Increase Household Debt Levels At Australia - 1002 Words

Increase Household Debt Levels At the end of 2013 total household debt was at a 25 year high of $1.84 trillion, the amount of debt owed by households was nearly 1.8 times the amount of disposable income earned by households in that year, (ABS 2014). This significant rise in debt taken on by Australian households can be attributed to favourable macroeconomic conditions and historically low rates of interest and inflation, (Meng, Hoang Siriwardana 2013). Favourable macroeconomic conditions: Prior to the Global Financial Crisis Australia experienced strong economic growth, low levels of unemployment and strong growth in both the housing and share market. This was due to the mining boom and strong demand for Australia’s commodity exports.†¦show more content†¦This can be seen through the fisher equation when nominal interest rates are low and inflation rates are low, households are able to borrow more at the same level of repayment costs. This leads to an increase in the average size of new housing loans. The current ‘borrowers market’ along with the governments first home buyers scheme and the vast availability of finance has meant that their has been an increase in the number of first home buyers acquiring debt, therefore increasing household debt levels, (Sheehan 2014). Risks of high household debt levels Australian households: (McGrath 2014), suggests that high levels of household debt result in Australian households being more susceptible to changes in interest rates, changes to household income and other economic shocks. For example if the Australian economy experience a rise in the level of unemployment or a reduction in the level of wages, households with high debt levels will be unable to finance their debt and will eventually default on their loans. This results in consumption spending becoming more sensitive to changes in expectations about future income, resulting in greater levels of uncertainty, (Joye 2014). Additionally because the majority of household debt in Australia is linked to variable rates, rather than a fixed rate of interest, households a more susceptible to unanticipated changes to the

The New Geography Of Jobs - 1252 Words

Americans frequently discuss the difference of success for some places and the decline for other. One of the main reasons are the growing opportunities for the well-educated college population and the exclusion for the less skilled workforce. Another primary cause of the divergence of the economy in the United States is that cities until nowadays have a traditional economy and they did not shift to knowledge or human capital economy. However, on the opposite side, many cities took advantage of the human capital and invested their forces to be a high-tech market. The book, â€Å"The New Geography of Jobs† of Enrico Moretti is a perfect tool that explains the reasons why this might happen. The book focuses in to explain why the â€Å"Great Divergence†Ã¢â‚¬ ¦show more content†¦Another example that he used was the decline of Detroit which was the Silicon Valley of the 1950s and today is a city with a high rate of crime, poverty, and unemployment. Moretti states that the economic map follows the three America theory that divides the United States into three different classes. He uses this theory to explain why these disparities occur between regions and their divisional factors. On the one hand, high wages for a skilled and unskilled labor force, on other low levels and declining markets and between the two, undecided cities. In other words, innovative cities, traditional manufacturing regions and in between the towns that can go anyways. What we can observe is that places where highly specialized innovation is predominant, for example where the engineers and designers are, clusters generate for each job created an additional five jobs outside the high technology industry. We can attribute this reason to the dense cluster phenomenon which the multiplier effect of high-tech companies when they are located near each other. The result of creating additional local service jobs increase significantly because people with a high ave rage of wages tend to spend part of their salary on wealthy service. Moretti refers this type of employment as the non-traded sector, to exemplify, it is jobs that only be performed by the local workforce. On the opposite direction, the manufacturing industryShow MoreRelatedThe New Geography Of Jobs1882 Words   |  8 PagesThe New Geography of Jobs According to Enrico Moretti s ground breaking book, â€Å"The New Geography of Jobs,† manufacturing sector companies have been superseded in the knowledge economy by innovation sector companies. While they were once the holy grail of community planners, manufacturing sector companies are no longer the ideal economic model. One key premise of Moretti s book is that industry-focused brain hubs create thick labor markets with lots of specifically skilled workers. For exampleRead MoreDr. Steven M. Quiring1523 Words   |  7 Pagesprofessor and graduate director in the Department of Geography at Texas AM University. As his research assistant, I felt so happy to work with such an excellent, patient, and easygoing scholar over this semester. And I was fortunate to be assigned to interview him so as to have an opportunity to know him better. Dr. Quiring and I met at his office on Tuesday, November 17th. Due to he is one of the busiest faculty members in the department of geography, so finally we conducted a short half-hour interviewRead MoreGeography Is Not The Way For A Successful Career Opportunity1069 Words   |  5 Pages Often geography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ is avoided by students who have decided that geosciences â€Å"a general term used to describe a wide range of specialized scientific fi elds within the broad areas of geology and resource management† (Clarke, Earle, and Wallace, 2006) is not the way to a successful career opportunity. Many students believe that obtaining a geography degree will get them nowhere, but I believe differently. Geography is not just learning the capital cities of Canada, drawing maps or even writingRead MoreGeography And The World Of Geography1221 Words   |  5 Pagessuch as globalization, political geography, or industries and services. I was surprised at what all we learned in such a short period of time. I gained a new prospective and information about the world around me. Throughout the semester, my understanding and knowledge about geography has drastically changed from before this course. This course has made me think about topics and things that I have never reflected upon. I have had this standard premonition of geography as just places or maps, but thereRead MoreCulture and Geography effects of the Mississippi River1023 W ords   |  5 PagesThe culture of the Mississippi River has an effect on geography and in turn geography impacts the culture along the Mississippi River. The geography of the Mississippi River provided early settlers with the natural resources to survive and thrive. At the same time the aggressive expansion of culture significantly impacted the Mississippi River’s region. History of settlement along the Mississippi River illustrates the fact that the geography of the river is a natural attraction to settlers. ArcheologicalRead MoreThe Five Themes Of Geography827 Words   |  4 Pages What is geography? Geography is when you study features of the earth and its atmosphere, human species and how human activity affect and are affected by these things. Geographers often tell people they study the â€Å"why of where.† Geographers often have to explain their interests in all the patterns of human and natural experiences and as they happen in certain places. Have you heard of the five themes of geography? 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Alfred Binet and His Life Free Essays

string(40) " simply called the Binet–Simon scale\." Binet attended law school in Paris, and received his degree in 1878. He also studied Natural Sciences at the Sorbonne. His first formal job was as a researcher at a neurological clinic, Salpetriere Hospital, in Paris from 1883 – 1889. We will write a custom essay sample on Alfred Binet and His Life or any similar topic only for you Order Now From there, Binet went on to being a researcher and associate director of the Laboratory of Experimental Psychology at the Sorbonne from 1891 – 1894. In 1894, he was promoted to being the director of the laboratory until 1911 (his death). After receiving his law degree in 1878, Alfred Binet began to study science at the Sorbonne.However, he was not overly interested in his formal schooling, and started educating himself by reading psychology texts at the National Library in Paris. He soon became fascinated with the ideas of John Stuart Mill, who believed that the operations of intelligence could be explained by the laws of associationism. Binet eventually realized the limitations of this theory, but Mill’s ideas continued to influence his work. In 1883, years of unaccompanied study ended when Binet was introduced to Charles Fere, who introduced him to Jean Charcot, the director of a clinic called La Salpetriere. Charcot became his mentor and in turn, Binet accepted a job offer at the clinic. During his seven years there, any and every of Charcot’s views were accepted unconditionally by Binet. This of course, was where he could have used the interactions with others and training in critical thinking that a University education provided. In 1883, Binet began to work in Jean-Martin Charcot’s neurological laboratory at the Salpetriere Hospital in Paris. At the time of Binet’s tenure, Charcot was experimenting with hypnotism. Binet was strongly influenced by this great man, and published four articles about his work in this area. Unfortunately, Charcot’s conclusions did not hold up under professional scrutiny, and Binet was forced to make an embarrassing public admission that he had been wrong in supporting his teacher. When his intrigue with hypnosis waned as a result of failure to establish professional acceptance, he turned to the study of development spurred on by the birth of his two daughters, Madeleine and Alice (born in 1885 and 1887, respectively). In the 21 year period following his shift in career interests, Binet â€Å"published more than 200 books, articles, and reviews in what now would be called experimental, developmental, educational, social, nd differential psychology† (Siegler, 1992). Bergin and Cizek (2001) suggest that this work may have influenced Jean Piaget, who later studied with Binet’s collaborator Theodore Simon in 1920. Binet’s research with his daughters helped him to further refine his developing conception of intelligence, especially the importance of attention span and suggestibility in intellectual development. Despite Binet’s extensive research interests and wide breadth of publications, today he is most widely known for his contributions to intelligence. Wolf (1973) postulates that this is the result of his not being affiliation with a major university. Because Binet did not have any formalized graduate study in psychology, he did not hold a professorship with a prestigious institution where students and funds would be sure to perpetuate his work (Siegler, 1992). Additionally, his more progressive theories did not provide the practical utility that his intelligence scale would evoke. Binet and his coworker Fere discovered what they called transfer and they also recognized perceptual and emotional polarization. Binet and Fere thought their findings were a phenomenon and of utmost importance. After investigations by many, the two men were forced to admit that they were wrong about their concepts of transfer and polarization. Basically, their patients had known what was expected, what was supposed to happen, and so they simply assented. Binet had risked everything on his experiment and its results, and this failure took a toll on him. In 1890, Binet resigned from La Salpetriere and never mentioned the place or its director again. His interests then turned toward the development of his children, Madeleine and Alice, who were two years apart. This research corresponds with that done by Jean Piaget just a short time later, regarding the development of cognition in children. A job presented itself for Binet in 1891 at the Laboratory of Physiological Psychology at the Sorbonne. He worked for a year without pay and by 1894, he took over as the director. This was a position that Binet held until his death, and it enabled him to pursue his studies on mental processes. While directing the Laboratory, Theodore Simon applied to do doctoral research under Binet’s supervision. This was the beginning of their long, fruitful collaboration. During this time he also co-founded the French journal of psychology, L’Annee psychologique, serving as the director and editor-in-chief. n 1899, Binet was asked to be a member of the Free Society for the Psychological Study of the Child. French education changed profusely during the end of the nineteenth century, because of a law that passed which made it mandatory for children ages six to fourteen to attend school. This group to which Binet became a member hoped to begin studying children in a scientific manner. Binet and many other members of the society were appointed to the Commission for the Retarded. The question became â€Å"What should be the test given to children thought to possibly have learning disabilities, that might place them in a special classroom? † Binet made it his problem to establish the differences that separate the normal child from the abnormal, and to measure such differences. L’Etude experimentale de l’intelligence (Experimental Studies of Intelligence) was the book he used to describe his methods and it was published in 1903. Development of more tests and investigations began soon after the book, with the help of a young medical student named Theodore Simon. Simon had nominated himself a few years before as Binet’s research assistant and worked with him on the intelligence tests that Binet is known for, which share Simon’s name as well. In 1905, a new test for measuring intelligence was introduced and simply called the Binet–Simon scale. You read "Alfred Binet and His Life" in category "Essay examples" In 1908, they revised the scale, dropping, modifying, and adding tests and also arranging them according to age levels from three to thirteen. In 1904 a French professional group for child psychology, La Societe Libre pour l’Etude Psychologique de l’Enfant, was called upon by the French government to appoint a commission on the education of retarded children. The commission was asked to create a mechanism for identifying students in need of alternative education. Binet, being an active member of this group, found the impetus for the development of his mental scale. Binet and Simon, in creating what historically is known as the Binet-Simon Scale, comprised a variety of tasks they thought were representative of typical children’s abilities at various ages. This task-selection process was based on their many years of observing children in natural settings. They then tested their measurement on a sample of fifty children, ten children per five age groups. The children selected for their study were identified by their school teachers as being average for their age. The purpose of this scale of normal functioning, which would later be revised twice using more stringent standards, was to compare children’s mental abilities relative to those of their normal peers (Siegler, 1992). The scale consisted of thirty tasks of increasing complexity. The easiest of these could be accomplished by all children, even those who were severely retarded. Some of the simplest test items assessed whether or not a child could follow a lighted match with his eyes or shake hands with the examiner. Slightly harder tasks required children to point to various named body parts, repeat back a series of 3 digits, repeat simple sentences, and to define words like house, fork or mama. More difficult test items required children to state the difference between pairs of things, reproduce drawings from memory or to construct sentences from three given words such as â€Å"Paris, river and fortune. † The hardest test items included asking children to repeat back 7 random digits, find three rhymes for the French word obeisance and to answer questions such as â€Å"My neighbor has been receiving strange visitors. He has received in turn a doctor, a lawyer, and then a priest. What is taking place? † (Fancher, 1985). For the practical use of determining educational placement, the score on the Binet-Simon scale would reveal the child’s mental age. For example, a 6 year-old child who passed all the tasks usually passed by 6 year-olds–but nothing beyond–would have a mental age that exactly matched his chronological age, 6. 0. (Fancher, 1985). Binet was forthright about the limitations of his scale. He stressed the remarkable diversity of intelligence and the subsequent need to study it using qualitative, as opposed to quantitative, measures. Binet also stressed that intellectual development progressed at variable rates and could be influenced by the environment; therefore, intelligence was not based solely on genetics, was malleable rather than fixed, and could only be found in children with comparable backgrounds (Siegler, 1992). Given Binet’s stance that intelligence testing was subject to variability and was not generalizable, it is important to look at the metamorphosis that mental testing took on as it made its way to the U. S. While Binet was developing his mental scale, the business, civic, and educational leaders in the U.  S. were facing issues of how to accommodate the needs of a diversifying population, while continuing to meet the demands of society. There arose the call to form a society based on meritocracy (Siegler,1992) while continuing to underline the ideals of the upper class. In 1908, H. H. Goddard, a champion of the eugenics movement, found utility in mental testing as a way to evidence the superiority of the white race. After studying abroad, Goddard brought the Binet-Simon Scale to the United States and translated it into English. Following Goddard in the U. S. ental testing movement was Lewis Terman who took the Simon-Binet Scale and standardized it using a large American sample. The new Standford-Binet scale was no longer used solely for advocating education for all children, as was Binet’s objective. A new objective of intelligence testing was illustrated in the Stanford-Binet manual with testing ultimately resulting in â€Å"curtailing the reproduction of feeble-mindedness and in the elimination of an enormous amount of crime, pauperism, and industrial inefficiency (p. 7)† Terman, L. , Lyman, G. , Ordahl, G. , Ordahl, L. , Galbreath, N. ; Talbert, W. (1916). The Stanford Revision and Extension of the Binet-Simon Scale for Measuring Intelligence. Baltimore: Warwick ; York. (White, 2000). It follows that we should question why Binet did not speak out concerning the newfound uses of his measure. Siegler (1992) pointed out that Binet was somewhat of an isolationist in that he never traveled outside of France and he barely participated in professional organizations. Additionally, his mental scale was not adopted in his own country during his lifetime and therefore was not subjected to the same fate. Finally, when Binet did become aware of the â€Å"foreign ideas being grafted on his instrument† he condemned those who with ‘brutal pessimism’ and ‘deplorable verdicts’ were promoting the concept of intelligence as a single, unitary construct (White, 2000). From 1905 to 1908, Binet and Simon developed a test primarily for kids ages 3 to 15 that would compare their intellectual capabilities to other children of the same age. He did a lot of trial and error testing with students from his area. Binet studied groups of â€Å"normal† children, and also children who were mentally challenged. He had to figure out which tasks each group of students was able to complete, and what would be considered standard in the groups. The tests were held between one interviewer and one student, and determined what level of intellectual thinking the student had achieved. The invention of the intelligence test was extremely important to the field of education. Binet published the third version of the Binet-Simon scale right before he died in 1911, but it was still unfinished. If it were not for his early death, Binet surely would have continued to revise the scale. Still, the Binet-Simon scale was and is hugely popular around the world, mainly because it is easy to give and fairly brief. Since his death, many people in many ways have honored Binet, but two of these stand out. In 1917, the Free Society for the Psychological Study of the Child, to whom Binet became a member in 1899 and which prompted his development of the intelligence tests, changed their name to La Societe Alfred Binet, in memory of the renowned psychologist. The second honor was not until 1984, when the journal Science 84 picked the Binet-Simon scale, as one of twenty of this century’s most significant developments or discoveries. He studied sexual behavior, coining the term erotic fetishism to describe individuals whose sexual interests in nonhuman objects, such as articles of clothing. He also studied abilities of Valentine Dencausse, the most famous chiromancer in Paris in those days. References http://www.mhhe.com/mayfieldpub/psychtesting/profiles/binet.htm http://www.indiana.edu/~intell/binet.shtml How to cite Alfred Binet and His Life, Essay examples

Work Health and Safety Act Hospital Environment

Question: Discuss about theWork Health and Safety Actfor Hospital Environment. Answer: Introduction WH Safety Act 2011 was initiated for enhancing safe work practices within the country (Australia). As such, the essay will exemplify and clarify the understanding the aim of the Act as far as an employer-employee relation is concerned in a work environment. In this regard, it will identify a handful emergency procedures within a hospital environment, list activities that are not permitted in a workplace, and as well explain why it is important to identify hazards. Moreover, further contents will contain the importance of the risk assessment process, incident reporting process under NSW government hospitals, role, and responsibility of the WHS committee, a hierarchy of control, workplace safety and incident/ accident reporting procedure. The Aim of WH Safety Act 2011 The famous WH Safety Act is important in that it enhances the provision of an explicit framework for enhancing protection of health, welfare, and safety of all employees within their work jurisdictions. In addition, the WHS Act 2011 also provides health and safety protection to all other peoples who could be affected by the work in one way or the other (NSW Legislation, 2011). Among the groups protected by the act comprises of: employers, employees, contractors, subcontractors, volunteers, interns and experienced students, trainees and apprentices, and out workers. As such, public is not excluded since the general public is also protected by the act since they are either affected directly or indirectly (safe work website). Employer/ Employee Responsibilities for Maintaining a Safe Working Environment Employer The employer is responsible for the provision of workers and contractors with adequate facilities to enhance safety at work. This may not be limited to capital resources but also amenities, hygienic eating areas, and clean drinking water among others. It is the role of the employer to ensure that much consultations are carried out with employees regarding factors that directly impact their welfare. As such, health and safety representation within an organization should include employees so that their plight would be addressed accordingly. An employer has to nominate a senior member of the management team or (yourself) to be responsible for handling workers affairs including health and safety issues within the organization. Keeping relevant and valid information regarding workers health and safety. Such records could include asbestos assessment, biological monitoring, relevant medication information and first aid records among others. Periodically, the employer should organize for and/or engage qualified people with expertise in health and safety to advise the workers on issues that affect their wellbeing as employees leading to effective work/ life balance. The employer should also be able to avail information to the employees in appropriate language about available arrangements about employee health and safety, and to whom they should make any complaint or inquiry. The WHS Act 2011 explicate that an employer should ensure that workers have sufficient information, training, instruction, and supervision that enhance their health, safety and wellbeing at work (Safe Work Australia, 2012: NSW Health website). Employee Although it is rightful to state that an employer has to enhance health and safety working conditions in an organization, workers also have distinct roles that have to be accomplished to realize work health and safety. According to WHS 2011, workers are responsible for the following: Taking care while working to ensure that the manner in which they work does not harm themselves and others. When there is any injury or illness, employees are responsible for notifying the employer within 30 days from the time they realize any concern that could compromise their work, health, and safety. Although employees are entitled to medical treatment or time off as a result of illness or injury. They are responsible for making claims and as well decides to choose preferred doctor and/or healthcare provider. Moreover, when there is a need for occupational rehabilitation services, the worker has the right to select from a list of three (3) service providers. In a workplace, accident victims are responsible for choosing a representative, person to support or assisted in the return to work process. But, the WHS Act 2011 affirms that a legal practitioner cannot be a representative (safe work website). Three Emergency Procedures within a Hospital Environment In a hospital environment more specifically in Australia, the WH S Act 2011 indicate four main emergency procedures: Alert (when there is a possible emergency). Standby (when the emergency is eminent) Response (when the emergency ideally exists and a response is required). And stand down (when the emergency has abated and recovery activities can begin). Activities that are not permitted in the workplace under the WHS Act 2011 Being irresponsible as to the risk of death or serious illness or injury on an individual (Work Health | Safety Act, 2011, 42). Engaging in conduct that exposes an individual to the risk of death, injury or illness (Work Health Safety Act, 2011, 42). Failure to comply with health and safety duty (Work Health Safety Act, 2011, 42). Any person conducting an undertaking should not provide monetary support to representatives in health safety departments purposefully to the person referred to in action (Work Health and Safety Act, 2011, 42) Knowingly making misleading representation to another person about rights or obligation under the WHS Act 2011 (Work Health Safety Act, 2011, 58). Why it is Important to Identify Hazards Hazard identification is important and very crucial in the mitigation process. However, it also enhances the realization and adoption of appropriate measures to control further risks that may occur through the continuous use of new work processes, workers involvement, and equipment (NSW Health website). The Importance of the Risk Assessment Process In any organization, risk assessment process plays a great role in determining effective occupational health and safety practices that are integral in deriving a realistic risk management plan.as such, assessment process creates awareness about the risk and associated hazards thus enhancing the realization of the people who are at risk be it employees, employers, contractors, subcontractors, interns, subordinate staff or the general public. As such, this helps an organization to directly monitor risks and as well monitor the effectiveness of predetermined risk mitigation strategies (safe work website). The incident reporting process under NSW government hospitals In NSW government hospitals, incident reporting process includes the following: Identification of the incident (Work Health and Safety Act, 2011, 42). Immediate action(s) to mitigate adverse consequences notification of the incident into the incident management system (IMS) under categorized relevant incident type in order to enhance allocation of SAC rating (Work Health and Safety Act, 2011, 42). Documentation of incident management system number in the patient medication record is done (Work Health and Safety Act, 2011, 42). Prioritization is done through confirmation of SAC rating hence preparation and submission of reported incidents for all SAC1 incidents and others according to Ministry of Health (MOH) mandates. Investigation of incidents (Guide to the Work Health and Safety Act, 2011). Classification and confirmation of final incident type(s) (Guide to the Work Health and Safety Act, 2011). Incident analysis to identify emerging themes/ trends that contribute to such incidents (Guide to the Work Health and Safety Act, 2011). Finally, action plans on implementation of recommendations based on the action plan. The Role and Responsibility of the WHS Committee The roles played by WH S safety committee mainly ensures that an organization has a genuine representation of workers in health and safety related matters that affect their involvement in the organization. However, the committee is also responsible for assisting to enhance the realization of standard, rules and procedures related to health and safety to be complied within the workplace, and any other function as may be agreed between employer and employees (Guide to the Work Health and Safety Act, 2011). Hierarchy of Control According to WHS Act 2011, the hierarchy of control should be utilized sequentially as follows: eliminating, substituting, isolating, engineering, administering and personal protective Equipment (PPE) (Safe Work Australia, 2012). Workplace Safety: In most cases, enrolled nurses are prone to accidents like: Cuts Infection Burns Others include but not limited to the wrist, ankle and back strains. The incident/ accident report should include the following factors: Hazard Hierarchy of controls Illness Incident Serious injury or illness Actual consequences Potential risks Residual risk (NSW Nurses and Midwives Association, 2013). Conclusion Considering the essay, it is imperative to state that the WHS 2011 is important in enhancing the understanding of how best to enhance enrolled nurse practices within the hospital working environment. In addition, other stakeholders in the respective organization also rely heavily on the content of the act in order to enhance smooth operations and workers health and safety. Indeed the content of the paper is adequate to realize what law require as far as health and safety in the workplace are concerned. References Guide to the Work Health and Safety Act, 2011. Queensland. Retrieved from: https://www.worksafe.qld.gov.au/data/assets/pdf_file/0006/82545/guide-to-work-health-and-safety-act-2011.pdf Safe Work Australia, 2012. Australia Government Website. Retrieved from: https://www.safeworkaustralia.gov.au/sites/SWA/model-whs-laws/model-whs-regulations/Historical/Model_Explanatory_Statement-January2012.pdf NSW Health, 2012. Australia Government Website. Retrieved from: https://www.health.nsw.gov.au/Pages/default.aspx NSW Legislation, 2011. Australia Government Website. Retrieved from: https://www.legislation.nsw.gov.au/inforce/f8df8095-a335-66a0-8828-f33d06042cb9/2011-10.pdf NSW Safe work (Website). Retrieved from: https://www.safework.nsw.gov.au/health-and-safety Work Health and Safety Act, 2011. No 10. Assented to 7.6.2011. Date of commencement, 1.1.2012, sec 2. Work Health and Safety Act, 2012. Legislation. Retrieved from: https://www.legislation.sa.gov.au/LZ/C/A/WORK%20HEALTH%20AND%20SAFETY%20ACT%202012/CURRENT/2012.40.UN.PDF NSW Nurses and Midwives Association, 2013. Work Health and Safety Essentials for Nurses and Midwives. Retrieved from: https://www.nswnma.asn.au/wp-content/uploads/2013/06/NSWNMA-Work-Health-and-Safety-Essentials-for-Nurses-and-Midwives-2013.pdf

Knowledge Management in Theory and Practice

What is the purpose of a learning history? What are its key components? Dalkir (2005) states that learning history is one of the techniques that can be used to capture tacit knowledge from individuals and groups. Continous learning is useful to those who cannot remember the past. This technique is a majorly useful method of capturing tacit knowledge, especially in a group.Advertising We will write a custom case study sample on Knowledge Management in Theory and Practice specifically for you for only $16.05 $11/page Learn More Learning history technique is a representation of tremendously prestigious occurrences in an organization, which took place in the recent past, and how it is described in the voices of the participants (Dalkir, 2005). Learning helps to capture the memory of the group. Learning history is vital in reviewing successes and failures, thus grasping the best practices and lessons acquired, as they pertain to a significant organization eve nt or theme (Dalkir, 2005). The learning history technique consists of various components. These components include, planning, reflective interviews, distillation, validation, writing, and dissemination (Dalkir, 2005). It is through planning that one establishes the magnitude of learning history that requires capturing. Learning history mainly is concerned with the scope, which is the objective of the business goal (Dalkir, 2005). Learning history should base majorly on a problem that the organization overcame. Learning history technique answers the questions that could be disturbing. Learning history describes the occurrences, reasons for occurring, the reaction of the organization, and what the current organization members should learn, based on this experience (Nonaka Toyama, 2003). In the reflective interviews process, the participants narrate the experience from their opinion (Dalkir, 2005). The participation is all about analysis, estimation, and the conclusion which they use d. As a result, insights emerge, which are evaluated and codification done. Consequently, there is an increase in the reflective capacity of the company (Dalkir, 2005). Dalkir (2005) explains that the distillation process involves synthesizing information gathered from the interview, and creating a summary format. Analyzing information makes it exceptionally easy for others to use. Key ideas, sub ideas, and quotes used are obtained from the interview text. The key themes are documented at a more abstract level, and the quotes are evaluated. Consequently, authorization is obtained in order to print them with an attribution (Dalkir, 2005). Once the authorization to print them is obtained, the content is added up, validated, and published. This ensures dissemination of learning history and anchoring in the organization’s memory (Dalkir, 2005). Learning history will help the organization review successes and failures, thus capturing best practices and lessons learned as they invo lve significant organizational events or projects (Dalkir, 2005).Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Define knowledge continuity management and discuss its strategic implications for knowledge capture and codification Knowledge continuity management refers to the process of passing critical knowledge from exiting employees, to their replacements (Dalkir, 2005). Nonaka and Toyama (2003) explain that there are strategic implications of knowledge continuity management to the organization and individuals, and gives the recommendable solutions (Nonaka Toyama, 2003). The organization needs to take into consideration the impact the departure will bring to the communities they belong (Nonaka Toyama, 2003). The departure could be because of retiring or other reasons. A serious gap could be left in the fabric of the community network if this person leaves as explained by Nonaka an d Toyama (2003). The company has a difficult work of ensuring that there is a knowledge continuity management since it is part of it (Nonaka Toyama, 2003). If the worker’s knowledge is complicated, it becomes difficult to pass it. However, transmitting it is vital. Important issues in regard to security and access have to be considered. Codes of ethics are obeyed as they ensure the concerned are in a professional manner (Nonaka Toyama, 2003). Nonaka and Toyama (2003) give recommendations for ensuring successful knowledge continuity management, which includes setting up a knowledge profile of all critical workers and fostering a mentoring relationship. More recommendations include encouraging communities of practice, ensuring the knowledge sharing is rewarded, protecting people’s privacy, and creating a bridge to organizational memory for long-term retention of the valuable content (Nonaka Toyama, 2003). References Dalkir, K. (2005). Knowledge management in theory an d practice. Butterworth-Heinemann. Nonaka, I., Toyama, R. (2003). The knowledge-creating theory revisited: knowledge creation as a synthesizing process. Knowledge Management Research Practice, 1 (1), 2-10. This case study on Knowledge Management in Theory and Practice was written and submitted by user Leonard Hatfield to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Angelas Ashes

ANGELA’S ASHES The book Angela’s Ashes by Frank McCourt is a book of inspiration in a way. The whole entire book is depressing but the main character, Frank McCourt, did everything he had to do to survive. He always did what he believed in. There were times when he sinned, but he did what he thought was right. He always stuck up for himself, and it paid off at in long run. The story takes place in Ireland. His father, Malachy, was an alcoholic looking for a job. He always did try hard to get a job but couldn’t, and when it came to the family’s little money that they had, he would spend it all on booze. This made me upset to see the McCourt family struggling to survive and see the father spend all of their money to get drunk. Frank had a little brother also named Malachy along with twins that both die at a very young age early on in the story. Frank was surrounded by death all of the time. It seemed like every time he got close to someone they would end up dying. Frank and his family were very strong Catholics. They live in horrible conditions, it makes me thankful for everything that I have. Frank and his brother Malachy were picked on constantly at school for their appearance. Frank always stuck up for himself and his brother, it was sad to read about this. One of the only times I felt that Frank enjoyed himself was when he snuck into the movie theatre. Frank was a very smart kid who loved to read, the library even let him stay after it closed to let him read. This was the only time in the book that people were nice to him and showed him some respect. The story got even more depressing when the father goes to England for work and the children have to start providing for the family. They do and the father sends no money and eventually comes home with no money because he of course drank it away. This is when Frank decides to save up his money and buy a boat ticket to America. It was good to see that Frank didn’t want ... Free Essays on Angela's Ashes Free Essays on Angela's Ashes Chapeter 1: Angela’s Ashes begins with Frank McCourt, the author and main character, explaining his family’s roots. You learn that he is dirt poor and his dad moves from Ireland to New York and back again because of prohibition. The father, whose name is Malachy, is disgusting alcoholic who seems to drink to escape the reality that he and his family is living in. You also find out that Frank’s mother, Angela, had the responsibility of taking care of all of the children in the house. He has a brother whose name is also Malachy and a pair of twins. Chapter 2: Once they return home to Ireland, they had no place to go so they moved in with some relatives. It was very upsetting to see the living conditions in which they were experiencing. Not only did all of them have to share a bed, but it was also flea ridden. Then, he went into the St. Vincent de Paul Society story and how they have to reject children from boots. It was really an eye opener when you read a story like this and then realize that these people do not know where their next meal is going to be. It makes you see how lucky we really are. The happiest part of the chapter was when the society gave Angela some money for food. As the chapter goes on you see that one of the twins, Oliver, dies. That part was difficult. Then Frank explains how they had to beg on the street for coal. Just when you think that things can not get any worse, they do. The other twin goes through depression and dies. Chapter 3: In chapter three, the McCourt family moves to another area named Roden Lane. They have no furniture but the Society provides them with some. Once again another thing that opened my eyes was they lived right next to the town bathroom and if that’s not bad enough, nobody cleans it. Christmas time rolls around and all the family can get is a pig’s head from begging. Maybe if the dad would stop drinking th... Free Essays on Angela's Ashes ANGELA’S ASHES The book Angela’s Ashes by Frank McCourt is a book of inspiration in a way. The whole entire book is depressing but the main character, Frank McCourt, did everything he had to do to survive. He always did what he believed in. There were times when he sinned, but he did what he thought was right. He always stuck up for himself, and it paid off at in long run. The story takes place in Ireland. His father, Malachy, was an alcoholic looking for a job. He always did try hard to get a job but couldn’t, and when it came to the family’s little money that they had, he would spend it all on booze. This made me upset to see the McCourt family struggling to survive and see the father spend all of their money to get drunk. Frank had a little brother also named Malachy along with twins that both die at a very young age early on in the story. Frank was surrounded by death all of the time. It seemed like every time he got close to someone they would end up dying. Frank and his family were very strong Catholics. They live in horrible conditions, it makes me thankful for everything that I have. Frank and his brother Malachy were picked on constantly at school for their appearance. Frank always stuck up for himself and his brother, it was sad to read about this. One of the only times I felt that Frank enjoyed himself was when he snuck into the movie theatre. Frank was a very smart kid who loved to read, the library even let him stay after it closed to let him read. This was the only time in the book that people were nice to him and showed him some respect. The story got even more depressing when the father goes to England for work and the children have to start providing for the family. They do and the father sends no money and eventually comes home with no money because he of course drank it away. This is when Frank decides to save up his money and buy a boat ticket to America. It was good to see that Frank didn’t want ... Free Essays on Angela's Ashes Though women throughout many books written by men have been cast out and not really mentioned, Frank McCourt, author of Angela’s Ashes, does a good job showcasing his mother honesty in his memoir. Nothing is glossed over when readers are shown Angela McCourt. She was a victim of her town Limerick City and her family. She was really the one who tried to shape the family into something she knew could be, but time after time, she failed. Angela McCourt’s miscarriages, dying children and drunken husband; she was the victim. Within six years, Angela McCourt was pregnant seven times. She had one miscarriage and had to bury three out of her six children before the age of three. The pain of these loses tortured Angela so much that she could not stay in the houses where the children had died. She said she would end up in a mental institution if she had to stay with those memories. The family moved and Angela seemed to cope better, but although the pain seemed to subside, it was still there, it always was there. When she was young, Angela married Malachy McCourt, who had just gotten out of jail. There were times in their relationship when he was a decent person to her, but most of the time, he was extremely egotistic. He didn’t manage to get a job, and he spent money in the pub instead of food for his family. â€Å"She struggled to get at his pockets. Where’s the money? The children are hungry. You mad oul’ bastard, did you drink all the money again? Just what you did in Brooklyn?† (77) Angela herself suffered from the hunger and the cold and the jeers from other people about her lousy husband; but worst of all, was that Angela had to watch her children suffer because of their father. When the McCourt’s come back to Ireland from America, relatives of the family did not give anyone a warm welcome back. The children’s aunt shows her aversion to the family on many occasions. She is not willing to give the family shelter in her hous...

Li Bai. Poetry and the Tang Dynasty Research Paper

Li Bai. Poetry and the Tang Dynasty - Research Paper Example The birth of Li was at the point when poetry had the court sponsorship and was a mandatory element of every administrative and public education. At the time of his demise, the whole country was restless and under the turmoil of civil rebellion which had gravely effected the prosperity of a blooming nation and the tone of Li’s poetry. The poetry of Li Bai during the Tang Dynasty is the clear depiction of art, love, romance, loss, might, failure and gratitude. The rise and the fall of the Tang dynasty is an epic story of love, hatred, betrayal, rise and fall of one of the greatest civilizations of the world. The Tang dynasty was established by the Duke of Tang, Li Yuan, who was the victor of the civil war that ended in 617AD and claimed himself by the name of Emperor Gao-Zu. When he became the emperor of China, he not only reunited China but also ruled it efficiently from 617AD to 626AD2. The emperor was then disposed by his son Li Shimin in 626 which resulted in the blood feud among the sons to become the inheritor of the rule and eventually the winner was Li who became the next ruler known as the Emperor Taizong. The rule of the Emperor Taizong is one of the golden ages in the Tang dynasty who helped promote the art and literature across the country3. Through his reformist administration, and love for art and literature, he is still known as one of the greatest rulers of this great civilization. After his death in 649AD, his son Emperor Gaozong ascended the throne who proved to be a very weak ruler. The rule of the Emperor Gaozong was from 649 to 683 making it more than 34 year but the prime ruler during this era was Empress Wu Zetian. Empress Wu was the concubine of the emperor who used her influence and charm over the emperor and got the wife the emperor murdered and promoted herself as the empress4. The rule of Empress Wu is one of the cruelest eras in the history. She sent to exile and got murdered everyone in the entire country who she thought could be a hurdle in her rule as Lewis states: "Through the examination and her own personal choices, Empress Wu promoted several poets of humble birth who themselves became patrons of others from local elites or even poor families."5 However, with old age, the empress was not able to keep herself in control and was disposed in the favor of Emperor Zhongzong in 705AD. Emperor Zhongzong did not love for ling to rule and with his death in 710AD, the throne was taken control of by his spouse Empress Wei. The empress tried to rule like empress Wu but did not last long and was eventually disposed in 712AD and Emperor Xuanzong was placed on the throne. The rule of Emperor Xuanzong is the longest in the Tang dynasty, which lasted from 712AD to 756 AD making it just about 44 years. Emperor Xuanzong was an efficient ruler in the beginning of his career but later he was greatly influenced by the Taoist spirituality which shoed his weak administrative capability and giving rise to many insurgencies across the rule. Of the major insurgency was the An Lushan Rebellion, which also affected the later years Li Bai’s poetry. Not only this, the weakness of Emperor Xuanzong’s rule resulted in the rise of Islamic influence along the Central Asia who became the major influence holders of the silk route. After the Emperor Xuanzong fled the throne during the rebellion, Suzong became the next ruler of China. The

Critique Writing of Cinderella Essay Example | Topics and Well Written Essays - 500 words

Critique Writing of Cinderella - Essay Example The feelings lead to fear of rejection by the child giving them the distress of others being favored over them. Therefore, sibling rivalry arising. Among the fairy tales best known, â€Å"Cinderella† puts a mark. The story has its origin related to the German and Chinese culture. Bettelheim applies reasoning that the bona fide meaning behind the fairy tale, â€Å"Cinderella† is sibling rivalry. However, he theorizes that the use of stepmother and stepsisters is intentional to condone the antagonism present among actual brothers and sisters. Granted, realistic situation do not tend to be as inordinate as that of Cinderella, in the child’s perspective, they feel just as degraded. The phrase â€Å"Sibling rivalry† is used by Bettelheim to advert pattern of intense emotions evoked in a child. Sympathy and empathy are present in a child’s feelings toward Cinderella (Behrens & Rosen, 2008). A child may be aware that their situation is not as worse as Cinderella’s but not fully be able to look at his own predicament in an unbiased manner. Bettelheim points out that a child tends to see things in an abstract way, therefore in the majority of circumstances, the way they feel is an inconsistency of excerption on Cinderella. A child’s imagination brings a feeling of degradation by their siblings as Cinderella by her stepsisters. However, the other aspect of this story that brings appeal to children is the successful conclusion. A child will hope for the same ending, a rescue from the current situation. The happy conclusion gives conviction and optimism to the child lacking confidence to gain triumph in future. Bettelheim suggests that the fairy tale gives hope to children. At the same point, every child is overwhelmed by the feeling of debase due to lack of confidence; When something unpleasant happens to them, they feel as if they deserve it. The child craves for assurance of

Reading log (summary+respond) Article Example | Topics and Well Written Essays - 250 words

Reading log (summary+respond) - Article Example While calling shat a chat as a â€Å"Jet Set†, the author gives example of an American talking to a man from Middle East, which details the body language and postural adjustment of the two while each one retreats sometimes and takes a step forward the other times, during such conversation. Davis feels that engaging an interpreter will not solve the problem, as the person may not be able to translate the body language. The article signifies that same conversation can carry different meaning when the two people engaged in same are from different cultures, earth zones or gender. An example of interpreting the conversation would mean many Arabs liking to remain within a breath’s distance from each other as they aim at building close elations. However, Americans would like to maintain a space of at-least 18 inches when doing so. Davis has rightly pointed to the importance of interpreting the distance and space maintained by two people as they converse with each other. For example, Arabs find it useful and result-oriented if they are at a â€Å"spitting distance† with their listener, as they are able to build stronger relations with each other in this manner. On the other hand, such gesture would prove repelling for Americans, who may think it as an intrusion into their privacy.(Gardner) Gardner.S, â€Å"New Directions: Reading, Writing and Critical Thinking†, goggle books, nd, web, 3 March 2015:

The Evidence For The Endosymbiotic Theory

The Evidence For The Endosymbiotic Theory Abstract Modern eukaryotic cells were originally believed to have arisen directly from a single prokaryotic ancestor through serial mutation and the process of genetic drift. However, much evidence has lead scientists to believe that eukaryotes are the result of a merger between a prokaryotic cell, a relative of modern ÃŽÂ ±-protebacteria, that became incorporated by a host archaeon. This is referred to as the endosymbiotic theory. Over the span of millions of years, symbiont DNA was transferred to the nucleus to give rise to the eukaryotic genome and the prokaryote gave rise to mitochondria. As such the two organisms effectively become a single organism, each unable to survive in the others absence. The endosymbiotic theory is widely regarded due to the many shared biochemical and morphological characteristics of mitochondria with bacteria, including DNA organization and similarities protein synthesising machinery and membrane composition. In reviewing these characteristics I have come to conclude that an endosymbiotic event is the most plausible explanation for the development of mitochondria within the eukaryotic cell, despite the uncertainties regarding the nature of the prokaryotes inclusion in the host cell. Introduction The term endosymbiosis refers to the event in which one organism takes up permanent residence within another, such that the two develop a mutually beneficial relationship1.The endosymbiotic theory was developed to explain the evolutionary discontinuity between the appearance of prokaryotes and eukaryotes, and the great many differences exhibited by the two taxa, described in Table.1. Since mitochondria share so many biochemical and structural characteristics with Bacteria, an evolutionary relationship was proposed, in order to explain the transition from prokaryote to eukaryote2. Contrary to the traditional view that a series of chance mutations were responsible for the evolution of eukaryotic cells, the endosymbiotic theory states that mitochondria arose by the incorporation of a free living aerobic prokaryote, relating to an ÃŽÂ ±-proteobacterium, into an anaerobic proto-eukaryote3. This is proposed to have occurred approximately 1.5 billion years ago, between the first fossil r ecord of aerobic prokaryotes and eukaryotes (Table 1), after oxygen had begun to accumulate in Earths atmosphere as a result of the emergence of photosynthetic organisms4 5. Rather than being digested, the prokaryote remained as a symbiont, helping in the production of ATP within the host by the process of oxidative phosphorylation, enabling it to survive the increasing oxygen concentrations, thereby giving it a selective advantage over anaerobic cells. Interdependence between the aerobic bacterium and the host cell developed and, the bacterium evolved into the mitochondrion. Photosynthetic eukaryotes originated in a similar manner by a secondary symbiosis between these organisms and photoautotrophic bacteria related to cyanobacteria. Wallin proposed in 1923 that mitochondria originated from an endosymbiotic event when he observed that they closely resembled bacteria in size and complexity7. These and related observations led Lynn Margulis to publish Symbiosis in Cell Evolution in 1981, in which she argued that modern eukaryotes were originally formed from a fusion of separate species. Margulis also proposed, more controversially, that motile prokaryotic species such as Spirochaeta were incorporated and resulted in the evolution of the structures that provide cellular motion. Since this hypothesis is generally not accepted, it is not discussed in further detail here. 1. Over the next thirty years, further similarities between mitochondria and bacteria were found that supported Margulis work. Table 1 described some of the similarities observed between prokaryotic cells and mitochondria when compared to eukaryotic cells. Included are the overall physiological similarities of mitochondria and prokaryotes, such as the similarity in size compared to eukaryotes, similarities between the protein-synthesising machinery such as the mitochondrial ribosomes and tRNA molecules, and the presence of a separate mitochondrial genome.3 8 Table.1 Summary of the similarities between prokaryotes and eukaryotes, and eukaryotic organelles. Adapted from: Indiana University-Purdue University Department of Biology (2004) Class Notes: The Endosymbiotic Theory Available: http://www.biology.iupui.edu/biocourses/n100/2k4endosymb.html [Accessed 16/04/10] Prokaryotes Eukaryotes Mitochondria of Eukaryotic cells DNA 1 single, circular chromosome Multiple linear chromosomes compartmentalized in a nucleus 1 single, circular chromosome Replication Binary Fission involving Fts proteins Mitosis Process akin to binary Fission involving dynamin proteins Ribosomes 30S and 50S Subunits 40S and 60S Subunits 30S and 50S Subunits Electron Transport Chain Found in the plasma membrane around cell Found only in the cells mitochondria Found in the plasma membrane around mitochondrion Size (approximate) ~1-10 ÃŽÂ ¼m ~50 500 ÃŽÂ ¼m ~1-10 ÃŽÂ ¼m First appearance in fossil record Anaerobic bacteria: ~3.8 Billion years ago Aerobic bacteria: ~2.5 Billion years ago ~1.5 billion years ago ~1.5 billion years ago What the endosymbiotic hypothesis does not make clear is the order of events regarding the formation of the nucleus and the acquisition of the prokaryotic cell containing the precursor mitochondrial genome. Two hypotheses have been put forward for the formation of the eukaryotic cell, illustrated in Fig.2. Nucleus formation preceded symbiosis of mitochondrion and chloroplast Nucleus formed after symbiosis of mitochondrion and before chloroplast Taken from Michael Madigan et al. Brock Biology of Microorganisms (2008) 12th edition, Pearson Education Inc The most widely regarded, summarised in Fig.3, proposes that an ancestral prokaryote first developed a membrane around its DNA from infolding of the plasma, similar to the way in which the endomembranous system of the endoplasmic rectilium and Golgi apparatus is thought to have arisen3. This organism, dubbed the protoeukaryote engulfed a small heterotrophic prokaryote, shown on Fig.2 as the ancestor of mitochondrion9. Pearson Education Inc. http://topicstock.pantip.com/wahkor/topicstock/2009/09/X8338687/X8338687-8.jpg The second hypothesis, in contrast, considers that there could have been a nucleus was formed after the acquisition of the protomitochondrion, when a member of the Archaea acquired the bacterial ancestor of the mitochondrion through endocytosis11. This is known as the hydrogen hypothesis, proposed by Martin and Muller (1998), who claimed that the symbiotic relationship between the two cells was initially based on the hosts dependence on the hydrogen, evolved by the symbiont as a by-product of anaerobic respiration, as a source of energy. The nucleus was formed from the mitochondrial DNA from the symbiont and the free DNA residing in the nucleus12. Both models thus involve the transfer of a large portion of mitochondrial DNA to the host nucleus, resulting in the dependence of the symbiont upon the host. An alternative hypothesis has recently been forwarded by Davidov and Jurkevitch, who propose that the ancestors of mitochondria were not endocytosed by Archaea but were predators that penetrated the host and devoured the host. The prey managed to survive and established a mutualistic relationship as in the previous hypotheses. (Davidov, Jurkevitch cited by Zimmer, 2009) This appears to be supported by the finding that certain species Rickettsia, obligate intracellular parasites, have more similar genomes to the than mitochondrion13 14. However the eukaryotic cell arose, abundant evidence has accumulated that supports the endosymbiotic theory, and the evidence of similarities relating to different functions of bacteria and mitochondria are reviewed in this essay. There is also an increasing body of experimental evidence that suggests that endosymbiotic events occur in modern cells, and two such experiments and their implications on the endosymbiotic theory are reviewed here. Aside from these experiments, the evidence presented in this essay relates entirely to the emergence of mitochondria. The Mitochondrial Genome Mitochondria possess their own genomes that replicate that replicate independently from the nucleus, using DNA polymerases specific to the mitochondria. These processes, as well as the subsequent DNA transcription and protein synthesis take place in the matrix of mitochondria and occur throughout the cell cycle, which parallels the situation in bacteria but is not true of nuclear DNA2. The DNA of mitochondria is a single circular molecule of roughly the same size as the bacterial genome, and has a mean GC content ranging from 20-50%. This is close to the variation found in bacterial species and greater than observed for eukaryotes, reflecting phylogenetic relationships of mitochondria and bacteria2. Furthermore, like bacterial DNA, the DNA of mitochondria lacks both intervening sequences and the organisation into histones present in bacteria3. Comparative molecular sequencing of mitochondrial genes and the RNA they encode has revealed that the mitochondrial genome is more closely rel ated to that of organisms such as the ÃŽÂ ±-proteobacterium Rickettsia prowazekii than to the rest of the eukaryotic cell, indicating an extracellular origin10 15. Similar sequencing by Ito and Braithewaite has revealed that yeast mitochondrial DNA polymerase I is homologous in amino acid sequence the DNA polymerases, of E. coli and Streptococcus pneumoniae in both the 3-5 exonuclease and DNA polymerase domains. The similarity of the DNa replication machinery further implies that mitochondria evolved from prokaryotes. While nuclear DNA is contributed by both parents in sexual organisms, mtDNA is contributed almost entirely by the oocyte16. The symbiotic concept accounts for this non-mendelian mode of inheritance and indicates the evolutionary importance of maintaining uniparental heredity of nonchromosomal genes, due to the inherent redundancy that results from the fusion of gametes, This ensure that at least one copy of the organellar genome is maintained at each stage in the eukaryotic cells life cycle3. DNA sequence analysis has also demonstrated the presence of mitochondrial DNA in the nucleus17. Biologists originally believed that the nuclear DNA of the eukaryote coded for mitochondria. However, Margulis reasoned that, if the endosymbiotic hypothesis represents the true course of events in the evolution of mitochondria, then upon entering a symbiotic partnership, the symbionts would lose all synthetic capabilities except the ability to replicate their own DNA. It has been shown that that the proteins that mediate function of the mitochondrion are encoded both in the mitochondrial and the nuclear genome and must be imported to the mitochondrion, shown in Fig.3 which supports Margulis hypothesis. Margulis Although many mitochondrial genes have been found in the nucleus, nuclear genes direct the synthesis of only some of the proteins from which they are made, thus cells which lack mitochondria cannot generate them1. This appears to be the result of extensive gene transfer that took p lace after the endosymbiotic event which brought the two cells together. The transfer of essential genes to the host nucleus resulted in the progressive loss of independence after the host acquired the symbiont, resulting in an organelle unable to survive in oxic conditions outside the host3. O Daley proposes that the large transfer of mitochondrial DNA may have been the result of evolutionary pressure to accumulate DNA inside the nucleus, due to increased genetic variation 17 18.The High rate transfer of DNA between the nucleus and mitochondria demonstrates that the incorporation of the mitochondrial genome into the eukaryotic cell was vital in defining the eukaryotic genome18. An external file that holds a picture, illustration, etc., usually as some form of binary object. The name of referred object is ch14f62.jpg. Fig 3: Transfer of nuclear precursor proteins from the nucleus to the mitochondrion and subsequent production of mitochondrial protein. Red arrows indicate the site of action of a specific inhibitor of either nuclear or mitochondrial protein synthesis, discussed in more detail later in of this essay. From Bruce Alberts, Dennis Bray, Julian Lewis, Martin Raff, Keith Roberts, and James D. Watson (1994) Molecular Biology of the Cell. 3rd edition, Garland Publishing Inc., New York. Lipid membranes Possibly the most convincing evidence of the extracellular origin of mitochondria is the similarity between the inner mitochondrial membrane and the membrane possessed by bacteria. Mitochondria are surrounded by two phospolipid membranes, and while the outer membrane resembles the eukaryotic membranes, including the membranes of other cellular organelles such as that of the nucleus and endoplasmic rectilium, the innermost membrane is chemically distinct to those found elsewhere in the eukaryotic cell6. Furthermore, Microscopic observation has enabled the comparison of cristae, invaginations of the inner mitochondrial membrane, shown in Fig.4, to bacterial mesosomes, shown in Fig.5. Both structures increase the surface area of their respective membranes and provide a site for the process of oxidative phosphorylation. Margulis has suggested that the similarity between mitochondrial cristae and the mesosomes possessed by many species of Bacteria (Fig. 5) also alludes to the extracellula r origin of mitochondria3. Consistent with the endosymbiotic theory, it has been reasoned that the inner membrane once belonged to the bacterial symbiont, and that the outer membrane was a remnant of the phagocytic vacuole in which the symbiont was engulfed by the host cell, resulting in the development of cristae from mesosomes9. Left: Fig.1: Structure of an idealised mitochondrion as compared to an electron micrograph. Illustrates the double membrane structure and the infoldings of the inner membrane known as cristae on which oxidative phosphorylation occurs. Adapted from: Dr Jay Pitocchelli, Saint Anslem College (2001) Lecture Notes for Cell Biology. Available: http://www.anselm.edu/homepage/ jpitocch/genbio/mitochondrion.JPG [accessed 27/04/10] Right: Fig. 5 : Electron micrograph of thin section of T.dentrificans showing inverted Y form of simple mesosome-like body. From: J W Greenawalt and T L Whiteside (Dec 1975). Mesosomes: membranous bacterial organelles. Bacteriological Review. 39(4): 405-463. The inner mitochondria and bacterial membranes also share many biochemical features. Table 2 illustrates the observations made by Parsons, that the outer mitochondrial membrane is more similar in density and lipid composition to that of the endoplasmic reticulum of Serratia than of the inner mitochondrial membrane3 19. It has also been noted that ÃŽÂ ²-barrel transmembrane proteins are exclusively found in the bacterial membranes and in the outer membrane of mitochondria, and that the amino acid sequences of these proteins show high similarity6. Additionally, LACTB, a protein that derives from bacterial penicillin-binding protein of peptidoglycan, has been found in the intermembrane space of eukaryotic mitochondria20. While mitochondria lack peptidoglycan, the presence of a vestigial peptidoglycan-forming protein provided further evidence that mitochondria are descended from bacteria. Table 2: Comparison of structural features and lipid composition of inner and outer Mitochondrial membranes and ER of Serratia. Adapted from D.F. Parsons (1867) Ultrastructural and molecular aspects of cell membranes. Proceeings of the Seventh Canadian Cancer Research Conference 7:193-246. The nature of the mitochondrial respiratory system raises another significant line of evidence supporting the endosymbiotic theory. The production of energy via the electron transport chain by mitochondria is associated only with the inner membrane, as in prokaryotes, and does not occur in the outer membrane, as evidenced by the difference in electron transport protein content in the mitochondrial membranes, shown in Table 29. Additionally, the membrane potential across the inner membrane that is necessary for the production of ATP is not found in the outer membrane of the mitochondrion or in eukaryotic membranes. Table 3 also demonstrates that that bacteria such as P. denitrificans and mitochondria share many respiratory features, such as the sensitivity of the oxidative chain to antimycin, which disrupts proton gradient formation across the membrane. Furthermore, the electron-transport chains of bacteria and mitochondria both contain a membrane-bound enzyme complex that accepts ele ctrons solely from ubiquinone-10 quinine carrier3. Taken together, this evidence supports the theory that the outer membrane of mitochondria was formed from the vesicular membrane during an endosymbiotic event and the inner membrane formed from the prokaryote engulfed2. Table 3: Mitochondrial features of Paracoccus denitrificans Illustrates the similarities of the respiratory system of mitochondria to the systems of Paracoccus , that are also found in many other bacteria. These strikingly similar respiratory features indicate that microbes such as P. denitrificans may be the ancestors of mitochondria. Many of these features are found in other bacteria. After Whateley (1977) Adapted from Lynn Margulis. Symbiosis in Cell Evolution (1981) W.H.Freeman Co Ltd. Respiratory Chain Succinate and NADH dehydrogenases Ubiquinone-10 is the sole quinine Cytochromes a and a3 act as oxidase Sensitive to low concentrations of antimycin Oxidative Phosphorylation Respiratory control is released by ADP or by uncouplers of oxidative phosphorylation ATPase has tightly bound nucleotise exchangeable on energization Membrane Phospholipids Phosphotidylcholine is the main constituent All fatty acids are straight-chain and monounsaturated Mitochondrial division The way in which mitochondria divide also provides evidence for their extracellular origin. It has been shown that these organelles multiply semi-autonomously, not through mitosis as eukaryotic cells are, but rather through a process similar to binary fission of pre-existing organelles21. Mitochondria been found to possess dynamin proteins, mechanochemical GTPases, that are related to the FtsZ, filamentous temperature sensitive, proteins found in bacteria. Bacterial FtsZ2 proteins interact to form a divisome ring complex that from a division furrow from outside, a similar mechanism has been observed by the Dnm1 protein of mitochondria, where the proteins constrict the membrane from the outside, illustrated in Fig. 6. Furthermore, evidence of FtsZ proteins have been found in the mitochondria of the alga Mallomonas splendens that are proteins closely related to those of ÃŽÂ ±-proteobacteria. The FtsZ protein is located in patches on the mitochondrial membrane, near the centre or at the ends of mitochondria, similar to the location of Dnm1. The similarities in the molecules involved in initiating bacterial and organelle division further emphasise the evolutionary ties that these organelles have to bacteria.9 22 23 Fig. 6: A model of the mechanism of mitochondrial division: Dynamins are targeted to their site of action by other proteins. After modification by GTP, Dynamins from rings that tighten around the site of division and constrict to cut the mitochondrion into two. This mecahism parrales that of FtsZ, the tubulin protein of bacteria. Adapted from: Suzanne Hoppins, Laura Lackner, and Jodi Nunnari (2007) The Machines that Divide and Fuse Mitochondria. Annual Review of Biochemistry Vol. 76: 751-780 Ribosomal Similarities The protein-synthesising machinery of mitochondria shares more similarities with bacteria than that of the eukaryote cytoplasm. For example, the initiating amino acid in the transcripts of bacteria and mitochondria is N-formylmethionine, whereas protein synthesis in the cytosol of eukaryotic cells begins with methionine. The structure of the mitochondrial ribosomes also differs from those found in the eukaryotic cytoplasm, in that they are more similar in size and share the same subunit structure, described in Table.1 3 9. The sequences of 16S ribosomal RNAs are closer to certain aerobic eubacteria than many other bacteria are, for example, Wolters and Erdmann have confirmed, by phylogenetic analyses, that the primary and secondary structure of 5S and 16S rRNA of angiosperm mitochondria share specific signatures with a particular type of purple bacteria, the rhodobacteria25. Conversely, mitochondria show no homologies in these traits with the eukaryotic cell cytoplasm3. These similar ities appear to confirm the phylogenetic relationship of these organisms and the organelles. Similarities between the ribosomes of bacteria and mitochondria are further evidenced by the action of a number of antibiotics that affect only bacterial, mitochondrion ribosomes protein-synthesising machinery. Fig. 3, above, demonstrates specific inhibitors of protein synthesis. These similarities the action of antibiotics between three types of ribosomes are illustrated in Table 4 3. For example, neomycin and streptomycin act by binding the 30S subunit of mitochondria and bacteria and inhibiting protein chain initiation, while chloramphenicol blocks the attachment of amino acid to tRNA9. None of these chemicals interfere with protein synthesis in the cytoplasm of the eukaryotes. Conversely, cyclohexamide and anisomycin affect only the protein synthetic machinery of eukaryotic cells, and have no inhibitory effects on mitochondria or on bacteria. Another example, rifampicin, inhibits the RNA polymerase of bacteria and mitochondria, but has no such effect on eukaryotic nuclear RNA pol ymerase. It is notable that each antibiotic, except for Puromycin, affects both mitochondrial and bacterial or cytoplasmic ribosomes, and this would appear to suggest a relationship between the protein synthesising machinery of mitochondria and that of prokaryotic bacteria from which they were thought to have originated3. Experimental Evidence Laboratory experiments have been conducted to confirm the establishment of endosymbioses in several organisms. Kwang Jeon of the University of Tennessee has demonstrated that, under laboratory conditions, it is possible to observe the establishment of a stable amoeba-bacteria symbiosis. After over 20 years of culture, a strain of Amoeba proteus became infected with a large number of bacteria. These became integrated as necessary cell components after initially being pathogenic to the host cells26. The amoebas dependence on the endosymbiotic bacteria was also demonstrated by removing the nucleus of an infected cell and placing it into another cell that had previously had its nucleus removed. Treatment with chloramphenicol also killed the majority of the endosymbiotic bacteria, which rendered the amoebae unable to survive. Thus, Jeon had proven that the host nucleus had become dependent on the symbionts 3, 27. Finally, Okamoto and Inouye have shown that some organisms can take opportunistic advantage of a similar process to endosymbiosis, by observation of a heterotrophic protist that engulfed a unicellular green alga and used the products of its photosynthesis. Inside the host cell, the alga underwent morphological changes, including the loss of flagella and cytoskeleton. The heterotrophic host switched its source of nutrition and became an autotroph, and became capable of phototaxis, the ability to move towards light. (Kimball, 2007) The acquisition of the alga by the protist and subsequent changes in both cells are believed to represent the early stages of a secondary endosymbiosis in process, and the conclusions of both experiments illustrate the possibility of secondary endosymbiosis occurring in modern cells in a similar way in which the symbionts from which mitochondria are descended were acquired28. Conclusion Based upon the large body of available evidence contributed by scientists in the years since the endosymbiotic hypothesis was first proposed, including the conclusions of various experiments and the sequence data of nucleic acids and proteins, I have concluded that modern eukaryotic cells arose by a stable incorporation of prokaryotic endosymbionts. This dramatic change was then the driving force behind the evolution of new species and eventually more complex organisms4. However, the question of which order eukaryotes came to possess nuclei and respiratory organelles is still the subject of much debate, and the fact that some genes remain encoded in the mitochondria rather than being completely transferred to the nucleus has not been accounted for16. Despite these uncertainties, the endosymbiotic theory remains the most probable explanation for the similarities between mitochondria and Bacteria, and the large disparity between Bacteria and eukaryotes. The next steps in the developmen t of this theory may require new methods of reconstructing events that occurred billions of years ago, in order to answer one of the greatest uncertainties in evolutionary biology, regarding the origin of the eukaryotes.

Censorship letter (the bluest eye) :: essays research papers

I believe in the fact that everyone has their own opinion and the right for freedom of speech and press. People might say that I have no opinion or that I dont know what I am talkin about because I am under 18, but I still stand behind my opinion. The recent controversy over the censorship and banning of Toni Morrisons "The Bluest Eye" is simply a group of people trying to give thier opinion. They got their right and where able to challenged the book, but are now taking this too far. I believe this should be eliminated and they should not be able to get their way by threatening their point. The mother who has challenged this book has every right to censor what her child reads. As for other parents they might want their children to read this book. I dont see how this women really sees herself as Bakersfields "parental figure" and takes it among herself to say what other peoples children may read. Personally I feel as if she thinks me and my peers too stupid to understand the meaning of the book, and not mature enough to seperate the reality of those 11 "pornographic" lines. Sex, incest, and rape are all things that are real and happen in our world. Many children are exposed to these unpleasant realities. I believe that this women is out of touch with her daughter if she thinks that her daughter does nott know what these things are. I am very insulted at the fact that she thinks it her job to take on the responsibility to choose what I can not read. I have two parents already that make fine descisions for me, I don't really need another one. Those 11 lines are said to be pornographic and probably are when taking out of text. Those 11 lines are merely particles of the total piece of literature. I have not yet read "The Bluest Eye," but plan to. This book is said to be very eduactional and a great piece of literature. Should students really be banned from reading this book because of 11 lines? If any parent does not want to have their child read a book they have every right to not let them, but this women should have no say over any one elses child except her own. Also I think it very ridiculous of her to carry this on any further than it has already gone.

Family Business-Cadbury (Chocolate) Essay

The Cadbury company is known for its chocolate-covered Cadbury Crà ©me Eggs, one of its many confectionary products.   Cadbury Chocolates hold a formidale 10% of the total market share of confectionary industry, making it the second-largest candy maker in the world next only to   Mars. Other candy brands produced by Cadbury are Dairy Milk, Flake, Trebor and Bassett, and Green & Black’s (Answers, 2009). I.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Organisational Structure Cadbury is a leading global confectionery company with an outstanding portfolio of chocolate, gum and candy brands. The company employs around 45,000 people and operate directly in more than 60 countries. Cadbury dates back to 1824, or 185 years and counting.   John Cadbury, the original owner, first opened shop in Birmingham, UK.   The first products sold were tea and cocoa. In 1831, Cadbury produced drinking chocolate and cocoa. In 1969, Cadbury merged with Schweppes and became Cadbury Schweppes. In 2003, Cadbury acquired Adams Confectionery which owned the Trident and Halls brands. On 7 May 2008, a demerging of Cadbury Schweppes occurred. Dr. Pepper Snapple Group Inc takes care of American beverages business and Cadbury takes care of the chocolate and confectionary business. The type of organisational structure being implemented in Cadbury is hierarchical structure. In a hierarchical structure, the chain of command starts from Managing director down to the Clerical Support assistants.   The top management makes the decision for the company.   These decisions are passed down to its staffs.   In this kind of organisational structure, the procedures and roles are clearly delineated.   This way the accountabilities are openly identified (Coursework Info, 2003). Cadbury organisation is being run based on the principles of democracy. Decisions are arrived at by conferring with several members of the company giving them a chance to voice their opinions before decisions are finalized (Coursework Info, 2003). Ideas are being discussed and given much thought as a group. The entire Cadbury organisation is built on Democratic structure because Cadbury wants all members to know and understand the importance of roles they are assuming.   Individuals are also given the chance to demonstrate their initiative, at the same time, and they are required to work as a team (Coursework Info, 2003). Cadbury remained a family business all throughout its operation.   Even when it merged wtih the Schweppes, Cadbury chairman must be a direct descendant of original owner John Cadbury and majority of its shares of stock are owned by family members or trusts. The Schweppes Limited however is never family-oriented.   For almost 200 years since its inception, the top management does not belong to a Schweppe (Answers, 2009). Current Cadbury Top Management Roger Carr, Chairman He became the Chairman in July 2008 replacing Sir John Sunderland. He became part of the Board of Directors in January 2001 and assumed the role Deputy Chairman and Senior Independent Non-executive Director in May 2003. He is also the Chairman of Centrica plc (Cadbury, 2009). Todd Stitzer, Chief Executive Officer He became part of the Board in March 2000 and CEO in May 2003. He was Chief Strategy Officer between March 2000 and May 2003. Prior to this he was President & CEO of Dr Pepper/Seven Up, Inc. between 1997 and 2000 (Cadbury, 2009). Andrew Bonfield, Chief Financial Officer Designate Became CFO Designate in February 2009 and CFO in April 2009. II.   Four Non-Core Elements a. Production United Kingdom Cadbury UK owns Trebor Bassett, Fry’s, Maynard’s and Halls. The confectionery company in the UK is Cadbury Trebor Bassett.   In August 2004, Cadbury UK had eight factories and 3,000 staff. Biscuits under Cadbury brand, such as Cadbury Fingers, are using the licence of Burton’s Foods. Ice cream using Cadbury products, is made by Frederick’s Dairies. Cadbury’s cakes and chocolate spread are made by Premier Foods. United States Cadbury plc’s in the United States owns confectionery unit Cadbury Adams, which produces gum and mints not chocolates. Hershey’s bought the chocolate business from Cadbury’s in 1988. The chocolate products may bear the Cadbury name but the chocolates are actually manufactured by Hershey’s and are being sold in Hershey’s chocolate stores. This has led to a marked distinct taste of the Cadbury products such as Whole Nut sold in the United States.   The chocolate is less sweet compared to those sold in the United Kingdom (Hersheys, 2009). In line with the production of Cadbury chocolates using cocoa for its main ingredients, the company forged ties with government bodies to promote the welfare of its cocoa farmers.   In January 2008, Cadbury formed the Cadbury Cocoa Partnership with the United Nations Development Programme, local governments, farmers and communities (Cadbury, 2009). This aims to promote sustainability of cocoa-producing areas such as the farmers in Ghana, India, Indonesia and in the Caribbean.   Cadbury intends to put up  £45 million to finance activities that would (Cadbury, 2009): †¢ increase incomes of the cocoa farmer †¢ find alternative sources of rural income †¢ invest in programs that promote the community †¢ to create partnerships Production activities of Cadbury have been aimed at producing the best chocolates at reasonable prices. By taking care of the welfare of the farmers, they are assured that they qualities of the main ingredient in their chocolates – cocoa – are not compromised. By making the farmers happy, they in turn, reaped benefits from it.

118 Great Questions to Ask on a College Tour

8 Great Questions to Ask on a College Tour SAT / ACT Prep Online Guides and Tips Touring your prospective colleges is a great opportunity to learnfrom thepeople who study, work, and teach on campus. By keeping your eyes and ears open, you can gain a strong sense of a school and its culture, far beyond the facts and figures on its website. To make the most of your visits, you should prepare thoughtful questions to ask on a college tour. This guide will provide you with a comprehensive college visit checklist of questions for your tour guide, current students, admissions officers, financial aid officers, and professors. Plus, we’ll offer some advice on what not to ask. Before breaking out the list of college tour questions, let’s review the point of campusvisits in the first place. Why Are College Tours Important? If you have the means and time to do so, you should definitely take advantage of campus tours. They’re an invaluable opportunity to explore your prospective college campuses, as well as their surrounding areas, in person. You can check out the school’s facilities, like the library, dorms, dining halls, gym, and science labs, as well as branch out to see its surrounding city or, if you’re aiming for rural, dairy farms. Gathering your impressions of your college’s campus and beyond will help you gain a much stronger sense of whether or not it’s a place you’d like to live and learn for four years. If you have an amazing visit, then you might feel that much more empowered to put together a stellar application. If not, then you might save an application fee and cross that school off your list. Besides sampling the dining food or hanging out on the quad, you can also learn a lot about the student experience from your tour guide, usually a current student, and other students that you meet. You might arrange to stay overnight in a dorm or set up meetings to speak with admissions officers, financial aid officers, and/or professors. All of these people can offer their unique perspectives and experiences, especially if you ask meaningful college tour questions that lead tobroader conversations. As everyone reading this will have different goals, keep in mind that you shouldpick and choose based on your specific interests.If a question asks about popular classes in general, for instance, you can adapt it to ask specifically about popular classes in, say, the Biology Department. Besides customizing to your interests, you also would be well served to prepare different questions for different people.This first group of good questions to ask on a college tour would be best suited to your tour guide or other current students of the college. Find out what students have to say about their college experience. Questions to Ask Your Tour Guide or Other Current Students Most college tour guides are big fans of their colleges and are enthusiastic to share why. They tend to know lots of history and fun facts about the school, butyou shouldn’t necessarily expect them to rattle off specific data and statistics about graduation rates and financial aid packages (save those kinds of questions for administrative officers). Apart from knowing a lot about the college, tour guides are usually current students, so they can also speak to their personal experience. Remember, they were in your shoes just a few years before! Let’s consider what questions would be appropriate for tour guides, divided up by academics, support resources, internships, study abroad programs, extracurriculars, residential life, and general culture. Finally, we’ll suggest some personal questions for your tour guide. As you read, consider which questions you’d like answered, and how you might customize them to meet your specific interests and needs! Academics Are some majors or departments considered stronger or more popular than others? How large are the classes? Are the classes more lecture-based or discussion-based? Would you describe any classes as especially innovative or project-based? How many of the classes are taught by a professor, and how many are taught by a teaching assistant? Are the professors accessible outside of class? What kind of classes have smaller section meetings? What are they like? Are there any especially popular classes or must-have professors? How much freedom do freshmen havein choosing courses? Are students usually able to take their first choice courses? How’s the Wi-Fi? How are freshman advisors assigned? Is it easy to change your major? How would you describe the freshman experience, in terms of advising or any classes that everyone has to take? Do the professors hold office hours? How often can students interact with professors outside of class? Can undergraduates work with professors on research? Are there honors programs or capstone classes? If so, what are they like? How many hours of class do students typically have each week? How much homework outside of class? Are finals more exam-based or project / essay-based? Where are the best places to study on campus? What are the hours for the library? Do these change during reading periods or exam weeks? Are there any research methods or databases I should learn about for my classes? Do any majors require seniors to write a thesis or complete a senior project? As mentioned above, you might alter some of these questions to refer to a specific major or class. An intro science lecture, for instance, might contain hundreds of students, while a literature class could be discussion-based and limited to twelve students. Keep this in mind as you check out the rest of the questions on thiscollege visit checklist. Like the fearless owner of this rainbow Beetle, don't be afraid to customize your college visit questions. Academic and Social-Emotional Support Can you get help from professors outside of the classroom? Is there free academic support or tutoring? Is it effective? What kind of resources are there for international student support and orientation? What kind of learning disability resources does the school offer? Is there a writing center to help with essays and research papers? Are academic advisers accessible and effective? Do the librarians help with research? Do students organize study groups or online discussion forums? Are there computer labs? How accessible and helpful is health services? Do students or administrators organize conversations for students to talk about their feelings on important issues and events? Are there social orientation programs for freshmen? Are they enjoyable? Is there career counseling? Is it helpful? Research, Internship, and Study Abroad Opportunities What kind of opportunities exist for undergraduates to work on research or academic projects with professors? What kind of internships are available? Do a lot of students get internships? Are any departments known for their contribution to research? Do any majors prepare students to continue as researchers in a Master’s or doctoral program? Are study abroad programs popular? Any ones in particular? Do most students study abroad on a program through the school or an external program? Do students of certain majors, like engineers, find it difficult tostudy abroad? Are there internship opportunities abroad? Are there opportunities through the school for summer internships or research? Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Extracurriculars What are some of the most popular extracurriculars and why? What clubs or other opportunities exist for community service? Do sports play a large role on campus? What divisions are the sports teams? What about intramurals or exercise classes? Can you talk about the fill-in-the-blankclub? (Examples might include the student newspaper, student magazine, international relations clubs, art groups, science clubs, musical performances, plays, bands, ensembles...whatever you’re interested in!) In what ways do students connect with and volunteer in the surrounding community? How many students do they really squeeze into those dorm rooms? Residence Life What are the dorms like? Are there lounges, laundry, and kitchens? Sharedor private restrooms? Do certain dorms appeal to students with different interests, like a â€Å"healthy living† dorm? Do most students live in the dorms? What about after sophomore or junior year? If they move off campus, do they live in apartments or shared houses? Are any students placed in triples? How are the resident counselors? Do they plan social events for freshmen to get to know one another? Do most students get along with their randomly assigned roommates? What would I do in case of a conflict or need for a room switch? Is that possible? What kind of food does the dining hall serve? Are there different options? How is it, really? Does the dining hall accommodate special dietary restrictions? Are there any aspiring chefs on campus who host occasional exclusive gourmet pop-up dinners? (This question may be exclusive to this kidand this kid. So cool!) Campus Culture and Surrounding Area Where do students tend to hang out on and off campus? Are there movie theaters and concert venues? What about good cafes for getting work done or finding the perfect pumpkin spice latte? How would you describe the presence of Greek life? Do a lot of students belong to fraternities or sororities? How ethnically diverse is the campus? How many international students are there? What countries do they come from? Do students stick around or go home on weekends? What’s the party scene like? (This might be a question to ask current students away from the group tour.) Have there been any recent student protests? What were they protesting, and how did staff and faculty respond? What are some big campus events, like homecoming or alumni weekend? Is it easy to get around campus or get off campus without a car? What transportation options are there around campus? Is it a safe area to walk around at night? What kind of safety measures are in place? Do many students work on or off campus? How easy is it to find a part-time job? You don't want to put your tour guide too much on the spot, but you should feel free to ask about her experience at college! Personal Questions As mentioned above, tour guides are typically current students who went through the same college application process just a few years earlier! Most tour guides are also, presumably, happy about their choice to attend. I wouldn’t recommend prying into their high school grades and test scores, but there are other personal questions that are fair game, like the following: What’s your favorite class and why? What’s it like to study in your major? How helpful did you find your freshman year advisor? What do you wish you had known going into freshman year? What do you wish you had asked on a campus tour when you were in my place? What’s a typical weekday like for you? What surprised you about campus life here? Is there anything you wish you had done differently to improve your experience here? Are there any things you’d like to change about the school? What would be your most important advice for freshman? What’s your favorite spot you’ve discovered on campus since arriving? Your tour guide, along with any other current students you meet, isa great resource for honest, firsthand feedback about the student experience. As students, they’re likely to have similar experiences and concerns as you, and they can give you a sense of what’s in store if you're accepted and decide to enroll in the college. For more technical information on admissions policies and financial aid offers, you might set up meetings with the relevant offices. Read on for questions to ask the administrative staff. Boldly go where no collegestudent really has to go again once she's accepted. Questions to Ask an Admissions Officer Making contact with the admissions office can not only get your questions answered. It can also get your â€Å"demonstrated interest† on file, which may help when it comes time to review your application. Rather than appearing as an anonymous applicant, admissions officers may recognize you from a meeting, email, or other records of contact. Not all schools keep track of this, but for some, establishing some kind of relationship may help show your enthusiasm for the school and thereby give you a bit of an edge. If you want to meet with an admissions officer, make sure to set up a meeting via email or calling beforehand. If it’s application season, usually March and April, try to schedule this a few weeks early to make sure they’re not too busy to meet with prospective students. Then have your list of questions ready to show that you prepared and are ready tomake the most of your conversation. Here are a few questions you might ask. What's unique about this college? What leads most students to choose this college? What qualities and experiences are you looking for in applicants? Can you tell me more about the application evaluation process? How large of a role do SAT scores play in admissions? Do you have any advice for applicants? Does this differ for early versus regular decision applications? What percentage of students graduate in four years? What are the college’s most important values, and how does it demonstrate this to students? What sort of student would succeed here? What sort of student might not be happy here? Can you tell me about career placements or grad school acceptances for graduates? How do you help students prepare for post-grad employment? Do you have an active alumni network? Just as the admissions office will have lots of facts and advice about the admissions process, the financial aid office can walk you through your financial application. The next section covers questions you might have for them. All of these are good topics to discuss witha financial aid officer. Questions to Ask a Financial Aid Officer Most schools offer a good deal of information about the cost of tuition, room and board, books, and other fees online, as well as the steps to take to apply forfinancial aid. If financial aid’s an important factor for you, it could be helpful to meet with an officer and make sure you’re doing everything you can to get your financial needs met. I would suggest researching the school's financial aid website first, so you’re not asking about info that’s readily available online. Then you can use that base knowledge as a stepping off point for other queries, like the ones below: What kind of need-based financial aid do you offer? Do you meet 100% of demonstrated financial need? What information do you require besides the FAFSA? How many students receive merit-based scholarships? How much is offered? Are there other scholarships that students can apply for at the time of application? How much do students typically owe after graduating? Can I renegotiate my offer if it’s lower than I expected? What are some opportunities for work-study? The financial aid office is the best place for any and all your money-related questions. If you get the chance to meet with a professor, then you can shift back into academic mode. Tell me, Professor McGonagall, how serious are you about deadlines? Questions to Ask a Professor Finally, meeting with a professor could be a great way to make contact and learn about a department and class, especially if you have a strong sense of what you want to study. You can learn about her teaching style, the department’s approach, and any opportunities for independent projects or research. What are your expectations for students in your class? How can students succeed in your class? What are typical requirements, like exams, papers, or presentations in a semester? What kind of materials would I use in your class? What skills or knowledge would you consider to be prerequisites? Do you offer any opportunities for students to do research? What other opportunities are available outside of the classroom to reinforce my learning, like cultural clubs or festivals? How often do you meet with or mentor students outside of class? What are the strengths of your program? Department? What’s the community of students who major in this program like? Do they act as peer mentors, collaborate on projects, or form study groups? What could I do to prepare for further research at the graduate level? Would I be required or able to write a senior thesis or do a capstone project? How much flexibility would I have in shaping my major or taking an interdisciplinary approach? As you can see, there’s a wide rangeof questions you could prepare to ask tour guides, admissions officers, financial aid officers, and professors. In addition to knowing what to ask, it can also be useful to know what not to ask. Are there any questions you shouldn't askon your campus tours? This question, for example, would be less than ideal. Questions to Avoid on College Visits I know, I know, they say there are no dumb questions - but there may be some worth keeping to yourself on your college visits. For instance, I mentioned above that it would probably be inappropriate to ask your tour guide to recite her high school resume to see how your grades, scores, and involvements stack up. While she can talk about her experiences applying and attending, asking for specific info like that would probably cross the line from curious to prying. You should also avoid asking questions that are overly personaland not helpful to others in the group when you’re on your tours.For example, I wouldn’t advise sharing your life story and then asking your tour guide (or a professor, for that matter) to speculate about your admissions chances. She probably can’t speak to highly specific concerns, and your fellow tour group members won’t find it helpful either. If your question feels likeTMI for a group setting, then cross it off your list. A final good rule of thumb to follow is to avoid asking basic questions that can be easily answered via Google or a quick search of the school’s website. For instance, questions like the following fall into that category: Do you have a psychology major? When was the school founded? How many students are in the freshman class? What was last year’s rate of acceptance? Based on these guidelines and suggestions, you probably have a sense of the kind of questions to ask on a college tour that will help you make the most of your campus visits. Most are prompts that may open into a more in-depth discussion. That being said, how can you use these questions to prepare for your college tours? Start gathering your tastiestcollege tourquestions. How to Prepare for Your College Tours Your first step is scheduling and signing up online for your college tours, as well as any other meetings or overnight stays. The best time to tour is when classes are in session so you can get the truest sense of the college in action. Since you should prepare questions and take notes on the answers, I recommend writing them down and bringing a notebook (paper or electronic) to take notes. You’ll be getting a lot of information, along with walking around and seeing everything, so it will be useful to have a record to which you can refer at the end of the day. You certainly don’t need to go overboard with the college tour questions. I would suggest preparing five to ten of your most important questions for each person (student, admissions officer, professor, etc). You may find you should choose about three during your tour, while you may be able to ask a lot more during a one on one conversation or meeting. Better to over-prepare than under-prepare, and you could list your highest priority questions at the top to make sure you get to them first. In addition to asking questions and jotting down notes on the responses, you should take the time to observe everything going on around you. Beyond viewing the facilities, try to notice how the staff responds to you or how students interact with one another. Perhaps most importantly, is it a place where you’d feel comfortable? Finally, spend some time writing and reflecting after your visit. Does the school seem like a good fit with your personality, interests, and goals? Do you feel excited about the prospect of attending? At the end of the day, you must save the final questions for yourself. What's Next? Are you in the midst of researching colleges and narrowing down your college list? This guide has some seriously helpful suggestions for figuring out what you want and choosing the colleges that best match your goals. Once you’ve found some exciting schools, head on over here to learn when to apply. This comprehensive guide goes over the various application deadlinesyou need to know, along with some examples of regular and early deadlines for popular schools. Finally, check out this guide on all the steps to apply to college, starting with choosing the best high school classes as early as freshman year and finishing with submitting your college apps! Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: