Law Questions Essay Example | Topics and Well Written Essays - 1000 words

Law Questions - Essay Example The International Terrorism Act of 1990 2. The Patriots Act 3. The UN Convention on International Terrorism 3 There are various definitions attached to terrorism. The United Nations, the Arab Convention and the European Convention all give divergent definitions to the term ‘terrorism’. The UN’s definition to terrorism is more descriptive of the acts that may be cited as terrorism acts. It adopts a broad description of acts that may be interpreted to be acts of terrorism by its members. This includes unlawful actions, including against civilians, carried out with an intention of causing serious bodily harm or the taking of hostages to induce a state of terror to the public. It therefore offers a broad definition to the term that allows other criminal acts against the state or citizens, which have not yet been classified as terrorist acts, to be categorized as terrorist acts. The Arab Convention on the other hand adopts a more liberal definition to terrorism. It def ines terrorism to encompass not only acts, but also threat of criminal action against the state or citizens of a given country. The convention also recognizes that terrorist threats may also be directed to the environment in an attempt to jeopardize national resources. The European convention adopts an imprecise definition to terrorism. ... 4 The yunis case amplifies America’s renewed efforts to curb international terrorism by employing the new antiterrorism laws. The case demonstrated the acceptance of recent international law principles of extraterritorial jurisdiction that give room for the prosecution of terrorists in US soil. It encompasses the international law principle that terrorism is an act condemned internationally and as such, terrorist suspects can be prosecuted in any national jurisdiction of the world. The Noriega case illustrated the application of domestic criminal laws universally to prosecute criminal activities committed outside the United States. The court relied on the international law principle of extended territorial jurisdiction to prosecute crimes committed outside the US national borders, whose effects had far-reaching consequences on American soil. The Yousef case illustrated the use of extraterritorial jurisdiction to prosecute the accused with charges of terrorism and conspiracy to commit criminal and terrorist acts within the territory of the United States. All the aforementioned cases are regarded as progressive cases as they form a future model for prosecuting terrorists within the US territory. They further show the expanded use of both the domestic law and international law to combat efficiently the threat of terrorism in America. 5 The Moussaoui case is important because it illustrates the success of the criminal justice system in trying and convicting suspected terrorists. It also shows that the best way to follow in promoting national security is reaffirmation of the values of the justice system. Moussaui wanted to review his confession to which the prosecution was opposed to such

Assessment and Feedback Essay Example for Free

Assessment and Feedback Essay Many of my lessons involve embedding literacy into a topic so it is more meaningful for the learners. There are various ways of assessing work which are used. One method that is used is initial assessment, where the learners at the beginning of their induction into our pre-16 program do an online BSKB initial assessment in Maths, English and ICT. This is to ensure that the learner is at the right level of learning. These tests are formative and convergent where choices of multiple choice questions give indications of gaps in the learner’s knowledge. Once the learner has  completed an initial assessment they are then given the diagnostic BSKB assessment to see what subject strengths and weaknesses they have. These learners tend not to have attended much school therefore it is difficult to assess the work they produce as very often little or no work is achieved. Assessment is about making a judgment to make sure that learning is taking place. It is about identifying the strengths and weaknesses of the learner so that the learner is progressing with the work that is set. Assessment in all forms that involve making a judgment and it includes an element of subjectivity by me. It should be objective, fair and transparent. It plays an important role in the education process as it determines the work students undertake and affects their approach to learning. There are varying degrees of assessment that are designed primarily to serve the purposes of accountability, or of ranking, or of certifying competence. However, an assessment activity can help learning if it provides information that I can use and can give students feedback. Feedback can be used to modify teaching and learning activities in which the learners are engaged in. Such assessment becomes formative when  the evidence is actually used to adapt the teaching work to meet learning needs. Much of what teachers and learners do in the classroom is assessment based. Tasks and questions prompt learners to demonstrate their knowledge, understanding and skills. How the learners respond and interpret this can give indications of how their learning can be improved. Verbal feedback and discussion tends to be the main method that I use where opinions can be discussed and attainment of knowledge can be assessed during lessons. This is classed as affective learning where topics can gain an emotional response or a tone of interest/values that the  learner may have prior knowledge or experience. These types of responses are 1 usually focused on the learner’s feelings, and they are often difficult to measure in quantifiable terms. However, in my classroom, I want the learners to feel that their work is valued and that the effort has been worthwhile. During lessons, informal assessment is the preferred choice for me and my pre-16 colleague as students are wary of tests or exams. The reason for this maybe the learner’s previous experience of learning or the fact that they feel vulnerable when the word test, exam or assessment occurs within the learning environment. Informal assessment is easily incorporated into classroom routines and learning activities. It can be used at any time without interfering with teaching. The results give indication of the learner’s performance on the skill or subject of interest. However, it is not intended to give a broader view of the learner’s ability apart from the lesson that took place. This is not to say that informal assessment is spontaneous or absent from accuracy. Formal tests assume a single set of expectations for all students and come with prescribed criteria for scoring and interpretation. Informal assessment, on  the other hand, requires a clear understanding of the levels of ability the students bring with them. Only then may assessment activities be selected that students can attempt reasonably. Measuring the validity and reliability of informal assessments is achieved by expected goals and objectives outcomes. Once the work is completed, I assess the knowledge that the learners have gained by their attempted completion of the tasks. Scoring procedures can be used to measure progress and achievement in content areas and literacy skills can be measured by oral, reading and written work. Reliability is a statistical measure of which we can trust the results of a given writing test. Reliability estimations and their interpretations will vary according to particular assessment contexts and purposes. In real practice, high score reliability is indeed necessary and feasible in large-scale assessment, where the actual tests are the main source of interpretable information. In more local contexts (e. g. classrooms), reliability measurements are to a great extent unfeasible and, simultaneously, other sources for qualitative evaluation are available. The work that the learners produced enabled me to assess their level of  understanding and also their literacy progress. Feedback was given in written format on the activity worksheet, to identify strengths and weaknesses of each individual 2 learner. All the learners attempted the worksheet and I gave feedback in the format of Petty (2004) medals and missions. Medals (sometimes called positive reinforcement) are given when the learner has done something well, such as spellings or written something in their own words although most of the learners just wrote down what was on the computer screen. This was what I commented on as missions where the learners need to improve, correct or work upon. Written tasks, alongside oral questioning, should encourage students to develop and show understanding of the key features of what they have learned. Opportunities are given during lessons for the learners to respond to comments made about their work and advice is given on what areas they are struggling on. The key point to feedback is for it to be effective and for the learners to think about the good and bad points in their work and that clear goals can be achieved. The negative aspect of feedback for disaffected learners is that low self-esteem influences their reaction to feedback. Building self-esteem and confidence is one of the main aspects in my classroom. Low self-esteem can knock confidence and ability and their previous experiences of learning can have a considerable impact on their academic ability. In this environment learners are in a vulnerable position and in some cases their low esteem can be forgotten by teachers due to distractions and challenging behaviour. The comments I make have to be sensitive and constructive so that the comments do not impact on the learner’s self-esteem and confidence. The comments are to be constructive and build on their learning capabilities. When I  ask the learners whether or not they understood the feedback given regarding their work, the learners give the appearance that they are not bothered about the feedback or acted disinterested. Students find the feedback messages hard to understand and complex in their meaning especially in the written form. However, when feedback is used as dialogue within the lesson it provides opportunities for feedback and feedforward. This is a good scenario as the learner responds to initial feedback with their opinions. This gives the chance for the teacher to help the learners develop their understanding and has an instant response in correcting  misunderstandings. Although, the response to verbal feedback regarding the learners knowledge, skills and understanding is feasible in the classroom, further development of feedback and feedforward is required so that the student can improve and grow in their 3 understanding of the subject and true learning has taken place. When I assess a learner this has an impact on my teaching. The feedback I get from the students gives me the opportunity to reflect on my practices and adjust accordingly so that the learners are engaged, focused and completing the tasks given during lessons. However, learners’ indifference to learning and feedback can cloud my judgement about what I am doing right or wrong. In my sessions I need to develop the dual narrative where the learners work together as a group but also there are one to one opportunities. This would work towards full differentiation where students are working independently but within a whole group setting. This has been difficult to achieve yet it is possible; progress has been made with the learners providing work that can be assessed verbally or written. However, it has taken six months to gain  trust, confidence and self-esteem of the learners to provide any work at all. Nonetheless, with a longer time restraint development of feedback and feedforward can be achieved. The learners need to see feedback as a reflection on their work not that it’s personal to them, the problem these learners face is to understand what feedback is and what its intentions are. The trouble is that once the disaffected learners arrive at Rathbone they already feel that school as failed them therefore feel disengaged with the learning environment. This can be a contributing factor to the way they feel towards assessments. The attitude towards motivating and engaging the learners towards learning objectives is a more social context. Therefore, the attitude of Rathbone and its staff is to gain confidence, trust and self-esteem so that learning is more enjoyable to them. This then becomes a platform for the learners to want to learn post 16. As their teacher, the environment is complex and challenging however I feel that the learners are starting to become aware of what is required of them in the classroom. This means that I am doing something right and that my assessments, judgement and feedback are starting to be acknowledged.

Aerobic Bacteria Associated with Septic Abortion

Aerobic Bacteria Associated with Septic Abortion Aerobic bacteria associated with septic abortion among Sudanese women Yagoub Hamadt Allah Elhaj Abd Elseed1*, Mohamed, A E.M. Ibrahim2 Waled Amen Mohammed Ahmed3 Abstract Background: Septic abortion is a common health problem with short- and long-term complications that affect the quality of life of those fortunate enough to avoid mortality. Both spontaneous and induced abortion may result in septic complications. Objective: This study aimed to isolate and identify aerobic bacterial causative agents of septic abortion in Sudan. Method: A descriptive study was conducted in the period from March 2013 till June 2013 in Gynecological Unit in Khartoum Teaching Hospital, Sudan. Thirty women with vaginal bleeding in the unit were included in the study. Thirty high vaginal swabs and cervical swabs were collected from the selected ladies admitted to the hospital with bleeding. Results: The prevalence of abortion was as fallows, in age group(20-25) abortion cases were (13.3%), in group(26-30) abortion cases were (33.3%), in group(31-35) cases were (20%), in group(36-40) cases were (33.3%) (P > 0.05). Isolated bacteria from those cases were; Staphylococcus epidermidis (86.2%), Klebsiella ozaenae (6.9%), Proteus mirabilis (3.4%), Escherichia coli (3.4%) and Staphylococcus aureus (3.4%). The present study showed that induced abortion (73.3%) was insignificantly more than habitual abortion (26.3%), (P=0.07). Conclusion: The major isolated organism was Staphylococcus epidermidis (86.2%), which was isolated from both complete and initial cases. But aerobic pathogenic bacteria isolated were Klebseilla ozaenae, Proteus mirabilis, Staphylococcus aureus and Escherichia coli. Keywords: Septic abortion, vaginal swab, pregnant women, Stahpylococcus epidermidis. Introduction: Septic abortions contribute significantly to maternal morbidity and mortality. Improving literacy rate in the female population and effective family planning should reduce its incidence [1]. In 1900, the rationale of therapy of the incomplete septic abortion was divided into a medical or surgical approach. Medical therapy comprising oxytocic, bed rest and supportive measures theoretically decreased the incidence of sepsis, while increasing the problem of blood loss and prolonged hospitalization. The surgical approach classified by some as controlled blood loss but theoretically increased the incidence of sepsis [1]. In 1973, a report described an adolescent admitted to a large Boston Teaching Hospital with what proved to be incomplete septic abortion [2]. Deaths from illegal abortion are mainly due to infection[2,3].Additional to that At 1990 a review of deaths due to abortion in the united states noted that 62 percent of the deaths from illegal abortion and 51 percent of deaths from spontaneous abortion were due to infection, as compared which only 21 percent of death from legal abortion [4] . Mccormick (I944) estimated that 3,500 women died annually in America from this complication of pregnancy and a recent estimate in Turkey suggested that 10,000 women a year died from this cause in that country[5]. A recent publication by Sedgh et al. (2007) estimated that a total of 42 million abortions were performed in 2003, down from 46 million estimated for 1995 using the same methods. The same study showed that 20% of all pregnancies, including miscarriages and stillbirths, terminate in abortion each year. This means that one out of every five pregnancies worldwide is voluntarily terminated annually, a statistic that illustrates its enormous dimensions. Expressed another way, the worldwide rate of induced abortion was approximately 29 per 1000 women between ages 15 and 44 years in 2003, down from 35 per 1000 in 1995. This means that globally one out of every 34 women within that age range has an abortion each year [6]. On the basis of verbal autopsy data and hospital records it is estimated that approximately 25% of maternal deaths are caused by hemorrhage, 15% by infection,12% by pregnancy-induced hypertension, and 8% by obstructed labor[7]. At the last years it has been observed that there is an increase in the prevalence of septic abortion among pregnant women, and its complication upon community. Septic abortion is considered nowadays one of the most important issues concerning Maternal health .There are not much studies traced in Sudan investigating the septic abortion prevalence and its causative agent. Therefore, this study aimed to isolate and identify aerobic bacterial causative agents of septic abortion in Khartoum, Sudan. Material and Method This is a descriptive study. It had been conducted among pregnant women in age of (20 – 40 ) years, who are being admitted to the Gynecology bleeding emergency room of Khartoum Teaching Hospital, Sudan, in the period from March 2013 till June 2013. High vaginal swabs: After the introduction of the speculum, the swab should be rolled firmly over the surface of the vaginal vault. The swab should then be placed in Amies transport medium with charcoal or/and Stuarts transport medium. Cervical swabs: After introduction of the speculum to the vagina, the swab should be rotated inside the endocervix. The swab should then be placed in Amies transport medium with charcoal or Stuarts transport medium. Then all collected specimens were inoculated on Blood agar (aerobic 370c), chocolate agar (aerobic 370c and 5-10% co2) and Macconkey agar (aerobic 370c). Incubated for overnight based on report done by Fawad A. et al 2008[8], when puerperal sepsis or septic abortion is suspected inoculate the specimen on two plates of blood agar and incubate aerobically at 35–370C overnight. Inoculate the specimen on Macconkey agar and incubate the plate aerobically at 35–370c overnight [8]. Examine the colonies for Gram stained smear: It is done to examine the smear for pus cells and bacteria (8). Identification tests: done to identify the pathogenic bacteria include Catalase test, Coagulase test, Deoxyriboneuclease test, Kligler iron agar, Citrate utilization test, Simmons citrate agar, Urease test, Indole test, Sugar fermentation test and Methyl Red test. Results: The total number of 30 samples were collected from pregnant women suffering from bleeding, out of these 11 specimens (36.67%) were collected after complete abortion, whilst 19 (63.33%) samples were collected at initial time of bleeding, as indicated in Table (1) . Table (1): The collected specimens time from women with bleeding in Khartoum Teaching Hospital. Parameter Number Percentage Specimens collected after complete abortion 11 36.67% Specimens collected at initial time of bleeding 19 63.33% Total cases 30 100% According to demographic characters, septic abortion appearing more frequently at the age of 26-30 and 36-40 and most cases were induced abortion (73.3%) as shown in Table (2). Table (2): Demographic characteristics of women attending with bleeding Khartoum Teaching Hospital: Demographic character Frequency Percentage Age categories 20-25 4 13.34% 26-30 10 33.33% 31-35 6 20% 36 40 10 33.33% Total 30 100% Type of abortion Habitual 8 26.67% Induced 22 73.33% Total 30 100% Types of aerobic bacteria isolated from specimens collected at complete stage of abortion were Staphylococcus epidermidis, Klebseilla ozaenae, Staphylococcus aureus, Escherichia coli and Proteus mirabilis. Staphylococcus epidermidis was isolated from both initial stage and complete stage of abortion. It was isolated from 14 specimens out of 19 specimens, Table (3). Table (3): Number of different bacteria isolate from septic abortion cases from women attending to Khartoum Teaching Hospital. Parameter Organism isolated Frequency Percentage Organism isolated from complete stage of abortion Staphylococcus epidermidis 6 54.5% Klebsiella ozaenae 2 18.2% Staph. aureus 1 9.1% Escherichia coli 1 9.1% Proteus mirabilis 1 9.1% Total 11 100% Organism isolated from initial stage of abortion Staphylococcus epidermidis 14 73.68% No growth 5 26.32% Total 19 100% Table(4): Relationship between the age of women, and type of abortion and the time of specimens in Khartoum Teaching Hospital Demographic character Complete abortion n(%) Initial abortion n(%) p-value Age categories 20-25 1 (9.1%) 3 (15.8%) 0.08 26-30 4 (36.3%) 6 (31.6%) 31-35 2 (18.2%) 4 (21.1%) 36 40 5 (45.4%) 5 (26.3%) Type of abortion Habitual 3 (27.27%) 5 (26.32%) 0.07 Induced 8 (72.73) 14(73.68%) Discussion: Out of 30 cases involved in this study 11 (36.67%) cases were caused by aerobic bacteria which may indicate that abortion may be caused by other causative agents than aerobic bacteria. The Percentage of septic abortion have been notably decreased , this is mostly because health care provider contribute significantly to reduce the expose of woman to septic complication by providing surfaces in a safe environment, this is un consistent with other published reviews[9]. The highest incidence were in age group 26-30 also in group36-40 (P > 0.05) the incidence were high , which is in inconsistent with other published reviews in other countries [9] ,but its consistent with the research of (Fawad, et al 2008) who found that the majority of patient were of middle age[8]. Also habitual abortion occupied about (27.3%) (P > 0.05) and induced abortion about (72.7%) (P > 0.05). Earlier published review showed that most isolated organism was Escherichia coli (20%) ,either alone or in combination with other bacteria ,which is inconsistent with our study (9.1%). Also the reviewer isolate Proteus mirabilis in combination with Escherichia coli (6%), in our study we found Proteus mirabilis (9.1%) [5]. The percentage of Klebsiella ozaenae isolate was (18.2%) which is higher than pervious study (Isibor, et.al 2011) with percentage of (4.4%) among pregnant woman [10] Staphylococcus aureus isolate percentage was (9.1%) in disagree with study done by (Isibor, et al 2011), which found that Staphylococcus aureus occupies about (26.7%). this may be attributed to immune status of the individual, personal hygiene and the proximity of the vagina to urethra [11]. References Atrash H.K., Lawson H.W., Smith J.C., Legal abortion in the US : trends and mortality . Contemp Ob/Gyn, 1990;p35(2);58-69. jewett J.F., septic induce abortion . N Engl J Med,1973,p289:9-748. Cates W .Jr. , Rochat R.W. , Smith J.C. , Taylor C.W. Jr., Trends and national abortion mortality ,United State,1940-1974:implification for prevention of future abortion deaths .Adv Plann Parent 1976,11:106-13. Cates W.Jr. , rochat R.W., Ilegal abortion in the united states:1972-1974.Fam Plann perspect1976;8:86-92. Botes M., The Parameters of Septic Abortion, S.A. Journal of obstetrics and gynecology, 11 September 1971, p4 ;37-41. Sedgh G., Henshaw S., Singh S., Ahman E., and Shah I.H.,Induced abortion: estimated rates and trends worldwide. Lancet ,2007 ,p370: 1338–1345. Sedgh G., Henshaw S., Singh S., Ahman E., and Shah I.H.,Induced abortion: estimated rates and trends worldwide. Lancet ,2007 ,p370: 1338–1345. Fawad A., Nazk H., K. Anisa , Septic induced abortion , J. Ayub Med. Coll. Abbottabad ,2008,20. Osazuwa H., Aziken M., Septic abortion: a review of social and demographic characteristics , Arch. Gynecol. Obstet. ,2007,p 275:117–119. Isibor J. O., Samuel S. O., Nwaham C. I., Amanre I. N., Igbinovia O., and Akhile A. O., Prevalence of bacterial and Candida albicans infection amongst women attending Irrua Specialist Teaching Hospital, Irrua, Nigeria, African Journal of Microbiology Research, Vol.30 ,September, 2011, p 5(20),. 3126-3130 Rosenow E. C., Studies in Elective Localization, Jour. Dent. Research, vol. 1, No. 3, September, 1919,52.

How eukaryotic organisms came into existence

How eukaryotic organisms came into existence Living systems (LST) are self-organising systems that interact with the environment. Flows of information, energy and matter maintain these systems in order and balance. Miller (1978) defines LST as a set of related definitions, assumptions, and propositions which deal with reality as an integrated hierarchy of organizations of matter and energy. LST is as an excellent and powerful tool in aiding an individual to understand and interpret reality, especially its living part. However when it comes to intervention, design and change, the LST gives little or no guidance concerning what to do and what actions and approaches to select. So although the LST provides extensive amount of knowledge in regards to life and living systems nevertheless it mentions nothing to do with that knowledge. Multicellular organisms are thought to have evolved at least 1.7 billion years ago; organisms consisted of many or more than one cell which have interdependent cells (differentiated cells) that perform s pecialised functions in an organism. Examples of multicellular organisms are humans, plants and animals which can be seen by the naked eye. Cells are separated into two main classes primarily by whether they contain a nucleus. Prokaryotic cells (bacteria) lack a nuclear envelope whereas eukaryotic cells have a nucleus in which genetic material is split from the cytoplasm. In general prokaryotic cells are smaller and simpler than eukaryotic cells. In addition to the absence of a nucleus prokaryotic genomes are less complex and they do not contain organelles in its cytoplasm or cytoskeleton. In spite of all these differences, the same basic molecular mechanisms manage the lives of both prokaryotes and eukaryotes which indicate that all present-day cells have descended or evolved over time. The endosymbiotic theory explains and provides evidence of cell evolution which claims that bacteria cells evolved to animal and plant cells by phagocytosis through a process called endosymbiosis. [endo=inside; sym=together; bio=life]. Symbiosis describes the close relationship between two or more organisms of different species, where they are not always benefiting each member. The relationship of algae and fungi in lichens and of bacteria living in the intestines or on the skin of animals are forms of symbiosis. Some scientists believe that many multicellular organisms evolved from symbiotic relationships between unicellular ones and that the DNA-containing organelles within certain eukaryotic cells (such as mitochondria and chloroplasts) are the product of symbiotic relationships in which the participants became interdependent. A significant step in the breakthrough of the evolution of eukaryotic cells was the knowledge gained of membrane-enclosed sub-cellular organelles, allowing the progress of the complexity characteristic of these cells. The organelles are thought to have been acquired as a result of the relationship of prokaryotic cells eukaryotes. Studies show that the theory of endosymbiosis shows evidence that origin of mitochondria and chloroplasts which are organelles of eukaryotic cells are thought to have evolved from bacteria living in larger cells. Both chloroplast and mitochondria are similar to bacteria in size and like bacteria they reproduce by a process called binary fission. The American microbiologist Lynn Margulis formulated the endosymbiosis theory that mitochondria and chloroplasts evolved from prokaryotic bacteria. Although now an acknowledged theory and biologist, she and her theory were rejected by many biologists for a number of years, her breakthrough came due to her persistence, and vast amounts of research and data gathered by her and many other biologists over the last 30 years. The discovery of mitochondria having similarities in structures played a key role in making her theory widely accepted by the science world. According to her hypothesis these mitochondria and chloroplasts originated as separate prokaryotic organisms that were taken inside the cell as endosymbionts. Mitochondria evolved from aerobic bacteria (proteobacteria) and chloroplasts from photosynthetic bacteria (cyanobacteria). The contraction of aerobic bacteria would have provided an anaerobic cell with the ability to carry out oxidative metabolism. The acquisition of photosynthetic bacteria would have provided the nutritional freedom given by the ability to perform photosynthesis. The Endosymbiotic theory proposes that mitochondria and chloroplasts were once prokaryotic cells, living inside larger host cells. The prokaryotes were known to have been ingested in the larger cell but somehow escaping digestion. It is not known for the reason why they were ingested and interned but purely for advantageous reasons to the host cells which ingested them. The endosymbionts provided crucial nutrients to the host cell by chloroplasts and the mitochondria helping to have exploit oxygen from extracting energy. The endosymbionts were protected with in a safe environment inside the host cell which they lived for many millions of years. Charles Darwin (1809-1882) theory of natural selection which we know today from the famous quote of Survival of the fittest supports the endosymbiosis theory. Early eukaryotic cells gained an advantage over their neighbours, once mitochondria (high energy source), were ingested in larger host cells. Mitochondria and their hosts increasingly were relying more and more on each other to survive. Eventually, neither could succeed alone but as a force united they produced millions of descendents, establishing a whole new domain of life. Both organelles are surrounded by two or more membranes where the innermost of the membranes show differences in composition from other membranes of the cell. The composition is like that of a prokaryotes cell membrane, while the outer membrane may have formed from food vacuoles as the host cell devoured the prokaryote. The inner membrane of these mitochondria and chloroplasts contains enzymes and transport systems, showing more similarities to that of prokaryotes. The inner membrane of mitochondria has a larger surface area which arose due to the inner layer being folded into what is called cristae. This is turn means that there is more area for the respiratory reaction occur in the organelle. Mitochondria can be found in they cytoplasm of eukaryotic cells similar to shape and size to chloroplasts. The primary function of mitochondria is the production of ATP which is an energy source vital for the proper functioning and survival of the organelle. The outer membrane is a relatively simple phospholipid bilayer, ions, nutrients; ATP, ADP, etc. can pass through with ease. The matrix is where diffusion happens, this is a very slow process due to the folds of the cristae, the matrix is close to the inner membrane, resulting in the diffusion rate to the inner membrane complexes and transport proteins within a short time. Chloroplasts are only found in plants, with a similar function to that of mitochondria, where they both provide energy in the cell. There appearance is that of flattened discs, using a process called photosynthesis to extract carbon dioxide from the surrounding and converting and releasing as oxygen to form glucose, which is stored a starch a food source. Chloroplasts are complex organelles which differ to those of mitochondria, as chloroplasts have there a double membrane called the chloroplast envelope and membranes of thylakoids inside. Chlorophyll is vital and is found in thylakoids membranes in the chloroplast, it is a coloured pigment which converts light energy for photosynthesis. Thylakoids are fluid-filled sacs stacked up in the chloroplast to form structures called grana. Grana which are flat thin pieces of thylakoids membrane are linked together by lamellae. Mitochondria and chloroplasts both have their own DNA molecules. Their DNAs are not duplicates of nuclear DNA but their DNA is exclusive and vital to the mitochondrion or the chloroplast. Genes are carried by mitochondrial DNA; these genes are replicated each time the organelle divides, and the genes they encode are transcribed within the organelle and translated on the organelle ribosomes. Thus mitochondria and chloroplasts contain there own genetic systems, which are distinct and dissimilar to the genetic material of nucleus. Unlike the DNA in the nucleus, mitochondrial and chloroplast DNAs are exposed and circular similar to that of a prokaryotic cells DNA. Genes of the nucleus can not duplicate these. Each organelle has its own ribosomes; these ribosomes are different to those found in the cytoplasm of a cell. The proteins coded for by the mitochondrial genes are produced by mitochondrial ribosomes, and those coded for by the chloroplast genes are produced by chloroplast ribosomes. These ribosomes are more closely related to those of bacteria that those encoded by the nuclear genomes of eukaryotes. Bacteria show more similarities to these organelles as size is also a similarity. To conclude on the question on discuss how eukaryotic organisms came into existence, I believe that the evidence and information regarding the theory of endosymbiosis is reliable but not 100% valid as there are many counter arguments to Lynn Marguliss theory. Numerous studies of DNA show that in fact mitochondria and chloroplasts do not show many similarities that of prokaryotes. For instance neither mitochondria nor chloroplasts can survive in oxygen or outside of the cell indicating that the cell would have lost many vital genes on the way. However both mitochondria and chloroplast are similar in size to prokaryotes, they lack a normal nucleus found in eukaryotic cells but have circular DNA which lacks histones similar to that of eukaryotic cells. Also symbiosis supports the fact that the host cells became dependant on the organelles which it ingested and the lack of DNA within the nucleus and the organelles having their own DNA explains that they would have been independent cells. Both organelles reproduce by division in a process called binary fission, prokaryotic cells also reproduce the same way. On the other hand there are many questions still to be answered. How did the cell manage to reproduce in such a tight space and inside another cell? How did the DNA of the ingested cell pass into the hosts DNA, as the DNA should have been blocked as the host would have responded by degrading the foreign DNA and detect it as a virus. However this can be counter argued against as similarities in structure of both organelles can prokaryotic cells can be explained by their functions and processes and not through their structures. In photosynthesis both chloroplast and cyanobacteria convert carbon dioxide and water with light energy into glucose and oxygen. Nevertheless there is more evidence to sustain the endosymbiotic hypothesis; the evidence outweighs the questions and arguments against. Lynn Margulis theory of endosymbiosis is widely used and accepted by the scientists and science world of today and the more valid and important ideas of the origin and evolution of the cell are of creationists. Finally I agree with the argument that some eukaryotic cells have derived and evolved from prokaryotes and the theory of endosymbiosis seems valid and vital in the way we understand evolution of the cell today. (http://www.newciv.org/ISSS_Primer/asem14ep.html). (http://www.thefreedictionary.com/symbiosis) (http://dictionary.sensagent.com/multicellular+organism/en-en/) http://evolution.berkeley.edu/evolibrary/article/_0_0/endosymbiosis_06 http://www.ruf.rice.edu/~bioslabs/studies/mitochondria/mitorigin.html http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/E/Endosymbiosis.html http://evolution.berkeley.edu/evolibrary/home.php

My Philosophy of Education Essay -- Philosophy of Teaching Educational

My Philosophy of Education Is there a certain set of guidelines that need to be followed when teaching? If so, what should the main points of these rules be? I believe that when teaching, an instructor needs to consider the nature of the students and the importance of a good education. A teacher should also have some sort of idea about the teaching methods that should be used in the classroom. I believe that all students are capable of learning when given the opportunity. Children are not born evil. They are just simply born with a curiosity for new things. I think that the environment of a child affects their ability to learn. For instance, if a child is sent into a classroom where the temperature is constantly uncomfortable, the child’s attention will be diverted away from the lesson. A student needs to feel comfortable and relaxed when attempting to learn something new. I also feel that lessons should be taught on the level of the students because children do not think the same as adults do. They learn better through their experiences. Therefore, lessons should be as simple as possible and involve some sort of hands-on learning experiments. I think that the nature of knowledge is relative because the truth can vary depending on certain factors. These factors include the individual person, the time, and the place where the truth is created. I believe that a person can develop their own knowledge based upon their own personal beliefs and experiences, whereas, the absolute nature would require the truth to be discovered instead of created. The overall purpose of education is to teach children the skills that are needed to function in the real world. These skills allow the children to receive better jobs, which in turn... ...want my students to respect me; I do not want them to fear me. The areas of particular importance in the elementary curriculum are reading and writing. I will stress these areas because they are used in everyday life for entertainment and other activities. For example, many people read books or magazines to pass the time. Some people write in diaries or write letters to family and friends during their spare time. I believe that students need to have a firm grasp on these two subjects before pursuing further education. In conclusion, there are a set of guidelines that teachers need to follow. These rules are not universal but they are the personal beliefs and goals of the teacher. A teacher needs to have an idea about the nature of the students, the purpose of education, the teaching methods, and curriculum before attempting to educate a class full of students.

Counseling Theoretical Model Essay -- Psychology, Christian Counseling

There are many theoretical models of counseling. Often, a diverse approach or the use of several approaches is best for the resolution of problems. I utilize several different theories and strategies in my role as a counselor. However, it is the Individual personal theory and the Family theory model that anchors my orientation to counseling as a Christian counselor. Individual personal theory of counseling is very important for the successes of any therapeutic process that affects how I council. Personal perspective, how the world works, belief system, the way things interact, and how they actually are form the basis of working of all individuals in life. In order to have the best decision with respect to any therapeutic process, I have to understand deeply the personal theory of individual. This is believed to enhance the interaction of the client with a counselor and gives an integrated approach by me as a counselor. This understanding is also crucial to effective intervention with individuals who have different values compared to me as a counselor. Understanding the individual theory of the world also helps me as a counselor in the identification of weaknesses and strengths and areas of improvement. As a counselor, my personal orientations on the other hand are the influences like values, interests, compassion, and self-awareness among others , which influence the personal theory of counseling, discussed above. These personal orientations correspond with other approaches to therapy while others do not hence the understanding is important. Family systems theory bases its argument on the concepts that in order to understand the family effectively and efficiently, the whole family has to be assessed. The signs that are expres... ...The Individual personal Theory and the Family Theory Model is a very important procedure that must be taken seriously in order to ensure that it is successful. Individual personal theory of counseling together with the orientation of the therapist has a greater influence on the family therapy. This may be negative for example if the orientation of the therapist contravenes the values of the client as is evidenced by the Christian values discussed above. It is also important for the therapist to be aware of the needs and the uniqueness of the circumstances of the clients such as in domestic violence. However, an efficient strategy is capable of ensuring that these forces do not affect the process. Lastly, the environment and the diversity of the population that one is working with play an important role in family systems therapy and should be considered critically.

The Business of Offshore Outsourcing in India :: Globalization essays, research papers

Offshore outsourcing of IT and business process outsourcing (BPO) is known to be the practice of hiring an external organization to perform some or all business functions in a country other than the one where the product or service will be sold or consumed. â€Å"In 2005 IT and BPO were estimated to have generated revenues of $36 billion contributing nearly 5% of the GDP† (â€Å"Virtual,† 2006, p. 1). It is very clear that BPO has transformed into a very large and profitable business, with â€Å"India leading the way by providing $7.5 billion in BPO revenue this year. India’s outsourcing capabilities have grown steadily throughout the last decade† (â€Å"Turning India,† 2006, p. 1). â€Å"In the 1980’s outsourcers in India did low skill jobs such as data entry and some software development. In the 1990’s they expanded by doing larger software projects, taking over entire IT systems and back office functions such as accounting for U.S. and European corporations † (â€Å"Offshoring,† 2006, p.1). â€Å"Indian IT grew on the relatively humdrum software work needed to fix the Y2k millennium bug at the end of the 20th century. It then received a boost from the dotcom bust, which in many firms in America and elsewhere caused IT budgets to be slashed, prompting outsourcing to India for a lower price† (â€Å"Virtual,† 2006, p. 1). The India of today has taken on new challenges and more sophisticated services such as engineering, research and development, and designing auto parts, and chips for wireless service (â€Å"Offshoring,† 2006, p. 1). â€Å"Now Indian firms can perform almost every service offered by the global giants of IT outsourcing and India’s core business remains â€Å"ADM† which is the application, development and maintenance of software, which accounts for about 55% of exports of IT services†(â€Å"Virtual,† 2006, p.1). Tata Consultancy Services, Infosys, and Wipro are the three largest Indian IT service firms in India, â€Å"Each are recruiting and hiring more than 1,000 people per month† (â€Å"Next Wave,† 2006, p. 1). J.P. Morgan Chase, a large investment bank in the U.S., plans to double its staff to 9,000 in the near future. These new employees responsibility will be to settle complex structured finance and derivative deals (â€Å"Next Wave,† 2006 p. 1). These new investments all show that India has moved into a third stage of the great Indian services-export boom. In the first stage, â€Å"firms such as Tata developed world-class expertise in software application development, and maintenance. The Business of Offshore Outsourcing in India :: Globalization essays, research papers Offshore outsourcing of IT and business process outsourcing (BPO) is known to be the practice of hiring an external organization to perform some or all business functions in a country other than the one where the product or service will be sold or consumed. â€Å"In 2005 IT and BPO were estimated to have generated revenues of $36 billion contributing nearly 5% of the GDP† (â€Å"Virtual,† 2006, p. 1). It is very clear that BPO has transformed into a very large and profitable business, with â€Å"India leading the way by providing $7.5 billion in BPO revenue this year. India’s outsourcing capabilities have grown steadily throughout the last decade† (â€Å"Turning India,† 2006, p. 1). â€Å"In the 1980’s outsourcers in India did low skill jobs such as data entry and some software development. In the 1990’s they expanded by doing larger software projects, taking over entire IT systems and back office functions such as accounting for U.S. and European corporations † (â€Å"Offshoring,† 2006, p.1). â€Å"Indian IT grew on the relatively humdrum software work needed to fix the Y2k millennium bug at the end of the 20th century. It then received a boost from the dotcom bust, which in many firms in America and elsewhere caused IT budgets to be slashed, prompting outsourcing to India for a lower price† (â€Å"Virtual,† 2006, p. 1). The India of today has taken on new challenges and more sophisticated services such as engineering, research and development, and designing auto parts, and chips for wireless service (â€Å"Offshoring,† 2006, p. 1). â€Å"Now Indian firms can perform almost every service offered by the global giants of IT outsourcing and India’s core business remains â€Å"ADM† which is the application, development and maintenance of software, which accounts for about 55% of exports of IT services†(â€Å"Virtual,† 2006, p.1). Tata Consultancy Services, Infosys, and Wipro are the three largest Indian IT service firms in India, â€Å"Each are recruiting and hiring more than 1,000 people per month† (â€Å"Next Wave,† 2006, p. 1). J.P. Morgan Chase, a large investment bank in the U.S., plans to double its staff to 9,000 in the near future. These new employees responsibility will be to settle complex structured finance and derivative deals (â€Å"Next Wave,† 2006 p. 1). These new investments all show that India has moved into a third stage of the great Indian services-export boom. In the first stage, â€Å"firms such as Tata developed world-class expertise in software application development, and maintenance.