Identification of food constituents in milk Essay

Objective †¢To compare and analysis the composition of two different types of unknown milk, K1 and K2. †¢To determine the differences of the fat content in milk samples, K1 and K2. †¢To compare the reducing sugar in the both samples of milk, K1 and K2. †¢To compare the protein concentrations in the both samples of milk, K1 and K2. Introduction Milk provides a useful dietary source of calcium, which is vital for the growth and maintenance of bone and tooth. Milk is the first source of nourishment as it played an important role in human nutrition. The constituents in milk that are vital in food preparation are enzymes, vitamins, pigments, salts, sugar, fat, and proteins. Different milk samples which contain different food constituents will have a different nutritional value respectively. Sudan (III) is fat-soluble dye used for staining of triglycerides (fat). It is used in the experiment to detect for the presence of fatty acids. It will appear as red globules if fatty acids are present in the milk sample. Benedict’s reagent is used to test for the presence of reducing sugars. The solution will form a brick-red precipitate when the milk sample contains reducing sugar (glucose, maltose, lactose.) Sugar that can form an aldehyde and ketone in the presence of an alkaline solution is known as reducing sugars. The Biuret test is used to test for the presence of protein. The biuret test is based on the ability of Cu (II) ions to form a violet-coloured chelate complex with peptide bonds (-CONH-groups) in alkaline conditions. In Biuret’s test (consist of sodium hydroxide and copper (II) sulphate solution),the solution will turn to purple when the proteins are present in the milk sample. Proteins are organic compounds important for growth and repair. Protein molecules are composed primarily of amino acids linked together through peptide bonds. Materials Copper(II) sulphate solution, unknown milk sample (K1,K2), cooking oil, distilled water, salad oil, Sudan(III), full cream milk, Benedict reagent, 10% potassium hydroxide, 0.5% copper(II) sulphate Apparatus Test tubes, plastic pipettes, cork, water bath Methods (A) 1. A clean test tube is filled until 1cm of the top with copper (II) sulphate solution. 2. A small amount of K1 is pipette into a clean plastic pipette and a drop is gently released into the copper (II) sulphate solution as shown in Figure 3. Another drop of milk is further released. 3. Then the pipette is withdrawn slowly without disturbing the copper (II) sulphate solution. The movement of K1 is observed carefully and the observations are noted. 4. The procedure above is repeated using new, fresh copper (II) sulphate solution, new clean glass apparatus and the sample of K2. Observations on the movement of K2 are recorded and any differences in the behaviour of the drops of K1 and K2 are noted carefully. (B) 1. 6 test tubes are obtained and numbered them from 1-6. 2. The materials listed in Table 1 are added. 3. The contents of each tube are mixed thoroughly. 4. The colour changed of the tubes contents are recorded. TUBETUBE SOLUTION 1.1ml cooking oil + 1ml distilled water 2.1ml salad oil + 5 drops of Sudan III 3. 1ml full cream milk + 5 drops of Sudan III 4. 1ml distilled water + 5 drops of Sudan III 5.1ml distilled water + 1ml cooking oil + 5 drops of Sudan III 6.1ml cooking oil + 5 drops of Sudan III (C) (i) Reducing sugar test 1. 2cm3 of K1 obtained is poured into a test tube and added by 2cm3 of Benedict’s reagent. The reagent with the K1 solution is mixed thoroughly. 2. The test tube is shaken occasionally when placed in the water bath with the temperature of 94á ¶ ¿c and left for 5 minutes. 3. The colour changed is observed and the observations are recorded. 4. Procedures 1-3 are repeated with another sample of milk, K2. The observations are recorded. (ii) Protein test 1. To 2cm3 of K1 obtained in a test tube, 2cm3 of 10% potassium hydroxide solution is added into it and the tube is shaken to mix the contents. 2. 0.5% copper sulphate solution is added a drop at a time and the tube is shaken continuously. The drops added did not exceed 10 drops. 3. Procedures 1 and 2 are repeated using another sample of milk, K2 in place of rest solution. Results A.(i) Type of unknown milkObservation K1Milk droplets sank in the CuSO4. (ii) Type of unknown milkObservation K2Milk droplets floated on the top of CuSO4. B. TubeTube solutionDescription of reaction BeforeAfter 11mL cooking oil + 1mL distilled water2 layers solution formed, oil floated2 layers solution formed, oil floated 21mL salad oil + 5 drops of Sudan III2 layers of oil and Sudan III droplets formed2 layers solution formed (slightly red), Sudan III floated 31mL full cream milk + 5 drops of Sudan III2 layers of milk and Sudan III droplets formedSlightly pink milky solution formed 41mL distilled water + 5 drops of Sudan IIITransparent slightly red solution formedTransparent slightly red solution, small black precipitate formed 51mLdistilled water + 1mL cooking oil + 5 drops of Sudan III3 layers solution formed, Sudan III at the top while oil at the middle2 layers solution formed (slightly red), oil floated 61mL cooking oil + 5 drops of Sudan III2 layers of oil and Sudan III droplets formedSlightly orange solution formed Table 1 Questions: 1.What is the rational of Sudan III is used in this experiment? Sudan III in this experiment is used for staining lipids or fats. Sudan dyes are a group of lipid soluble solvent dyes called lysochromes. Sudan III also used to color the protein bound lipids in paraffin sections. 2.Which test tube is i.Positive control? Test tube 1, 2, 3, 5, and 6 are positive control. ii.Negative control? Test tube 4 was negative control. 3.Describe the chemistry of liquid test using Sudan III. Sudan III is used to determine the presence of lipids. It will stain the fat cells red. Sudan III is usually using in lipid test. First, the liquid being test and water are filled to a test tube about half full. 3 drops of Sudan III are added to test tube and being shaken gently. There will form a red-stained oil layer separate out and float on the water surface due to the presence of fat. C.(i) Reducing sugar test Types of unknown milkObservation K1Orange precipitate is formed. K2Yellow-orange solution is formed. (ii) Protein test Types of unknown milkObservation K12 layers solution of darker slightly purple milky solution and white colour milk is formed. K2Slightly purple milky solution is formed. Discussion In the part A experiment, milk droplets of K1 and K2 are released into the copper (II) sulphate solution gently. After released, both of the droplets are not dissolved in it. The K1 droplet slowly sank in the copper (II) sulphate solution while K2 droplet slowly floated on the top of copper (II) sulphate solution due to the different density. The density of K1 was higher than the density of K2 and copper (II) sulphate solution while K2 was lower density than CuSO4 solution. This experiment is used to determine the fat contained in different types of milk by the movement of milk droplets in CuSO4 solution. The higher the density of milk, the lower the fat contained. The results showed that K1 contained less fat compared to K2. Therefore, K1 was low-fat milk while K2 was full cream milk. In the part B experiment, cooking oil, salad oil, full cream milk, and distilled water were mixed with Sudan III in different test tubes for determining the lipid. Lipids are insoluble in polar solvent s for example water and can dissolve in non-polar solvent. Lipids are less dense than water and will float on the surface of solution. Sudan III in this experiment was used to colour the lipids. It stained the fat cells to become red colour. If lipid was presented, Sudan III will stain it and form red-stained oil. In test tube 1, cooking oil floated on the water surface after being shaken. In test tube 2, slightly red solution being observed after shaken showed that salad oil contain lipids. In test tube 3, the white colour full cream milk became slightly pink milky solution after added with Sudan III due to the fat presented in it. In test tube 4, distilled water formed a transparent slightly red solution after Sudan III was added to it. Sudan III was dissolved in distilled water but water is always negative control because there are only H2O molecules in it. In test tube 5, 3 layers solution became 2 layers solution that cooking oil at the surface. Oil became slightly red and Sudan III dissolved in oil. Sudan III is much more soluble in oil than in distilled water, so the distilled water still clear after experime nt because of Sudan III was absorbed by the oil. The last test tube which is test tube 6, the observation was similar to test tube 2 but it formed slightly orange solution which also contained lipids. Test tube 1, 2, 3, 5, and 6 stained red showed the presence of fat while test tube 4 was the only sample liquid that did not stained by Sudan III which fat absent. In reducing sugar test, Benedict’s reagent was used. Samples of milk, K1 and K2 became orange colour solution when tested with Benedict’s solution and heated. The observation showed that there was reducing sugar presented in both two milks. The solution added with Benedict’s reagent will change colour from green to red depend on the concentration of sugar provided. Before heating, K1 and K2 were bluish milky solution because added with blue colour Benedict’s solution. The colour of the milk changed during heating in the water bath. During the heating section, both of K1 and K2 were changed to green colour and finally orange colour solutions were formed. K1 produced darker colour of orange than K2 and precipitate formed in K1 showed that the sugar concentration of K1 was higher than K2. The biuret test is based on the ability of Cu (II) ions to form pink or purple colour when attached with peptide bonds in alkaline conditions. This was used to test protein in milk K1 and K2. In protein test, both of two samples of milk formed slightly purple milky solution as a result of reacting with potassium hydroxide and copper (II) sulphate solution in Biuret’s test. The solution turned purple in the end of experiment indicated that milk contained protein. After 0.5% copper sulphate solution added to K1, it became 2 layers solution of slightly purple milky solution at top and white colour milk at the bottom. The different concentration of protein can show by observing the different level of purple colour formed. The slightly purple colour formed in K1 was darker than K2 showed that higher protein concentration presented in K1. Precautions: 1.Released the drop of milk inside plastic pipette at the center of CuSO4 solution to avoid affection of movement of milk droplets in part A. 2.Shook the mixtures with Sudan III by using stopper as it is toxin. 3.Carried out the Biuret test for proteins at room temperature as it will cause negative results. 4.Added 0.5% copper sulphate solutions not exceed 10 drops as it will cause negative results. 5.Handled potassium hydroxide carefully as it is caustic. Washed affected area immediately if it contacted with the skin. Conclusion The experiment identified the major food components in different sample of milk. The part A experiment indicated that K2 milk sample contained more fat compare to K1 milk sample. K1 was low-fat milk while K2 was full cream milk. The part B experiment was conducted to determine the presence of lipid by adding Sudan (III) into different test tubes. Sudan III will stain it and form red-stained oil. The result showed that Test tube 1, 2, 3, 5 and 6 contains fat while test tube 4 did not contain fat. When tested with Benedict’s reagent, K1 milk sample produced darker colour of orange than K2 milk sample and the precipitate formed in K1 showed that the sugar concentration of K1 was slightly higher than K2. K1 milk sample formed more slightly dark purple solution than K2 when conducted in Biuret’s test. Therefore, it can conclude that K1 contained more protein compare to K2. References Websites †¢The chemical constituents of living matter. 2009. Retrieved October 27, 2012 from: http://voices.yahoo.com/the-chemical-constituents-living-matter-3856864.html †¢Analysis of the Chemical Components of Milk. 2000. Retrieved October 27,2012 from: http://uncw.edu/chem/Courses/Reeves/OnLineLabs/NonScience/9-milk%20lab.pdf †¢Experiment 3: Identification Of Food Constituents In Milk. 2012. Retrieved October 27, 2012 from: http://www.markedbyteachers.com/as-and-a-level/science/experiment-3-identification-of-food-constituents-in-milk.html

The Effect of MMR Vaccination to the Occurrence of Autism in Newborn Children

The MMR is a single shot vaccine which prevents the onset of deadly diseases that are common during childhood, such as measles, mumps, and rubella.The first shot of the vaccine is administered during the 12th to 15th month of an infant, and is followed by a booster shot during the 4th to 6th year. (Medline Plus) Several research studies and health care professionals have linked the MMR Vaccine to autism, despite its inclusion in the standard immunizations for infants.This has raised the interest of other health care professionals and has conducted several studies in order to prove whether the link between MMR vaccines and autism exists. The research studies shall be discussed in the following statements.The online portal for Evidence-Based Nursing have published several research studies which have proved that the occurrence or autism is not in any way connected to the said vaccine.The first research study was conducted by Wilson, Mills, Ross, et. al. based on epidemiological evidence s, that is a study that concentrates on the total population of those who received MMR vaccination, the rate of occurrence of autism with the increase in populations who receive the vaccine, the correlation between the time of vaccination to the occurrence of autism, and the relationship between certain types of Autistic Spectrum Disorder (ASD) and the vaccine. (Jack, 2004)For this particular review, several researches were used as sources, such as twelve researches studies from scholarly journals and articles. The study has revealed several evidences that prove there is no relation between MMR vaccines and autism.First, the risk of autism in children does not vary for vaccinated and unvaccinated populations. Second, the rate of occurrence of ASD is not influenced by the increased rate of populations getting the vaccine. Third, diagnosis for ASD has not increased over time after the vaccination of MMR. Lastly, there is no connection between the MMR vaccine and the occurrence of seve ral types of ASD. (Jack, 2004)The second research study was funded by the Danish National Research Foundation, National Vaccine Program Office & National Immunization Program, and National Alliance for Autism Research. It was conducted in Denmark with 537,303 children. Half of the total population studied for research purposes were males.Data were gathered from the Danish National Board of Health, wherein the researchers obtained significant information regarding the participants of the study. The breakdown of the total population of participants was such that 440,655 children were vaccinated, 316 children were diagnosed with autism, and 422 were diagnosed with ASD. However, further study proved that the children who were vaccinated with MMR were not at a higher risk of being diagnosed with autism. (Wright, 2003)The third research study was funded by the same institutions and researchers in the second research study; however, the focus of the study was to determine whether the combi nation of three vaccines, such as the measles, mumps, and rubella vaccines, were connected with the diagnosis of autism.The participants included in the research study aforementioned were used in this particular research study. Additional information were obtained from the Danish Civil Registration System, Danish National Board of Health, Danish Medical Birth Registry, etc.The results of the study proved that there is no significant difference in the risk rate of vaccinated and unvaccinated children from being diagnosed with autism, and that the combination of the three vaccines in a single shot was not connected with the occurrence of autism.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Both the studies conducted in Denmark may be considered accurate because of the accurate data recorded in the Danish system.Moreover, because the two studies were conducted on a large population, consisting of both vaccinated and unvaccinated children, the results of the study may be considered precise and that parents should continue immunizing their children with the MMR vaccine. (Tidmarsh, 2003)These research studies suggest that people, especially members of the nursing practice, should be aware of this fact that there is no known connection between the MMR vaccine and the occurrence of autism. The news that came out about the links between the vaccine and autism caused inquiries, as well as fears, from families who have children vaccinated for MMR.Moreover, because of these issues, people would hesitate to let their children be immunized from measles, mumps, and rubella, leaving their children at high risk from contracting these deadly diseases.Members of the nursing practice, as well as health care professionals, should be aware of the facts and figures which disprove previous claims about MMR and autism in order for them to become the stakeholders’ reliable and trusty sources of information. This would encourage families to continue with the immunization process in order to protect their children from being exposed with the dangers of these diseases.Moreover, the knowledge of these evidences presented should be used by health care professionals in order to publicize the invalidation of rumors about MMR and autism or ASD. In order to strengthen their claim, further research should be conducted including wider population ranges and longer time frames for observations, so as to make sure there are no loopholes from which people may base their worries or fears. The important thing is that reliable health care professionals are able to clarify the misinformed and advocate MMR vaccination.Stating the possible dangers of measles, mumps, and rubella, and missing the vaccination, would be instrumental in assuring the people that there are no links between MMR vaccinations and autism or ASD.ReferencesMedline Plus. (2008). â€Å"MMR-Vaccine.† Retrieved April 12, 2008, from National Library ofMedicine. Website: http://www.nlm.nih.gov/medlineplus/ency/articl e/002026.htmJack, S. (2004) â€Å"Review: Existing Epidemiological Evidence Does Not Show an AssociationBetween Mumps, Measles, and Rubella Vaccination and Autism. Evidence-Based Nursing. 2004 Jan; 7(1): 25. Website: http://www.cinahl.com.ezproxy.aut.ac.nz/cgi-bin/refsvc?jid=1646&accno=2004157790Tidmarsh, L. (2003). â€Å"There is Little Evidence that Combined Vaccination against Measles,Mumps and Rubella is Associated with Autism.† Evidence-Based Mental Health. 6(2): 62. Website: http://www.cinahl.com.ezproxy.aut.ac.nz/cgi-bin/refsvc?jid=2296&accno=2003085837Wright, S. (2003). â€Å"Measles, Mumps, and Rubella, Vaccine Was Not Associated With Autism inChildren.† Evidence-Based Nursing. 6(3): 89. Website: http://www.cinahl.com.ezproxy.aut.ac.nz/cgi-bin/refsvc?jid=1646&accno=2004050484   

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Human Resources Management Research Paper Example | Topics and Well Written Essays - 2250 words

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Why Multinational Corporations Seek To Transfer Their Home-Country HRM Essay

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Is Osama Bin Laden Killing Legal - Assignment Example According to international humanitarian law, the killing of Laden seems justifiable as there was armed conflict involved. In addition, as the law indicates, there was intense conflict and the actor was an organized group. Thus, it becomes evident that the killing of Laden is legal according to humanitarian law. Now, when the human rights law is considered, it is pointed out that one can be targeted as far as that person directly participates in hostilities. Thus, planning terrorist attacks from hideout can be considered as direct involvement in terror. However, a look into the international law as evident from the UN Charter reveals that America violated the international law by entering the Pakistan soil without the permission or authorization of the UN Security Council, and even without the knowledge of Pakistan officials. Though Pakistan declared that their sovereignty had not been violated by the US operation, it is evident that it is the embarrassment of being caught red-handed with their malicious motives that made Pakistan respond that way. In fact, Article 2 of the UN Charter declare that all member nations should refrain from the threat or use of force against the territorial integrity or political independence of any state, or in any other manner inconsistent with the Purposes of the United Nations. In addition, America violates international law in the fact that it did not seek the permission of UN Security Council. To illustrate, Article 39, Chapter VII of the UN Charter states that the Security Council shall determine the existence of any threat to the peace, breach of the peace, or act of aggression and shall make recommendations, or decide what measures shall be taken in accordance with Articles 41 and 42 to maintain or restore international peace and security.

Resistivity Coursework Essay Example for Free

Resistivity Coursework Essay Theory suggests that the resistance of a wire is found with this formula: R=? L/A R = Resistance ? = Resistivity of wire L = length of wire A = cross-sectional area I will now perform an investigation to confirm the legitimacy of this formula and confirm a value for ? in a Nichrome wire. Planning A4c: Fully labelled Diagram A4d, A6d: Comprehensive list of Apparatus including Instrument Ranges Variable power supply unit Analogue ammeter, accuracy 0. 01A, range 0 to 1. 0A Analogue Voltmeter, accuracy 0. 1V, range 0 to 5V Copper leads x5 Crocodile clip x2 Nichrome Wire (diameter=4. 57 x 10-4m). Ruler, accuracy 0. 001m, range 0 to 1. 000m A2c: Safety Confirm the Initial power supply is at 0 volts other wise huge voltages will most likely cause unnecessary heating in wires including the Nichrome not only a hazard but may compromise my readings. Make sure my practical investigation is free of all or any obstructions; any unnecessary wires may cause a short circuit leading to damaging the power supply unit, ammeters and voltmeters. A4b, A6a: Identifying Variables and Constants The variables in this investigation are voltage (V), resistance (R) and length of Nichrome wire (L). Resistance and length are directly proportional to each other. Constants are current (I), cross sectional area of wire (A) Resistivity (? ) and temperature of the Nichrome wire. An R against L graph must look like this, (look below,) if resistance and length are directly proportional to each other. A4c: Detailed Plan   confirm power supply unit is at 0v construct apparatus as illustrated in diagram   connect voltmeter negative crocodile clip on 0. 100m   increase current to 0. 30A   take reading from voltmeter as quickly as possible for the wire to remain at the same   switch off power when entering the reading into required data   connect the voltmeter negative crocodile clip to increased 0. 200m   repeat process till I reach 1. 000m   repeat the whole process again but with 0. 60A   plot a graph of R vs. L which is required to be a straight line through the origin   use the graph of R vs. L to find the value of R use Display complete essay. The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Electricity and Magnetism section. Download this essay Print Save Heres what a teacher thought of this essay 4 star(s)

Importance Of Communication In Service Industry

Importance Of Communication In Service Industry While working in the service industry I learned many important aspects about communication that I consider invaluable, not only in my past positions, but in the career I seek. The communication skills that I learned help me not only learn how to get my message across, but how to do so in a way that could either escalate or deescalate a certain situation. Also it taught me to read the person I was portraying the message to, taking into account things like culture, sex, and demeanor I learned to choose words that were more fitting to each audience so that I could be not only understood but relatable and therefore could have my message accepted better. These communication skills Ive acquired I will be able to use in my desired career as a social worker, working with pregnant teens.

Modernist Literature Essay -- Modernist Literature Essays

Modernism emerged at the beginning of the twentieth century, following World War I and flowing through the â€Å"roaring twenties.† Materialism, crime, depression, and change filled this era. Reflecting the revolutionary time period, modernism itself was a revolution of style. Musicians, artists, and writers broke away from traditional, conventional techniques to create new, rebellious art. Modernism, in other words, was a change in how artists represented the world in their works. Passionate, sporadic jazz music—referred to as â€Å"jungle music†Ã¢â‚¬â€danced through the music scene. Painters such as Pablo Picasso and Wassily Kandinsky stroked over the paintings of impressionist, representationalist artists, such as Hilaire-Germain-Edgar Degas. Poets like T.S. Eliot, e.e. cummings, Wallace Stevens, and William Carlos Williams broke the rules of conventional poetry. Lastly, Ernest Hemingway and F. Scott Fitzgerald replaced the plot-driven novels of the n ineteenth century with their works: The Sun Also Rises and The Great Gatsby. New was in, and new meant new ways of looking at and experiencing literature, poetry, and other forms of art. Modernists realized that there was more than just understanding a work, declaring that one could also enjoy art. Therefore, pleasure became extremely important. Pleasure filled the streets, with people unlawfully drinking alcohol, engaging in sexual relationships, and benefiting from the current prosperity; pleasure filled the arts. With pleasure came a preoccupation with perspective as well. A person’s perspective determines whether or not he or she enjoys art and really life itself. For the first time, therefore, pleasure and perspective were the main focus and interest of artists, thus formi... ...this new art. However, the mind did not suffer from its new flesh. The style of modernist writers is actually deceivingly simple. Although the sentences and words of modernist works seem uncomplicated and plain, the emotion and underlying problems are still very complex. Hemingway’s The Sun Also Rises, for instance, is about more than drunk people. However, realizing that the reader may struggle to comprehend his difficult ideas, Hemingway, as well as the other modernist writers, added these revolutionary components—such as symbolism and leaner sentences—to allow the reader to enjoy the art. One can communicate with and take pleasure in another being without fully understanding or delving into his complicated mind. One can enjoy art’s flesh without completely grasping its mind. Art as this full being was a new, modern idea that caused a revolution of style.

The Fall of Communism in Eastern Europe Essay -- History Soviet Union

The Fall of Communism in Eastern Europe Many political beliefs exist. Everyone has the right to chose what to believe in, what ideas to have, what to seek and how to achieve his goals. Political science is not very defined and strict. Specific rules saying that if one believes in a certain idea he should join a certain party do not exist. Certain things match certain group of people and other things this group of people would not accept. The same principle can be applied for countries. Communism appears to be successful for China, but it failed for Eastern European countries. It is very important the proper way of government to be found and used by the government of a country. The failure of the government can lead to failure in economics, defense, and all other spheres that have importance for the existence of a nation. Russian political leaders governing at the time of communism did not think clearly and they underestimated the negative sides of their policy. They believed that communism was appropriate and successful be cause it worked effectively for several years but it failed after all. Three of the major reasons for the fall of communism were the suppression of religion, the poor quality of life provided by the government and the command economic system. What is communism? The political term communism can be found in the online glossary, published by Paul M. Johnson who is a professor in the Political Department in the Auburn University. The definition states that communism is any ideology that is based on communal ownership of all property and a classless social structure. There is an authoritarian government that directs economic production and distribution, and it embodies the interests of the country as a whole. ... ...est. Works Cited Boshnakov, Sevdalina. Personal Interview. 04 April 2004. Chamberlin, William H. What You Should Know about Communism and Why. New York: Aberdeen Book Co., 1965. Hutchinson Encyclopedia. Johnson, Paul M. Communism – Glossary of Political Economy Terms. Dept. of Political Science, Auburn University 7 April 2004 . Szostkievicz, Adam â€Å"Religion after Communism: Churches stumble in Eastern Europe† Commonweal. 24 Sept. 1999. 7 April 2004. . Wikipedia Articles. Workhistory.com Bringing History to Life .7 April 2004 .

The Importance of Non-conformity and Independent Beliefs in Ralph Waldo

In Ralph Waldo Emerson’s â€Å"Self-Reliance,† Emerson calls for each person in society to be wholly true to themselves. He claims that it is most rewarding to the individual and the society for people to believe in one’s own thoughts and not in the thoughts of others. Emerson believes that conformity will ultimately lead to an individual’s demise because by living for others, people are not being true to themselves. Therefore in order to have a well-formed society, citizens should focus inward and have confidence in their own ideas before beginning to look towards other individuals; moreover, Emerson calls individuals not only in â€Å"Self-Reliance,† but also in numerous essays to act independently from conformity and to live for themselves. Ralph Waldo Emerson’s main theme in â€Å"Self-Reliance† places emphasis on the individual’s ideas and not the ideas of others. Emerson strongly believes that â€Å"imitation is suicide.† To Emerson, if a person possesses an opinion, the person should voice that opinion immediately without doubt. As Emerson states, â€Å"History, and the state of the world at any one time is directly dependent on the intellectual classification then existing in the minds of men. Beware when God lets loose a great thinker on this planet. Then all things are at risk. The very hopes of man, the thoughts of his heart, the religion of nations, the manner and morals of mankind are all at the mercy of a new generalization.† (Dewey 408). He calls for people to have confidence in themselves and to cease living by the world’s universal ideas. He places great importance on the fact that a person should always be true to himself or herself. He believes that if people begin living according to everyone else’s wishes, they will ... .../p41728_index.html> Yannella, Donald. "Chapter 3: Self-Evolving Circle." Ralph Waldo Emerson. Donald Yannella. Boston: Twayne, 1982. Twayne's United States Authors Series 414. Literature Resources from Gale. Web. 19 Apr. 2010. Works Consulted deTocqueville, Alexis. Democracy in America. New York: Harper Perennial, 1988. 537. American Political Science Assoc. Web. 19 Apr. 2010. Emerson, Ralph W. "The American Scholar." Vol. 7. The Norton Anthology of American Literature. Ed. Julia Reidhead. 7th ed. N.p.: W.W. Norton & Company, Inc., 2008. 7 vols. 520-32. Print. "Overview: â€Å"Self-Reliance†." Literature and Its Times: Profiles of 300 Notable Literary Works and the Historical Events that Influenced Them. Joyce Moss and George Wilson. Vol. 2: Civil Wars to Frontier Societies (1800-1880s). Detroit: Gale, 1997. Literature Resources from Gale. Web. 19 Apr. 2010

Nursing in the Future

Financial issues, healthcare policy changes, scarce resources, political issues and advancing technology on health care affect all areas of nursing, no matter how diverse the field is. In the practice of long term care and assisted living facilities, these issues are of major concern for many people. Trends that are seen in my current practice can help give hints to what is to come in the future. It seems like many health care facilities are always short on money, and so the number of patients per nurse increases so that the facility can make more money by having less nursing staff.When the work load increases on the nurses, there is a higher turn around for the nursing staff, and the facilities run into problems of being short staffed and overworked. In The Resilient Nurse, they explain that â€Å"rising patient acuity, rapid assessments and discharges, and increased service use by clients mean that nurses are dealing with sicker people who are likely to have multiple conditions th at may complicate both the treatment and the recovery† (3-4).A facility that is short staffed comes to the situation where there is more likely to be mistakes when the nurses are being asked to work more hours then they should to compensate. This happens in long term care consistently, it is as if more and more is asked of the staff in order to save a buck somewhere else. It is very hard on the residents as well due to the fact that they are at the end of their lives, can no longer work and usually have no money let. Long term care is very expensive and most of the time it completely wipes out the resident of all of their savings.I think scarce resources and advancing technology can sometimes go hand in hand. Supplies run short and it puts patients at risk if the proper supplies are not being used. Residents run out of things they need, or the facility has to be stingy with how many gloves they use when the really issue is patient safety. It is helpful in long term care when t he facilities develop committees that can the employees advocate for the residents. With the advancing technology through the years, more training on how to use new equipment is needed to ensure that the nurses are providing safe care.In a lot of discipline the nurses that are in practice are getting near retirement, and changes for them are hard to implement because they can be stuck in their ways. Many times it is hard on the nurses when there are policy changes because they are used to doing things a certain way and changing policies has a way of keeping nurses on their toes. Changing policies makes it important for nurses to be up to date on new evidence based practices so that they are able to keep up with the advancing times while maintaining a safe environment for patients.I like how Decision-Making in Nursing: Thoughtful Approaches for Practice sums up the idea that â€Å"without understanding nursing history, decisions are at risk of failing and repeating past errors† (26). Policy changes can be made for many reasons, but many times it is because it was found through evidence based practice that there was a safer and/or better way to go about the policy or that the policy no longer is relevant to the changing times. Times are changing and it has a major affect on long term care residents and nursing in general.Traditionally nursing has been a female dominated profession, but there have been many more men joining the ranks. The time and age were many residents grew up in people were very modest, and the largest population in long term care facilities are women, so it can be hard for them to adjust to a male nurse talking care of them or seeing them in such a vulnerable state. I see the impact of financial issues, healthcare policy changes, scarce resources, political issues and advancing technology on health care all of the time.

Capitalism Vs Socialism

Capitalism's central idea is that the marketplace decides what will be made and sold. In Capitalism the government exists to protect individual rights. Capitalism fir SST emerged in the 16th century; Capitalism in Europe was preceded by feudalism. Capitalism ca n be tracked back all the way to Western Europe during the Middle Ages. Then it began to devil pop into a more modern version during the Early Modern Period in countries in northwestern Europe, like the Netherlands and Europe. The founder of Capitalism was Adam Smith; he creak Ted Capitalism around the 18th century.Socialism is an economic system in which the government owns and controls manufacturing, and is also responsible for planning the economy. Socialism w as created in the early 1 8th century by Karl Marx. Socialism was created in an attempt to eliminate ate the differences Hernandez 2 between the rich and the poor. If you are a socialist you are not allowed to owe n anything not even a house! Socialism is the concept that individuals should not have ownership of land, money, or industries. But the whole whole community collectively owns and controls pro Perry, goods, and production.In the other hand under Capitalism, individuals own and control I ND, money, and even production of industries. The individuals are even free to own homes an d cars. Capitalist also have the freedom to live where ever they want Socialism was emerged to eliminate the rich and the poor. But Capitalism me urged because of the problems in the feudal society and because of the industrial re volition government started to change. Personally I like capitalism more because of all the freedom people have and I believe that it is unfair that if someone works more or less t hen someone else they get paid the same and that is basically what socialism is.

Yet Do I Marvel

Yet Do I Marvel â€Å"Yet Do I Marvel† a sonnet by Countee Cullen, is written in iambic pentameter. Its rhyming scheme is arranged in two, four line stanzas, abab and cdcd, ending with a six-line stanza, eeffgg. This poem is written in first-person, the voice of a Black man and uses a variety of tones; confusion, anger and sarcasm, to portray it’s message; The poem begins with the poet’s voice affirming the belief that God is good, well meaning, but admits God has left him with out explanation for understanding the reasons behind the justice or injustices, which make up God’s will. Comparisons with in the poem are made to illustrate the lack of sense in God’s design. The line, The buried mole continues to be blind, would seem to be an inexplicable injustice against a creature that has done no wrong. Then the line, Why flesh that mirrors him must some day die, would seem an unjust end for a being God created in his likeness. Cullen’s next comparisons allude to two mythical gods sentenced to suffer for eternity for their heinous crimes, Make plain the reason tortured Tantalus Is baited by the fickle fruit, declare If merely brute caprice dooms Sisyphus To struggle up a never-ending stair, there would seem to be no need of explanation for the justness of their fate (â€Å"Encyclopedia Mythica†). The poems last stanzas are the need for reaffirmation of faith in God’s divine plan as we have not the wisdom to be more than his instrument, To catechism by a mind too strewn, With petty cares to slightly understand, What awful brain compels His awful hand. That leaves the poet concluding that despite the racial indignities and senseless injustices performed against blacks who speak out, he must accept what it is God’s will which is, To make a poet black, and bid him sing! Countee Cullen was a pivotal force in the Afro-American arts movement of his time, known as Harlem Renaissance. Cullen’s use of racial themes in this verse are reflective of a black urban consciousness for change, brought about by America's racial climate during the 1920s and black American disillusionment after World War 1 (â€Å"Cullen, Countee†). Countee Cullen while an out spoken agent for change drew criticism for his works when he chose as his model the classical verse forms of John Keats rather than rely on the rhythms and idioms of his black American heritage (â€Å"African American Literature†), It was Cullen’s belief that use of more traditional forms to structure his poetic message would allow art to transcended race and minimize the distance between black and white people (â€Å"Cullen, Countee† ). Yet Do I Marvel Biography Online: Encyclopedia Mythica http://www. mythweb. com/index. html African American literature. † Encyclop? dia Britannica. Encyclop? dia Britannica Online. Encyclop? dia Britannica, 2010. Web. 19   Apr. 2010   http://www. search. eb. com. prxy1. ursus. maine. edu/eb/article-232356 Cullen, Countee. † Encyclop? dia Britannica. Encyclop? dia Britannica Online. Encyclop? dia Britannica, 2010. Web. http://www. search. eb. com. prxy1. ursus. maine. edu/eb/article-9028151

Conservation of Petroleum Products

PCRA aims at making oil conservation a national movement. As part of its mandate, PCRA is entrusted with the task of creating awareness amongst the masses about the importance, methods and benefits of conserving petroleum products & emission reduction. To take the message to the people, PCRA uses all possible and effective media for mass communication. These include electronic and press media e. g. TV, Radio, Electronic displays; Press at the National and State level printed literature for specific target groups; outdoor publicity through Hoarding, Bus panels, Kiosks, Balloons, Banners Transliders etc.The focus of all the messages is easy to implement and practical conservation lips for the industrial, transport, agriculture & domestic sectors. For effective communication to the target groups in semi-urban and rural areas, messages are made in regional languages. Field interactive programs like seminars, Technical meets, Consumer meets, Workshops, Clinics, van-publicity, Exhibitions, Kisan melas are conducted for dissemination of conservation messages and demonstration of conservation techniques.To give impetus to the oil conservation movement, PCRA utilizes various platforms like the World environment day, World energy day, various festivals etc. When creative press advertisements are brought out. Over the years, PCRA has developed a number of films, TV spots and radio jingles in various languages for promoting oil conservation. PCRA also publishes quarterly a journal and a newsletter. Active Conservation Techniques (ACT), is a journal containing articles on technology by energy experts. It also brings out successful case studies leading to conservation of energy.The conservation news is an in-house newsletter highlighting the major activities carried out by PCRA in the core sectors. For the benefit of various target groups of petroleum products, PCRA has developed literature containing simple ready to implement conservation tips and techniques. Special low co st green leaflets have also been developed to educate the masses on the ill effects of pollution caused due to incomplete combustion and its impact on health. The guiding light being â€Å"Where conservation fails pollution starts†. Oil & Gas Conservation FortnightIn order to generate awareness among the masses about the urgency of conserving petroleum products, the celebration of oil conservat ion week with the participation of PCRA and the entire oil industry under the guidance of the Ministry of Petroleum & Natural Gas was started in year 1991. Considering the over whelming response and enthusiasm generated by OCW in the entire country, and to further increase the reach as well as effectiveness of the oil conservation campaign the duration of the program was increased to a fortnight from the year 1997 onwards.The eco-friendliness of natural gas stands etablished beyond doubt and it is being used in progressively large volumes by Power, Fertilizer, Industrial, Commercial, D omestic and Transport sectors. As the demand is increasing, there is large scope for gas conservation. Keeping this in view, the national fortnightly conservation campaign has been renamed as â€Å"Oil & Gas Conservation Fortnight† in place of Oil Conservation Fortnight (OCF) since 2004.During the fortnight the entire oil industry under the guidance of MOP&NG undertakes various kinds of activities to emphasize the need and importance of conservation of petroleum products & environment protection. The activities undertaken include: dissemination of oil conservation messages through out door publicity, print media, electronic media, training programs, kisan meals, technical meets & distribution of literature in national as well as vernacular languages all over the country.The activities are carried out by the State Level Co-ordinators (SLCs) of the Oil Industry in each State under the directions of the Regional Level Coordinators (RLCs). Over the years the no. of activities und ertaken during OCF has risen. In order to recognize the efforts of the executing agencies, MOP&NG has instituted awards for the best performing; State Level Coordinators (SLCs), Regional Level Coordinators (RLCs) of the oil industry and the best performing States for the activities conducted during the fortnight.Besides this, State Transport authorities, empanelled energy auditors, industries in large, medium and small categories, who have done exemplary work in energy conservation activities, school children, teachers and their institutions are also given performance awards for the year. Petroleum has brought enumerable benefits to human civilization; quality of life and dynamic prosperity is fueled by this precious, miraculous resource. Petroleum is the lifeline of modern civilization.It is the source of energy for agricultural, industrial and transport sectors and keeps the wheel of other essential industries moving. In fact, there is no conceivable area where energy does not pla y its vital role. Petroleum currently provides 90 per cent of energy used for transportation, and while its benefits are astounding, the use of petroleum-based technologies also has cost. The environmental impacts associated with extracting and transporting petroleum remain a major issue, as the extraction of petroleum can affect fragile ecosystems.However, oil companies continue to develop new techniques and enhanced recovery methods, which reduce the footprint of drilling equipment and the amount of land affected. Perhaps the m «st serious concern, the combustion of fossil fuels contributes a variety of emissions to the atmosphere and releases carbon dioxide, a potent greenhouse gas. These emissions have modified atmospheric greenhouse gas concentrations, which play an important role in moderating global temperatures. Therefore, there is considerable interest in reducing our reliance on petroleum-based technologies.At the time of independence, India produced crude oil from only one onshore field in Digboi, Assam. At that time, the country depended upon imports for international oil companies controlled 90 per cent of petroleum products and the industry. With Oil and Natural Gas Corporation (ONGC) and Oil India Ltd. (OIL), the production today has increased to over 34 MMTPA by technology upgradation and assimilation. During this period exploration and production activity has grown in its scope and has moved from onshore to offshore.Natural Gas Corporation associated with oil production, which was flared at the well head in the earlier day, is now being harnessed and supplied for power generation to gas-based power plants, as raw material units including petrochemical industry. Natural gas production has risen from ‘nil' at the time of independence to about 29 billion cubic meters during the five decades of planned economic development and it is taken to the consumer through an extensive network of 4100 kms. Gas pipeline system Conservation Petroleum i s an exhaustible resource and the industry has been conscious of  this attribute.To promote efficient and economic uses of energy, Petroleum Conservation and Research Association (PCRA) has been functioning for last two decades. PCRA has done enormous work in mass awareness energy conservation in industrial, transport, and household and agriculture sectors through energy audits and studies and by continuously educating the users of petroleum products on importance and urgency of energy conservation. The task is enormous as it includes highly qualified engineers, drivers or automobiles, housewives and farmers.

Business strategy of Waitrose Essay Example | Topics and Well Written Essays - 2000 words

Business strategy of Waitrose - Essay Example This paper also identifies the primary activities of the company, and the prospects of the company’s suitability, feasibility, and acceptability. This is by the use of the Ansoff Matrix. Finally, this paper has an appraisal of the company’s capabilities and resources. The retailing industry in the United Kingdom plays a significant role in advancing and promoting the economy of the state. Studies reveal that the retailing sector in the United Kingdom contributes an annual GDP of 5%. Studies reveal that the retailing sector normally provides an annual tax of 17.5 billion pounds to the government (Spencer and Bourlakis, 2009). This consists of approximately 30% of the taxes that the government collects. The retail sector in the United Kingdom covers all business organizations that are responsible for selling goods and products to the general public (Towill, 2005). This retailing sector consists of large departmental stores, large chain of supermarkets, and virtual and ind ependent stores. It is important to understand that Waitrose is a chain of British supermarkets, operating in the retailing industry. The retailing industry in the United Kingdom is a very important source of employment, Taylor (2013) denotes that it employs 10%, of the overall workforce in the United Kingdom. It is important to understand that the retailing sector in the United Kingdom consists of five major super market chains, and thousands of minor retailing units, operating individual retailing stores.

Keeping staff motivated Essay Example | Topics and Well Written Essays - 1500 words

Keeping staff motivated - Essay Example The organization’s management has to understand its staff’s behavior to motivate the employees successfully. Therefore, numerous organizations experience problems when it comes to motivating the staff, as the process can be complicated. An organization with motivated staff will be successful in achieving its objectives. Lack of motivation leads to inefficiency, absenteeism and a stressful work environment, therefore, resulting to an unproductive staff (Stecher and Rosse, 2007). This paper will discuss the problem that organizations face in staff motivation and the different methods that can be employed to ensure that an organization’s employees are motivated to work efficiently and productively. When an organization’s personnel is unmotivated, there are more incidences of absenteeism, wastage of time, inefficiency and low quality work. This can lead to huge losses for the organization. On the other hand, motivated employees are excited about the nature of their work and they will work hard without supervision. They are also able to find new ways of completing tasks or solving problems. Therefore, motivation is important in enhancing creativity among the employees. Staff motivation is crucial at the work place, since the employees are enthusiastic about their work, thus putting in some extra effort in their work. This ensure that quality work is produced, thus enhancing efficiency and increasing the organization’s overall performance. Take the example of the Japanese Automobile Industry where fewer workers are required due to high productivity. Analysts have found out that Japanese workers are highly motivated, therefore, requiring very few employees in the aut omobile industry. Highly motivated employees are more satisfied with their jobs than demotivated ones. Managers have realized that job satisfaction goes hand in hand with high levels of commitment and low employee

Equity and Trusts Essay Example | Topics and Well Written Essays - 1000 words - 1

Equity and Trusts - Essay Example The formal declaration is not subject to any alteration and therefore settles any dispute that would possibly arise from the process of sharing the property. A will is a binding document that is always not subject to any form of alteration. Alan Jones leaves behind a will elaborating how he would wish to share his wealth. The terms of the will just as is the situation with any other are legal terms and therefore require effective analysis and interpretation. Everyone referred to in the will must receive the resources allocated to them and utilize the resources as directed by the deceased. This implies that the lawyer does not only oversee the interpretation of the will by making the terms understandable to the parties but also ensures that the specific parties carry out the mandate bestowed upon them by the author of the will (Ross, 2004). In his will, Alan Jones begins by allocating his former wife, Lucinda an amount of money worth five hundred pounds. In the directive, Alan says th at he hopes the woman puts the money in a trust to help the Ilchester animals sanctuary so that the money helps the sick animals in the sanctuary (Garth, 1998). The terms of the will in relation to the former wife are liberal. Alan gives the woman the amount and in so doing, he bestows on her the mandate to invest the money as she wishes. He later advises that the woman invests the money in a trust, the tone of the directive is an advice and so, the woman has no prerogative to comply with it. He says that he wishes she invested the money in trust to help sick animals in the sanctuary. Despite this, the woman has the right to invest the money as she so wishes only that it would make him happier if she did invest the money in the trust as he advises (McKendrick, 2012). From the composition of the directive, it is possible Allan knew that his former wife and a passion for conserving the animals. He, therefore, presumes that the receipt of such an amount would help her realize her dream of reaching out to the animal orphanage. This information compels Alan to advise her to do so with the money. Possibly, the woman may decide to invest the money in the trust as he advises but the terms of the will does not bind the stakeholders to use the money in the assistance of sick animals since this again is another random advice such he believes that the sanctuary protects only sick animals (Amsterdam & Bruner, 2002). The sanctuary after receiving the money has the authority to invest it in a manner they deem necessary since the terms of the will do not influence their budgetary allocation and internal operations. In the second sentence, he gives his two houses to his brothers Kip and Tim. He makes it clear on the location of the houses by naming thereby making it clear that the two houses include the one on number 12 High Fullchetser while the other in 42 High Ilchester. By naming the location of the houses, Alan makes the will clear and does not, therefore, create confusio n with any other interested parties on the two houses. On the same sentence, he says that Kip to have the first choice, a depiction of presence in which he apportions his brother Kip the chance to choose either of the house before his other brother Tim. Kip, therefore, makes the first choice on which house to retain after which Tim retains the other.     Ã‚  

Subject political science in 1989 some observers claimed that marxism Essay

Subject political science in 1989 some observers claimed that marxism was obsolete. What if any analytical insights can marxist political economy still provi - Essay Example A Roman citizen often owned slaves who worked his land growing wheat; a feudal lord would seize the surplus wheat grown by the serf on the lands; the early capitalist farmers began to employ landless labourers to do their manual work for a wage that was less than the total value f the product that they created. In each case, wheat is grown on land by the labour f men and women, but the social arrangements are totally different. There are totally different class relationships, leading to totally different forms f society: ancient, feudal, and capitalist. The one thing that unites these three arrangements is that in each case a minority class rules and takes the surplus away from the producers. Each society, says Marx, embodies class exploitation based on the relationships f production, or rather, the modes f production. The key to understanding a given society is to discover which is the dominant mode f production within it. The basic pattern f social and political relationships can t hen be known. Since Marx concentrates his attention on the class structure f capita... While Marx recognizes that there are other classes, the fundamental class division is between this pairing f the exploiter and the exploited. The bourgeoisie derive their class position from the fact that they own productive wealth. It is not their high income that makes them capitalists, but the fact that they own the means f production. For example, the inputs necessary for production - factories, machines, etc. The ability f workers to work (labour power) is in itself a marketable commodity bought for the least cost to be used at will by the capitalist. In addition, the capitalist owns the product and will always pocket the difference between the value f the labour and the value f the product - referred to by Marx as 'surplus value' - purely by virtue f his ownership. His property rights also allow the capitalist the control f the process f production and the labour he buys. The proletariat in contrast, owns no means f production. Because f this exploitation, Marx viewed the bourg eoisie and the proletariat as locked in deep and unavoidable conflict. The criminal justice system, in the words or Marx, is used against, rather than for the people. Under capitalism, the system f law and punishment is inherently unjust, designed not to control crime for the good f the society but to subjugate the population. For instance, imprisonment is imposed less as a direct punishment for convicted felons than as a way to siphon off surplus labour from the population. Since a long cycle f growth and depression is inherent in capitalism, there will be times when there are too many workers that the economy cannot absorb. These surplus workers are a threat to capitalists, since they could organize into a revolutionary movement. Therefore, the theory

Global Operations Management of Wal-Mart Essay Example | Topics and Well Written Essays - 1250 words - 2

Global Operations Management of Wal-Mart - Essay Example The paper tells that global supply chain management focuses on the process of planning and optimizing the different international and local processes of procurement, production, and distribution. In order to manage the global or international supply chain in effective and efficient manner, it is required to integrate all supply chain partners in the overall process. Wal-Mart is operating in the industry of international retailing for a couple of years. The company has been in the business of providing different products and goods to the end consumers all over the world. Wal-Mart is known to be one of the largest retail organization in the global industry. Apart from different physical superstores and hypermarkets, Wal-Mart has also entered into the industry or electronic commerce by offering products through online retail stores. Wal-Mart has been able to create the competitive edge in the industry on the basis of considerably low prices. And for this, it has used efficient and effec tive supply chain strategies to increase the responsiveness of the global supply chain and at the same time increase the overall efficiency of the supply chain. Wal-Mart has been able to integrate different stages and partners of the supply chain together with the help of different technological systems like Enterprise Resource Planning (ERP) system. The supply chain of Wal-Mart is more complicated because of the fact that it has to integrate different manufacturers in the whole process. For example, the let's consider the example of a simple detergent provided by the company. Production is about producing and manufacturing different products and goods. In reference to Wal-Mart, the main function of production is handled by different manufacturers and Wal-Mart focuses on the process of making these products

Transfusion reaction in a case with the rare Bombay blood group Study

Transfusion reaction in a with the rare Bombay blood group - Case Study Example An occurrence of antigen H, synthesized by H gene, determines the expression of the A and B antigens. The antigen is a substrate for enzymes A and B transferases encoded by ABO blood group genes present on chromosome 19 of the human genome. Due to the absence of transferases in O group, H substance persists on the RBCs leading to the inability of Bombay phenotype patients to synthesize the two antigens. In addition, ABH antigens do not exist in their red blood cells. When transfuse with incompatible blood groups, a hemolytic reaction occurs in Bombay phenotypic recipients. Misdiagnosis in through blood group determination is prevalent in patients with the Bombay phenotype. Bombay phenotype individuals exhibit a high presence of anti-H in their plasma (Shahshahani et al., 2013). The strong presence of antigen H explains the occurrence of hemolytic reaction when transfused with any other blood type apart from Bombay phenotype blood group. Hemolysis is a prerequisite for disseminated intravascular coagulation (DIC) responsible for the symptoms witnessed in the patient. Decreasing cases of misdiagnosis in blood group determination entails incorporating reverse blood grouping together with O control cells to enhance identification of Bombay phenotype donors. Shahshahani, H. J., Vahidfar, M. R., & Khodaie, S. A. (2013). Transfusion reaction in a case with the rare Bombay blood group.  Asian Journal of Transfusion Science, 7(1),

Intro letter to my teacher Essay Example | Topics and Well Written Essays - 500 words

Intro letter to my teacher - Essay Example For example, using sophisticated jargons to a layman to describe something would not be very effective communication. Or, using a colloquial tone while writing to someone who deserves more respect is hardly the best idea. First writing often needs a revision. I think while we are writing, we are simultaneously thinking ahead for the next word, line or paragraph. More often than not, this can easily lead to silly errors. This is where revising comes in handy. Also, it helps in properly structuring the written work. I think one improves better if one knows what to work on. Self-reflection can bring in some ideas, but the best feedback is one that comes from the general public. I would greatly appreciate constructive criticism of my writing style and look forward to improving upon it. The professionals in finance are engaged in several different activities. Some are bankers, some handle corporate finance for large and small companies, some are asset managers, and some specialize in advisory business and so

HR as a Strategic partner Essay Example for Free

HR as a Strategic partner Essay Human Resources – the one department that is the most important to a company’s bottom-line is also one that is treated with the least respect across all industries. The general consensus is that the HR Department and the rest of the organization are Strange Bedfellows, when in fact they are Strategic Partners who should blend seamlessly to achieve organizational objectives. But what we see is a single-minded dislike for the HR department by most employees of the organization. The reason for this sorry state of affairs can be traced to several widespread myths regarding the function among employees. Two of the most important ones are as follows: Myth No. 1 – Employees feel that â€Å"The HR function is responsible for making employees happy. They should take care of everything, from providing employees good food to ensuring that the AC’s temperature is just right†. When in reality, an HR manager’s job is not to make employees content; it is to make them competent. In simpler words, HR Managers will not provide you a beanbag at work to recline on, but they will strive to increase your competencies that would hold you in good stead for the rest of your life. And that is all that matters in today’s professional and highly competitive world. Myth No. 2 – â€Å"The HR department comprises of a bunch of people who sit around in their ivory tower and make rules according to their whims and fancies†. While actually, HR as a function not only belongs to HR Managers, but to all managers across the organization. Translated, it means that the HR function is highly inclusive and works in tandem with all departments of the company. The criticality of the HR function can be understood by asking a simple question – What is it that makes any organization a success or a failure? Planning, Strategic decisions, Productivity, Sales figures, etc. , are a few things that instantly come to mind. What we forget to acknowledge is the fact that all these factors are a result of the efforts of the â€Å"people† of the organization. And who ensures that the right kinds of people are positioned in the right jobs in the company? The answer to that one is quite obvious. The HR department performs an array of complex activities – From Manpower Planning to Recruitment, Performance Management to Compensation and Benefits, Training and Development to Career Advancement; all of which aim at Organizational as well as individual employee development. And yet they are accused of being a ‘necessary evil’ and a ‘dark bureaucratic force’ by many. The HR function is Necessary, Yes; is it an evil? No! It is a Force, yes; but Dark and Bureaucratic? No and No! So why is HR misunderstood and mistrusted by so many, especially when the function is a benign one? Honestly, the blame lies partly with the HR managers as well for letting things get out of hand. Somewhere in the trade-off between the various roles that they are expected to play, HRs in general have started placing more importance on the roles of the ‘Admin Expert’ ‘Strategic Partner’ and have foregone the roles of the ‘Change Agent’ and ‘Employee Champion’. While they are performing the former two flawlessly, the latter roles are of great importance as well. And this negligence has resulted in widespread manifestation of disregard for the function. And unless we strike a balance between these paradoxical roles, redefining HR as an EmployeeFriendly function would be an uphill task. That said, let’s take a look what other options we have, as future HR personnel to dispel the feeling of general animosity towards the function? The answer quite simply lies in the basics. As with any other relationship, proper communication is the key to mend damages in professional relationships too. The HR person is every employee’s first point of contact before/ immediately after joining an organization. Right from the induction programs, it is the HR who facilitates the transition of a person from an outsider to a member of the organization. And we need to leverage this power for all its worth right from the word go! We need to establish proper communication channels right from the time of entry of the employee into the organization and ensure that this process of communication is a perpetual process and not an intermittent one. Next of course are the all-encompassing and highly coveted employee engagement programs. Ensuring that the HR department is projected not merely as a facilitator but also as the interface that conducts such engagement activities would ensure that employees have a change in perspective regarding HRs in general. Instead of going about this the tried and tested way, HRs can get creative and use several innovative means to achieve this. From videos depicting ‘a day in the life of an HR’ to shadowing programs (which would give employees a real-time feel of the trials and tribulations of an HR person) the possibilities are endless. And most importantly, as stressed upon earlier in this article, HR is not just about performance appraisals and pay cuts. The function is the backbone of any organization, performing an array of critical activities. HR managers need to convince the employees that they are in fact their allies and not their detractors. The new age HR managers need to remember that each action of theirs reflects on the image of the function as a whole. A slight change in our attitudes would go a long way in changing employee perceptions about our function. We as a team honestly believe that it is not a question of ‘If’ this change would happen; rather it is a question of ‘When’ it would happen. And when this happens, the HR function would assume its rightful position of importance in the Organizational structure.

The Role of the Dead Letter Office Essay Example for Free

The Role of the Dead Letter Office Essay While Melville only mentions the Dead Letter Office in the last paragraph, he portrays its significance throughout the story. Melville reveals Bartleby previously worked in a Dead Letter Office, where he handled the monotonous task of burning undeliverable mail. Because the narrator views Bartleby as a mirthless man, he feels pity for Bartleby working at a place devoid of happiness. By employing a theme of lost hope, Melville describes the dead letters as mail, which fails to reach its destination with its encouraging message or item of value. Melville associates the melancholy present in Dead Letter Office with the strife evident in Bartlebys life. In Melvilles short story, the Dead Letter Office serves as an influence upon Bartlebys fastidious nature. Throughout the story, Bartleby expresses his preferences in regard to his work, which primarily result from the dissatisfaction he felt in his previous profession. Perhaps Bartlebys refusal in performing his duties signifies his dismissal of authority, which indicates Bartlebys desire to control his own life. By characterizing Bartleby as an isolated man, Melville demonstrates how Bartlebys environment separates him from nature and the company of others. Working in the narrators office, Bartleby occupies a secluded area near a window, where he constantly stares at a wall. Bartleby exhibits the behavior of a loner as he stays at the office even at night, when no one occupies the streets. When Melville states On errands of life, these letters speed to death, he refers to the Dead Letter Office as a symbol of mortality (Melville 52). In describing Bartlebys former occupation, the narrator even acquaints the dead letters of the mail center with dead men (51). Melville portrays the final depressing image of death through Bartlebys former workplace, the Dead Letter Office.

Cognitive psychology, retention and learning transfer

Cognitive psychology, retention and learning transfer The way information has been retained and transferred into meaningful output has baffled the minds of Cognitive Psychologists for decades. It is in an effort to discover how this becomes possible that various Cognitive Psychologists have developed hypotheses and presented models. Estes, (1975) posited that some learning theories support hypotheses that are based on instruction that leads to learning outcomes that he regard as a two element paradigm. He however, supports a three element paradigm which involves instructions, memory structure, and learning outcome. If there is not a three structure paradigm how might one account for the retention and the processing that must take place if there is no memory structure? But the structure of the memory system is still a source of controversy. According to the modal model there is not only a memory structure but there are different kinds of memory. But most contemporary researchers assume that there are three types of memory; a sensory memory structure or register, a short term store, and a long term store. There is also support for a two structure model. This is regarded as a two storage system and this is where the emphasis lies. Support for a storage system was highlighted from (Mulner, 1959) research. Her research supports the hypothesis that if the hippocampus was removed it would be difficult for new learning to take place. Eichenbaum, (2000) states that the Hippocampus is seen as critically involved in the rapid encoding of events as associations among stimulus elements and context, in the encoding of episodes as events, and in linking episodes by common features into relational networks that support flexible inferential memory expression. Mulner, (1959) further posited that although items of learning could be held in short term memory, there is no evidence that they were transferred to Long term memory. Atkinson and Shiffrin (1968) supported (Mulner 1959) findings. Zechmeister and Nyberg (1982) posited that information enters the memory system through a sensory register that records information impinging on the sense organs. The concept of working memory has been introduced as a part of the short term memory (Bradderly and Hitch, 1974; Hastie and Carlston ( 1980). Short term memory takes information as concepts from the sensory register and maintains activated knowledge drawn from long term memory. Long term memory is comprised of semantic long term memory and episodic long term memory. Semantic long term memory stores structural information. This is information that is not dependent upon a particular time or place. Episodic long term memory stores contextually dependent information. That is information about specific events or episodes. Klatzsky (1980) purports that Episodic Long term memory is constantly changing. This is so because as (Conway, Cohen, and Stanhope, 1991; Semb, Ellis, and Aroujo, 1993) stated, although some of what is learned is lost, the amount is not significantly great. Bahrick, (1984); Bahrick, Bahrick, and Wittingler (1975), Bahrick and Hall (1991); Conway, Cohen, and Stanhope (199 1) reported retention intervals as long as fifty years. From their research they discovered that persons retained a substantial amount of the Spanish, Algebra, and psychology that they were taught in school. Research carried out by Cane and Willey (1939) and Hovland (1940) supported the hypothesis that persons who are given multiple opportunities for learning had better retention. But if one is merely interested in assessing what students have learned over a period of time, the focus will be merely on assessing remembering. However, meaningful learning supersedes mere remembering. Bransford, Brown and Cocking (1999); Lambert and Mc Combs (1998) stated that meaningful learning is recognized as an important educational goal. For meaningful learning to take place instruction must go beyond the simple presentation of factual knowledge and that assessment task should require students not just to recall or recognize but they should be able to construct meaning from what is learned. Hence, students should be able to understand what is learned, apply knowledge, analyze, evaluate and use knowledge to create. If the objective of the teacher is to assess the degree to which students have learned some subject matter content and retained it over some period of time, the focus would be on just one class of cognitive process, namely, those associated with remembering. Mayer (2001) posited that two of the most important educational goals are to promote retention and to promote transfer (which, when it occurs, indicates meaningful learning). Retention is the ability to remember material at some later date in much the same way it was presented during the instruction. Transfer is the ability to use what is learned to solve new problems, answer new questions, or facilitate learning new subject matter (Mayer and Wittrock 1996). In other words retention requires students to remember what is learned, where as transfer requires not only retention but also the application of knowledge to old and new situations (Bradford, Brown, and Cockling, 1999; Detterman and Sternberg, 1993; Heskell, 2001; Mayer, 1995; McKeogh, Lambert, and Marini, 1995; Phye, 1997). Remembering is therefore the sole ingredient of retention. On the other hand transfer involves remembering, understanding, applying, analyzing, evaluating, and creating. If the retention of information is the focus then the main focus of the cognitive process is remembering. However, if the focus is transfer it shifts to the other five cognitive processes; understanding, applying, analyzing, evaluating, and creating. Mayer, (2001) stated that students understand when they can associate old knowledge with new ones. In other words if students are able to make connections as they formulate new concepts ideas, and create new schematic formulations, they have demonstrated that they have learned. At the application stage (Mayer, 2001) students are able to use what is learned to execute procedures. In other words they are able to carry out tasks based on that knowledge. For example if instruction is based on how to bake a cake, the student should be able to bake the cake. Therefore the bass for application are remembering and understanding. As (Mayer, 2001) continues to review Blooms Taxonomy, he states that to analyze involves breaking ideas, concepts, and schemas into their component parts and demonstrate how the parts are related to each other and to the whole structure. The bases for analysis are; remembering, understanding and applying. In order to evaluate students must be able to remember, understand, apply, and analyze. Evaluation is the ability to make judgment that is based on a given criteria. Mayer (2001) states that the standards may either be quantitative of qualitative. Evaluation is further described as judgment about internal consistency and critique which is external consistency. At this level of transfer students should be able to detect inconsistencies between an operation and some external criteria. The final stage is that at which students are able to synthesize aspects of what is learned to produce a whole, a concept or a schema or something that is tangible such as a machine or a work of art. It is that which enables one to develop hypotheses with a view to solving problems. Therefore in order to create, one must be able to remember, understand, apply, analyze, and evaluate. Chandler and Sewell (1991); Mayer (2001, 2005); Mayer and Moreno (2003); Sweller (1999, 2005) posited that meaningful learning requires learners to engage in appropriate cognitive processing during learning. These cognitive processes include attending to relevant information, mentally organizing the selected information into a coherent structure, and integrating the incoming information with existing knowledge. This is regarded as the triarchic theory of cognitive load and it postulates three kinds of cognitive processing during learning. The first is extraneous processing in which the learner engages in cognitive processing that is not related to the instructional goal or in some instances there are no instructional goals. It is just learning for learning sake. The other is essential or intrinsic processing in which the learner mentally represents the material and which is determined by the inherent complexity of the material. The third is the generative or germaine processing of material such as organizing and integrating the selected material with the desire to understand the lesson. Generative processing is similar to transfer of learning that produces the ability to create. According to (Mayer ,2005; Mayer and Moreso, 2003; Sweller, 2005) line texts can be converted into a graphic organizer through selected relevant text and organized into a coherent structure. When the scaffolding of graphic organizers is provided, learners are less likely to waste precious cognitive capacity on extraneous processing which thereby reduces cognitive load and frees up capacity for essential and generative processing. De Jong (2005); Kirsner, Sweller, and Clark (2006); Klahr and Nigane, (2004); Lillard, 2005); Mayer, (2003, 2004) forwarded that activity theory is based on the idea that deep learning occurs when students are encouraged to engage in productive learning activities. Constructing a graphic organizer can be considered a productive learning activity because the learner must engage in an activity that is related to the instructional objective selecting relevant ideas from the text and organizing them in a coherent structure. Activity theory purports that learner generated graphic organizers do. However three experimental researches carried out by Stull and Mayer (2007) proved the opposite. Below is the full text of experiment 1. The summaries of the other two experiments along with the summary of experiment 1 are included in the appendix. Experiment 1 (Highest Complexity) The purpose of Experiment 1 was to test whether students better understand a scientific passage when they are asked to generate graphic organizers (following pretraining in how to generate hierarchies, lists, flowcharts, and matrices) in spaces in the margin or when the passage contains author-provided graphic organizers. In Experiment 1, participants read a 1,133-word passage about a topic in biology that was augmented by 27 author-provided graphic organizers (author-provided group), participants constructed their own graphic organizers from scratch (learner-generated group), or participants did not receive or construct graphic organizers (control group). Our primary focus is on comparing the author-provided group and the learner-generated group on measures of understanding. Method Participants and design. The participants were 156 college students recruited from the psychology participant pool at the University of California, Santa Barbara. The study was based on a between-subjects design, with three levels of graphic organizer use (author provided, learner generated, and control) as the single factor. Fifty-one students served in the author-provided group, 51 students served in the learner-generated group, and 54 students served in the control group. The mean age was 19.4 years (SD =1.5), the percentage of men was 29.5%, and the mean SAT score was 1184.5 (SD =161.4). Materials. The paper materials consisted of a participant questionnaire, two pretraining documents (author-provided and learner generated versions), three reading passages (i.e., author-provided, learner-generated, and control versions), six short-answer test sheets (one retention and five transfer questions), and eight sentence-completion (all retention questions) test sheets, each printed on an 8.5 x 11 in. (21.25 x 27.5 cm) sheet of paper. The participant questionnaire solicited basic demographic information, including the participants age, sex, and SAT scores. The full version of the pretraining document was developed for the author-provided and learner-generated group, and the control version of the pretraining document was developed for the control group. The full version of the pretraining document consisted of a two-page document printed on facing pages. The left page described and illustrated four types of graphic organizer (concept list, concept hierarchy, concept flowchart, and compare-and-contrast matrix). The right page contained a four-paragraph reading passage laid out in a two-column design. The left column contained the biology text, and the right column contained each of the four types of graphic organizer, horizontally aligned with the matching type description on the left page. The reading material was extracted from a popular college-level general biology textbook, then edited slightly to meet the desired page format as well as to remove external references, but without altering the book like style or the authors voice in the source material. The passage described three biologically important polysaccharide molecules-starch, glycogen, and cellulose. The control version of the pretraining document contained the identical biology text from the left column of the right page but not the left page describing and illustrating the graphic organizers or the integrated graphic organizers from the right column of th e right page. These modifications were made without alteration to the text layout, so the right column was empty. The control version of the reading passage consisted of six pages containing 1,133 words organized into 12 paragraphs, with three figures containing four black-and-white photographs. The three figures with four photographs were required to augment the written descriptions and to maintain the book like character of the material. The page layout matched the two-column design used in the pretraining document. The material was extracted from the same textbook used for the pretraining to maintain a consistent voice and character between the readings. The material described eight reproductive barriers between species (temporal, habitat, gametic, behavioral, mechanical, hybrid inviability, hybrid sterility, and hybrid breakdown) and was divided into two barrier groups (prezygotic and postzygotic). The author-provided version used the identical text, figures, and illustrations but included 27 graphic organizers, each placed in the margin near the corresponding text. One concept hierarchy graphic organizer augmented the introductory paragraph. Each of the eight reproductive barriers was described by a single paragraph and augmented with three graphic organizers (one hierarchy, one list, and one flowchart). A hierarchy graphic organizer and a matrix augmented the conclusion. The learner-generated version was identical to the author-provided version except that all graphic organizers were removed, which left space for learners to construct their own graphic organizers. The version used by the control group was identical to that used by the learner-generated group. Example pages of the three versions are shown in Figure 1. The six short-answer test sheets and the eight sentence -completion sheets each had a question printed at the top of the page, and at the bottom of each sheet were printed the following instructions: Please keep working until you are asked to stop. Do not go back to any previous questions. The eight sentence completion questions (eight retention questions) are presented at the top of the Appendix, and the six short-answer test questions (one retention and five transfer questions) are presented at the bottom of the Appendix. Procedure. Participants were tested in groups of 1 to 5 and randomly assigned to one of the three graphic organizer treatment groups. Each participant was seated in an individual cubicle. First, participants were asked to read and sign an informed consent form, followed by a participant questionnaire to be completed at their own rate. Then they were given oral instructions to carefully read the pretraining document (with control participants receiving the control version and all other participants receiving the full version). In the author-provided group, participants were instructed to compare the descriptions and illustrations of the four types of graphic organizer with the illustrated example on the facing page. In the learner-generated group, participants were instructed to compare the descriptions and illustrations of the four types of graphic organizers with the illustrated example but also told that they would be asked to construct their own graphic organizers. The training la sted approximately 5 min and was intended to familiarize learners with each of four types of graphic organizers-list, hierarchy, flowchart, and matrix-by providing definitions and examples. In the control group, participants were only asked to read the passage but were not provided with or informed about graphic organizers. Participants were asked to stop reading at the end of 5 min, which proved to be more than adequate for the task. Next, participants were given further oral instructions that described the reading assignment, which they could complete at their own pace. These instructions asked the participants to read the material carefully and to be aware that questions about the reading would follow. In the learner-generated group, participants were told that they could construct their own graphic organizers in the margins of the page as they read the material and were informed that this might help them understand the material. Participants in the author-provided group and the control group were not instructed to generate graphic organizers during reading and did not generate any graphic organizers. The time to complete the reading was recorded for each individual. When all participants were finished reading the material, the stack of six short-answer test sheets was passed out. Participants were given oral instructions to work only on the top sheet, to keep working until they were asked to stop, and not to turn to the next sheet until asked to do so. Participants were carefully monitored for compliance. At the end of 3 min, participants were asked to immediately stop working on the current question, turn that sheet face down onto a finished stack, and begin the next sheet. After the last short-answer question, participants were given oral instructions that described the sentence-completion questions, which followed the same procedure as the short-answer questions except that participants were given 1 min to answer each question. The short-answer and sent ence-completion questions were presented in the order listed in the Appendix. After the last sentence-completion question, all material was collected, and the participants were debriefed and excused. Results and Discussion Scoring. We computed the retention score for each participant by tallying the score for the first short-answer question (worth a maximum of 4 points) and the score for each of the eight sentence completion questions (worth a maximum of 16 points). On the short-answer retention question, participants received 1 point for mentioning each of four concepts: (a) prezygotic barrier with (b) before fertilization and (c) postzygotic barrier with (d) after fertilization. On each sentence-completion question (worth a maximum of 2 points each), the participant received 1 point for writing the correctly spelled term for the appropriate reproductive barrier and 1 point for the correct prefix for the barrier subgroup- prezygotic or postzygotic. The correct answers to the eight sentence-completion questions listed in the Appendix are (a) temporal and pre, (b) habitat and pre, (c) gametic and pre, (d) behavioral and pre, (e) mechanical and pre, (f) hybrid viability and post, (g) hybrid sterility and post, and (h) hybrid breakdown and post. Partial terms (e.g., hybrid or sterility instead of hybrid sterility), parallel concepts (e.g., time instead of temporal or geographic instead of habitat), and incorrect spellings (e.g., pro instead of pre) were not acceptable answers. Partial credit was awarded if participants provided only one of the two correct terms. Each participant could earn a maximum of 16 points on the eight sentence-completion questions and 4 points on the short-answer retention question, for a total possible of 20 points on the retention score. We computed the transfer score for each participant by tallying the individual scores on each of the five short-answer transfer questions-short-answer questions 2 through 6 are listed in the Appendix. We scored each question by counting the unique concepts presented in the reading that were used appropriately by the participant to address each question. Acceptable concepts included the 10 specific reproductive barrier concepts: (a) prezygotic, (b) postzygotic, (c) temporal, (d) habitat, (e) gametic, (f) behavioral,(g) mechanical, (h) hybrid inviability, (i) hybrid sterility, and (j)hybrid breakdown. In addition, two general concepts were also counted: (a) crossing organisms to test whether reproduction was possible or recognizing that two species might have crossed to form a hybrid, and (b) mentioning that reproductive barriers maybe relevant to the explanation. Participants were allowed to describe the concepts with partial terms and parallel concepts, and misspelled terms were not counted as wrong. One point was awarded for each of the 12 concepts, for a maximum of 12 points per question. A second person scored all material. The interrater reliability measure was significantly correlated between these two scores (r =.826, p < .001). Discrepancies in the scores between these two scorers were individually evaluated in a blind, third review, which was used to determine the final score. Data analysis. Data were analyzed with one-way analyses of variance comparing the performance of the three treatment groups on each of the dependent measures-transfer score, retention score, and study time. Our major focus was on comparing the author-provided and learner-generated groups, so for each dependent measure we conducted planned contrasts on the mean scores of these groups and computed the corresponding effect size on the basis of Cohens d (Cohen, 1988).2 Table 2 lists the mean and standard deviation of each of the three treatment groups on each of the three dependent measures. Do readers who generate their own graphic organizers while reading a scientific passage learn better than readers who are given author-provided graphic organizers? The top left portion of Table 2 summarizes the mean transfer scores of the three groups in Experiment 1. There was not a significant effect of treatment on transfer scores, F(2, 153) = 1.32, MSE = 10.15, and the author- provided group did not differ significantly from the learner -generated group, t(153) = 1.30, d = 0.24. There is no evidence that constructing graphic organizers or even studying author- provided graphic organizers results in deeper learning. The top middle portion of Table 2 summarizes the mean retention scores of the three groups in Experiment 1. There was not a significant effect of treatment on retention scores, F(2, 153) = 0.210, MSE = 21.38, and the author-provided group did not differ significantly from the learner-generated group, t(153) =0.56, d = 0.11. There is no evidence that constructing graphic organizers or even studying author-provided graphic organizers results in better memory for the presented material. The top right portion of Table 2 summarizes the mean study times of the three groups in Experiment 1. There was a significant difference among the groups in mean study time, F(2, 153) = 82.86, MSE = 9.99, p < .001, and the author-provided group required significantly less study time than did the learner- generated group, t(153) =8.97, p < .001, d = 1.51. Although constructing graphic organizers did not result in better retention or transfer performance, it did require considerably more study time. Although the main focus of this research was on comparing the test performance of the author-provided and learner-generated groups, the types and number of graphic organizers produced by the learner-generated group were also examined. The author-provided group received 27 graphic organizers containing 506 words, whereas the learner-generate group produced a mean of 5.1 graphic organizers containing a mean of 84.2 words. The mean number of graphic organizers produced fell from 2.0 on page 1 to 0.5 on page 5; the mean number of words produced fell from 34.8 on page 1 to 10.0 on page 5. Although the number of graphic organizers produced in the learner-generated group was lower than that given to the author-provided group, all but 2 of the 51 participants in the learner-generated group attempted to construct graphic organizers. Exclusion of these 2 participants from the analysis did not alter the statistical results. These results are contrary to the prediction that graphic organizers facilitate learning. Furthermore, there is no evidence that generating graphic organizers resulted in better learning than simply viewing them on the page, although there is evidence that more study time was required when students generated their own graphic organizers. The open-ended nature of the learner-generated treatment might have been too demanding and confusing for the learners. Although a majority of participants in the learner-generated group attempted to construct graphic organizers, these graphic organizers varied greatly in form and quality. Participants might have been overwhelmed by the requirement to both select and implement appropriate graphic organizers, both of which might have contributed to extraneous cognitive load. For participants in the author-provided group, the margins of the pages were densely crowded with graphic organizers, which were potentially confusing to interpret as participants attempted to compare the concepts in the text with the appropriate graphic organizer. This might also have contributed to additional extraneous cognitive load. To address these issues, we reduced the complexity of the treatment in Experiments 2 and 3 by offering fewer graphic organizers to both groups and partially completed graphic organizer templates to the learner-generated group. Knowledge of how memory works is important to teachers and Cognitive Psychologists as they seek to discover ways and means to enhance learning. But it is possible that the brain can become so inundated with ideas that much of what comes to it simply decay. Bahrick, (1979) stated that much of what is learned in classrooms is lost soon after final examination. Higbee (1977) posited that people forget what they learned in school (usually within a short time after an examination). Never-Benjamin (1990) forwarded that if this is the case it is very serious. Neisser (1982) expressed that there is a difficulty in finding studies that support retention of academic instruction. But Nesser (1982) might not have been searching wide enough. In fact the literature that is available is replete with the suggestion that much work has been carried out. Wert, (19370 suggested that studies in the area of zoology, biology, and psychology, found retention from a few months to three years. It has also been put forward that (keller, 1968) personalized system of instruction and (Blooms, 1968)learning for mastery often include a measure of retention. Studies by (Gaskey and Gates, 1985; kulik, Kulik, and Bangert- Drowns, 1990) posited that students in all conditions retained much of what was taught. Conway, Cohen, and Stanhope, (1991); Semb, Ellis, and Aranjo (1993) stated that although forgetting does occur, the amount loss is not as great as expected by popular belief. Farrs ( 1987) opinion is that the most important variable in long term memory retention is the degree of original learning. Evidence from laboratory studies shows that increasing the number of learning trials enhances retention. Research has also proven that retention often depends on the instructional strategy that is used. A comparison of studies by ( Austin and gilbert, 1973 ; Breland and Smith 1974, Cooper and Greiner, 1971; Corey and Mc Michael, 1974; Glasnapp et al. 1978, Lu, M., 1976; Lu, P. 1976; Schwartz, 1981; Semb et al., 1993; Sharples et al., 1976) advanced that course objectives, content , length, and tests were the same for all the groups in the stu dies. The only difference was the instructional delivery strategy and mastery criteria. All the studies show that mastery conditions produce superior academic performance at the end of the course. Mckenzie and White (1982) observed high levels of retention for students actively involved in learning. In their study three groups of students learned geographical facts and skills. One group was given a learning program which includes pictures, slides, worded examples, sample test items, indications of relevance of information to subsequent application, and transfer of verbal proportions to maps, diagrams and slides. The remaining two groups were given learning program and field excursion. Treatment groups were formed from eight and ninth grade classes from two different schools. The classes were not ability tracked, and class assignments to treatment groups were random. Students in the excursion classes were assigned to either a traditional excursion or a processing excursion. For the traditional excursion students were given an explanatory field guide designed to reinforce the learning program content. The teacher pointed out the geographic areas of interest, and the student veri fied the information by referring to the guide. Students did not do any recording neither di