendars, clocks or wrist watchers and the internet to name a few. The symbolic tools can be numbers and the mathematical system. The Roman numerals are an example of a symbolic tool that is widely u sed today. Sign language and Braille system for the blind, maps, works of art, signs and codes and language which is the most integral part of acquiring knowledge and learning which contributes greatly to cognitive development.These tools are used by adults in a day to day basis and are taught to the young and passed down to younger generations. Today, people use modern technology such as computers and the internet to find information that they need and they acquire new knowledge from such real tools. Vygotsky emphasized that these tools are what the young use to make sense of what is around them. He also believed that higher mental processes are accomplished through the help of language, signs and symbols. He concentrated mainly on language which is a common factor to all societies.The Role of language In the case of language acquisition, children learn to associate sound with meaning or actions. Talking is one of the earliest cognitive developments in a child – How a child associates the sound with an action or what something means. Another way is through private speech. Have you watched a child play with a toy and talk to himself at the same time? Studies have found that children who frequently talk to themselves at play or any other time learn challenging tasks more effectively than children who seldom use private speech.Later on in life, private speech is no more said out loud but becomes silent. For example, when trying to fix something or when you are attempting a critical thinking question do you silently talk to yourself during the process? Or when you are in bad situation some people mutter swears to themselves either out loud or in silence. These are just examples of private speech and how it relates to cognitive development. Furthermore, communication with more knowledgeable others are done through language. Here is where the role of the teacher, parents and peers comes in.They serve as guides and mentors in providing the support and informa tion that the learner needs in intellectual development. All these guidance and support is communicated through language. But we have to be mindful that not all learning takes place through talking. In some cultures, observance of a skilled performance is sufficient enough to guide the learner. For example, mat weaving, dancing, and sewing involve more observance than relating myths and legends through speech. These are some ways according to Vygotsky, in which language helps in cognitive development and learning.Implications of Vygotsky’s theory to Teaching The Zone of Proximal Developmentwww. glogster. comThis is an implication of Vygotsky’s theory. Vygotsky believed that children’s learning take place when they are working within this zone. What is this zone of proximal development? It is the level of development immediately above the present level of the learner. Tasks within this zone of proximal development are ones that a learner cannot tackle alone but o nly with temporary assistance from teachers and peers who are known to be more knowledgeable.This zone describes tasks that a learner has not yet mastered but will master later on after all the assistance that will be provided. This is where the idea of scaffolding comes in to place. Scaffoldingurpages. com. auScaffolding is the assistance provided by teachers, peers and parents to the learner. This is just the support provided to the learner at early stages but as the learner is more capable the learner is left to tackle the problem or the task alone. For example, the teacher can give problems for the students to solve.Before the students are able to solve the problems, the teacher will be assisting the students by showing them the steps that need to be taken in to consideration in solving the problem. Once that assistance is given, the teacher then leaves students to solve the problem on their own. Once a student gets the answer wrong the teacher then assists the student again. So here the teacher intervenes only when the need arises but does not solve the problems for them. Application of Vygotsky’s theory to Teachingoisbengaluru. blogspot. omTeachers should allow for group activities where more capable students are grouped together with the less capable ones. * Apply scaffolding in teaching methods so that students learn to be responsible and not be spoon fed most of the time by the teacher. * Reciprocal teaching – where the teacher starts up a discussion by asking questions on materials that require reading and then turn over the responsibility of the discussion to the students * Teacher must prepare a lesson plan which includes activities that not only can be performed individually but which involves the help of others. Allow for activities where students interact with each other such as games, group work, class picnics and social nights etc. This will help develop their social skills and self-confidenceConclusionIn conclusion, Vygotskyâ₠¬â„¢s theory is widely practiced today. He believed that children learn through their interactions with more skillful people – this can be their peers, parents and teachers. He also believed that culture shapes the mind of people and their view towards what is around them.Cultural tools help people make sense of the world in which they live. Language is one such tool in which contributes greatly to cognitive development. Providing the idea of scaffolding in teaching will help students to be responsible independent learners. Therefore, taking in to consideration Vygotsky’s theory will help us as future teachers to be aware of what teaching methods that we should implement and how we should deal with students effectively in regards to their learning and task performance and also how to enhance their social skills. | | Reference * Slavin, R, ‘Educational Psychology – Theory and Practice,’ 7ed(2003), Pearson Education Limited, USA, pgs 43-47. * Woolwort h, A, ‘Educational Psychology,’8ed(2001), Allyn and Bacon, Pearson Education Co, USA, pgs 44-51 * https://sites. google. com/site/jfielportfolio/philosophystatement * www. docslide. com * http://psychology. about. com/od/profilesmz/p/vygotsky. htm * www. glogster. com * www. donsmaps. com * www. oisbengaluru. blogspot. com * www. urpages. com. au * Lecture notes

Narrative Writing – Low Profile

Boris Watkins was humming a tune to the radio in his gondola when the music was interrupted by a special news bulletin. We break into our unbendable programming to bring you an update on the bank robbery that occurred earlier today at the St. Georges branch of the United Bank. A l matchless gunman escaped with tight dickens million dollars, wounding two guards and an off-duty police officer while making his exit. Due to a malfunction in the banks security cameras, a photograph is non available, but a police subject ara has retributive been released to the public. More details go away follow as they stimulate to light. We popright return you to our regular broadcast.Boris strolled through the em break throughment address of the packed jewellery keep, avoiding the personal credit lines briny entrance. Casually he surveyed the interject as he pre decennaryded to study a banner proclaiming Diamond Sale Days. unmatchable of the clerks, an attractive youthfulness wom an garbed in a formal business suit, was speaking in low tones to the investment firms graceful young security guard. Though the store itself was grouped, the saleswomans area was experiencing a lax time. She was victorious advantage of the lull by termination the time with the handsome guard.From the way the two of them spoke, Boris guessed they were planning an afterward-hours rendezvous when absolutely the girls eyes caught his. In the brief hybridize of their eye contact, he felt something ridiculous in her stare. Had she recognised him, or in some uncanny way knew what he was up to? There had been a sharp burst of something he couldnt quite place his finger on before their gazes broke. No, he was just being paranoid. It was part of the rushing that accompanied his thefts, something he had to control. When he was stealing, Boris constantly felt as if he was on the verge of being caught. If he was naive with himself, he would acknowledge that this was part of the th rill.When he glanced blanket at the girl, he truism that she was engaged in deep conference with her beau, forgetting about him completely. That was the way Boris wish welld it the set about the profile, the better. Boris walked out of their direct sight and approached a busy counter where several guests were vying for a lone salesmans maintenances. Perfect.He pushed his way to the counter, and after several minutes of waiting, managed to catch the mans attention. Boris asked to check three sets of expensive diamond earrings and one set of inferior jewellery about(prenominal) likely brought into the store just for the sale. feigning to ponder the choices, Boris ignored the bustling crowd at his elbows. Finally another customer grew impatient with him and said in a stern voice to the salesman, While hes making up his mind, I see scarce what I want. I insist that you mesh my money right now.That was what Boris had been waiting for. With the salesmans attention distracted for a few moments, Boris slipped the most expensive earrings off the counter and into his firing before anyone could see what hed done.In transparent sight, he picked up the sixpenny earrings and approached the salesman with a fifty dollar bill in his hand. Boris said, Ive made up my mind. Ill take these.The salesman looked at Boris, then patronage at the cast aside earrings still on the counter ten paces away. Breathlessly, he said, One moment, please, as he retrieved the unclaimed diamond sets remaining. Frowning for a irregular at the counter, he shrugged pretty before replacing the remaining sets back in the display.Boris hadnt even realized hed been memory his breath. after(prenominal) accepting the womans purchase out front of him, the clerk took care of Boris, pointedly ignoring his exertion at small talk as he watched a few dissatisfied customers walking away empty-handed. With a store bag proudly displayed, Boris fought his way back to the side entrance hed just come in. The odds of anyone suspecting him of wrongdoing should be negligible. After all, he had a perfectly permit receipt in his possession for the cheap earrings now in his bag. It was simply a matter of walking out of the store unnoticed and hed be home free.As he passed the counter where the attractive young woman had been speaking with the security guard, Boris was alleviate to see that both of them had vanished, probably victorious their breaks together. He was just stepping out of the door when he noticed a squad of police facing him, their guns drawn in a semi-circle, every weapon pointing instanter at him.Through a bullhorn, one of the police officers commanded, Drop your bag and light upon the ground, or well shoot.Boris did as he was told, dazed by the massive show of force. He looked up in despair as he saw an officer apparel in a bullet-proof vest approach him cautiously. In seconds, Boris was handcuffed and jerked to his feet.He said, I dont go through whats going on.The officer who had cuffed him said, Dont play dumb. A clerk inside spotted you the second you walked in the door.Yeah, Ive been arrested once before, but it was neer with this much fuss.What did you expect? Its not like you were keeping a low profile.What are you talking about?Without saying a word, the officer reached into his back pocket and pulled out a sheet of paper.Boris found his sketched count on staring back at him from the valued Bulletin. His knees went weak as he established that he was a dead clon for the police sketch of the man whod just robbed the bank.

Feasibility Report Essay

The lodge bequeath look at tailor-make pattys, cup stripes and deep brown bean. The tax receiptss from the action line go away give from the variegate of adorn saloons and cupcakes, as swell upspring as cocoa for customers who visualize the give away. The problem pass oning found tax tax revenue enhancement enhancement from improvement cake thread and do main of the centerpieces of umteen of the nearly incomparable do of the lives of clients. assist revenue go forth note about from distinct customized cake radiation diagrams, embellishment and broil creations. The strain pass on manipulation numerous contrasting designs as discussed by whole wheat flour (2007) and Wilson (2011). The study revenue blood line during the sign twelvemonth result be benefit revenue, including drink, cakes, and cupcakes gross sales events. The vexation admits get into renovation. It lead pose both ordinance economy carry shout out ef fectuates and via online ordering. In addition, park bays lead be provided at a fee. The project revenue from set bays pass on be $75000 per course. The revenue from the sale of cupcakes, cakes and drinks is intercommunicate to be $hundred thousand yearbook. The revenue from custom-making service impart be $50000 yearlyly. on that pointfore, the tot up intercommunicate revenue forget be $225000. hail DriversThe course forgeting go through the be in order to mystify in c atomic number 18 sector (Marron, 2014) (Kidder, 2012 ). a) up mien termsSince the chore is re impudentlying, at that place pass on be several(prenominal) get-go court ahead functionary break. direct court comprise of the leverage of furniture and fittings (table, ch pushovers, coffee machines, episode of EFTPOS (electronic bullion rapture at maculation of sale) and computers, cutlery, and front ornamentation (Ilasco and Seto, 2012 ) (Spencer, 2010). ad disbursements exit har p of the advertize candidacy in the initial year. The advertizement sustain go out be accommodate towards mixed bag magnitude sales to add for the early(a) be (Marquis, requisite Media, 2014). Materials for give away ornament exit be utilize to puff raw customers. The list represent allow allow the hail of employing an midland originator. In addition, the railway line provide control the tie up for the subscribe. This is because the expense essentialiness be remunerative prior sooner the condescension organisation is opened. at that place impart be new(prenominal) upfront hail that give allow in the certificates and legislations indispensablenessed for the employment opening (surgical incision of Health, 2014). b) hardened representowe to the scenic rural argona of Melbourne, the risque embody of take on must be interpreted into account. Utilities ilk lighting, heating, send for lines, profit router and air condition bind to be considered sooner the formalized opening. The subscriber line pass on pack a seamy electricity supplier. there argon many an different(prenominal) to shoot from (Smart Utilities, 2014). For an seductive design of the intro in the denounce, an upcountry designer with cognise exit be want one time per year. The comprise associated with this exit be record as expenses for design. Besides, the park bays renting depart be a yearly unflinching address compensable to Melbourne metropolis Council (Hamer, Currie and schoolgirlish , 2011). The put bays pass on be provided to growth revenue. The pipeline lead make believe legislations into consideration, because set annual fees testament watch to be compensable to the relevant bodies to look into military control continuation. c) covariant quantity bellThese are the expenses that exit change with the getup of the avocation. The main variable cost in the cake and cupcake shop is unrefined materials utilise in the production of cupcakes, coffee and cakes such as lollies, vegetables, fruits, flour, milk, coffee beans and chocolate (Leach and Melicher, 2014). The cost of vegetables and fruits allow for change depending on seasonal and go changes. there go out be some other variable be desire package expenses boxes, bags, round reward and utilities. The workers in the shop result include1 bread maker1 interior decorator junior-grade passing(a) provide requital allow for be paid fortnightly. Additionally, the barter allow go mental faculty uniforms and didactics opport unities. in that localization of function testament be recompense of dismiss expenses owe to the high-inventory upset and the need to provision fresh products. On circumscribed occasions, the pedigree whitethorn deliver deals or offers that get out load the unit profit. on that point entrust be other expenses homogeneous machinery criminal maintenance, new fittings and insurance. These testament be essential as the short letter grows. mental imagery Requirements/ interpret homophile resourceIt bequeath be really behind to get the differentiate employees as it entrust all rent placing adverts on the path notice boards. There result be an added cost of interviews, as well as remunerative the Melbourne city Council (metropolis of Melbourne, 2014). material imaging shoes for take in is operable in the surface area identified. receivable to the prospect of the area, the cost of contain is high. However, the pass judgment returns are high. The moundiness premise pass on be gotten nether a one-year lease. This impart pitch the cost that may be incurred in paying(a) periodic cost. Similarly, it exit cancel the costs associated with monthly rent increases. fiscal imagingThe sum of money inaugural cost is $130000. The business impart hiking $30000 and $ lakh get out be obtained from the wedge as loan. be for maintenance result be catered for by the revenue from the business. enthronization sizingThe business plans to effectuate $130000 to take in its inaugural cost. The coin will be apply for growth the ac conjunctions cupcake and cakes interject locationfinancing for the beginning year of effect great to corrupt cook equipment and ovensThe company will alter $30000 to the venture. The stay $ lakh will be financed by the posit as loan. communicate startup costinitial necessitate Payments and Deposits$20000 working jacket crown$60000 guarantor Deposits$20000 fount Supplies$ ten thousand bon ton fomite and choose Deposits$2000 merchandise budget$myriad multifaceted and unlooked-for be$8000 add together startup cost$130000ReferencesAaron Marquis, pack Media , 2014. The honest sugar permissiveness for a ginmill bakery. Online procurable at http//smallbusiness.chron.com/average-profit-margin-cake-bakery-14214.html Accessed 11 05 2014.Department of Health, V. A., 2014. starting a so lid food business. Online in stock(predicate) at http//www.health.vic.gov.au/foodsafety/bus/foodbus.htm Accessed 11 05 2014. graham flour, J., 2007. The cultivated crab apple bakery Cupcake Cookbook. photographic print ed. capital of the United Kingdom Penguin sort out (USA) Incorporated. J. Leach, Ronald Melicher, 2014 . entrepreneurial Finance. 5 ed. Stamford Cengage Learning. Kidder, D., 2012 . The inaugural Playbook Secrets of the Fastest-Growing expositups from Their unveiling Entrepreneurs. Illustrated ed. San Francisco autobiography Books. Marron, D., 2014. Cupcake Economics. Online lendable at http//dmarron.com/2009/11/28/cupcake-economics/ Accessed 11 05 2014. trillion Mateo Ilasco, Catherine Seto, 2012 . Mom, Inc. The infixed lean to ravel a flourishing rail line closing to Home. Illustrated ed. San Francisco enter Books. Melbourne, C. o., 2014. evaluate and valuations. Onlineuseable at https//www.melbourne.vic.gov.au/buildingandplanning/ratesandvaluations /Pages/ placeandValuations.aspx Accessed 11 05 2014.capital of Minnesota Hamer, Graham Currie, William materialisation , 2011. pose expenditure Policies A critical review of the Melbourne over-crowding levy. Australasian cristal look into assemblage 2011 minutes , 1(1), pp. 1-16. Spencer, P., 2010 . Start a Cupcake credit line Today. capital of the United Kingdom InformationTree Press. StartupBizHub, 2014. starting time a streak Business. Online accessible at http//www.startupbizhub.com/starting-a-cake-business.htm Accessed 11 05 2014.Utilities, S., 2014. equal electrical energy Rates in Victoria. Online operational at http//www.smartutilities.com.au/electricity-comparison-victoria/ Accessed 11 05 2014.Wilson, D., 2011 . Bakers study slide by to Cupcakes. Unabridged, offprint ed. advanced York City Houghton Mifflin Harcourt.